Top

Research on Child and Adolescent Psychopathology

Tip

Swipe om te navigeren naar een ander artikel

Gepubliceerd in:

22-12-2015

A FISTful of Emotion: Individual Differences in Trait Anxiety and Cognitive-Affective Flexibility During Preadolescence

Auteurs: Oana Mărcuş, Oana Stanciu, Colin MacLeod, Heather Liebregts, Laura Visu-Petra

Gepubliceerd in: Research on Child and Adolescent Psychopathology | Uitgave 7/2016

Abstract

Cognitive-affective flexibility represents the ability to switch between alternative ways of processing emotional stimuli according to situational demands and individual goals. Although reduced flexibility has been implicated as a mechanism for the development of anxiety, there is very limited data on this relationship in children and adolescents. The aim of the current study was to investigate cognitive-affective flexibility in preadolescents (N = 112, 50 girls, 11–12 and 13–14 years old) and to examine if this ability is related to individual differences in trait anxiety. Their interplay was assessed using the modified version of the Flexible Item Selection Task (FIST; Jacques and Zelazo 2001) with non-emotional stimuli (geometrical shapes) and the Emotional FIST (EM-FIST) with emotional stimuli (emotional facial expressions). Performance on the EM-FIST indicated that across the whole age range, trials requiring greater cognitive flexibility were more demanding than nonflexible ones, as revealed by both response time and accuracy performance. Moreover, flexibility demands were higher for younger children than for older ones but only in terms of response speed. Individual differences in trait anxiety moderated the impact of flexibility only on the EM-FIST. Being flexible on the EM-FIST was more demanding for high trait anxious children than for their low trait anxious peers. Lastly, overall girls responded faster than boys, but only in the EM-FIST. These findings extend the presently limited literature concerning variability in cognitive-affective flexibility during this sensitive developmental window.

volgende artikel No Significant Evidence of Cognitive Biases for Emotional Stimuli in Children At-Risk of Developing Anxiety Disorders

Statistical tests for higher order interactions can be made available from the authors upon request.

In the effects display, lower-order terms marginal to the term in question are absorbed and other terms are averaged over (Fox 2003).

American Psychiatric Association (1994). Diagnostic and statistical manual of mental disorders (4th ed.,). Washington, DC: American Psychiatric Association.

Ansari, T. L., Derakshan, N., & Richards, A. (2008). Effects of anxiety on task switching: evidence from the mixed antisaccade task. Cognitive Affective & Behavioral Neuroscience, 8, 229–238. doi: 10.3758/cabn.8.3.229. CrossRef

Best, J. R., Miller, P. H., & Jones, L. L. (2009). Executive functions after age 5: changes and correlates. Developmental Review, 29, 180–200. doi: 10.1016/j.dr.2009.05.002. CrossRefPubMedPubMedCentral

Brown, H. M., Eley, T. C., Broeren, S., MacLeod, C., Rinck, M., Hadwin, J. A., & Lester, K. J. (2014). Psychometric properties of reaction time based experimental paradigms measuring anxiety-related information-processing biases in children. Journal of Anxiety Disorders, 28(1), 97–107. doi: 10.1016/j.janxdis.2013.11.004. CrossRefPubMed

Bunge, S. A., & Zelazo, P. D. (2006). A brain-based account of the development of rule use in childhood. Current Directions in Psychological Science, 15, 118–121. doi: 10.1111/j.0963-7214.2006.00419.x. CrossRef

Calvo, M. G., & Eysenck, M. W. (1998). Cognitive bias to internal sources of information in anxiety. International Journal of Psychology, 33, 287–299. CrossRef

Chan, R. C. K., Shum, D., Toulopoulou, T., & Chen, E. Y. H. (2008). Assessment of executive functions: review of instruments and identification of critical issues. Archives of Clinical Neuropsychology, 23, 201–216. doi: 10.1016/j.acn.2007.08.010. CrossRefPubMed

Chorpita, B. F., Yim, L., Moffitt, C., Umemoto, L. A., & Francis, S. E. (2000). Assessment of symptoms of DSM-IV anxiety and depression in children: a revised child anxiety and depression scale. Behaviour Research and Therapy, 38(8), 835–855. doi: 10.1016/S0005-7967(99)00130-8. CrossRefPubMed

Chorpita, B. F., Moffitt, C. E., & Gray, J. (2005). Psychometric properties of the revised child anxiety and depression scale in a clinical sample. Behaviour Research and Therapy, 43(3), 309322. doi: 10.1016/j.brat.2004.02.004. CrossRef

