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1.
BackgroundIn previous studies, an attention bias for signals of fear and threat has been related to socioemotional problems, such as anxiety symptoms, and socioemotional competencies, such as altruistic behaviors in children, adolescents and adults. However, previous studies lack evidence about these relations among infants and toddlers.AimsOur aim was to study the association between the individual variance in attention bias for faces and, specifically, fearful faces during infancy and socioemotional problems and competencies during toddlerhood.Study design and subjectsThe study sample was comprised of 245 children (112 girls). We explored attentional face and fear biases at the age of 8 months using eye tracking and the face-distractor paradigm with neutral, happy and fearful faces and a scrambled-face control stimulus. Socioemotional problems and competencies were reported by parents with the Brief Infant and Toddler Social Emotional Assessment (BITSEA) when children were 24 months old.Outcome measures and resultsA higher attentional fear bias at 8 months of age was related to higher levels of socioemotional competence at 24 months of age (β = .18, p = .008), when infants’ sex and temperamental affectivity, maternal age, education and depressive symptoms were controlled. We found no significant association between attentional face or fear bias and socioemotional problems.ConclusionsWe found that the heightened attention bias for fearful faces was related to positive outcomes in early socioemotional development. Longitudinal study designs are needed to explore the changes in the relation between the attention bias for fear or threat and socioemotional development during early childhood. 相似文献
2.
Mian ND Wainwright L Briggs-Gowan MJ Carter AS 《Journal of abnormal child psychology》2011,39(4):501-512
Childhood anxiety is impairing and associated with later emotional disorders. Studying risk factors for child anxiety may
allow earlier identification of at-risk children for prevention efforts. This study applied an ecological risk model to address
how early childhood anxiety symptoms, child temperament, maternal anxiety and depression symptoms, violence exposure, and
sociodemographic risk factors predict school-aged anxiety symptoms. This longitudinal, prospective study was conducted in
a representative birth cohort (n = 1109). Structural equation modeling was used to examine hypothesized associations between risk factors measured in toddlerhood/preschool
(age = 3.0 years) and anxiety symptoms measured in kindergarten (age = 6.0 years) and second grade (age = 8.0 years). Early
child risk factors (anxiety symptoms and temperament) emerged as the most robust predictor for both parent-and child-reported
anxiety outcomes and mediated the effects of maternal and family risk factors. Implications for early intervention and prevention
studies are discussed. 相似文献
3.
Patterns of attention to threat across tasks in behaviorally inhibited children at risk for anxiety
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Although attention bias towards threat has been causally implicated in the development and maintenance of fear and anxiety, the expected associations do not appear consistently. Reliance on a single task to capture attention bias, in this case overwhelmingly the dot‐probe task, may contribute to this inconsistency. Comparing across attentional bias measures could help capture patterns of behavior that have implications for anxiety. This study examines the patterns of attentional bias across two related measures in a sample of children at temperamental risk for anxiety. Children (Meanage = 10.19 ± 0.96) characterized as behaviorally inhibited (N = 50) or non‐inhibited (N = 64) via parent‐report completed the dot‐probe and affective Posner tasks to measure attentional bias to threat. Parent‐report diagnostic interviews assessed children's social anxiety. Behavioral inhibition was not associated with performance in the dot‐probe task, but was associated with increased attentional bias to threat in the affective Posner task. Cross‐task convergence was dependent on temperament, such that attention bias across the two tasks was only related in behaviorally inhibited children. Finally, children who were consistently biased across tasks (showing high or low attentional bias scores in both tasks, rather than high in one but low in the other) had higher levels of anxiety. Convergence across attention bias measures may be dependent on individuals' predispositions (e.g. temperament). Moreover, convergence of attention bias across measures may be a stronger marker of information processing patterns that shape socioemotional outcomes than performance in a single task. 相似文献
4.
The overarching goal of this study was to examine the associations between three social withdrawal subtypes (shyness, unsociability,
avoidance), peer isolation, peer difficulties (victimization, rejection, exclusion, low acceptance), and loneliness in India
during early adolescence. Participants were 194 adolescents in Surat, India (M age = 13.35 years). Peer nominations of peer relations and socioemotional behaviors were gathered, along with self-reports
of reasons for being alone and loneliness. Preliminary evidence of validity for the self-report measure of withdrawal subtypes
and isolation was found, and factor analyses indicated that shyness, unsociability, and avoidance represent related, but distinct
forms of withdrawal that are distinct from isolation. Shyness and avoidance were uniquely associated with loneliness and exclusion,
but unsociability was not. The association between avoidance and loneliness was mediated by exclusion. Findings suggest that
social withdrawal may be best conceptualized as a multifaceted construct during childhood and adolescence, in Western and
non-Western societies. 相似文献
5.
Behavioral Inhibition and Anxiety: The Moderating Roles of Inhibitory Control and Attention Shifting
White LK McDermott JM Degnan KA Henderson HA Fox NA 《Journal of abnormal child psychology》2011,39(5):735-747
Behavioral inhibition (BI), a temperament identified in early childhood, is associated with social reticence in childhood
and an increased risk for anxiety problems in adolescence and adulthood. However, not all behaviorally inhibited children
remain reticent or develop an anxiety disorder. One possible mechanism accounting for the variability in the developmental
trajectories of BI is a child’s ability to successfully recruit cognitive processes involved in the regulation of negative
reactivity. However, separate cognitive processes may differentially moderate the association between BI and later anxiety
problems. The goal of the current study was to examine how two cognitive processes—attention shifting and inhibitory control—laboratory
assessed at 48 months of age moderated the association between 24-month BI and anxiety symptoms in the preschool years. Results
revealed that high levels of attention shifting decreased the risk for anxiety problems in children with high levels of BI,
whereas high levels of inhibitory control increased this risk for anxiety symptoms. These findings suggest that different
cognitive processes may influence relative levels of risk or adaptation depending upon a child’s temperamental reactivity. 相似文献
6.
