Top

Research on Child and Adolescent Psychopathology

Gepubliceerd in:

06-06-2016

The Nature of Social Positive Illusory Bias: Reflection of Social Impairment, Self-Protective Motivation, or Poor Executive Functioning?

Auteurs: Julia D. McQuade, Saaid A. Mendoza, Kristy L. Larsen, Rosanna P. Breaux

Gepubliceerd in: Research on Child and Adolescent Psychopathology | Uitgave 2/2017

Abstract

The present study examined if a social positive illusory bias (PIB) is: a) simply a reflection of low adult-rated social acceptance, b) evident when children’s perceived social acceptance is measured implicitly, and c) directly relates to impaired executive functioning (EF). Participants were 8 to 12 year-old children (N = 120; 55 boys and 65 girls) with and without clinical symptoms of attention-deficit/hyperactivity disorder (ADHD). Ratings of the child’s social acceptance were obtained from an adult and the child using the Self-Perception Profile for Children (Harter 2012); social bias was calculated as the discrepancy between standardized adult- and child-ratings. Children also completed a reaction time measure to assess implicit perceptions of social acceptance and a battery of EF measures. Depression symptoms were assessed based on parent report. Group comparisons were focused on the presence or absence of social PIB rather than on ADHD diagnostic status. Relative to non-PIB children, those with a social PIB were significantly higher in self-reported social acceptance, but significantly lower on adult reports and implicit perceived social acceptance; these children also were significantly higher in depression symptoms. EF impairments were indirectly related to social PIB as a function of adult-rated social impairment. Results suggest that social PIB is not merely a reflection of low adult-ratings of social acceptance. However, the high explicit self-reports of social acceptance in children with a social PIB are not fully consistent with their implicit self-perceptions of social acceptance. Results are discussed in light of the self-protective and cognitive deficits hypotheses regarding the nature of social PIB.

vorige artikel Reading Comprehension in Boys with ADHD: The Mediating Roles of Working Memory and Orthographic Conversion

volgende artikel How Persistent is ADHD into Adulthood? Informant Report and Diagnostic Thresholds in a Female Sample

One additional child from the original sample was excluded due to non-compliance with study procedures which invalidated relevant measures. Four additional participants (3 with ADHD and 1 control) were excluded because their accuracy on the IAT was more than 2.5 standard deviations below the mean accuracy for children without ADHD (63 %).

Parent and teacher reports of symptoms were based on children’s unmedicated behavior; however for a subset of medicated children (n = 10), teachers did not have an opportunity to observe the child unmedicated and provided symptom ratings based on medicated behavior.

Of the 65 control children, 63 had no more than 3 symptoms in either ADHD symptom domain and no more than 4 symptoms total. The remaining 2 subjects classified as controls had 4 symptoms of inattention or hyperactivity-impulsivity (but not both); neither of these children displayed a social PIB. Because of the dimensional approach to data analysis, these additional control subjects were retained, even though their symptom levels were slightly elevated.

For 16 % of participants, teachers declined to complete study measures; when teacher data was not available, parent data was used instead. For children who had multiple teachers, the teacher who was most familiar with the child was selected to provide ratings.

Some researchers have measured a social PIB as the discrepancy between unstandardized adult- and child-ratings and have defined extreme PIB as a score greater than one (Linnea et al. 2012; McQuade et al. 2011). Using this alternative definition, the –PIB group was too small to be examined (n = 6). However, the +PIB (n = 25) and No-Bias (n = 83) group differences were consistent for adult-rated (p < 0.001) and implicit social acceptance (p = 0.033), depression (p = 0.003), and EF (p = 0.001). For self-perceived social acceptance, the +PIB group (M = 3.42, SD = 0.61) was higher than the No-Bias group (M = 3.24, SD = 0.58) but this difference was not significant (p = 0.174). This non-significant effect may be due to a reduction in power from the smaller sample size of the +PIB group. Additionally, the non-standardized discrepancy score was more strongly associated with adult-rated social acceptance (r = −0.72) than child rated acceptance (r = 0.40). This may bias results such that effects are stronger for adult-rated measures but weaker for child-rated measures (De Los Reyes and Kazdin 2004).

