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Gao W, Luo L, Yang C, Liu Z. Longitudinal Associations between Metacognition and Spontaneous and Deliberate Mind Wandering During Early Adolescence. J Youth Adolesc 2024; 53:1820-1831. [PMID: 38600263 DOI: 10.1007/s10964-024-01979-8] [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: 12/10/2023] [Accepted: 03/25/2024] [Indexed: 04/12/2024]
Abstract
Although metacognition plays a pivotal role in theoretical accounts of mind wandering, their longitudinal relationships have not yet been investigated during the important developmental period of early adolescence. This study aimed to examine the developmental trajectories of spontaneous and deliberate mind wandering and the dynamic associations between metacognition and two types of mind wandering in early adolescence. A sample of 4302 Chinese students beginning in Grade 4 (47.4% female; initial Mage = 9.84, SDage = 0.47) completed questionnaires on five occasions over 2.5 years. The results showed that deliberate mind wandering, but not spontaneous mind wandering, gradually increased from Grade 4 to Grade 6. Metacognition was negatively related to spontaneous mind wandering but positively related to deliberate mind wandering. These findings provide empirical evidence for theoretical viewpoints from both individual differences and developmental perspectives.
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Affiliation(s)
- Weiwei Gao
- Collaborative Innovation Center of Assessment Toward Basic Education Quality, Beijing Normal University, Beijing, China
| | - Liang Luo
- Faculty of Psychology, Beijing Normal University, Beijing, China
| | - Chunliang Yang
- Faculty of Psychology, Beijing Normal University, Beijing, China
| | - Zhaomin Liu
- Department of Psychology, School of Sociology, China University of Political Science and Law, Beijing, China.
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Hasan F, Hart CM, Graham SA, Kam JWY. Inside a child's mind: The relations between mind wandering and executive function across 8- to 12-year-olds. J Exp Child Psychol 2024; 240:105832. [PMID: 38157752 DOI: 10.1016/j.jecp.2023.105832] [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] [Received: 04/07/2023] [Revised: 10/26/2023] [Accepted: 12/04/2023] [Indexed: 01/03/2024]
Abstract
Mind wandering refers to attention oriented away from a current task to thoughts unrelated to the task, often resulting in poorer task performance. In adults, mind wandering is a common occurrence that is associated with the executive function facets of inhibitory control, working memory capacity, and task switching. In this study, we cross-sectionally examined whether the relation between mind wandering frequency and executive function changes across 8- to 12-year-old children. A total of 100 children completed three tasks targeting three facets of executive function. During each task, participants were occasionally prompted to report whether they were focused on the task or mind wandering. In examining the association between mind wandering frequency and executive function across the age range, we found a significant interaction between age and working memory capacity, such that it was negatively associated with mind wandering frequency only in 12-year-olds. This interaction with age was not significant for inhibitory control and task switching ability. Our results revealed differential relations between mind wandering and executive function facets, which vary with developmental stages. These findings highlight potential areas for targeted intervention to improve mind wandering regulation in children.
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Affiliation(s)
- Fiza Hasan
- Department of Psychology, University of Calgary, Calgary, Alberta T2N 1N4, Canada.
| | - Chelsie M Hart
- Department of Psychology, University of Calgary, Calgary, Alberta T2N 1N4, Canada
| | - Susan A Graham
- Department of Psychology, University of Calgary, Calgary, Alberta T2N 1N4, Canada; Owerko Centre and Department of Psychology, Alberta Children's Hospital Research Institute, Calgary, Alberta T2N 1N4, Canada; Hotchkiss Brain Institute, University of Calgary, Calgary, Alberta T2N 4N1, Canada
| | - Julia W Y Kam
- Department of Psychology, University of Calgary, Calgary, Alberta T2N 1N4, Canada; Hotchkiss Brain Institute, University of Calgary, Calgary, Alberta T2N 4N1, Canada
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Kuracki K, Dłużniewska A. Exam stress and the metacognitive strategies of reading in students with dyslexia: The role of motivational mechanisms and educational support. PLoS One 2023; 18:e0294255. [PMID: 37948386 PMCID: PMC10637682 DOI: 10.1371/journal.pone.0294255] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/04/2023] [Accepted: 10/29/2023] [Indexed: 11/12/2023] Open
Abstract
Despite numerous studies on dyslexia, there is still a lack of empirical data on the factors determining the functioning of students with dyslexia in the context of written exams. Therefore, the aim of the study is to identify the relationship between sources of stress in an exam situation and the reported use of reading strategies by dyslexic students in terms of motivation and therapeutic interventions in the educational environment. This descriptive-analytical study used data from a larger project focused on children with and without dyslexia. The research sample (n = 640) included girls (n = 280) and boys (n = 360) aged between 14 and 15 years (M = 14.40, SD = 0.55), attending the 7th or 8th grade in Polish mainstream primary schools. Random and intentional sampling was used. All students completed four questionnaires. The results were analyzed using regression analysis in Model templates for PROCESS v4 for SPSS by Hayes. The study showed significant weak and moderate positive correlations between the sources of exam stress and the reading strategies reported by students, ranging from 0.186 to 0.570, as well as significant moderate and strong correlations between reading strategies and experienced educational support, ranging from 0.229 to 0.505, and between reading strategies and motivation to read, ranging from 0.582 to 0.701. The type of stress source significantly influenced the selection of specific reading strategies. Motivation acted as a mediator, while educational support was a moderator in the relationship between exam stress and the reported use of reading strategies. Based on our results, the source of stress may be perceived as factors activating metacognitive mechanisms aimed at selecting appropriate strategies for working with texts. Researchers and teachers should be aware of the need to undertake activities to support students with dyslexia focused on developing the ability to recognize the sources of exam stress and select effective coping strategies.
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Affiliation(s)
- Kamil Kuracki
- Cardinal Stefan Wyszyński University in Warsaw, Warsaw, Poland
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Bai H, Mulder H, Moerbeek M, Leseman PPM, Kroesbergen EH. The Development of Divergent Thinking in 4- to 6-Year-Old Children. CREATIVITY RESEARCH JOURNAL 2023. [DOI: 10.1080/10400419.2023.2182492] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 03/06/2023]
Affiliation(s)
- Honghong Bai
- Department of Pedagogy and Education: Development & Education of Youth in Diverse Societies, Utrecht University
- Department of Psychology, Tsinghua Laboratory of Brain and Intelligence, Tsinghua University
| | - Hanna Mulder
- Department of Pedagogy and Education: Development & Education of Youth in Diverse Societies, Utrecht University
| | - Mirjam Moerbeek
- Department of Methodology and Statistics, Utrecht University
| | - Paul P. M. Leseman
- Department of Pedagogy and Education: Development & Education of Youth in Diverse Societies, Utrecht University
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Cao Z, Huang Y, Song X, Ye Q. Development and validation of children's mind wandering scales. Front Public Health 2022; 10:1054023. [PMID: 36568773 PMCID: PMC9768864 DOI: 10.3389/fpubh.2022.1054023] [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: 09/26/2022] [Accepted: 11/18/2022] [Indexed: 12/12/2022] Open
Abstract
Introduction Mind wandering is generally considered an endogenous mental state that arises spontaneously, which is one of the most common experiences of consciousness and typically occurs at a significant cost to mental health and behavioral performance. Previous studies have shown that mind wandering appears to be a stable trait and can be assessed reliably in adults. Surprisingly little, however, is known about how to measure the frequency of mind wandering in children, given that children can accurately introspect their experiences. The present studies aimed to develop the Frequency of Children's Mind Wandering Scale (CMWS-F) and the Context of Children's Mind Wandering Scale (CMWS-C) to assess the frequency of mind wandering and contexts in which mind wandering occurs for children aged 8 to 11 years. Methods The exploratory factor analysis (EFA) and confirmatory factor analysis (CFA) were used to develop the CMWS-F and CMWS-C. To further assess the validity of the scales, we compared the scores in CMWS-F/CMWS-C and the frequencies of probe-caught mind wandering in the typical tasks. Results In study 1a, the EFA (n = 292) and CFA (n = 346) showed that attentional failure and spontaneous thinking were the two main dimensions of CMWS-F. In study 1b, contexts about mind wandering in children could be divided into high-demand and low-demand contexts using EFA (n = 258) and CFA (n = 347). Study 2 showed moderate positive correlations between the frequencies of probe-caught mind wandering in the tasks and the scores in the scales. Discussion The results showed that scores on the two scales could predict the performance on the experimental tasks and further demonstrated empirical validity of the CMWS-F and CMWS-C scales. Taken together, the results of the current studies provided preliminary evidence for the validity and reliability of CMWS-F and CMWS-C in children, which can be used as a reference to balance its downsides and productive aspects of mind wandering.
