Swipe om te navigeren naar een ander artikel
The online version of this article (doi:10.1007/s10802-016-0247-4) contains supplementary material, which is available to authorized users.
Anxiety disorders are among the earliest emerging disorders and most common mental health problem across the lifespan. A common characteristic of individuals with anxiety is poor attentional and cognitive control. Therefore, researchers are interested in how cognitive functioning relates to anxiety in young children. In particular, research has demonstrated associations between anxiety and electrophysiological markers of cognitive control skills such as the error-related negativity (ERN). The nature of the anxiety-ERN relationship is not well understood, however. The purpose of the present study was to examine: 1) the association between the ERN and diagnostically-defined symptoms of different anxiety disorders; and 2) the extent to which disorder-specific symptoms of anxiety moderated the association between ERN and behavioral performance on a Go/No-Go task in a sample of 139 children 5–8 years of age (70 females and 69 males). Results suggest that more separation anxiety disorder (SAD) symptoms are associated with a smaller ΔERN, even after controlling for other anxiety disorder symptoms. Children with more SAD symptoms showed higher error rates and failed to exhibit the expected association between ΔERN and behavioral performance, suggesting ineffective error-monitoring in young children with SAD problems.
Log in om toegang te krijgen
Met onderstaand(e) abonnement(en) heeft u direct toegang:
Carlson, J. S., & Siroky, A. (2016) Interventions for separation anxiety disorder. In L. A. Theodore (Ed.), Handbook of applied interventions for children and adolescents. New York: Springer.
Compton, S. N., Nelson, A. H., & March, J. S. (2000). Social phobia and separation anxiety symptoms in community and clinical samples of children and adolescents. Journal of the American Academy of Child & Adolescent Psychiatry, 39, 1040–1046. CrossRef
Costello, E. J., & Angold, A. (1995). Epidemiology. In J. March (Ed.), Anxiety disorders in children and adolescents. New York: The Guilford Press.
Duhig, A. M., Renk, K., Epstein, M. K., & Phares, V. (2000). Interparental agreement on internalizing, externalizing, and total behavior problems: a meta-analysis. Clinical Psychology: Science and Practice, 7, 435–453.
Eisenberg, N., Valiente, C., Spinrad, T. L., Liew, J., Zhou, Q., Losoya, S. H., et al. (2009). Longitudinal relations of children’s effortful control, impulsivity, and negative emotionality to their externalizing, internalizing, and co-occurring behavior problems. Developmental Psychology, 45, 988–1008. CrossRefPubMedPubMedCentral
Eysenck, M., & Derakshan, N. (2011). New perspectives in attentional control theory. Personality and Individual Differences, 50, 955–960. CrossRef
Figueroa A,, Soutullo C., Ono Y., & Saito K. (2012). Separation anxiety. In J. M. Rey (Ed.), IACAPAP e-Textbook of Child and Adolescent Mental Health. Geneva: International Association for Child and Adolescent Psychiatry and Allied Professions.
Gehring, W., Gross, B., Coles, M., Meyer, D., & Donchin, E. (1993). A neural system for error detection and compensation. Psychological Science, 4, 385–390. CrossRef
Gehring, W., Liu, Y., Orr, J., & Carp, J. (2012). The error-related negativity (ERN/Ne). In S. Luck & E. Kappenman. (Eds.), Oxford Handbook of Event-Related Potential Components. New York: Oxford University Press.
Gratton, G., Coles, M. G., & Donchin, E. (1983). A new method for off-line removal of ocular artifact. Electroencephalography and Clinical Neurophysiology, 55(4), 468–484.
Hajcak, G. (2012). What we’ve learned from mistakes insights from error-related brain activity. Current Directions in Psychological Science, 21, 101–106. CrossRef
Hayes, A. F. (2013). Introduction to mediation, moderation, and conditional process analysis. New York: The Guilford Press.
Kessler, R. C., Avenevoli, S., Costello, E., Georgiades, K., Green, J. G., Gruber, M. J., & Merikangas, K. R. (2012). Prevalence, persistence, and sociodemographic correlates of DSM-IV disorders in the national comorbidity survey replication adolescent supplement. Archives of General Psychiatry, 69, 372–380. doi: 10.1001/archgenpsychiatry.2011.160. CrossRefPubMed
Meyer, T. J., Miller, M. L., Metzger, R. L., & Borkovec, T. D. (1990). Development and validation of the Penn State worry questionnaire. Behaviour Research and Therapy, 28(6), 487–495.
Moran, T. P., Bernat, E. M., Aviyente, S., Schroder, H. S., & Moser, J. S. (2015). Sending mixed signals: worry is associated with enhanced initial error processing but reduced call for subsequent cognitive control. Social Cognitive and Affective Neuroscience, 10, 1548–1556. CrossRefPubMedPubMedCentral
Torpey, D., Hajcak, G., Kim, J., Kujawa, A., Dyson, M., Olino, T., & Klein, D. (2013). Error related brain activity in young children: associations with parental anxiety and child temperamental negative emotionality. Journal of Child Psychology and Psychiatry, 54, 854–862. CrossRefPubMedPubMedCentral
Weinberg, A., Riesel, A., & Hajcak, G. (2012). Integrating multiple perspectives on error-related brain activity: the ERN as a neural indicator of trait defensive reactivity. Motivation and Emotion, 36, 84–100. CrossRef
Xiao, Z., Wang, J., Zhang, M., Li, H., Tang, Y., Wang, Y., et al. (2011). Error-related negativity abnormalities in generalized anxiety disorder and obsessive-compulsive disorder. Progress in Neuro-Psychopharmacology & Biological Psychiatry, 35, 265–272. CrossRef
- Associations between Disorder-Specific Symptoms of Anxiety and Error-Monitoring Brain Activity in Young Children
Sharon L. Lo
Hans S. Schroder
Megan E. Fisher
C. Emily Durbin
Kate D. Fitzgerald
Judith H. Danovitch
Jason S. Moser
- Springer US