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Davies PT, Cao VT, Patel MD, Sturge-Apple ML. Why does children's temperamental exuberance increase their vulnerability to externalizing symptoms? A process-oriented approach. Dev Psychopathol 2024; 36:429-442. [PMID: 36503701 PMCID: PMC10258215 DOI: 10.1017/s0954579422001304] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/14/2022]
Abstract
This study examined children's exposure to family adversity, hostile reactivity to parental conflict, and negative family representations as mediators of the prospective relation between their temperamental exuberance and externalizing symptoms. Participants included 243 preschool children (Mage = 4.60 years; 56% girls) and parents (48% Black; 16% Latinx) in a multi-method and multi-informant study with three annual measurement occasions. Structural equation model results specifically supported children's hostile reactivity to parental conflict and negative family representations as mediators. Exuberance predicted residualized increases in children's hostile reactivity and negative family representations over a 1-year period. In turn, children's hostile reactivity and negative family representations predicted their greater externalizing symptoms 1 year later after controlling for prior externalizing symptoms. Results are discussed in the context of their relation and refinement of temperamental models of developmental psychopathology.
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Affiliation(s)
- Patrick T Davies
- Department of Psychology, University of Rochester, Rochester, NY, USA
| | - Vanessa T Cao
- Department of Psychology, University of Rochester, Rochester, NY, USA
| | - Meera D Patel
- Department of Psychology, University of Rochester, Rochester, NY, USA
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2
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Kleine Deters R, Naaijen J, Holz NE, Banaschewski T, Schulze UME, Sethi A, Craig MC, Sagar-Ouriaghli I, Santosh P, Rosa M, Castro-Fornieles J, Penzol MJ, Arango C, Brandeis D, Franke B, Glennon JC, Buitelaar JK, Hoekstra PJ, Dietrich A. Emotion recognition profiles in clusters of youth based on levels of callous-unemotional traits and reactive and proactive aggression. Eur Child Adolesc Psychiatry 2023; 32:2415-2425. [PMID: 36127566 PMCID: PMC10682164 DOI: 10.1007/s00787-022-02079-3] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 04/20/2022] [Accepted: 09/04/2022] [Indexed: 11/28/2022]
Abstract
Youth with disruptive behavior showing high callous-unemotional (CU) traits and proactive aggression are often assumed to exhibit distinct impairments in emotion recognition from those showing mainly reactive aggression. Yet, reactive and proactive aggression and CU traits may co-occur to varying degrees across individuals. We aimed to investigate emotion recognition in more homogeneous clusters based on these three dimensions. In a sample of 243 youth (149 with disruptive behavior problems and 94 controls) aged 8-18 years, we used model-based clustering on self-report measures of CU traits and reactive and proactive aggression and compared the resulting clusters on emotion recognition (accuracy and response bias) and working memory. In addition to a Low and Low-Moderate symptom cluster, we identified two high CU clusters. The CU-Reactive cluster showed high reactive and low-to-medium proactive aggression; the CU-Mixed cluster showed high reactive and proactive aggression. Both CU clusters showed impaired fear recognition and working memory, whereas the CU-Reactive cluster also showed impaired recognition of disgust and sadness, partly explained by poor working memory, as well as a response bias for anger and happiness. Our results confirm the importance of CU traits as a core dimension along which youth with disruptive behavior may be characterized, yet challenge the view that high CU traits are closely linked to high proactive aggression per se. Notably, distinct neurocognitive processes may play a role in youth with high CU traits and reactive aggression with lower versus higher proactive aggression.
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Affiliation(s)
- Renee Kleine Deters
- Department of Child and Adolescent Psychiatry, University Medical Center Groningen, University of Groningen, Groningen, The Netherlands.
- Accare Child Study Center, Groningen, The Netherlands.
| | - Jilly Naaijen
- Department of Cognitive Neuroscience, Donders Institute for Brain, Cognition and Behaviour, Radboud University Medical Center, Nijmegen, The Netherlands
| | - Nathalie E Holz
- Department of Child and Adolescent Psychiatry and Psychotherapy, Medical Faculty Mannheim, Central Institute of Mental Health, Heidelberg University, Mannheim, Germany
| | - Tobias Banaschewski
- Department of Cognitive Neuroscience, Donders Institute for Brain, Cognition and Behaviour, Radboud University Medical Center, Nijmegen, The Netherlands
| | - Ulrike M E Schulze
- Department of Child and Adolescent Psychiatry and Psychotherapy, University Hospital, University of Ulm, Ulm, Germany
| | - Arjun Sethi
- Department of Forensic & Neurodevelopmental Sciences, Institute of Psychiatry, King's College London, Psychology & Neuroscience, London, UK
| | - Michael C Craig
- Department of Child & Adolescent Psychiatry, Institute of Psychiatry, King's College London, Psychology & Neuroscience, London, UK
| | - Ilyas Sagar-Ouriaghli
- Department of Child & Adolescent Psychiatry, Institute of Psychiatry, King's College London, Psychology & Neuroscience, London, UK
| | - Paramala Santosh
- Department of Child & Adolescent Psychiatry, Institute of Psychiatry, King's College London, Psychology & Neuroscience, London, UK
- Centre for Interventional Paediatric Psychopharmacology and Rare Diseases (CIPPRD), National and Specialist Child and Adolescent Mental Health Services, Maudsley Hospital, London, UK
| | - Mireia Rosa