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Affiliation(s)
- Zhiwei Cao
- Department of Psychology, College of Teacher Education, Zhejiang Normal University, Jinhua, China,School of Pharmacy & School of Biological and Food Engineering, Changzhou University, Changzhou, China
| | - Ying Huang
- Department of Psychology, College of Teacher Education, Zhejiang Normal University, Jinhua, China,Key Laboratory of Intelligent Education Technology and Application of Zhejiang Province, Zhejiang Normal University, Jinhua, China
| | - Xiaolan Song
- Department of Psychology, College of Teacher Education, Zhejiang Normal University, Jinhua, China,Key Laboratory of Intelligent Education Technology and Application of Zhejiang Province, Zhejiang Normal University, Jinhua, China
| | - Qun Ye
- Department of Psychology, College of Teacher Education, Zhejiang Normal University, Jinhua, China,Key Laboratory of Intelligent Education Technology and Application of Zhejiang Province, Zhejiang Normal University, Jinhua, China,*Correspondence: Qun Ye
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Kvavilashvili L, Ford RM. Metamemory for involuntary autobiographical memories and semantic mind-pops in 5-, 7- and 9-year-old children and young adults. Child Dev 2022; 93:e484-e500. [PMID: 35596709 PMCID: PMC9544794 DOI: 10.1111/cdev.13794] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/01/2022]
Abstract
In a cross‐sectional study, 5‐, 7‐, and 9‐year‐old‐children and adults (N = 144, 86 females, predominantly White U.K. sample of lower‐middle to middle‐class background) were interviewed about their experiences of involuntary autobiographical memories (IAMs) and semantic mind‐pops that come to mind unintentionally. Although some age differences emerged, the majority of participants in all age groups claimed familiarity with involuntary memories and provided examples from their own experience. Moreover, the self‐reported frequency of IAMs and mind‐pops was high, and reported IAMs usually referred to incidental environmental triggers, whereas reported mind‐pops did not. This age invariance highlights the ubiquity of involuntary memories across development and opens up interesting avenues for developmental research on involuntary memories and other spontaneous phenomena (e.g., mind‐wandering, future thinking).
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Frew S, Samara A, Shearer H, Eilbott J, Vanderwal T. Getting the nod: Pediatric head motion in a transdiagnostic sample during movie- and resting-state fMRI. PLoS One 2022; 17:e0265112. [PMID: 35421115 PMCID: PMC9009630 DOI: 10.1371/journal.pone.0265112] [Citation(s) in RCA: 10] [Impact Index Per Article: 5.0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/13/2021] [Accepted: 02/23/2022] [Indexed: 11/19/2022] Open
Abstract
Head motion continues to be a major problem in fMRI research, particularly in developmental studies where an inverse relationship exists between head motion and age. Despite multifaceted and costly efforts to mitigate motion and motion-related signal artifact, few studies have characterized in-scanner head motion itself. This study leverages a large transdiagnostic public dataset (N = 1388, age 5-21y, The Healthy Brain Network Biobank) to characterize pediatric head motion in space, frequency, and time. We focus on practical aspects of head motion that could impact future study design, including comparing motion across groups (low, medium, and high movers), across conditions (movie-watching and rest), and between males and females. Analyses showed that in all conditions, high movers exhibited a different pattern of motion than low and medium movers that was dominated by x-rotation, and z- and y-translation. High motion spikes (>0.3mm) from all participants also showed this pitch-z-y pattern. Problematic head motion is thus composed of a single type of biomechanical motion, which we infer to be a nodding movement, providing a focused target for motion reduction strategies. A second type of motion was evident via spectral analysis of raw displacement data. This was observed in low and medium movers and was consistent with respiration rates. We consider this to be a baseline of motion best targeted in data preprocessing. Further, we found that males moved more than, but not differently from, females. Significant cross-condition differences in head motion were found. Movies had lower mean motion, and especially in high movers, movie-watching reduced within-run linear increases in head motion (i.e., temporal drift). Finally, we used intersubject correlations of framewise displacement (FD-ISCs) to assess for stimulus-correlated motion trends. Subject motion was more correlated in movie than rest, and 8 out of top 10 FD-ISC windows had FD below the mean. Possible reasons and future implications of these findings are discussed.
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Affiliation(s)
- Simon Frew
- University of Waterloo, Waterloo, Ontario, Canada
| | - Ahmad Samara
- University of British Columbia, Vancouver, British Columbia, Canada
| | - Hallee Shearer
- University of British Columbia, Vancouver, British Columbia, Canada
| | - Jeffrey Eilbott
- BC Children’s Hospital Research Institute, Vancouver, British Columbia, Canada
| | - Tamara Vanderwal
- University of British Columbia, Vancouver, British Columbia, Canada
- BC Children’s Hospital Research Institute, Vancouver, British Columbia, Canada
- Yale Child Study Center, New Haven, Connecticut, United States of America
- * E-mail:
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James BT, Parrish AE, Guild AS, Creamer C, Kelly V, Perdue B, Kelly AJ, Beran MJ. Go if you know: Preschool children’s movements reflect their metacognitive monitoring. COGNITIVE DEVELOPMENT 2021. [DOI: 10.1016/j.cogdev.2020.101001] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/24/2022]
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Schwarz J, Schreiber F, Kühnemund M, Weber C, Stangier U, Melfsen S. [Cognition in children with social anxiety disorder experiencing stress]. ZEITSCHRIFT FUR KINDER- UND JUGENDPSYCHIATRIE UND PSYCHOTHERAPIE 2020; 48:145-157. [PMID: 31920179 DOI: 10.1024/1422-4917/a000702] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/10/2023]
Abstract
Cognition in children with social anxiety disorder experiencing stress Abstract. Empirical data on cognitions of children with social anxiety disorder (SAD) are inconclusive. Objective: The present study examines the significance of cognition in children with SAD. Method: Thirty children suffering from SAD and 30 control children free of diagnosis (HC) aged between 9 and 15 years took part in an experiment. Their cognition was assessed before, during, and after a stress-inducing social situation. The assessment method was a self-report measurement. Coping perception was also assessed. Results: Children with SAD did not report a higher level of negative or coping cognition than those in the HC group. An interaction was apparent on the positive cognition scale: Older children (11-12 or 13-15 years) with SAD reported less positive cognition than those in the HC group, and younger children with SAD (9-10 years) reported more than those in the HC group. No group differences were found for perceived coping. Conclusions: The findings are important to the cognitive model and for the psychological treatment of SAD in children.