Achenbach, T. M., & Rescorla, L. A. (2001). Manual for the ASEBA school-age forms & profiles. Burlington: University of Vermont, Research Center for Children, Youth, & Families.

American Psychiatric Association (2013). Diagnostic and statistical manual of mental disorders (5th ed.). Arlington: American Psychiatric Publishing.CrossRef

Baron, A. S., & Banaji, M. R. (2006). The development of implicit attitudes: evidence of race evaluations form ages 6 and 10 and adulthood. Psychological Science, 17, 53–58. doi:10.1111/j.1467-9280.2005.01664.x.CrossRefPubMed

Baron, R. M., & Kenny, D. A. (1986). The moderator–mediator variable distinction in social psychological research: conceptual, strategic, and statistical considerations. Journal of Personality and Social Psychology, 51, 1173–1182. doi:10.1037/0022-3514.51.6.1173.CrossRefPubMed

Beer, J. S. (2012). This time with motivation: the implications of social neuroscience for research on motivated self- and other-perception. Motivation and Emotion, 36, 38–45. doi:10.1007/s11031-011-9259-0.CrossRef

Bjorklund, D. F. (1997). The role immaturity in human development. Psychological Bulletin, 122, 153–169. doi:10.1037/0033-2909.122.2.153.PubMed

Clark, C., Prior, M., & Kinsella, G. (2002). The relationship between executive function abilities, adaptive behaviour, and academic achievement in children with externalising behaviour problems. Journal of Child Psychology and Psychiatry, 43, 785–796. doi:10.1111/1469-7610.00084.CrossRefPubMed

De Houwer, J., Teige-Mocigemba, S., Spruyt, A., & Moors, A. (2009). Implicit measures: a normative analysis and review. Psychological Bulletin, 135, 347–368. doi:10.1037/a0014211.CrossRefPubMed

De Los Reyes, A., & Kazdin, A. E. (2004). Measuring informant discrepancies in clinical child research. Psychological Assessment, 16, 330–334. doi:10.1037/1040-3590.16.3.330.CrossRefPubMed

Diener, M. B., & Milich, R. (1997). Effects of positive feedback on the social interactions of boys with attention deficit hyperactivity disorder: a test of the self-protective hypothesis. Journal of Clinical Child Psychology, 26, 256–265. doi:10.1207/s15374424jccp2603_4.CrossRefPubMed

Emeh, C. C., & Mikami, A. Y. (2014). The influence of parent behaviors on positive illusory bias in children with ADHD. Journal of Attention Disorders, 18, 456–465. doi:10.1177/1087054712441831.CrossRefPubMed

Emeh, C. C., Mikami, A. Y., & Teachman, B. A. (2015). Explicit and implicit positive illusory bias in children with attention-deficit/hyperactivity disorder. Journal of Attention Disorders. doi:10.1177/1087054715612261. Advance online publicationPubMed

Fried, R., Hirshfeld-Becker, D., Petty, C., Batchelder, H., & Biederman, J. (2015). How informative is the CANTAB to assess executive functioning in children with ADHD? A controlled study. Journal of Attention Disorders, 19, 468–475. doi:10.1177/1087054712457038.CrossRefPubMed

Greenwald, A. G., & Farnham, S. D. (2000). Using the implicit association test to measure self-esteem and self-concept. Journal of Personality and Social Psychology, 79, 1022–1038. doi:10.1037/0022-3514.79.6.1022.CrossRefPubMed

Greenwald, A. G., McGhee, D. E., & Schwartz, J. L. K. (1998). Measuring individual differences in implicit cognition: the implicit association test. Journal of Personality and Social Psychology, 74, 1464–1480. doi:10.1037/0022-3514.74.6.1464.CrossRefPubMed

