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Gepubliceerd in: Journal of Child and Family Studies 11/2015

10-02-2015 | Original Paper

Shared Cognition in Childhood Anxiety: Interpretation Bias in Preschool Children and Their Parents

Auteurs: Jinnie Ooi, Helen F. Dodd, Judi Walsh

Gepubliceerd in: Journal of Child and Family Studies | Uitgave 11/2015

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Abstract

Although interpretation bias has been associated with the development and/or maintenance of childhood anxiety, its origins remain unclear. The present study is the first to examine intergenerational transmission of this bias from parents to their preschool-aged children via the verbal information pathway. A community sample of fifty parent–child pairs was recruited. Parents completed measures of their own trait anxiety and interpretation bias, their child’s anxiety symptoms, and a written story-stem measure, to capture the way parents tell their children stories. Interpretation bias was assessed in preschool-aged children (aged between 2 years 7 months and 5 years 8 months) using an extended story-stem paradigm. Young children’s interpretation bias was not significantly associated with their own anxiety symptoms. Neither was there evidence for a significant association between parent and child interpretation bias. However, parents who reported they would tell their child one or more threatening story endings in the written story-stem task had significantly higher anxiety than those who did not include any threatening story endings. In turn, children whose parents did not include any threatening endings in their written stories had significantly lower threat interpretations on the child story-stem paradigm, compared to those with parents who included at least one threatening story ending. The results suggest that parental verbal information could play a role in the development of interpretation bias in young children.
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Metagegevens
Titel
Shared Cognition in Childhood Anxiety: Interpretation Bias in Preschool Children and Their Parents
Auteurs
Jinnie Ooi
Helen F. Dodd
Judi Walsh
Publicatiedatum
10-02-2015
Uitgeverij
Springer US
Gepubliceerd in
Journal of Child and Family Studies / Uitgave 11/2015
Print ISSN: 1062-1024
Elektronisch ISSN: 1573-2843
DOI
https://doi.org/10.1007/s10826-015-0143-5

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