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Affiliation(s)
- Judith Schwarz
- Abteilung für Klinische Psychologie und Psychotherapie, Goethe-Universität Frankfurt am Main, Deutschland
| | - Franziska Schreiber
- Abteilung für Klinische Psychologie und Psychotherapie, Goethe-Universität Frankfurt am Main, Deutschland
| | - Martina Kühnemund
- Abteilung für Klinische Psychologie und Psychotherapie, Goethe-Universität Frankfurt am Main, Deutschland
| | - Christoph Weber
- Institut für mathematische Stochastik, Otto-von-Guericke-Universität Magdeburg, Deutschland
| | - Ulrich Stangier
- Abteilung für Klinische Psychologie und Psychotherapie, Goethe-Universität Frankfurt am Main, Deutschland
| | - Siebke Melfsen
- Klinik für Kinder- und Jugendpsychiatrie und Psychotherapie, Psychiatrische Universitätsklinik Zürich, Schweiz
- Klinik und Poliklinik für Kinder- und Jugendpsychiatrie, Psychosomatik und Psychotherapie, Zentrum für Psychische Gesundheit, Universitätsklinikum Würzburg, Deutschland
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10
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Shaw ZA, Hilt LM, Starr LR. The developmental origins of ruminative response style: An integrative review. Clin Psychol Rev 2019; 74:101780. [PMID: 31739123 DOI: 10.1016/j.cpr.2019.101780] [Citation(s) in RCA: 30] [Impact Index Per Article: 6.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/28/2018] [Revised: 09/07/2019] [Accepted: 10/15/2019] [Indexed: 01/03/2023]
Abstract
Rumination has been conceptualized as a stable, trait-level response style involving repetitive and passive focus on the symptoms of distress and the possible causes and consequences of those symptoms. This theoretical review examines developmental risk factors of ruminative response style, incorporating a developmental psychopathology perspective. A model integrating these developmental factors within a conceptual framework is proposed, wherein risk factors for distress (i.e., temperamental negative affectivity, stressful environments, parenting, and genetic vulnerability) lead to engagement in rumination. We propose that when rumination is well-practiced, it will consolidate into a trait-like response style, especially among adolescents who experience cognitive control deficits. Reciprocal relationships and moderators that may contribute to the formation of a ruminative response style are also included. To understand how these factors converge and influence the formation of ruminative response styles, we review patterns of stability and change in physical and cognitive development to demonstrate that individual differences in rumination may emerge and consolidate into enduring, trait-level response styles during early adolescence.
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Affiliation(s)
- Zoey A Shaw
- Department of Clinical and Social Sciences in Psychology, University of Rochester, 491 Meliora Hall, Box 270266, Rochester, NY 14627-0266, United States of America.
| | - Lori M Hilt
- Department of Psychology, Lawrence University, 711 E. Boldt Way, SPC 24, Appleton, WI 54911, United States of America
| | - Lisa R Starr
- Department of Clinical and Social Sciences in Psychology, University of Rochester, 491 Meliora Hall, Box 270266, Rochester, NY 14627-0266, United States of America
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Papaleontiou-Louca E. Do children know what they know? Metacognitive awareness in preschool children. NEW IDEAS IN PSYCHOLOGY 2019. [DOI: 10.1016/j.newideapsych.2019.01.005] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/28/2022]
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12
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Isbell E, Calkins SD, Swingler MM, Leerkes EM. Attentional fluctuations in preschoolers: Direct and indirect relations with task accuracy, academic readiness, and school performance. J Exp Child Psychol 2019; 167:388-403. [PMID: 29274944 DOI: 10.1016/j.jecp.2017.11.013] [Citation(s) in RCA: 10] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/21/2017] [Revised: 07/29/2017] [Accepted: 11/29/2017] [Indexed: 12/30/2022]
Abstract
Attentional control fluctuates in the presence of internal and external distractors, wandering on and off a given task. The current study investigated individual differences in attentional fluctuations in 250 preschoolers. Attentional fluctuations were assessed via intra-individual variability in response time in a Go/No-Go task. Greater fluctuations in attentional control were linked to lower task accuracy. In addition, greater attentional fluctuations predicted lower performance in a task of cognitive flexibility, the Dimensional Change Card Sort task. Attentional fluctuations were also associated with laboratory measures of academic readiness in preschool, as assessed by the Applied Problems and Letter-Word Identification subscales of the Woodcock-Johnson III Tests of Achievement, which in turn predicted teacher reports of academic performance in first grade. Attentional fluctuations also had indirect associations with emergent math skills in preschool, via cognitive flexibility, as well as indirect associations with first-grade teacher reports of academic performance, via the relations between cognitive flexibility and emergent math skills in preschool. These results suggest that consistency is an important aspect of attentional control during early childhood.
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Affiliation(s)
- Elif Isbell
- University of North Carolina at Greensboro, Department of Human Development and Family Studies, Greensboro, NC 27412, USA.
| | - Susan D Calkins
- University of North Carolina at Greensboro, Department of Human Development and Family Studies, Greensboro, NC 27412, USA
| | - Margaret M Swingler
- University of North Carolina at Chapel Hill, Frank Porter Graham Child Development Institute, Chapel Hill, NC 27599, USA
| | - Esther M Leerkes
- University of North Carolina at Greensboro, Department of Human Development and Family Studies, Greensboro, NC 27412, USA
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Poloczek S, Henry LA, Messer DJ, Büttner G. Do children use different forms of verbal rehearsal in serial picture recall tasks? A multi-method study. Memory 2019; 27:758-771. [PMID: 30606089 DOI: 10.1080/09658211.2018.1563615] [Citation(s) in RCA: 7] [Impact Index Per Article: 1.4] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/27/2022]
Abstract
Use of verbal rehearsal is a key issue in memory development. However, we still lack detailed and triangulated information about the early development and the circumstances in which different forms of rehearsal are used. To further understand significant factors that affect children's use of various forms of rehearsal, the present study involving 108 primary school children adopted a multi-method approach. It combined a carefully chosen word length effect method with a self-paced presentation time method to obtain behavioural indicators of verbal rehearsal. In addition, subsequent trial-by-trial self-reports were gathered. Word length effects in recall suggested that phonological recoding (converting images to names - a necessary precursor for rehearsal) took place, with evidence of more rehearsal among children with higher performance levels. According to self-paced presentation times, cumulative rehearsal was the dominant form of rehearsal only for children with higher spans on difficult trials. The combined results of self-paced times and word length effects in recall suggest that "naming" as simple form of rehearsal was dominant for most children. Self-reports were in line with these conclusions. Additionally, children used a mixture of strategies with considerable intra-individual variability, yet strategy use was nevertheless linked to age as well as performance levels.