- Department of Child and Adolescent Psychiatry and Psychology, Clínic Institute of Neurosciences, Hospital Clínic de Barcelona, IDIBAPS, Barcelona, Spain
| | - Josefina Castro-Fornieles
- Department of Child and Adolescent Psychiatry and Psychology, Clínic Institute of Neurosciences, Hospital Clínic de Barcelona, CIBERSAM, IDIBAPS, University of Barcelona, 2017SGR881, Barcelona, Spain
| | - María José Penzol
- Child and Adolescent Psychiatry Department, Institute of Psychiatry and Mental Health, Hospital General Universitario Gregorio Marañón School of Medicine, IiSGM, CIBERSAM, Universidad Complutense, Madrid, Spain
| | - Celso Arango
- Child and Adolescent Psychiatry Department, Institute of Psychiatry and Mental Health, Hospital General Universitario Gregorio Marañón School of Medicine, IiSGM, CIBERSAM, Universidad Complutense, Madrid, Spain
| | - Daniel Brandeis
- Department of Child and Adolescent Psychiatry and Psychotherapy, Medical Faculty Mannheim, Central Institute of Mental Health, Heidelberg University, Mannheim, Germany
- Department of Child and Adolescent Psychiatry and Psychotherapy, Psychiatric Hospital, University of Zurich, Zurich, Switzerland
| | - Barbara Franke
- Department of Human Genetics, Donders Institute for Brain, Cognition and Behaviour, Radboud University Medical Center, Nijmegen, The Netherlands
- Department of Psychiatry, Donders Institute for Brain, Cognition and Behaviour, Radboud University Medical Center, Nijmegen, The Netherlands
| | - Jeffrey C Glennon
- Department of Cognitive Neuroscience, Donders Institute for Brain, Cognition and Behaviour, Radboud University Medical Center, Nijmegen, The Netherlands
- Conway Institute for Biomolecular and Biomedical Research, University College Dublin, Belfield, Dublin, Ireland
| | - Jan K Buitelaar
- Department of Cognitive Neuroscience, Donders Institute for Brain, Cognition and Behaviour, Radboud University Medical Center, Nijmegen, The Netherlands
- Karakter Child and Adolescent Psychiatry University Center, Nijmegen, The Netherlands
| | - Pieter J Hoekstra
- Department of Child and Adolescent Psychiatry, University Medical Center Groningen, University of Groningen, Groningen, The Netherlands
- Accare Child Study Center, Groningen, The Netherlands
| | - Andrea Dietrich
- Department of Child and Adolescent Psychiatry, University Medical Center Groningen, University of Groningen, Groningen, The Netherlands
- Accare Child Study Center, Groningen, The Netherlands
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de Graaf IE, Bolhuis K, Cecil CAM, White TH, van Dongen JDM. Child Neuropsychological Functioning and Interpersonal Callousness as Predictors of Externalising Behaviour in Early Adolescence: A Prospective Population-based Study. Res Child Adolesc Psychopathol 2023; 51:1465-1480. [PMID: 37289329 PMCID: PMC10543790 DOI: 10.1007/s10802-023-01091-8] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 05/25/2023] [Indexed: 06/09/2023]
Abstract
Externalizing problems are a key predictor of individual functioning in adulthood. Therefore, identifying possible risk factors for externalising problems is valuable for optimising prevention and treatment programmes. Previous research has shown that (domains of) neuropsychological functioning predict externalising problems later in life. However, the influence of callous traits, and sex as potential moderators in this relation remains unclear. The aim of this study was to examine associations between neuropsychological functioning in children (at age 8 years) and later externalising behaviour in adolescence (at age 14 years), as well as to test the role of callous traits (at age 10 years) and sex as moderating factors. The analyses were conducted using data from 661 Dutch children from the population-based Generation R Study (47.2% female). We found no association between neuropsychological functioning and later externalising behaviour. However, callous traits predicted externalising problems at age 14 years. Further, callous traits moderated the association between neuropsychological functioning and externalising behaviour, though this association dropped below the statistical significance level when adjusted for confounders. Specifically, while higher neuropsychological functioning was associated with more externalising behaviour in children with high callous traits, lower neuropsychological functioning was not associated with externalising behaviour in children with low callous traits. Although boys showed significantly higher externalising behaviours compared to girls, no moderating effect of sex was found on the association between neuropsychological functioning and externalising behaviour. These results add to a growing body of evidence supporting a distinct neurocognitive profile in children with high vs low callousness.
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Affiliation(s)
- Isabel E de Graaf
- Department of Psychology, Education and Child Studies, Erasmus University Rotterdam, Burg. Oudlaan 50, 3062, Rotterdam, PA, the Netherlands
| | - Koen Bolhuis
- Department of Child and Adolescent Psychiatry/Psychology, Erasmus MC, Rotterdam, the Netherlands
| | - Charlotte A M Cecil
- Department of Child and Adolescent Psychiatry/Psychology, Erasmus MC, Rotterdam, the Netherlands
- Department of Epidemiology, Erasmus MC, Rotterdam, the Netherlands
- Molecular Epidemiology, Department of Biomedical Data Sciences, Leiden University Medical Center, Leiden, the Netherlands
| | - Tonya H White
- Department of Child and Adolescent Psychiatry/Psychology, Erasmus MC, Rotterdam, the Netherlands
- Department of Radiology and Nuclear Medicine, Erasmus MC, Rotterdam, the Netherlands
- Section of Social and Cognitive Developmental Neuroscience, National Institutes of Mental Health, Bethesda, MD, USA
| | - Josanne D M van Dongen
- Department of Psychology, Education and Child Studies, Erasmus University Rotterdam, Burg. Oudlaan 50, 3062, Rotterdam, PA, the Netherlands.