Greenwald, A. G., Nosek, B. A., & Banaji, M. R. (2003). Understanding and using the implicit association test: an improved scoring algorithm. Journal of Personality and Social Psychology, 85, 197–216. doi:10.1037/0022-3514.85.2.197.CrossRefPubMed

Gresham, F. M., Lane, K. L., MacMillan, D. L., Bocian, K. M., & Ward, S. L. (2000). Effects of positive and negative illusory biases: comparisons across social and academic self-concept domains. Journal of School Psychology, 38, 151–175. doi:10.1016/S0022-4405(99)00042-4.CrossRef

Harter (2012). Self-perception profile for children: Manual and questionnaires. Denver: University of Denver, Department of Psychology.CrossRef

Hayes, A. F. (2013). Introduction to mediation, moderation, and conditional process analysis. New York: The Guilford Press.

Heath, N. L., & Glen, T. (2005). Positive illusory bias and the self-protective hypothesis in children with learning disabilities. Journal of Clinical Child and Adolescent Psychology, 34, 272–281. doi:10.1207/s15374424jccp3402_6.CrossRefPubMed

Hoza, B., Pelham Jr., W. E., Dobbs, J., Owens, J. S., & Pillow, D. R. (2002). Do boys with attention-deficit/hyperactivity disorder have positive illusory self-concepts? Journal of Abnormal Psychology, 111, 268–278. doi:10.1037/0021-843X.111.2.268.CrossRefPubMed

Hoza, B., Murray-Close, D., Arnold, L. E., Hinshaw, S. P., & Hechtman, L. (2010). Time- dependent changes in positively biased self-perceptions of children with attention-deficit/hyperactivity disorder: a developmental psychopathology perspective. Development and Psychopathology, 22, 375–390. doi:10.1017/S095457941000012X.CrossRefPubMedPubMedCentral

Hoza, B., Vaughn, A., Waschbusch, D. A., Murray-Close, D., & McCabe, G. (2012). Can children with ADHD be motivated to reduce bias in self-reports of competence? Journal of Consulting and Clinical Psychology, 80, 245–254. doi:10.1037/a0027299.CrossRefPubMedPubMedCentral

Hoza, B., McQuade, J. D., Murray-Close, D., Shoulberg, E., Molina, B. G., Arnold, L. E., et al. (2013). Does childhood positive self-perceptual bias mediate adolescent risky behavior in youth from the MTA study? Journal of Consulting and Clinical Psychology, 81, 846–858. doi:10.1037/a0033536.CrossRefPubMedPubMedCentral

Huang-Pollock, C. L., Mikami, A. Y., Pfiffner, L., & McBurnett, K. (2009). Can executive functions explain the relationship between attention deficit hyperactivity disorder and social adjustment? Journal of Abnormal Child Psychology, 37, 679–691. doi:10.1007/s10802-009-9302-8.CrossRefPubMed

Hymel, S., Bowker, A., & Woody, E. (1993). Aggressive versus withdrawn unpopular children: variations in peer and self-perceptions in multiple domains. Child Development, 64, 879–896. doi:10.2307/1131224.CrossRefPubMed

Jurado, M. B., & Rosselli, M. (2007). The elusive nature of executive functions: a review of our current understanding. Neuropsychology Review, 17, 213–233. doi:10.1007/s11065-007-9040-z.CrossRefPubMed

Kaufman, A. S., & Kaufman, N. L. (2004). Kaufman brief intelligence test (second ed.). Bloomington: Pearson, Inc..