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Affiliation(s)
- Sebastian Poloczek
- a Department of Psychology , Goethe University Frankfurt and Center for Research on Individual Development and Adaptive Education of Children at Risk (IDeA) , Frankfurt am Main , Germany.,b School of Psychological Science , University of Bristol , Bristol , UK
| | - Lucy A Henry
- c Division of Language and Communication Science , City, University of London , London , UK
| | - David J Messer
- c Division of Language and Communication Science , City, University of London , London , UK.,d Centre for Research in Education and Educational Technology , Open University , Milton Keynes , UK
| | - Gerhard Büttner
- a Department of Psychology , Goethe University Frankfurt and Center for Research on Individual Development and Adaptive Education of Children at Risk (IDeA) , Frankfurt am Main , Germany
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Keulers EHH, Jonkman LM. Mind wandering in children: Examining task-unrelated thoughts in computerized tasks and a classroom lesson, and the association with different executive functions. J Exp Child Psychol 2018; 179:276-290. [PMID: 30562634 DOI: 10.1016/j.jecp.2018.11.013] [Citation(s) in RCA: 13] [Impact Index Per Article: 2.2] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/08/2018] [Revised: 11/16/2018] [Accepted: 11/17/2018] [Indexed: 02/03/2023]
Abstract
Mind wandering is associated with worse performance on cognitively demanding tasks, but this concept is largely unexplored in typically developing children and little is known about the relation between mind wandering and specific executive functions (EFs). This study aimed, first, to measure and compare children's mind wandering in controlled computerized tasks as well as in an educational setting and, second, to examine the association between mind wandering and the three core EFs, namely inhibition, working memory, and set shifting/switching. A total of 52 children aged 9-11 years performed a classroom listening task and a computerized EF battery consisting of flanker, running span, and attention switching tasks. Mind wandering was measured using online probed and/or retrospective self-reports of task-unrelated thoughts (TUTs) during task performance. Children reported TUTs on 20-25% of the thought probes, which did not differ between classroom and EF tasks. Regression models, hierarchically adding the three core EFs, accounted for a small but significant portion of variance in TUT frequency when measured in class and retrospectively after EF tasks, but not when measured online in EF tasks. Children with worse inhibition were more prone to mind wander during classroom and EF tasks. Lower attention switching accuracy also explained variation in retrospectively reported TUTs during EF tasks. Working memory was not a significant predictor. These results suggest that mind wandering is common and reliably measurable in children in controlled computerized and educational tasks. Lower executive control abilities predict more frequent mind wandering, although different EFs are related to mind wandering in diverse tasks/measures.
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Affiliation(s)
- Esther H H Keulers
- Department of Neuropsychology & Psychopharmacology, Faculty of Psychology and Neuroscience, Maastricht University, 6200 MD Maastricht, The Netherlands.
| | - Lisa M Jonkman
- Department of Cognitive Neuroscience, Faculty of Psychology and Neuroscience, Maastricht University, 6200 MD Maastricht, The Netherlands
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15
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Affiliation(s)
- Sara Hagá
- Universidade de Lisboa; University of Washington
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16
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Brandone AC, Klimek B. The Developing Theory of Mental State Control: Changes in Beliefs about the Controllability of Emotional Experience from Elementary School through Adulthood. JOURNAL OF COGNITION AND DEVELOPMENT 2018. [DOI: 10.1080/15248372.2018.1520711] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/28/2022]
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17
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Lecce S, Bianco F. The role of false-belief understanding in preschoolers’ development of metamemory: A training study. EUROPEAN JOURNAL OF DEVELOPMENTAL PSYCHOLOGY 2018. [DOI: 10.1080/17405629.2018.1496908] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.2] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/27/2022]
Affiliation(s)
- Serena Lecce
- Department of Brain and Behavioral Science, University of Pavia, Italy
| | - Federica Bianco
- Department of Brain and Behavioral Science, University of Pavia, Italy
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18
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Campbell B, Curran M, Inkpen R, Katsikitis M, Kannis-Dymand L. A preliminary evaluation of metacognitive beliefs in high functioning children with autism spectrum disorder. ADVANCES IN AUTISM 2018. [DOI: 10.1108/aia-08-2017-0017] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.2] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/21/2022]
Abstract
Purpose
Metacognitive beliefs and processes have been found to perpetuate anxiety and depression in youth and adults. However, the presence of metacognitive beliefs in children with autism spectrum disorder is somewhat unclear and has received limited research attention to date. The purpose of this paper is to explore metacognitive beliefs in children with autism and associations with anxiety and depression.
Design/methodology/approach
In total, 23 high functioning participants (17 male and 6 female) between the ages of 8 and 12 (M=10.38) diagnosed on the autism spectrum completed the study. Participants completed the Revised Children’s Scale of Anxiety and Depression and the Metacognitions Questionnaire for Children.
Findings
Correlation analyses revealed that positive and negative metacognitive beliefs were found, as hypothesised, to be prevalent in this sample.
Originality/value
Despite methodological limitations, this is one of the first research evaluations to provide evidence for metacognitive beliefs in high functioning children with autism and comorbid anxiety or low mood.
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Abstract
Several sessions of mindfulness practice can exert positive gains for child executive functions (EF); however, the evidence for effects of a mindfulness induction, on EF for adults, is mixed and this effect has not been tested in children. The immediate effect of an age appropriate 3-min mindfulness induction on EF of children aged 4-7 years was tested. Participants (N = 156) were randomly assigned to a mindfulness induction or dot-to-dot activity comparison group before completing four measures of EF. A composite score for EF was calculated from summed z scores of the four EF measures. A difference at baseline in behavioural difficulties between the mindfulness induction and comparison group meant that data was analysed using a hierarchical regression. The mindfulness induction resulted in higher average performance for the composite EF score (M = 0.12) compared to the comparison group (M = - 0.05). Behavioural difficulties significantly predicted 5.3% of the variance in EF performance but participation in the mindfulness or comparison induction did not significantly affect EF. The non-significant effect of a mindfulness induction to exert immediate effects on EF fits within broader evidence reporting mixed effects when similar experimental designs have been used with adults. The findings are discussed with consideration of the extent to which methodological differences may account for these mixed effects and how mindfulness inductions fit within broader theoretical and empirical understanding of the effects of mindfulness on EF.
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Affiliation(s)
- Anna Leyland
- Department of Psychology, University of Sheffield, Cathedral Court, 1 Vicar Lane, Sheffield, S1 2LT UK
| | - Lisa-Marie Emerson
- Department of Psychology, University of Sheffield, Cathedral Court, 1 Vicar Lane, Sheffield, S1 2LT UK
| | - Georgina Rowse
- Department of Psychology, University of Sheffield, Cathedral Court, 1 Vicar Lane, Sheffield, S1 2LT UK
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The efficacy of group metacognitive therapy for children (MCT-c) with generalized anxiety disorder: An open trial. J Anxiety Disord 2018; 53:16-21. [PMID: 29145078 DOI: 10.1016/j.janxdis.2017.11.002] [Citation(s) in RCA: 19] [Impact Index Per Article: 3.2] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 06/08/2016] [Revised: 11/08/2017] [Accepted: 11/08/2017] [Indexed: 02/07/2023]
Abstract
Metacognitive therapy is an effective treatment for anxiety disorders in adults. Studies have demonstrated that the underlying theoretical model is also supported in children. It has therefore been suggested that metacognitive therapy for children may be effective. Our study is an open trial of metacognitive therapy for children with generalized anxiety as their primary disorder. Therapy was provided in groups. Families were interviewed with the Anxiety Disorders Interview Schedule - child/parent versions. They reported on the child's anxiety levels using the Revised Childrens Anxiety and Depression Scale - child/parent versions. Children reported on metacognitive beliefs using the Metacognitions Questionnaire for Children - 30 item version. Fourty-four children aged 7-13 years (50% girls) were enrolled, and one family dropped out during treatment. Fifty percent of the children had received counseling or psychological treatment for their anxiety disorder previously. Following treatment, 86.4% of the children were free of their primary disorder and 72.7% were free of all anxiety disorders, the corresponding figures were 75% and 65.9% at 6-months follow-up. The effect sizes were large for all measures and clinically significant improvements were obtained for 70% of the children at posttest and 77% at follow-up. Our study suggests that metacognitive therapy for children with generalized anxiety disorder may be a highly promising treatment approach.
