Swipe om te navigeren naar een ander artikel
An association between interpretation of ambiguity and anxiety may exist in children, but findings have been equivocal. The present research utilized the Interpretation Generation Questionnaire for Children (IGQ-C), a novel measure that breaks down the processing of ambiguity into three steps: the generation of possible interpretations, the selection of the most likely interpretation and the anticipated emotional response to the ambiguous situation. The IGQ-C was completed by 103 children aged 11–12 years, 28 of whom had a clinical anxiety disorder. There was some evidence for an association between anxiety and: (1) the generation of initial negative interpretations; (2) the generation of a greater number of negative interpretations overall; and (3) the selection of negative responses. These findings were not consistent across measures of anxiety. A more convincing association was found between child anxiety and anticipated emotional response to the ambiguous scenarios, with anxious children anticipating more negative emotion.
Log in om toegang te krijgen
Met onderstaand(e) abonnement(en) heeft u direct toegang:
American Psychiatric Association. (1994). Diagnostic and statistical manual of mental disorders (4th ed.). Washington, DC: American Psychiatric Association.
Angold, A., Costello, E. J., Messer, S. C., Pickles, A., Winder, F., & Silver, D. (1995). The development of a short questionnaire for use in epidemiological studies of depression in children and adolescents. International Journal of Methods in Psychiatric Research, 5, 237–249.
Beck, A. T., Emery, G., & Greenberg, R. L. (1985). Anxiety disorders and phobias: A cognitive perspective. New York: Basic Books.
Eysenck, M. W. (1992). Anxiety: The cognitive perspective. UK: Lawrence Erlbaum Associated Ltd.
Goldin, P. R., Manber, T., Hakimi, S., Canli, T., & Gross, J. J. (2009b). Neural bases of social anxiety disorder: Emotional reactivity and cognitive regulation during social and physical threat. Archives of General Psychiatry, 66(2), 170–180. doi: 10.1001/archgenpsychiatry.2008.525. PubMedCentralCrossRefPubMed
Nauta, M. H., Scholing, A., Rapee, R. 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. Behaviour Research and Therapy, 42, 813–839. doi: 10.1016/S0005-7967(03)00200-6. CrossRefPubMed
Sanson, A., Smart, D., Prior, M., Oberklaid, F., & Pedlow, R. (1994). The structure of temperament from age 3 to 7 years: Age, sex, and sociodemographic influences. Merrill-Palmer Quarterly, 40, 233–252.
Silverman, W. K., & Albano, A. M. (1996). The Anxiety Disorders Interview Schedule for Children for DSM-IV: Child and parent versions. San Antonia, TX: Psychological Corporation.
Waters, A. M., Wharton, T. A., Zimmer-Gembeck, M. J., & Craske, M. G. (2008b). Threat-based cognitive biases in anxious children: Comparison with non-anxious children before and after cognitive–behavioural treatment. Behaviour Research and Therapy, 46(3), 358–374. doi: 10.1016/j.brat.2008.01.002. CrossRefPubMed
Williams, J. M. G., Watts, P. N., MacLeod, C., & Mathews, A. (1997). Cognitive psychology and emotional disorders (2nd ed.). Chichester, UK: Wiley.
- Child Anxiety and the Processing of Ambiguity
Helen F. Dodd
Jennifer L. Hudson
- Springer US