Kurman, J., Rothschild-Yakar, L., Angel, R., & Katz, M. (2015). How good am I? Implicit and explicit self-esteem as a function of perceived parenting styles among children with ADHD. Journal of Attention Disorders. doi:10.1177/1087054715569599. Advance online publicationPubMed

Laird, R. D., & Weems, C. F. (2011). The equivalence of regression models using difference scores and models using separate scores for each informant: implications for the study of informant discrepancies. Psychological Assessment, 23, 388–397. doi:10.1037/a0021926.CrossRefPubMed

Linnea, K., Hoza, B., Tomb, M., & Kaiser, N. (2012). Does a positive bias relate to social behavior in children with ADHD? Behavior Therapy, 43, 862–875. doi:10.1016/j.beth.2012.05.004.CrossRefPubMedPubMedCentral

Luciana, M., & Nelson, C. A. (2002). Assessment of neuropsychological function in children through the Cambridge neuropsychological testing automated battery (CANTAB): normative performance in 4 to 12 year-olds. Developmental Neuropsychology, 22, 595–624. doi:10.1207/S15326942DN2203_3.CrossRefPubMed

McGlynn, S. M., & Schacter, D. L. (1989). Unawareness of deficits in neuropsychological syndromes. Journal of Clinical and Experimental Neuropsychology, 11, 143–205. doi:10.1080/01688638908400882.CrossRefPubMed

McQuade, J. D., Tomb, M., Hoza, B., Waschbusch, D. A., Hurt, E. A., & Vaughn, A. J. (2011). Cognitive deficits and positively biased self-perceptions in children with ADHD. Journal of Abnormal Child Psychology, 39, 307–319. doi:10.1007/s10802-010-9453-7.CrossRefPubMedPubMedCentral

McQuade, J. D., Murray-Close, D., Shoulberg, E. K., & Hoza, B. (2013). Working memory and social functioning in children. Journal of Experimental Child Psychology, 115, 422–435. doi:10.1016/j.jecp.2013.03.002.CrossRefPubMed

Mikami, A. E., Calhoun, C. D., & Abikoff, H. B. (2010). Positive illusory bias and response to treatment among children with attention-deficit/hyperactivity disorder. Journal of Clinical Child & Adolescent Psychology, 39, 373–385. doi:10.1080/15374411003691735.CrossRef

Miyake, A., Friedman, N. P., Emerson, M. J., Witzki, A. H., & Howerter, A. (2000). The unity and diversity of executive functions and their contributions to complex ‘frontal lobe’ tasks: a latent variable analysis. Cognitive Psychology, 41, 49–100. doi:10.1006/cogp.1999.0734.CrossRefPubMed

Nosek, B. A., Greenwald, A. G., & Banaji, M. R. (2005). Understanding and using the implicit association test: II. Method variables and construct validity. Personality and Social Psychology Bulletin, 31, 166–180. doi:10.1177/0146167204271418.CrossRefPubMed

Ohan, J. L., & Johnston, C. (2002). Are the performance overestimates given by boys with ADHD self-protective? Journal of Clinical Child Psychology, 31, 230–241. doi:10.1207/153744202753604502.CrossRef

Owens, J. S., Goldfine, M. E., Evangelista, N. M., Hoza, B., & Kaiser, N. M. (2007). A critical review of self-perceptions and the positive illusory bias in children with ADHD. Clinical Child and Family Psychology Review, 10, 335–351. doi:10.1007/s10567-007-0027-3.CrossRefPubMed

Owensworth, T. L., McFarland, K. M., & Young, R. (2002). The investigation of factors underlying deficits in self-awareness and self-regulation. Brain Injury, 16, 291–309. doi:10.1080/02699050110103986.CrossRef

Pelham, W. E., Gnagy, E. M., Greenslade, K. E., & Milich, R. (1992). Teacher ratings of DSM-III—R symptoms for the disruptive behavior disorders. Journal of the American Academy of Child and Adolescent Psychiatry, 31, 210–218. doi:10.1097/00004583-199203000-00006.CrossRefPubMed

Pelham, W. E., Fabiano, G. A., & Massetti, G. M. (2005). Evidence-based assessment of attention deficit hyperactivity disorder in children and adolescents. Journal of Clinical Child and Adolescent Psychology, 34, 449–476. doi:10.1207/s15374424jccp3403_5.CrossRefPubMed