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21
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Atkinson L, Slade L, Powell D, Levy JP. Theory of mind in emerging reading comprehension: A longitudinal study of early indirect and direct effects. J Exp Child Psychol 2017; 164:225-238. [DOI: 10.1016/j.jecp.2017.04.007] [Citation(s) in RCA: 33] [Impact Index Per Article: 4.7] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/28/2016] [Revised: 03/04/2017] [Accepted: 04/16/2017] [Indexed: 10/19/2022]
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22
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Developmental Differentiation and Binding of Mental Processes with g through the Life-Span. J Intell 2017; 5:jintelligence5020023. [PMID: 31162414 PMCID: PMC6526403 DOI: 10.3390/jintelligence5020023] [Citation(s) in RCA: 23] [Impact Index Per Article: 3.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/13/2017] [Revised: 05/26/2017] [Accepted: 05/28/2017] [Indexed: 11/30/2022] Open
Abstract
Integration/differentiation of mental processes is major mechanism of development. Developmental theories ascribe intellectual development to it. In psychometric theory, Spearman’s law of diminishing returns postulates that increasing g allows increasing differentiation of cognitive abilities, because increased mental power allows variable investment in domain-specific learning. Empirical evidence has been inconsistent so far, with some studies supporting and others contradicting this mechanism. This state of affairs is due to a developmental phenomenon: Both differentiation and strengthening of relations between specific processes and g may happen but these changes are phase-specific and ability-specific, depending upon the developmental priorities in the formation of g in each phase. We present eight studies covering the age span from 4 to 85 years in support of this phenomenon. Using new powerful modeling methods we showed that differentiation and binding of mental processes in g occurs in cycles. Specific processes intertwine with g at the beginning of cycles when they are integrated into it; when well established, these processes may vary with increasing g, reflecting its higher flexibility. Representational knowledge, inductive inference and awareness of it, and grasp of logical constraints framing inference are the major markers of g, first intertwining with in their respective cycles and differentiating later during the periods of 2–6, 7–11, and 11–20 years, respectively. The implications of these findings for an overarching cognitive developmental/differential theory of human mind are discussed.
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Hayes AM, Yasinski C, Grasso D, Ready CB, Alpert E, McCauley T, Webb C, Deblinger E. Constructive and Unproductive Processing of Traumatic Experiences in Trauma-Focused Cognitive-Behavioral Therapy for Youth. Behav Ther 2017; 48:166-181. [PMID: 28270328 PMCID: PMC5344908 DOI: 10.1016/j.beth.2016.06.004] [Citation(s) in RCA: 18] [Impact Index Per Article: 2.6] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 10/17/2015] [Revised: 06/13/2016] [Accepted: 06/14/2016] [Indexed: 12/24/2022]
Abstract
Although there is substantial evidence to support the efficacy of cognitive-behavioral treatments (CBT) for posttraumatic stress disorder (PTSD), there is some debate about how these treatments have their effects. Modern learning theory and cognitive and emotional processing theories highlight the importance of reducing avoidance, facilitating the constructive processing of feared experiences, and strengthening new inhibitory learning. We examined variables thought to be associated with unproductive and constructive processing of traumatic experiences in a sample of 81 youth with elevated PTSD symptoms, who received Trauma-Focused Cognitive Behavioral Therapy (TF-CBT) for abuse or traumatic interpersonal loss. Sessions during the trauma narrative phase of TF-CBT were coded for indicators of unproductive processing (overgeneralization, rumination, avoidance) and constructive processing (decentering, accommodation of corrective information), as well as levels of negative emotion. In previous analyses of this trial (Ready et al., 2015), more overgeneralization during the narrative phase predicted less improvement in internalizing symptoms at posttreatment and a worsening of externalizing symptoms over the 12-month follow-up. In contrast, more accommodation predicted improvement in internalizing symptoms and also moderated the negative effects of overgeneralization on internalizing and externalizing symptoms. The current study examined correlates of overgeneralization and accommodation. Overgeneralization was associated with more rumination, less decentering, and more negative emotion, suggesting immersion in trauma-related material. Accommodation was associated with less avoidance and more decentering, suggesting a healthy distance from trauma-related material that might allow for processing and cognitive change. Decentering also predicted improvement in externalizing symptoms at posttreatment. Rumination and avoidance showed important associations with overgeneralization and accommodation, respectively, but did not predict treatment outcomes. This study identifies correlates of overgeneralization and accommodation that might shed light on how these variables relate to unproductive and constructive processing of traumatic experiences.
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Affiliation(s)
| | | | | | | | | | | | - Charles Webb
- Delaware Division of Prevention and Behavioral Health Services
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24
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Sanchez AL, Cornacchio D, Chou T, Leyfer O, Coxe S, Pincus D, Comer JS. Development of a scale to evaluate young children's responses to uncertainty and low environmental structure. J Anxiety Disord 2017; 45:17-23. [PMID: 27907833 DOI: 10.1016/j.janxdis.2016.11.006] [Citation(s) in RCA: 15] [Impact Index Per Article: 2.1] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 09/12/2016] [Accepted: 11/17/2016] [Indexed: 10/20/2022]
Abstract
Intolerance of Uncertainty (IU), defined as the dispositional interpretation of uncertain or ambiguous events as stressful and problematic, has been linked to excessive worry and other anxiety-related problems in adults and youth. IU has been conceptualized as a vulnerability factor for excessive worry and anxiety, but the historical absence of a supported measure of IU in young children has hampered longitudinal research needed to evaluate temporal relationships between IU and anxiety and the differential developmental pathways of IU leading to different anxiety disorders and depression. The present study evaluated the psychometric properties of a newly developed 17-item parent-report measure of younger children's Responses to Uncertainty and Low Environmental Structure (i.e., the RULES questionnaire). We examined the preliminary structure, reliability, and validity of the RULES within a treatment-seeking sample of children aged 3-10 (N=160) with anxiety. Findings from an exploratory factor analysis supported a one-factor model that retained all 17 items. The RULES demonstrated strong internal consistency, and predictive, convergent, and divergent validity. In this early childhood sample, the RULES also showed stronger associations with anxiety than did a previously supported measure of IU developed for older youth, and showed preliminary sensitivity to treatment-related change. Findings provide preliminary psychometric support for the RULES as a parent-report measure of children's responses to uncertainty and low environmental structure that may inform etiologic models of anxiety.
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Affiliation(s)
- Amanda L Sanchez
- Department of Psychology, Florida International University, 11200 S.W. 8th Street, Miami, FL 33199, United States.
| | - Danielle Cornacchio
- Department of Psychology, Florida International University, 11200 S.W. 8th Street, Miami, FL 33199, United States
| | - Tommy Chou
- Department of Psychology, Florida International University, 11200 S.W. 8th Street, Miami, FL 33199, United States
| | - Ovsanna Leyfer
- Department of Psychological and Brain Sciences, Boston University, 64 Cummington Mall, Boston, MA 02215, United States
| | - Stefany Coxe
- Department of Psychology, Florida International University, 11200 S.W. 8th Street, Miami, FL 33199, United States
| | - Donna Pincus
- Department of Psychological and Brain Sciences, Boston University, 64 Cummington Mall, Boston, MA 02215, United States
| | - Jonathan S Comer
- Department of Psychology, Florida International University, 11200 S.W. 8th Street, Miami, FL 33199, United States
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25
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Schmidt M, Benzing V, Kamer M. Classroom-Based Physical Activity Breaks and Children's Attention: Cognitive Engagement Works! Front Psychol 2016; 7:1474. [PMID: 27757088 PMCID: PMC5047899 DOI: 10.3389/fpsyg.2016.01474] [Citation(s) in RCA: 66] [Impact Index Per Article: 8.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/02/2016] [Accepted: 09/13/2016] [Indexed: 12/13/2022] Open
Abstract
Classroom-based physical activity breaks are postulated to positively impact children's attention during their school day. However, empirical evidence for this claim is scarce and the role of cognitive engagement in enhancing children's attentional performance is unexplored in studies on physical activity breaks. The aim of the present study was therefore to disentangle the separate and/or combined effects of physical exertion and cognitive engagement induced by physical activity breaks on primary school children's attention. In addition, the role of children's affective reactions to acute interventions at school was investigated. Using a 2 × 2 between-subjects experimental design, 92 children between the ages of 11 and 12 years (M = 11.77, SD = 0.41) were randomly assigned to one of four experimental conditions: (1) combo group (physical activity with high cognitive demands), (2) cognition group (sedentary with high cognitive demands), (3) physical group (physical activity with low cognitive demands), and (4) control group (sedentary with low cognitive demands). Attention and affect were measured before and immediately after a 10-min intervention. ANCOVAs revealed that whereas physical exertion had no effect on any measure of children's attentional performance, cognitive engagement was the crucial factor leading to increased focused attention and enhanced processing speed. Mediational analyses showed that changes in positive affect during the interventions mediated the effect between cognitive engagement and focused attention as well as between cognitive engagement and processing speed. These surprising results are discussed in the light of theories predicting both facilitating and deteriorative effects of positive affect on attention.