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4
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Kabha L, Berger A. When kindergarteners are tempted to deceive: A study of factors predicting lie-telling for personal gain. J Exp Child Psychol 2023; 233:105697. [PMID: 37224705 DOI: 10.1016/j.jecp.2023.105697] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/25/2022] [Revised: 04/16/2023] [Accepted: 04/17/2023] [Indexed: 05/26/2023]
Abstract
The current study examined the relations between children's cognitive and emotion abilities with their likelihood to tell a lie for personal gain in a tempting situation. These relations were examined using behavioral tasks and questionnaires. A total of 202 Israel Arab Muslim kindergarten children participated in this study. Our results showed that behavioral self-regulation was positively associated with children's likelihood to tell a lie for personal gain. Children with higher behavioral self-regulation actually tended to lie more for their own gain, suggesting that the likelihood to tell a lie might be related to children's ability to mobilize and integrate their cognitive abilities to self-regulate their behavior. In addition, through exploratory analysis, we found a positive relation between theory of mind and children's likelihood to tell a lie, which was moderated by inhibition. Specifically, only among children with low inhibition was there a positive correlation between their theory of mind and the likelihood to lie. Moreover, age and gender were related to children's lie-telling; older children tended more to lie for their own gain, and this likelihood was higher for boys than for girls.
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Affiliation(s)
- Lena Kabha
- Department of Psychology, Ben-Gurion University of the Negev, Beer Sheva, Israel; Department of Education, Al-Qasemi Academic College, Baqa-El-Gharbia, Israel.
| | - Andrea Berger
- Department of Psychology, Ben-Gurion University of the Negev, Beer Sheva, Israel; School of Brain Sciences and Cognition, Ben-Gurion University of the Negev, Beer Sheva, Israel
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5
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Wang Y, Shang S, Xie W, Hong S, Liu Z, Su Y. The relation between aggression and theory of mind in children: A meta-analysis. Dev Sci 2023; 26:e13310. [PMID: 36039023 DOI: 10.1111/desc.13310] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/17/2021] [Revised: 07/28/2022] [Accepted: 07/30/2022] [Indexed: 11/30/2022]
Abstract
Previous findings on the association between theory of mind (ToM) and aggression in children are mixed. The social skills deficit view regarded ToM as a single-edged sword and proposed that a lack of ToM can lead to aggression, while the double-edged sword view proposed that children with advanced ToM can still show much aggression because children can also leverage ToM to harm others. To resolve the dispute between the two views, we conducted a meta-analysis combining cross-sectional and longitudinal findings from 53 studies including a total of 11,579 children aged between 2 and 15 years. The overall negative correlation between ToM and aggression was small but significant (r = -0.08). The negative correlation was robust, with the magnitude of the correlation being similar across physical versus relational aggression, proactive versus reactive aggression, cognitive versus affective ToM, preschoolers versus school-aged children, different aggression measurements, and different levels of societal individualism. Moreover, the negative correlation was found regardless of whether ToM and aggression were measured concurrently or at different time points, but the correlation was the largest when ToM was measured before aggression. Whether the aggression was bullying or not also moderated the association, with ToM only being negatively related to non-bullying aggression but not bullying. Together, these findings suggest that ToM is a single-edged sword to decrease general aggression and that aggression might also give rise to lower ToM capacity during development. RESEARCH HIGHLIGHTS: This study systemically reviewed the existing mixed findings on the association between aggression and ToM during childhood using a meta-analysis. There was a negative correlation between ToM and aggression in children aged between 2 and 15 years. The negative correlation between aggression and ToM was stronger when ToM was measured first, followed by aggression, than vice versa. There was a negative correlation between non-bullying aggression and ToM, whereas there was no correlation between bullying and ToM.
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Affiliation(s)
- Yiyi Wang
- School of Psychological and Cognitive Sciences, Peking University, Beijing, China.,Beijing Key Laboratory of Behavior and Mental Health, Peking University, Beijing, China
| | - Siyuan Shang
- Department of Psychology, Hangzhou Normal University, Hangzhou, China
| | - Wanze Xie
- School of Psychological and Cognitive Sciences, Peking University, Beijing, China.,PKU-IDG/McGovern Institute for Brain Research, Peking University, Beijing, China
| | - Skylar Hong
- School of Psychological and Cognitive Sciences, Peking University, Beijing, China.,Beijing Key Laboratory of Behavior and Mental Health, Peking University, Beijing, China
| | - Zexi Liu
- School of Psychological and Cognitive Sciences, Peking University, Beijing, China
| | - Yanjie Su
- School of Psychological and Cognitive Sciences, Peking University, Beijing, China.,Beijing Key Laboratory of Behavior and Mental Health, Peking University, Beijing, China
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Patwardhan I, Guo Y, Hamburger ER, Sarwar S, Fleming CB, James TD, Nelson JM, Espy KA, Nelson TD, Mason WA. Childhood executive control and adolescent substance use initiation: the mediating roles of physical and relational aggression and prosocial behavior. Child Neuropsychol 2023; 29:235-254. [PMID: 35678295 PMCID: PMC9732148 DOI: 10.1080/09297049.2022.2079615] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/22/2021] [Accepted: 05/16/2022] [Indexed: 01/17/2023]
Abstract
Although predictive associations between childhood executive control (EC) and adolescent substance use have been established in prior research, the developmental pathways involved in these long-term links have not been well understood. The goal of the current study was to investigate the degree to which aggressive behaviors, including both physical and relational aggression, and prosocial behaviors in elementary school operate as developmental pathways between preschool EC and adolescent substance use, while accounting for participants' age, sex, family history of substance use, and family socioeconomic status. Participants were 329 youth (49% male; 63.6% European American) who were recruited to participate in a study between 2006 and 2012 while youth were in preschool and elementary school and followed into adolescence. The sample was recruited from a small Midwestern city in the United States. EC was assessed with performance-based tasks when children were 5 years 3 months. Youth behaviors with peers were reported by teachers when participants were in elementary school. Self-reports of the substance use initiation (e-cigarettes, cigarettes, alcohol, and marijuana) were obtained in adolescence via phone surveys. Mediation analyses revealed a statistically significant indirect effect from preschool EC to adolescent substance use through youth's engagement in relational aggression in elementary school (b = > -0.22 [-0.51; -0.08]; β = > -0.18). Our results suggest that developmental pathways to adolescent substance use may begin in preschool, setting the stage for susceptibility to engagement in relational aggression, which increases, in turn, youth's likelihood for substance use initiation in adolescence.