Costello, E., Costello, A., Edelbrock, C., Burns, B., Dulcan, M. K., Brent, D., & Janiszewski, S. (1988). Psychiatric disorders in pediatric primary care. Archives of General Psychiatry, 45, 1107–1116. CrossRefPubMed

Cragg, L., & Chevalier, N. (2012). The processes underlying flexibility in childhood. The Quarterly Journal of Experimental Psychology, 65(2), 209–232. doi: 10.1080/17470210903204618. CrossRefPubMed

Cragg, L., & Nation, K. (2009). Shifting development in mid-childhood: the influence of between-task interference. Developmental Psychology, 45(5), 1465–1479. doi: 10.1037/a0015360.

Dajani, D. R., & Uddin, L. Q. (2015). Demystifying cognitive flexibility: Implications for clinical and developmental neuroscience. Trends in neurosciences, 38(9), 571-578. doi: 10.1016/j.tins.2015.07.003.

Davidson, M. C., Amso, D., Anderson, L. C., & Diamond, A. (2006). Development of cognitive control and executive functions from 4 to 13 years: evidence from manipulations of memory, inhibition, and task switching. Neuropsychologia, 44(11), 2037–2078. doi: 10.1016/j.neuropsychologia.2006.02.006. CrossRefPubMedPubMedCentral

Davis, R. N., & Nolen-Hoeksema, S. (2000). Cognitive inflexibility among ruminators and nonruminators. Cognitive Therapy and Research, 24(6), 699–711. doi: 10.1023/A:1005591412406.

De Lissnyder, E., Koster, E. H., Derakshan, N., & De Raedt, R. (2010). The association between depressive symptoms and executive control impairments in response to emotional and non emotional information. Cognition and Emotion, 24(2), 264–280. doi: 10.1080/02699930903378354.

De Lissnyder, E., Koster, E. H. W., Goubert, L., Onraedt, T., Vanderhasselt, M. A., & DeRaedt, R. (2012). Cognitive control moderates the association between stress and rumination. Journal of Behavior Therapy and Experimental Psychiatry, 43, 519–525. doi: 10.1016/j.jbtep.2011.07.004. CrossRefPubMed

Deák, G. O. (2003). The development of cognitive flexibility and language abilities. Advances in Child Development and Behavior, 31, 271–327. doi: 10.1016/S0065-2407(03)31007-9. CrossRefPubMed

Deák, G. O., Ray, S. D., & Pick, A. D. (2004). Effects of age, reminders, and task difficulty on young children’s rule-switching flexibility. Cognitive Development, 19(3), 385–400. doi: 10.1016/j.cogdev.2004.05.002. CrossRef

Derakshan, N., Smyth, S., & Eysenck, M. W. (2009). Effects of state anxiety on performance using a task-switching paradigm: an investigation of attentional control theory. Psychonomic Bulletin & Review, 16, 1112–1117. doi: 10.3758/PBR.16.6.1112. CrossRef

Diamond, A. (2013). Executive functions. Annual Review of Psychology, 64, 135–168. doi: 10.1146/annurev-psych-113011-143750. CrossRefPubMed

Dick, A. S. (2014). The development of cognitive flexibility beyond the preschool period: an investigation using a modified flexible item selection task. Journal of Experimental Child Psychology, 125, 13–34. doi: 10.1016/j.jecp.2014.01.021. CrossRefPubMed

Ebesutani, C., Bernstein, A., Nakamura, B. J., Chorpita, B. F., Weisz, J. R., & Research Network on Youth Mental Health (2010). A psychometric analysis of the revised child anxiety and depression scale: parent version in a clinical sample. Journal of Abnormal Child Psychology, 38(2), 249–260. doi: 10.1007/s10802-009-9363-8.

Eysenck, M. W., & Derakshan, N. (2011). New perspectives in attentional control theory. Personality and Individual Differences, 50(7), 955–960. doi: 10.1016/j.paid.2010.08.019. CrossRef

Eysenck, M. W., Derakshan, N., Santos, R., & Calvo, M. G. (2007). Anxiety and cognitive performance: attentional control theory. Emotion, 7(2), 336–353. doi: 10.1037/1528-3542.7.2.336. CrossRefPubMed

Field, A. P., & Wright, D. B. (2011). A primer on using multilevel models in clinical and experimental psychopathology research. Journal of Experimental Psychopathology, 2(2), 271–293. doi: 10.5127/jep.013711. CrossRef