Phillips, D. (1984). The illusion of incompetence among academically competent children. Child Development, 55, 2000–2016. doi:10.2307/1129775.CrossRefPubMed

Scanlon, G., McEnteggart, C., Barnes-Holmes, Y., & Barnes-Holmes, D. (2014). Using the implicit relational assessment procedure (IRAP) to assess implicit gender bias and self-esteem in typically-developing children and children with ADHD and with dyslexia. Behavioral Development Bulletin, 19, 48–59. doi:10.1037/h0100577.CrossRef

Shad, M. U., Tamminga, C. A., Cullum, M., Haas, G. L., & Keshavan, M. S. (2006). Insight and frontal cortical function in schizophrenia: a review. Schizophrenia Research, 86, 54–70. doi:10.1016/j.schres.2006.06.006.CrossRefPubMed

Shaffer, D., Fisher, P., Lucas, C. P., Dulcan, M. K., & Schwab-Stone, M. E. (2000). NIMH diagnostic interview schedule for children version IV (NIMH DISC-IV): description, differences from previous versions, and reliability of some common diagnoses. Journal of the American Academy of Child and Adolescent Psychiatry, 39, 28–38. doi:10.1097/00004583-200001000-00014.CrossRefPubMed

Snyder, H. R., Miyake, A., & Hankin, B. L. (2015). Advancing understanding of executive function impairments and psychopathology: bridging the gap between clinical and cognitive approaches. Frontiers in Psychology, 6, 328. doi:10.3389/fpsyg.2015.00328.CrossRefPubMedPubMedCentral

Swanson, E. N., Owens, E. B., & Hinshaw, S. P. (2012). Is the positive illusory bias illusory? Examining discrepant self-perceptions of competence in girls with ADHD. Journal of Abnormal Child Psychology, 40, 987–998. doi:10.1007/s10802-012-9615-x.CrossRefPubMed

Thomaes, S., Bushman, B. J., de Castro, B. O., Cohen, G. L., & Denissen, J. A. (2009). Reducing narcissistic aggression by buttressing self-esteem: an experimental field study. Psychological Science, 20, 1536–1542. doi:10.1111/j.1467-9280.2009.02478.x.CrossRefPubMed

Wiebe, S. A., Espy, K. A., & Charak, D. (2008). Using confirmatory factor analysis to understand executive control in preschool children: I. Latent structure. Developmental Psychology, 44, 575–587. doi:10.1037/0012-1649.44.2.575.CrossRefPubMed

Titel: The Nature of Social Positive Illusory Bias: Reflection of Social Impairment, Self-Protective Motivation, or Poor Executive Functioning?
Auteurs: Julia D. McQuade
Saaid A. Mendoza
Kristy L. Larsen
Rosanna P. Breaux
Publicatiedatum: 06-06-2016
Uitgeverij: Springer US
Gepubliceerd in: Research on Child and Adolescent Psychopathology / Uitgave 2/2017
Print ISSN: 2730-7166
Elektronisch ISSN: 2730-7174
DOI: https://doi.org/10.1007/s10802-016-0172-6

Bohn Stafleu van Loghum

Deel dit onderdeel of sectie (kopieer de link)

Abstract

Log in om toegang te krijgen

Andere artikelen Uitgave 2/2017

Behavioral Profiles Associated with Objective Sleep Duration in Young Children with Insomnia Symptoms

Prenatal Reflective Functioning and Development of Aggression in Infancy: the Roles of Maternal Intrusiveness and Sensitivity

Reading Comprehension in Boys with ADHD: The Mediating Roles of Working Memory and Orthographic Conversion

The Multivariate Roles of Family Instability and Interparental Conflict in Predicting Children’s Representations of Insecurity in the Family System and Early School Adjustment Problems

Neurocognitive Predictors of ADHD Outcome: a 6-Year Follow-up Study

How Persistent is ADHD into Adulthood? Informant Report and Diagnostic Thresholds in a Female Sample