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Affiliation(s)
- Irina Patwardhan
- Child and Family Translational Research Center, Boys Town, NE, USA
| | - Ying Guo
- Department of Preventive Medicine, University of Tennessee Health Science Center, Memphis, TN, USA
| | - Emily R Hamburger
- Department of Psychology, University of Nebraska-Lincoln, Lincoln, NE, USA
| | - Saira Sarwar
- Department of Psychology, University of Nebraska-Lincoln, Lincoln, NE, USA
| | - Charles B Fleming
- Center for the Study of Health and Risk Behaviors, University of Washington, Seattle, WA, USA
| | - Tiffany D James
- Office of Research and Economic Development, 301 Canfield Administration, University of Nebraska-Lincoln, Lincoln, NE, USA
| | - Jennifer Mize Nelson
- Department of Psychology, Office of Research and Economic Development, 301 Canfield Administration, University of Nebraska-Lincoln, Lincoln, NE, USA
| | - Kimberly Andrews Espy
- Office of the Provost and Vice President for Academic Affairs, University of Texas at San Antonio, San Antonio, TX, USA
| | - Timothy D Nelson
- Department of Psychology, University of Nebraska-Lincoln, Memphis, TN, USA
| | - W Alex Mason
- Department of Preventive Medicine, University of Tennessee Health Science Center, Memphis, TN, USA
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Jakubovic RJ, Drabick DAG. Community Violence Exposure and Youth Aggression: The Moderating Role of Working Memory. JOURNAL OF ABNORMAL CHILD PSYCHOLOGY 2021; 48:1471-1484. [PMID: 32710243 DOI: 10.1007/s10802-020-00683-y] [Citation(s) in RCA: 7] [Impact Index Per Article: 2.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/23/2022]
Abstract
Community violence exposure (CVE) is associated with aggression among youth, particularly those who reside in low-income, urban neighborhoods. However, not all youth who experience CVE exhibit aggression. Working memory (WM) difficulties may interfere with attributions or retrieval of nonaggressive responses, suggesting that individual differences in WM may contribute to proactive and/or reactive aggression among youth who experience CVE. Participants were 104 low-income, urban youth (M = 9.92 ± 1.22 years old; 50.5% male; 95% African American). Youth reported on frequency of direct victimization and witnessing of violence in the community and completed two WM tasks. Teachers reported on youth proactive and reactive aggression. WM moderated the relation between direct victimization and proactive and reactive aggression, and between witnessing violence and reactive aggression. Among youth reporting less frequent victimization and witnessing, lower WM was associated with higher levels of proactive and reactive aggression. Among youth reporting more frequent direct victimization, lower WM was associated with higher levels of proactive aggression. Proactive and reactive aggression levels were similar among youth reporting more frequent witnessing regardless of WM levels. WM represents a potential target for early identification and intervention efforts to reduce reactive and proactive aggression among low-income, urban youth who are at elevated risk for CVE.
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Affiliation(s)
- Rafaella J Jakubovic
- Department of Psychology, Temple University, Weiss Hall Floor 6, 1701 North 13th Street, Philadelphia, PA, 19122, USA.
| | - Deborah A G Drabick
- Department of Psychology, Temple University, Weiss Hall Floor 6, 1701 North 13th Street, Philadelphia, PA, 19122, USA
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Frick MA, Darling Rasmussen P, Brocki KC. Can attachment predict core and comorbid symptoms of attention-deficit/hyperactivity disorder beyond executive functions and emotion regulation? BRITISH JOURNAL OF CLINICAL PSYCHOLOGY 2021; 61:93-111. [PMID: 34190353 DOI: 10.1111/bjc.12317] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/05/2021] [Revised: 06/07/2021] [Indexed: 11/26/2022]
Abstract
OBJECTIVE Previous findings propose an association between attachment and symptoms of attention-deficit/hyperactivity disorder (ADHD). However, the predictive ability of attachment beyond deficits in executive functioning (EF) and emotion regulation is understudied. METHOD Using a dimensional perspective, we examined the longitudinal role of attachment on ADHD and comorbid symptoms, accounting for EF and emotion regulation. The sample consisted of 84 children (aged 8-13 years), oversampled for ADHD symptoms (42% had a diagnosis of ADHD). We assessed attachment with the Child Attachment Interview, EF with laboratory tests, and emotion regulation with parental ratings. Parents and teachers rated symptoms at baseline (T1) and at follow-up 2 years later (T2). RESULTS Attachment insecurity was positively correlated with ADHD symptoms at T2 but with no unique contribution to symptoms beyond EF and emotion regulation. In contrast, poor EF and emotion regulation contributed to more ADHD and ODD/CD symptoms at T2. Poor emotion regulation contributed to more anxiety at T2. CONCLUSIONS The results have important implications for understanding the mechanisms underpinning symptom expression in middle childhood/early adolescence and may guide the search for tailored interventions to reduce and prevent symptoms. PRACTITIONER POINTS Executive functions and emotion regulation should be explored as targets for intervention in personalized treatment. The current results do not support attachment as a target for intervention at a group level, although this does not rule out that individuals/families with attachment difficulties may benefit from training programmes promoting secure attachment bonds.