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Affiliation(s)
- Mirko Schmidt
- Institute of Sport Science, University of Bern Bern, Switzerland
| | - Valentin Benzing
- Institute of Sport Science, University of Bern Bern, Switzerland
| | - Mario Kamer
- Institute of Sport Science, University of Bern Bern, Switzerland
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26
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Roebers CM, Spiess M. The Development of Metacognitive Monitoring and Control in Second Graders: A Short-Term Longitudinal Study. JOURNAL OF COGNITION AND DEVELOPMENT 2016. [DOI: 10.1080/15248372.2016.1157079] [Citation(s) in RCA: 18] [Impact Index Per Article: 2.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/22/2022]
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27
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Flavell JH. Development of children’s knowledge about the mental world. INTERNATIONAL JOURNAL OF BEHAVIORAL DEVELOPMENT 2016. [DOI: 10.1080/016502500383421] [Citation(s) in RCA: 108] [Impact Index Per Article: 13.5] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/16/2022]
Abstract
This article is a survey of research on the childhood acquisition of knowledge about the mind, especially work done during the past two decades under the heading of theory-of-mind development. It begins with a history of research in this area. This is followed by a brief summary of principal theories and findings. The article concludes with some guesses about future research in this exciting area of cognitive development.
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28
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Li J. ‘‘I learn and I grow big’’: Chinese preschoolers’ purposes for learning. INTERNATIONAL JOURNAL OF BEHAVIORAL DEVELOPMENT 2016. [DOI: 10.1080/01650250344000325] [Citation(s) in RCA: 15] [Impact Index Per Article: 1.9] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/26/2022]
Abstract
Despite much research on Chinese children’s learning achievement, little research exists on their early development of beliefs about learning. This study examined the perceptions of purposes for and affective and value expression toward learning among 129 Chinese preschoolers aged 3–6 years. To tap culturally valid perspectives, free narratives prompted by story beginnings and responses to probes about books and school scenarios were collected and analysed both qualitatively and quantitatively. We identified four types of benefits from learning that children revealed: (1) Intellectual benefits emphasising acquisition of skill, continuous personal growth, and ‘‘a lot’’ of knowledge; (2) respect/admiration for learning; (3) social benefits for others; and (4) economic benefits. Children also expressed highly positive feelings and value toward learning. These trends increased with age. The findings are discussed in light of Chinese cultural values of learning and their influence on children’s development of beliefs about learning.
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Affiliation(s)
- Jin Li
- Brown University, Providence, RI, USA
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29
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Wimmer MC, Maras KL, Robinson EJ, Thomas C. The format of children's mental images: Evidence from mental scanning. Cognition 2016; 154:49-54. [PMID: 27239749 DOI: 10.1016/j.cognition.2016.05.017] [Citation(s) in RCA: 5] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/14/2014] [Revised: 05/19/2016] [Accepted: 05/23/2016] [Indexed: 11/16/2022]
Abstract
This study examined the development and format of children's mental images. Children (4-, 5-, 6-7-, 8-9-, and 11-year-olds) and adults (N=282) viewed a map of a fictitious island containing various landmarks and two misleading signposts, indicating that some equidistant landmarks were different distances apart. Five-year-olds already revealed the linear time-distance scanning effect, previously shown in adults (Experiments 1 and 2): They took longer to mentally scan their image of the island with longer distances between corresponding landmarks, indicating the depictive format of children's mental images. Unlike adults, their scanning times were not affected by misleading top-down distance information on the signposts until age 8 (Experiment 1) unless they were prompted to the difference from the outset (Experiment 2). Findings provide novel insights into the format of children's mental images in a mental scanning paradigm and show that children's mental images can be susceptible to top-down influences as are adults'.
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Affiliation(s)
- Marina C Wimmer
- University of Plymouth, School of Psychology, Cognition Institute, Plymouth PL4 8AA, UK.
| | - Katie L Maras
- University of Bath, Department of Psychology, Claverton Down, Bath BA2 7AY, UK
| | | | - Charlotte Thomas
- University of Plymouth, School of Psychology, Cognition Institute, Plymouth PL4 8AA, UK
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30
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Kim YSG. Direct and mediated effects of language and cognitive skills on comprehension of oral narrative texts (listening comprehension) for children. J Exp Child Psychol 2016; 141:101-20. [DOI: 10.1016/j.jecp.2015.08.003] [Citation(s) in RCA: 151] [Impact Index Per Article: 18.9] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/04/2015] [Revised: 08/10/2015] [Accepted: 08/10/2015] [Indexed: 11/24/2022]
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31
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Garber J, Frankel SA, Herrington CG. Developmental Demands of Cognitive Behavioral Therapy for Depression in Children and Adolescents: Cognitive, Social, and Emotional Processes. Annu Rev Clin Psychol 2016; 12:181-216. [PMID: 27019397 PMCID: PMC5441981 DOI: 10.1146/annurev-clinpsy-032814-112836] [Citation(s) in RCA: 28] [Impact Index Per Article: 3.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/03/2023]
Abstract
Although some treatments for depression in children and adolescents have been found to be efficacious, the effects sizes have tended to be modest. Thus, there is considerable room to improve upon existing depression treatments. Some children may respond poorly because they do not yet have the cognitive, social, or emotional maturity needed to understand and apply the skills being taught in therapy. Therefore, treatments for depression may need to be tailored to match children's ability to both comprehend and implement the therapeutic techniques. This review outlines the steps needed for such developmental tailoring: (a) Specify the skills being taught in depression treatments; (b) identify what cognitive, social, and emotional developmental abilities are needed to attain these skills; (c) describe the normative developmental course of these skills and how to determine a child's developmental level; and (d) use this information to design an individualized treatment plan. Possible approaches to intervening include: alter the therapy to meet the child's level of development, train the child on the skills needed to engage in the therapy, or apply a dynamic assessment approach that integrates evaluation into treatment and measures children's current abilities as well as their potential.