Fitzgibbon, L., Cragg, L., & Carroll, D. J. (2014). Primed to be inflexible: the influence of set size on cognitive flexibility during childhood. Frontiers in Psychology, 5, 101. doi: 10.3389/fpsyg.2014.00101. CrossRefPubMedPubMedCentral

Fox, J. (2003). Effect displays in R for generalised linear models. Journal of Statistical Software, 8(15), 1–27. CrossRef

Genet, J. J., Malooly, A. M., & Siemer, M. (2013). Flexibility is not always adaptive: affective flexibility and inflexibility predict rumination use in everyday life. Cognition & Emotion, 27(4), 685–695. doi: 10.1080/02699931.2012.733351. CrossRef

Han, G., Helm, J., Iucha, C., Zahn-Waxler, C., Hastings, P. D., & Klimes-Dougan, B. (2015). Are executive functioning deficits concurrently and predictively associated with depressive and anxiety symptoms in adolescents? Journal of Clinical Child & Adolescent Psychology, 1-15. doi: 10.1080/15374416.2015.1041592.

Huizinga, M., Dolan, C. V., & van der Molen, M. W. (2006). Age-related change in executive function: developmental trends and a latent variable analysis. Neuropsychologia, 44(11), 2017–2036. doi: 10.1016/j.neuropsychologia.2006.01.010.

Ionescu, T. (2012). Exploring the nature of cognitive flexibility. New Ideas in Psychology, 30(2), 190–200. doi: 10.1016/j.newideapsych.2011.11.001. CrossRef

Jacques, S. (2012). The 4-item computerized flexible item selection task (FIST). Computerized program for administering the FIST.

Jacques, S., & Zelazo, P. D. (2001). The flexible item selection task (FIST): a measure of executive function in preschoolers. Developmental Neuropsychology, 20, 573–591. doi: 10.1207/S15326942DN2003_2. CrossRefPubMed

Jacques, S., & Zelazo, P. D. (2005). On the possible roots of cognitive flexibility. In B. D. Homer, & C. S. Tamis-LeMonda (Eds.), The development of social understanding and communication (pp. 53–81). Mahwah, NJ: Lawrence Erlbaum.

Jacques, S., Rahbari, N., & Hughes, J. (2014). Cognitive flexibility and academic performance: Concurrent and longitudinal relations, and variables that may limit or potentiate relations. In G. Podjarny (Chair), Current issues in cognitive flexibility development during childhood. Paper symposium presented at Development 2014: A Canadian conference on developmental psychology, Ottawa, Canada.

Joormann, J., Yoon, K. L., & Siemer, M. (2010). Cognition and emotion regulation. In A. M. Kring (Ed.), Emotion regulation and psychopathology: A transdiagnostic approach to etiology and treatment (pp. 174–203). New York, NY: Guilford Press.

Kashdan, T. B., & Rottenberg, J. (2010). Psychological flexibility as a fundamental aspect of health. Clinical Psychology Review, 30(7), 865–878. doi: 10.1016/j.cpr.2010.03.001. CrossRefPubMedPubMedCentral

Keenan, K., & Shaw, D. (1997). Developmental and social influences on young girls’ early problem behavior. Psychological Bulletin, 121(1), 95–113. doi: 10.1037/0033-2909.121.1.95. CrossRefPubMed

Kertz, S. J., Belden, A. C., Tillman, R., & Luby, J. (2015). Cognitive Control Deficits in Shifting and Inhibition in Preschool Age Children are Associated with Increased Depression and Anxiety Over 7.5 Years of Development. Journal of Abnormal Child Psychology, 1–12. doi: 10.1007/s10802-015-0101-0.

Kloo, D., Perner, J., Kerschhuber, A., Dabernig, S., & Aichhorn, M. (2008). Sorting between dimensions: conditions of cognitive flexibility in preschoolers. Journal of Experimental Child Psychology, 100(2), 115–134. doi: 10.1016/j.jecp.2007.12.003. CrossRefPubMed

Lezak, M. D. (1995). Neuropsychological ssessment (3rd ed.,). New York: Oxford University Press.

Malooly, A. M., Genet, J. J., & Siemer, M. (2013). Individual differences in reappraisal effectiveness: the role of affective flexibility. Emotion, 13(2), 302–313. doi: 10.1037/a0029980.