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Foraita M, Howell T, Bennett P. Environmental influences on development of executive functions in dogs. Anim Cogn 2021; 24:655-675. [PMID: 33611642 DOI: 10.1007/s10071-021-01489-1] [Citation(s) in RCA: 7] [Impact Index Per Article: 2.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/28/2020] [Revised: 01/21/2021] [Accepted: 02/06/2021] [Indexed: 12/14/2022]
Abstract
Executive functions (EFs) are a set of cognitive processes used for effortful self-regulation of behaviour. They include inhibition, working memory, cognitive flexibility and, in some models, attention. In humans, socioeconomic factors and life experiences shape development of EFs. Domestic dogs (Canis familiaris) must often regulate their behaviour in the human environment (e.g. no jumping up on humans or chasing cats), and life experiences also probably influence the development of EFs in dogs. Research into dog cognition and behaviour has been thriving, and some methods used to explore these concepts (e.g. object-choice task, questionnaires measuring traits like distraction and aggression) are likely to be sensitive to differences in EFs, even if that is not their stated aim. Here we examine relevant studies to identify experiential factors which may influence the development of EFs in dogs living in human care. These are early experience, training, housing and stress. We conclude that the development of dogs' EFs may be negatively affected by hardships, and positively by surmountable challenges, early in life. Training methods appear important, with punishment-based methods leading to poorer dog EFs. Kennel environments seem to affect dog EFs negatively. While mild stressors might enhance the development of EFs, too much stress seems to have negative effects. Regulation of behaviour, a key outcome of EFs, is crucial for dogs' integration into human society. We should, therefore, strive to better understand how the environment shapes dogs' EFs.
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Affiliation(s)
- Maike Foraita
- Anthrozoology Research Group, School of Psychology and Public Health, La Trobe University, Melbourne, Australia.
| | - Tiffani Howell
- Anthrozoology Research Group, School of Psychology and Public Health, La Trobe University, Melbourne, Australia
| | - Pauleen Bennett
- Anthrozoology Research Group, School of Psychology and Public Health, La Trobe University, Melbourne, Australia
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Te Brinke LW, Schuiringa HD, Matthys W. Emotion regulation and angry mood among adolescents with externalizing problems and intellectual disabilities. RESEARCH IN DEVELOPMENTAL DISABILITIES 2021; 109:103833. [PMID: 33421677 DOI: 10.1016/j.ridd.2020.103833] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 06/23/2020] [Revised: 12/09/2020] [Accepted: 12/10/2020] [Indexed: 06/12/2023]
Abstract
BACKGROUND AND AIMS Cognitive behavior therapy targeting emotion regulation is found to be effective in decreasing externalizing problems, but little is known about the emotion regulation capacities of adolescents with externalizing problems and Mild Intellectual Disabilities or Borderline Intellectual Functioning (MID-BIF). Therefore, the aim of this study was to compare emotion (i.e., anger) regulation capacities, angry mood level and angry mood variability between two groups: adolescents with externalizing problems and MID-BIF and adolescents with externalizing problems and average intelligence (AIQ). METHODS AND PROCEDURES Participants in the MID-BIF (n = 42, Mage = 15.52, SD = 1.43) and AIQ (n = 39, Mage = 13.67, SD = 1.06) group completed questionnaires about emotion regulation difficulties, emotion regulation strategies, and angry mood. OUTCOMES AND RESULTS Adolescents in the MID-BIF group reported fewer emotion regulation difficulties, fewer maladaptive regulation strategies, and lower levels of angry mood than adolescents in the AIQ group. No between-group differences in angry mood variability were found. Lastly, adolescents in the MID-BIF group reported to use more behavioral than cognitive regulation strategies. CONCLUSIONS AND IMPLICATIONS These findings provide a starting point in understanding emotion regulation and angry mood of adolescents with externalizing problems and MID-BIF and show that it is important to consider differences between cognitive and behavioral regulation processes.
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Affiliation(s)
- Lysanne W Te Brinke
- Department of Developmental Psychology, Utrecht University, Heidelberglaan 1, 3508 TC, Utrecht, the Netherlands.
| | - Hilde D Schuiringa
- Department of Developmental Psychology, Utrecht University, Heidelberglaan 1, 3508 TC, Utrecht, the Netherlands.
| | - Walter Matthys
- Department of Child and Adolescent Studies, Utrecht University, Heidelberglaan 1, 3508 TC, Utrecht, the Netherlands; Department of Psychiatry, University Medical Center Utrecht, Heidelberglaan 100, 3584 CX, Utrecht, the Netherlands.
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11
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Caporaso JS, Marcovitch S. The effect of taxing situations on preschool children’s responses to peer conflict. COGNITIVE DEVELOPMENT 2021. [DOI: 10.1016/j.cogdev.2020.100989] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/27/2022]
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12
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Kryza-Lacombe M, Iturri N, Monk CS, Wiggins JL. Face Emotion Processing in Pediatric Irritability: Neural Mechanisms in a Sample Enriched for Irritability With Autism Spectrum Disorder. J Am Acad Child Adolesc Psychiatry 2020; 59:1380-1391. [PMID: 31541675 PMCID: PMC9831686 DOI: 10.1016/j.jaac.2019.09.002] [Citation(s) in RCA: 11] [Impact Index Per Article: 2.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 10/23/2018] [Revised: 07/20/2019] [Accepted: 09/05/2019] [Indexed: 01/12/2023]
Abstract
OBJECTIVE Characterizing the pathophysiology of irritability symptoms from a dimensional perspective above and beyond diagnostic boundaries is key to developing mechanism-based interventions that can be applied broadly. Face emotion processing deficits are present in youths with elevated levels of irritability. The present study aimed to identify the neural mechanisms of face emotion processing in a sample enriched for irritability by including youths with high-functioning autism spectrum disorder (HF-ASD). METHOD Youths (N = 120, age = 8.3-19.2 years) completed an implicit face emotion task during functional magnetic resonance imaging. We evaluated how irritability, measured dimensionally, above and beyond diagnostic group, relates to whole-brain neural activation and amygdala connectivity in response to face emotions. RESULTS Both neural activation and amygdala connectivity differed as a function of irritability level and face emotion in the prefrontal cortex. Youths with higher irritability levels had decreased activation in response to both fearful and happy faces in the left middle frontal gyrus and to happy faces in the left inferior frontal gyrus. Furthermore, increased irritability levels were associated with altered right amygdala connectivity to the left superior frontal gyrus when viewing fearful and sad faces. CONCLUSION The neural mechanisms of face emotion processing differ in youths with higher irritability compared to their less irritable peers. The findings suggest that these irritability mechanisms may be common to both typically developing and HF-ASD youths. Understanding the neural mechanisms of pediatric irritability symptoms that cut across diagnostic boundaries may be leveraged for future intervention development.