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Affiliation(s)
- Judy Garber
- Department of Psychology and Human Development, Vanderbilt University, Nashville, Tennessee 37203-5721; , ,
| | - Sarah A Frankel
- Department of Psychology and Human Development, Vanderbilt University, Nashville, Tennessee 37203-5721; , ,
| | - Catherine G Herrington
- Department of Psychology and Human Development, Vanderbilt University, Nashville, Tennessee 37203-5721; , ,
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32
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Carpenter AL, Puliafico AC, Kurtz SMS, Pincus DB, Comer JS. Extending parent-child interaction therapy for early childhood internalizing problems: new advances for an overlooked population. Clin Child Fam Psychol Rev 2015; 17:340-56. [PMID: 25212716 DOI: 10.1007/s10567-014-0172-4] [Citation(s) in RCA: 49] [Impact Index Per Article: 5.4] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/04/2023]
Abstract
Although efficacious psychological treatments for internalizing disorders are now well established for school-aged children, until recently there have regrettably been limited empirical efforts to clarify indicated psychological intervention methods for the treatment of mood and anxiety disorders presenting in early childhood. Young children lack many of the developmental capacities required to effectively participate in established treatments for mood and anxiety problems presenting in older children, making simple downward extensions of these treatments for the management of preschool internalizing problems misguided. In recent years, a number of research groups have successfully adapted and modified parent-child interaction therapy (PCIT), originally developed to treat externalizing problems in young children, to treat various early internalizing problems with a set of neighboring protocols. As in traditional PCIT, these extensions target child symptoms by directly reshaping parent-child interaction patterns associated with the maintenance of symptoms. The present review outlines this emerging set of novel PCIT adaptations and modifications for mood and anxiety problems in young children and reviews preliminary evidence supporting their use. Specifically, we cover (a) PCIT for early separation anxiety disorder; (b) the PCIT-CALM (Coaching Approach behavior and Leading by Modeling) Program for the full range of early anxiety disorders; (c) the group Turtle Program for behavioral inhibition; and (d) the PCIT-ED (Emotional Development) Program for preschool depression. In addition, emerging PCIT-related protocols in need of empirical attention--such as the PCIT-SM (selective mutism) Program for young children with SM--are also considered. Implications of these protocols are discussed with regard to their unique potential to address the clinical needs of young children with internalizing problems. Obstacles to broad dissemination are addressed, and we consider potential solutions, including modular treatment formats and innovative applications of technology.
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Affiliation(s)
- Aubrey L Carpenter
- Department of Psychology, Center for Anxiety and Related Disorders, Boston University, Boston, MA, USA,
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34
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Chabot A, Achim J, Terradas M. La capacité de mentalisation de l’enfant à travers le jeu et les histoires d’attachement à compléter : perspectives théorique et clinique. PSYCHIATRIE DE L ENFANT 2015. [DOI: 10.3917/psye.581.0207] [Citation(s) in RCA: 10] [Impact Index Per Article: 1.1] [Reference Citation Analysis] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 11/14/2022]
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35
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Zhang Y, Song X, Ye Q, Wang Q. Children with positive attitudes towards mind-wandering provide invalid subjective reports of mind-wandering during an experimental task. Conscious Cogn 2015; 35:136-42. [PMID: 26021724 DOI: 10.1016/j.concog.2015.05.006] [Citation(s) in RCA: 15] [Impact Index Per Article: 1.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/16/2014] [Revised: 04/30/2015] [Accepted: 05/11/2015] [Indexed: 11/28/2022]
Abstract
This study investigated mind-wandering (MW) in children during a laboratory task, and explored the influence of children's attitudes towards MW on the accuracy of their subjective reports. Children's MW experiences were probed during the adapted Sustained-Attention-to-Response-Task (SART), and their attitudes was measured by a questionnaire, according to which children were divided into positive or negative group. Results showed that (1) MW in children was basically identical to MW in adults which was associated with poor performance, increased behavioural variability, and a prospective bias; (2) reliable correlations between behavioural correlates and MW frequency were observed in negative group, but not in positive group; and (3) positive group reported more MW than negative group, while no behavioural correlate was significantly different between the two groups. We concluded that (1) overall, children could accurately introspect their MW experiences during SART; and (2) children with positive attitudes provided invalid subjective reports of MW.
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Affiliation(s)
- Yi Zhang
- Department of Psychology, College of Education, Zhejiang Normal University, Jinhua, China
| | - Xiaolan Song
- Department of Psychology, College of Education, Zhejiang Normal University, Jinhua, China.
| | - Qun Ye
- Department of Psychology, College of Education, Zhejiang Normal University, Jinhua, China
| | - Qinqin Wang
- Department of Psychology, College of Education, Zhejiang Normal University, Jinhua, China
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36
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Lecce S, Demicheli P, Zocchi S, Palladino P. The origins of children’s metamemory: The role of theory of mind. J Exp Child Psychol 2015; 131:56-72. [PMID: 25514786 DOI: 10.1016/j.jecp.2014.11.005] [Citation(s) in RCA: 23] [Impact Index Per Article: 2.6] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/06/2014] [Revised: 11/18/2014] [Accepted: 11/23/2014] [Indexed: 12/27/2022]
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37
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Chimpanzees (Pan troglodytes) and human children (Homo sapiens) know when they are ignorant about the location of food. Anim Cogn 2015; 18:683-99. [DOI: 10.1007/s10071-015-0836-6] [Citation(s) in RCA: 17] [Impact Index Per Article: 1.9] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/30/2014] [Revised: 01/01/2015] [Accepted: 01/05/2015] [Indexed: 10/24/2022]
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38
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Lartseva A, Dijkstra T, Buitelaar JK. Emotional language processing in autism spectrum disorders: a systematic review. Front Hum Neurosci 2015; 8:991. [PMID: 25610383 PMCID: PMC4285104 DOI: 10.3389/fnhum.2014.00991] [Citation(s) in RCA: 47] [Impact Index Per Article: 5.2] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/04/2014] [Accepted: 11/20/2014] [Indexed: 12/27/2022] Open
Abstract
In his first description of Autism Spectrum Disorders (ASD), Kanner emphasized emotional impairments by characterizing children with ASD as indifferent to other people, self-absorbed, emotionally cold, distanced, and retracted. Thereafter, emotional impairments became regarded as part of the social impairments of ASD, and research mostly focused on understanding how individuals with ASD recognize visual expressions of emotions from faces and body postures. However, it still remains unclear how emotions are processed outside of the visual domain. This systematic review aims to fill this gap by focusing on impairments of emotional language processing in ASD. We systematically searched PubMed for papers published between 1990 and 2013 using standardized search terms. Studies show that people with ASD are able to correctly classify emotional language stimuli as emotionally positive or negative. However, processing of emotional language stimuli in ASD is associated with atypical patterns of attention and memory performance, as well as abnormal physiological and neural activity. Particularly, younger children with ASD have difficulties in acquiring and developing emotional concepts, and avoid using these in discourse. These emotional language impairments were not consistently associated with age, IQ, or level of development of language skills. We discuss how emotional language impairments fit with existing cognitive theories of ASD, such as central coherence, executive dysfunction, and weak Theory of Mind. We conclude that emotional impairments in ASD may be broader than just a mere consequence of social impairments, and should receive more attention in future research.