Martel, M., Nikolas, M., & Nigg, J. T. (2007). Executive function in adolescents with ADHD. Journal of the American Academy of Child & Adolescent Psychiatry, 46, 1437–1444. doi: 10.1097/chi.0b013e31814cf953. CrossRef

McClure, E. B. (2000). A meta-analytic review of sex differences in facial expression processing and their development in infants, children, and adolescents. Psychological Bulletin, 126(3), 424–453. doi: 10.1037/0033-2909.126.3.424. CrossRefPubMed

Micco, J. A., Henin, A., Biederman, J., Rosenbaum, J. F., Petty, C., Rindlaub, L. A., Murphy, M., & Hirshfeld-Becker, D. R. (2009). Executive functioning in offspring at risk for depression and anxiety. Depression and Anxiety, 26, 780–790. doi: 10.1002/da.20573. CrossRefPubMed

Mocan, O., Stanciu, O., & Visu-Petra, L. (2014). Relating individual differences in internalizing symptoms to emotional attention set-shifting in children. Anxiety, Stress & Coping, 27(5), 1–29. doi: 10.1080/10615806.2014.888419. CrossRef

Morton, J. B., Trehub, S. E., & Zelazo, P. D. (2003). Sources of inflexibility in 6-year-olds’ understanding of emotion in speech. Child Development, 74(6), 1857–1868. doi: 10.1046/j.1467-8624.2003.00642.x. CrossRefPubMed

Muris, P., Merckelbach, H., Gadet, B., & Moulaert, V. (2000). Fears, worries, and scary dreams in 4-to 12- year-old children: their content, developmental pattern, and origins. Journal of Clinical Child Psychology, 29, 43–52. doi: 10.1207/S15374424jccp2901_5. CrossRefPubMed

Nauta, M. H., Scholing, A., Rapee, R. M., Abbott, M., Spence, S. H., & Waters, A. (2004). A parent-report measure of children’s anxiety: psychometric properties and comparison with child-report in a clinic and normal sample. Behavior Research and Therapy, 42, 813–839. doi: 10.1016/S0005-7967(03)00200-6. CrossRef

Nolen-Hoeksema, S. (2001). Gender differences in depression. Current Directions in Psychological Science, 10(5), 173–176. doi: 10.1111/1467-8721.00142

Owens, M., Stevenson, J., Norgate, R., & Hadwin, J. A. (2008). Processing efficiency theory in children: Working memory as a mediator between trait anxiety and academic performance. Anxiety, Stress, & Coping, 21(4), 417–430. doi: 10.1080/10615800701847823

Pinheiro, J., Bates, D., DebRoy, S., Sarkar, S., & R Development Core Team. (2010). nlme: Linear and nonlinear mixed effects models (Version 3.1-97) [R package version]. Retrieved from http://CRAN.Rproject.org/package=lme4 < http://cran.rproject.org/package=lme4> for R package version 3.1-97. Accessed 20 November 2014.

Qu, L., & Zelazo, P. D. (2007). The facilitative effect of positive stimuli on 3-year-olds’ flexible rule use. Cognitive Development, 22(4), 456–473. doi: 10.1016/j.cogdev.2007.08.010. CrossRef

Qu, L., Finestone, D. L., Qin, L. J., & Reena, L. Z. (2013). Focused but fixed: the impact of expectation of external rewards on inhibitory control and flexibility in preschoolers. Emotion, 13(3), 562–572. doi: 10.1037/a0027263. CrossRefPubMed

Rudolph, K. D. (2002). Gender differences in emotional responses to interpersonal stress during adolescence. Journal of Adolescent Health, 30(4), 3–13, doi: 10.1016/S1054-139X(01)00383-4.

Silk, J. S., Steinberg, L., & Morris, A. S. (2003). Adolescents' emotion regulation in daily life: Links to depressive symptoms and problem behavior. Child Development, 74(6), 1869–1880.

Smidts, D. P., Jacobs, R., & Anderson, V. (2004). The object classification task for children (OCTC): a measure of concept generation and mental flexibility in early childhood. Developmental Neuropsychology, 26(1), 385–401. doi: 10.1207/s15326942dn2601_2. CrossRefPubMed

Spence, S. H. (1998). A measure of anxiety symptoms among children. Behaviour Research and Therapy, 36, 545–566. doi: 10.1016/S0005-7967(98)00034-5. CrossRefPubMed

Steinberg, L. (2005). Cognitive and affective development in adolescence. Trends in Cognitive Sciences, 9(2), 69–74. doi: 10.1016/j.tics.2004.12.005. CrossRefPubMed

Tottenham, N., Borscheid, A., Ellertsen, K., Marcus, D. J., & Nelson, C. A. (2002). Categorization of facial expressions in children and adults: establishing a larger stimulus set. Journal of Cognitive Neuroscience, 14, S74.