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Affiliation(s)
- Maria Kryza-Lacombe
- Joint Doctoral Program in Clinical Psychology, San Diego State University/University of California, San Diego.
| | | | | | - Jillian Lee Wiggins
- San Diego State University/University of California, San Diego Joint Doctoral Program in Clinical Psychology and the Department of Psychology, San Diego State University
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13
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Wang Y, Liu Y. The Development of Internalizing and Externalizing Problems in Primary School: Contributions of Executive Function and Social Competence. Child Dev 2020; 92:889-903. [PMID: 32857446 DOI: 10.1111/cdev.13462] [Citation(s) in RCA: 14] [Impact Index Per Article: 3.5] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/23/2022]
Abstract
This study sought to elucidate the contributions of inferior executive function and social competence to the development of internalizing and externalizing problems in primary school. Children (N = 1,115), on average 5.36 years old in first grade, were followed across primary school with measures of multi-method and multi-informant. Results of growth modeling demonstrated that poor executive function in first grade predicted high levels of both problems and a low rate of decline in externalizing problems over time, independent of the co-occurrence of both problems. Moreover, the impact of poor executive function on behavioral problems may be dependent on its association with disruptive social competence. Findings highlighted the interrelations of risk factors to understanding the development of behavioral problems in primary school.
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14
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van Adrichem DS, Huijbregts SCJ, Van der Heijden KB, van Goozen SHM, Swaab H. Prenatal risk and physical aggression during the first years of life: The gender-specific role of inhibitory control. INFANCY 2020; 24:807-826. [PMID: 32677274 DOI: 10.1111/infa.12307] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/02/2018] [Revised: 12/14/2018] [Accepted: 05/18/2019] [Indexed: 01/20/2023]
Abstract
Prenatal risk and a lack of inhibitory control have consistently been related to the development of physical aggression in older children. This study examined whether inhibitory control mediated the relation between prenatal risk and aggression in infants and toddlers. The role of gender in this mediation model was also examined. The sample consisted of 161 mother-child dyads (83 boys). A prenatal cumulative risk score was created from a number of well-established risk factors including maternal psychopathology, substance use, and social and socioeconomic disadvantages. At 12 months, children performed an inhibitory control task. Physical aggression was assessed through maternal reports at 12 and 20 months of age. Results showed that higher prenatal risk was associated with more physical aggression. Inhibitory control mediated this association at both 12 and 20 months: higher prenatal risk was related to lower inhibitory control, which in turn led to higher aggression. At 20 months, gender moderated the mediation effect: the mediating role of inhibitory control was only found for girls. These results suggest that even before 2 years of age, inhibitory control is an important construct involved in the relation between prenatal risk and physical aggression.
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Affiliation(s)
- Dide S van Adrichem
- Clinical Neurodevelopmental Sciences, Leiden University, Leiden, The Netherlands.,Leiden Institute for Brain and Cognition, Leiden University, Leiden, The Netherlands
| | - Stephan C J Huijbregts
- Clinical Neurodevelopmental Sciences, Leiden University, Leiden, The Netherlands.,Leiden Institute for Brain and Cognition, Leiden University, Leiden, The Netherlands
| | - Kristiaan B Van der Heijden
- Clinical Neurodevelopmental Sciences, Leiden University, Leiden, The Netherlands.,Leiden Institute for Brain and Cognition, Leiden University, Leiden, The Netherlands
| | - Stephanie H M van Goozen
- Clinical Neurodevelopmental Sciences, Leiden University, Leiden, The Netherlands.,School of Psychology, Cardiff University, Cardiff, UK
| | - Hanna Swaab
- Clinical Neurodevelopmental Sciences, Leiden University, Leiden, The Netherlands.,Leiden Institute for Brain and Cognition, Leiden University, Leiden, The Netherlands
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15
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Heath GH, Fife-Schaw C, Wang L, Eddy CJ, Hone MJG, Pollastri AR. Collaborative Problem Solving reduces children's emotional and behavioral difficulties and parenting stress: Two key mechanisms. J Clin Psychol 2020; 76:1226-1240. [PMID: 32107782 DOI: 10.1002/jclp.22946] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/08/2022]
Abstract
OBJECTIVES This study aimed to evaluate the effectiveness of the Collaborative Problem Solving (CPS) approach in home-based family therapy and to explore two hypothesized mechanisms of change. METHOD Sixty-seven families with children aged 3-12 years old completed a 12-week home-based CPS treatment program. Parent-report measures were completed pre- and post-intervention, including measures on parents' fidelity of using CPS, parents' empathy, children's executive functioning, children's behavioral difficulties, and parenting stress. RESULTS There were significant reductions in children's behavioral difficulties and parenting stress, and significant improvements in children's executive functioning and parents' empathy. These improvements were greatest for parents who had the greatest fidelity to CPS. Improvements in children's executive functioning and parents' empathy mediated the relationship between parents' CPS fidelity and outcomes. CONCLUSIONS These results provide evidence that home-based family treatment with CPS may achieve positive child and family outcomes by building children's executive function skills and improving parents' empathy.