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Affiliation(s)
- Alina Lartseva
- Department of Cognitive Neuroscience, Donders Centre for Neuroscience, Radboud University Medical CentreNijmegen, Netherlands
- International Max Planck Research School for Language Sciences, Max Planck Institute for PsycholinguisticsNijmegen, Netherlands
| | - Ton Dijkstra
- Donders Centre for Cognition, Radboud University NijmegenNijmegen, Netherlands
| | - Jan K. Buitelaar
- Department of Cognitive Neuroscience, Donders Centre for Neuroscience, Radboud University Medical CentreNijmegen, Netherlands
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Lecce S, Bottiroli S, Bianco F, Rosi A, Cavallini E. Training older adults on Theory of Mind (ToM): Transfer on metamemory. Arch Gerontol Geriatr 2015; 60:217-26. [DOI: 10.1016/j.archger.2014.10.001] [Citation(s) in RCA: 26] [Impact Index Per Article: 2.9] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/22/2014] [Revised: 10/03/2014] [Accepted: 10/06/2014] [Indexed: 10/24/2022]
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40
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Mahy CEV, Moses LJ. The Effect of Retention Interval Task Difficulty on Young Children's Prospective Memory: Testing the Intention Monitoring Hypothesis. JOURNAL OF COGNITION AND DEVELOPMENT 2014. [DOI: 10.1080/15248372.2014.930742] [Citation(s) in RCA: 9] [Impact Index Per Article: 0.9] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/24/2022]
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41
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Lecce S, Bianco F, Demicheli P, Cavallini E. Training preschoolers on first-order false belief understanding: transfer on advanced ToM skills and metamemory. Child Dev 2014; 85:2404-18. [PMID: 25040788 DOI: 10.1111/cdev.12267] [Citation(s) in RCA: 20] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/27/2022]
Abstract
This study investigated the relation between theory of mind (ToM) and metamemory knowledge using a training methodology. Sixty-two 4- to 5-year-old children were recruited and randomly assigned to one of two training conditions: A first-order false belief (ToM) and a control condition. Intervention and control groups were equivalent at pretest for age, parents' education, verbal ability, inhibition, and ToM. Results showed that after the intervention children in the ToM group improved in their first-order false belief understanding significantly more than children in the control condition. Crucially, the positive effect of the ToM intervention was stable over 2 months and generalized to more complex ToM tasks and metamemory.
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Hurlburt RT, Stuart SAJ. GROUNDING THE SCIENCE OF INNER EXPERIENCE IN THE APPREHENSION OF PHENOMENA. AMERICAN JOURNAL OF PSYCHOLOGY 2014. [DOI: 10.5406/amerjpsyc.127.2.0253] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/06/2022]
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Contemplation in the Classroom: a New Direction for Improving Childhood Education. EDUCATIONAL PSYCHOLOGY REVIEW 2014. [DOI: 10.1007/s10648-014-9265-3] [Citation(s) in RCA: 21] [Impact Index Per Article: 2.1] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/25/2022]
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Diergarten AK, Nieding G. Children's and Adults’ Ability to Build Online Emotional Inferences During Comprehension of Audiovisual and Auditory Texts. JOURNAL OF COGNITION AND DEVELOPMENT 2013. [DOI: 10.1080/15248372.2013.848871] [Citation(s) in RCA: 9] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/26/2022]
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Smith KE, Hudson JL. Metacognitive beliefs and processes in clinical anxiety in children. JOURNAL OF CLINICAL CHILD AND ADOLESCENT PSYCHOLOGY 2013; 42:590-602. [PMID: 23356384 DOI: 10.1080/15374416.2012.755925] [Citation(s) in RCA: 30] [Impact Index Per Article: 2.7] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 01/26/2023]
Abstract
Recent research has explored the role of metacognitive beliefs and processes in clinical anxiety in youth. The aim of this study was to examine the relationship between metacognitions and anxiety in 7- to 12-year-old children with and without clinical anxiety disorders. A secondary aim of the study was to investigate the psychometric properties of the recently developed Metacognitions Questionnaire for Children (MCQ-C). The sample consisted of 83 children (60.2% female; Oceanian 71.1%), comprising 49 children with anxiety disorders and 34 nonclinical children. All children completed self-report measures of anxiety, emotional difficulties, and metacognitions. A subsample of 7- to 8-year-old participants was used to explore whether young children could wholly comprehend all items on the MCQ-C. Positive and negative metacognitive beliefs and cognitive monitoring were significantly correlated with anxiety and emotional difficulties. Clinical children endorsed significantly more negative and more positive metacognitive beliefs than nonclinical children. Each subscale of the MCQ-C had poor internal consistency. Support for the criterion and convergent validity of the MCQ-C was found. The results suggest that certain metacognitions play a role in clinical anxiety in children but that psychometrically and developmentally validated measures of these concepts in younger individuals are needed.
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Lyons KE, Ghetti S. I Don't Want to Pick! Introspection on Uncertainty Supports Early Strategic Behavior. Child Dev 2012; 84:726-36. [DOI: 10.1111/cdev.12004] [Citation(s) in RCA: 65] [Impact Index Per Article: 5.4] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/30/2022]
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Do children really mean what they say? The forensic implications of preschoolers' linguistic referencing. JOURNAL OF APPLIED DEVELOPMENTAL PSYCHOLOGY 2012. [DOI: 10.1016/j.appdev.2012.04.001] [Citation(s) in RCA: 8] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/19/2022]
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Beran MJ, Decker S, Schwartz A, Smith JD. Uncertainty monitoring by young children in a computerized task. SCIENTIFICA 2012; 2012:692890. [PMID: 24278730 PMCID: PMC3820436 DOI: 10.6064/2012/692890] [Citation(s) in RCA: 8] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Grants] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 04/02/2012] [Accepted: 05/22/2012] [Indexed: 06/02/2023]
Abstract
Adult humans show sophisticated metacognitive abilities, including the ability to monitor uncertainty. Unfortunately, most measures of uncertainty monitoring are limited to use with adults due to their general complexity and dependence on explicit verbalization. However, recent research with nonhuman animals has successfully developed measures of uncertainty monitoring that are simple and do not require explicit verbalization. The purpose of this study was to investigate metacognition in young children using uncertainty monitoring tests developed for nonhumans. Children judged whether stimuli were more pink or blue-stimuli nearest the pink-blue midpoint were the most uncertain and the most difficult to classify. Children also had an option to acknowledge difficulty and gain the necessary information for correct classification. As predicted, children most often asked for help on the most difficult stimuli. This result confirms that some metacognitive abilities appear early in cognitive development. The tasks of animal metacognition research clearly have substantial utility for exploring the early developmental roots of human metacognition.
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Affiliation(s)
- Michael J. Beran
- Georgia State University, Language Research Center, Atlanta, GA 30302, USA
| | - Scott Decker
- Department of Psychology, University of South Carolina, Columbia, SC 29208, USA
| | - Allison Schwartz
- Department of Counseling and Psychological Services, Georgia State University, Atlanta, GA 30302, USA
| | - J. David Smith
- Department of Psychology, University at Buffalo, SUNY, Buffalo, NY 14260-4110, USA
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Ots A. Third graders' performance predictions: calibration deflections and academic success. EUROPEAN JOURNAL OF PSYCHOLOGY OF EDUCATION 2012. [DOI: 10.1007/s10212-012-0111-z] [Citation(s) in RCA: 7] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/24/2022]
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Whitfield-Gabrieli S, Ford JM. Default mode network activity and connectivity in psychopathology. Annu Rev Clin Psychol 2012; 8:49-76. [PMID: 22224834 DOI: 10.1146/annurev-clinpsy-032511-143049] [Citation(s) in RCA: 966] [Impact Index Per Article: 80.5] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/09/2022]
Abstract
Neuropsychiatric disorders are associated with abnormal function of the default mode network (DMN), a distributed network of brain regions more active during rest than during performance of many attention-demanding tasks and characterized by a high degree of functional connectivity (i.e., temporal correlations between brain regions). Functional magnetic resonance imaging studies have revealed that the DMN in the healthy brain is associated with stimulus-independent thought and self-reflection and that greater suppression of the DMN is associated with better performance on attention-demanding tasks. In schizophrenia and depression, the DMN is often found to be hyperactivated and hyperconnected. In schizophrenia this may relate to overly intensive self-reference and impairments in attention and working memory. In depression, DMN hyperactivity may be related to negative rumination. These findings are considered in terms of what is known about psychological functions supported by the DMN, and alteration of the DMN in other neuropsychiatric disorders.
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Affiliation(s)
- Susan Whitfield-Gabrieli
- Department of Brain and Cognitive Sciences, Massachusetts Institute of Technology, Cambridge, Massachusetts 02139, USA.
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