Visu-Petra, L., Ţincaş, I, Cheie, L., & Benga, O. (2010). Anxiety and visual-spatial memory updating in young children: An investigation using emotional facial expressions. Cognition & Emotion [Special issue on Emotional states, attention, and working memory], In N. Derakshan, M.W. Eysenck (Eds.), 24(2), 223–240. doi: 10.1080/02699930903387546.

Visu-Petra, L., Stanciu, O., Benga, O., Miclea, M., & Cheie, L. (2014). Longitudinal and concurrent links between memory span, anxiety symptoms, and subsequent executive functioning in young children. Frontiers in Psychology, 5, 433. doi: 10.3389/fpsyg.2014.00443. CrossRef

Weissman, M. M., Wolk, S., Wickramaratne, P., Goldstein, R. B., Adams, P., Greenwald, S., Ryan, N. D., Dahl, R. E., & Steinberg, D. (1999). Children with prepubertal-onset major depressive disorder and anxiety grown up. Archives of General Psychiatry, 56, 794–801.

White, L. K., McDermott, J. M., Degnan, K. A., Henderson, H. A., & Fox, N. A. (2011). Behavioral inhibition and anxiety: the moderating roles of inhibitory control and attention shifting. Journal of Abnormal Child Psychology, 39(5), 735–747. doi: 10.1007/s10802-011-9490-x. CrossRefPubMedPubMedCentral

Wong, S. S., Jacques, S., & Zelazo, P. D. (2008). A preliminary investigation of the effects of emotional stimuli on 4-year old children’s abstraction and cognitive flexibility on the flexible item selection task (FIST). University of Toronto Journal of Undergraduate Life Sciences, 2(1), 34–42.

Yerys, B. E., Wolff, B. C., Moody, E., Pennington, B. F., & Hepburn, S. L. (2012). Brief report: impaired flexible item selection task (FIST) in school-age children with autism spectrum disorders. Journal of Autism and Developmental Disorders, 42(9), 2013–2020. doi: 10.1007/s10803-012-1443-x. CrossRefPubMed

Zelazo, P. D., Frye, D., & Rapus, T. (1996). An age-related dissociation between knowing rules and using them. Cognitive Development, 11, 37–63. doi: 10.1016/S0885-2014(96)90027-1. CrossRef

Zelazo, P. D., Müller, U., Frye, D., & Marcovitch, S. (2003). The development of executive function in early childhood. Monographs of the Society for Research in Child Development, 68(3), Serial No. 274.

Zelazo, P. D., Carlson, S. M., & Kesek, A. (2008). The development of executive function in childhood. In C. Nelson, & M. Luciana (Eds.), Handbook of developmental cognitive neuroscience (2nd ed., pp. 553–574). Cambridge, MA: MIT Press.

Titel: A FISTful of Emotion: Individual Differences in Trait Anxiety and Cognitive-Affective Flexibility During Preadolescence
Auteurs: Oana Mărcuş
Oana Stanciu
Colin MacLeod
Heather Liebregts
Laura Visu-Petra
Publicatiedatum: 22-12-2015
Uitgeverij: Springer US
Gepubliceerd in: Research on Child and Adolescent Psychopathology / Uitgave 7/2016
Print ISSN: 2730-7166
Elektronisch ISSN: 2730-7174
DOI: https://doi.org/10.1007/s10802-015-0110-z

Bohn Stafleu van Loghum

Tip

Swipe om te navigeren naar een ander artikel

Deel dit onderdeel of sectie (kopieer de link)

Abstract

Log in om toegang te krijgen

Andere artikelen Uitgave 7/2016

Single Mother Parenting and Adolescent Psychopathology

Bidirectional Associations Between Externalizing Behavior Problems and Maladaptive Parenting Within Parent-Son Dyads Across Childhood

Developmental Trajectories of Boys’ Driven Exercise and Fasting During the Middle School Years

Academic and Social Functioning Associated with Attention-Deficit/Hyperactivity Disorder: Latent Class Analyses of Trajectories from Kindergarten to Fifth Grade

Affiliation with Socially Withdrawn Groups and Children’s Social and Psychological Adjustment

Effects of a Brief Psychoeducational Intervention for Family Conflict: Constructive Conflict, Emotional Insecurity and Child Adjustment