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Affiliation(s)
- Georgina H Heath
- Wandsworth Child and Adolescent Mental Health Service, London, UK
| | | | - Lu Wang
- Department of Psychiatry, Massachusetts General Hospital, Boston, Massachusetts.,Department of Psychiatry, Harvard Medical School, Boston, Massachusetts
| | - Christopher J Eddy
- Department of Psychiatry, Massachusetts General Hospital, Boston, Massachusetts.,Department of Psychiatry, Harvard Medical School, Boston, Massachusetts
| | - Michael J G Hone
- Crossroads Children's Mental Health Centre, Ottawa, Ontario, Canada
| | - Alisha R Pollastri
- Department of Psychiatry, Massachusetts General Hospital, Boston, Massachusetts.,Department of Psychiatry, Harvard Medical School, Boston, Massachusetts
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16
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Frick MA, Brocki KC. A multi-factorial perspective on ADHD and ODD in school-aged children: What is the role of cognitive regulation, temperament, and parental support? J Clin Exp Neuropsychol 2019; 41:933-945. [DOI: 10.1080/13803395.2019.1641185] [Citation(s) in RCA: 6] [Impact Index Per Article: 1.2] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/26/2022]
Affiliation(s)
- Matilda A. Frick
- Department of Psychology, Uppsala University, Box, Uppsala, Sweden
| | - Karin C. Brocki
- Department of Psychology, Uppsala University, Box, Uppsala, Sweden
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17
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Balhinez R, Shaul S. The Relationship Between Reading Fluency and Arithmetic Fact Fluency and Their Shared Cognitive Skills: A Developmental Perspective. Front Psychol 2019; 10:1281. [PMID: 31214086 PMCID: PMC6555082 DOI: 10.3389/fpsyg.2019.01281] [Citation(s) in RCA: 12] [Impact Index Per Article: 2.4] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/22/2018] [Accepted: 05/15/2019] [Indexed: 11/22/2022] Open
Abstract
This study investigated the underlying cognitive abilities which are related to both fluency in reading and arithmetic across different developmental phases of their acquisition. An unselected sample of children in first (N = 83), second (N = 66), and third (N = 67) grades completed several reading and arithmetic fluency tasks, as well as rapid automatized naming (RAN), working memory (WM), and inhibition measures. The results of a stepwise regression analysis revealed differences in the predictive models of fluency in both academic domains in first grade. However, similar patterns were found in the second and third grades. Specifically, in first grade reading fluency was predicted by inhibition and WM, while arithmetic fact fluency was predicted by RAN and WM. In contrast, in second grade both types of fluency were predicted by RAN and WM, and in third grade only RAN was found to be a predictor. Alongside the gradual reduction in the cognitive components participating in reading and arithmetic fluency, the results of the present study suggest that both fluencies share the same underlying cognitive mechanisms. Practical implications of the current results are discussed.
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Affiliation(s)
| | - Shelley Shaul
- Edmond J. Safra Brain Research Center, Department of Learning Disabilities, University of Haifa, Haifa, Israel
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18
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Caporaso JS, Boseovski JJ, Marcovitch S. The individual contributions of three executive function components to preschool social competence. INFANT AND CHILD DEVELOPMENT 2019. [DOI: 10.1002/icd.2132] [Citation(s) in RCA: 13] [Impact Index Per Article: 2.6] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/05/2022]
Affiliation(s)
- Jessica S. Caporaso
- Department of PsychologyUniversity of North Carolina at Greensboro Greensboro North Carolina USA
| | - Janet J. Boseovski
- Department of PsychologyUniversity of North Carolina at Greensboro Greensboro North Carolina USA
| | - Stuart Marcovitch
- Department of PsychologyUniversity of North Carolina at Greensboro Greensboro North Carolina USA
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19
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Van Rest MM, Matthys W, Van Nieuwenhuijzen M, De Moor MHM, Vriens A, Schuengel C. Social information processing skills link executive functions to aggression in adolescents with mild to borderline intellectual disability. Child Neuropsychol 2018; 25:573-598. [PMID: 30010484 DOI: 10.1080/09297049.2018.1495186] [Citation(s) in RCA: 11] [Impact Index Per Article: 1.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/28/2022]
Abstract
Executive Functions (EFs) have been associated with aggression in children and adolescents. EFs as higher-order cognitive abilities are assumed to affect cognitive functions such as Social Information Processing (SIP). We explored SIP skills as a mediating mechanism linking EFs to aggression in adolescents with mild to borderline intellectual disability (MBID with IQ from 50-84), a high risk group for aggressive behaviors and EF impairments. A total of 153 adolescents (Mage = 15.24, SD = 1.35; 54% male) with MBID participated. Focused attention, behavioral inhibition, and working memory were tested with multiple neurocognitive tasks to define latent EF constructs. Participants responded to a video-based SIP task. A latent construct for aggression was defined by caretaker, teacher, and adolescent self-reports of aggression (Child Behavior Check List, Teacher Report Form, and Youth Self Report). Structural equation modeling was performed to test mediation. Results were consistent with mediation of the relation between focused attention and aggression by SIP, namely via hostile interpretations and self-efficacy for aggression. Behavioral inhibition was linked to aggression, but this relation was not mediated by SIP. The relation between working memory and aggression was mediated by SIP, namely via hostile interpretations, aggressive response generation and via self-efficacy for aggressive responses. Bearing the cross-sectional design in mind, support was found for SIP skills as a mechanism linking EFs, in particular focused attention and working memory, to aggression, providing a viable explanation for the high vulnerability of adolescents with MBID for aggression.
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Affiliation(s)
- Maaike M Van Rest
- a Department of Clinical Child and Family Studies, and Amsterdam Public Health , Vrije Universiteit Amsterdam , Amsterdam , The Netherlands
| | - Walter Matthys
- b Department of Child and Adolescent Studies, Utrecht University, and Department of Psychiatry , University Medical Center Utrecht , Utrecht , The Netherlands
| | | | - Marleen H M De Moor
- a Department of Clinical Child and Family Studies, and Amsterdam Public Health , Vrije Universiteit Amsterdam , Amsterdam , The Netherlands
| | - Aart Vriens
- d Department for Psychology and Adult Care , RIBW , Purmerend , The Netherlands
| | - Carlo Schuengel
- a Department of Clinical Child and Family Studies, and Amsterdam Public Health , Vrije Universiteit Amsterdam , Amsterdam , The Netherlands
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20
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Lahey BB, Class QA, Zald DH, Rathouz PJ, Applegate B, Waldman ID. Prospective test of the developmental propensity model of antisocial behavior: from childhood and adolescence into early adulthood. J Child Psychol Psychiatry 2018; 59:676-683. [PMID: 29197109 PMCID: PMC5975120 DOI: 10.1111/jcpp.12852] [Citation(s) in RCA: 7] [Impact Index Per Article: 1.2] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Accepted: 10/12/2017] [Indexed: 11/30/2022]
Abstract
BACKGROUND The developmental propensity model of antisocial behavior posits that several dispositional characteristics of children transact with the environment to influence the likelihood of learning antisocial behavior across development. Specifically, greater dispositional negative emotionality, greater daring, and lower prosociality-operationally, the inverse of callousness- and lower cognitive abilities are each predicted to increase risk for developing antisocial behavior. METHODS Prospective tests of key predictions derived from the model were conducted in a high-risk sample of 499 twins who were assessed on dispositions at 10-17 years of age and assessed for antisocial personality disorder (APD) symptoms at 22-31 years of age. Predictions were tested separately for parent and youth informants on the dispositions using multiple regressions that adjusted for oversampling, nonresponse, and clustering within twin pairs, controlling demographic factors and time since the first assessment. RESULTS Consistent with predictions, greater numbers of APD symptoms in adulthood were independently predicted over a 10-15 year span by higher youth ratings on negative emotionality and daring and lower youth ratings on prosociality, and by parent ratings of greater negative emotionality and lower prosociality. A measure of working memory did not predict APD symptoms. CONCLUSIONS These findings support future research on the role of these dispositions in the development of antisocial behavior.
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21
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Rohlf HL, Holl AK, Kirsch F, Krahé B, Elsner B. Longitudinal Links between Executive Function, Anger, and Aggression in Middle Childhood. Front Behav Neurosci 2018; 12:27. [PMID: 29535615 PMCID: PMC5835083 DOI: 10.3389/fnbeh.2018.00027] [Citation(s) in RCA: 20] [Impact Index Per Article: 3.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/27/2017] [Accepted: 02/07/2018] [Indexed: 11/13/2022] Open
Abstract
Previous research has indicated that executive function (EF) is negatively associated with aggressive behavior in childhood. However, there is a lack of longitudinal studies that have examined the effect of deficits in EF on aggression over time and taken into account different forms and functions of aggression at the same time. Furthermore, only few studies have analyzed the role of underlying variables that may explain the association between EF and aggression. The present study examined the prospective paths between EF and different forms (physical and relational) and functions (reactive and proactive) of aggression. The habitual experience of anger was examined as a potential underlying mechanism of the link between EF and aggression, because the tendency to get angry easily has been found to be both a consequence of deficits in EF and a predictor of aggression. The study included 1,652 children (between 6 and 11 years old at the first time point), who were followed over three time points (T1, T2, and T3) covering 3 years. At T1, a latent factor of EF comprised measures of planning, rated via teacher reports, as well as inhibition, set shifting, and working-memory updating, assessed experimentally. Habitual anger experience was assessed via parent reports at T1 and T2. The forms and functions of aggression were measured via teacher reports at all three time points. Structural equation modeling revealed that EF at T1 predicted physical, relational, and reactive aggression at T3, but was unrelated to proactive aggression at T3. Furthermore, EF at T1 was indirectly linked to physical aggression at T3, mediated through habitual anger experience at T2. The results indicate that deficits in EF influence the later occurrence of aggression in middle childhood, and the tendency to get angry easily mediates this relation.
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Affiliation(s)
| | | | | | - Barbara Krahé
- Department of Psychology, University of Potsdam, Potsdam, Germany
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22
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Leibenluft E. Pediatric Irritability: A Systems Neuroscience Approach. Trends Cogn Sci 2017; 21:277-289. [PMID: 28274677 PMCID: PMC5366079 DOI: 10.1016/j.tics.2017.02.002] [Citation(s) in RCA: 116] [Impact Index Per Article: 16.6] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/29/2016] [Revised: 01/27/2017] [Accepted: 02/02/2017] [Indexed: 02/03/2023]
Abstract
Irritability, defined as an increased propensity to exhibit increased anger relative to one's peers, is a common clinical problem in youth. Irritability can be conceptualized as aberrant responses to frustration (where frustration is the emotional response to blocked goal attainment) and/or aberrant 'approach' responses to threat. Irritable youth show hyper-reactivity to threat mediated by dysfunction in amygdala, medial prefrontal cortex (mPFC), anterior cingulate cortex (ACC), insula, striatum, and association cortex. Irritable youth also show abnormalities in reward learning, cognitive control, and responses to frustration. These abnormalities are mediated by circuitry that includes the inferior frontal gyrus (iFG), striatum, ACC, and parietal cortex. Effective treatments for irritability are lacking, but pathophysiological research could lead to more precisely targeted interventions.
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Affiliation(s)
- Ellen Leibenluft
- Section on Bipolar Spectrum Disorders, Emotion and Development Branch, Intramural Research Program, National Institute of Mental Health, National Institutes of Health, Bethesda, MD, USA.
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