Diana Carbone Louis A. Schmidt Charles C. Cunningham Angela E. McHolm Shannon Edison Jeff St. Pierre Michael H. Boyle 《Journal of abnormal child psychology》2010,38(8):1057-1067
We examined differences among 158 children, 44 with selective mutism (SM; M = 8.2 years, SD = 3.4 years), 65 with mixed anxiety (MA; M = 8.9 years, SD = 3.2 years), and 49 community controls (M = 7.7 years, SD = 2.6 years) on primary caregiver, teacher, and child reports of behavioral and socio-emotional functioning. Children with
SM were rated lower than controls on a range of social skills, but the SM and MA groups did not significantly differ on many
of the social skills and anxiety measures. However, children with SM were rated higher than children with MA and controls
on social anxiety. Findings suggest that SM may be conceptualized as an anxiety disorder, with primary deficits in social
functioning and social anxiety. This interpretation supports a more specific classification of SM as an anxiety disorder for
future diagnostic manuals than is currently described in the literature. The present findings also have implications for clinical
practice, whereby social skills training merits inclusion in intervention for children with anxiety disorders as well as children
with SM. 相似文献
7.
The present study used both categorical and dimensional approaches to test the association between relational and physical
aggression and hostile intent attributions for both relational and instrumental provocation situations using the National
Institute of Child Health and Human Development longitudinal Study of Early Child Care and Youth Development (M = 8.3 years-old, SD = 0.19, N = 840). A one standard deviation threshold was used to create categorical aggression status groups. In categorical analyses,
children who were both relationally and physically aggressive were found to attribute more hostile intent attributions in
relationally provocative situations. Results from the dimensional analyses indicated that female gender, physical aggression,
and hostile attribution biases for instrumental provocations each predicted increases in relational aggression over time.
Further, relational aggression was not predictive of hostile attribution biases for relational provocations, and instead physical
aggression was predictive. Implications for the fields of developmental psychology and psychopathology are discussed. 相似文献
8.
Lindsey A. Combs-Ronto Sheryl L. Olson Erika S. Lunkenheimer Arnold J. Sameroff 《Journal of abnormal child psychology》2009,37(8):1151-1163
This study was a prospective 2-year longitudinal investigation of associations between negative maternal parenting and disruptive
child behavior across the preschool to school transition. Our main goals were to 1) determine the direction of association
between early maternal negativity and child disruptive behaviors across this important developmental transition and 2) examine
whether there would be different patterns of associations for boys and girls. Participants were 235 children (111 girls; T1;
M = 37.7 months, T2; M = 63.4 months) and their mothers and teachers. Observational and multi-informant ratings of child disruptive behavior showed
differential patterns of stability and associations with measures of parenting risk. Results indicated bidirectional and interactive
contributions of externalizing behavior and negative parenting across time. Results also indicated that risk mechanisms operate
similarly for both sexes. Findings support transactional models of disruptive child behavior that highlight the joint contributions
of parents and children. 相似文献
9.
Amanda Cremone Laura B.F. Kurdziel Ada Fraticelli‐Torres Rebecca M.C. Spencer 《Developmental science》2017,20(4)
Sleep loss alters processing of emotional stimuli in preschool‐aged children. However, the mechanism by which sleep modifies emotional processing in early childhood is unknown. We tested the hypothesis that a nap, compared to an equivalent time spent awake, reduces biases in attention allocation to affective information. Children (n = 43; M = 55.40 months, SD = 8.05 months) completed a Dot Probe task, which provides a measure of attention biases to emotional stimuli, following a mid‐day nap and an equivalent interval spent awake. No emotional attention biases emerged when children napped. However, when nap‐deprived, children exhibited biases towards negative and positive stimuli. This emotional bias after wake was greater in children who napped habitually. Gender differences also emerged such that females were more attentive to positive emotional stimuli whereas males showed heightened attention to negative emotional stimuli, regardless of having napped or not. Moreover, greater slow wave activity (SWA) during the nap was associated with faster responding, which suggests that SWA may promote efficiency of attention allocation. A video abstract of this article can be viewed at: https://www.youtube.com/watch?v=JIoZ8mzxQgg 相似文献
10.
Vandana Shashi Matcheri Keshavan Jessica Kaczorowski Kelly Schoch Kathryn E. Lewandowski Allyn McConkie-Rosell Stephen R. Hooper Thomas R. Kwapil 《Journal of genetic counseling》2010,19(5):535-544
The purpose of this study is to examine the association between parental socio-economic status (SES) and childhood neurocognition
and behavior in children with chromosome 22q11.2 deletion syndrome (22q11DS). Although undoubtedly, the deletion of genes
in the 22q11.2 interval is primarily responsible for the psychological manifestations, little is known about the role of the
environment in either mitigating or contributing to these problems. We examined the association of parental socio-economic
status (SES) with cognition and behavior in children with 22q11DS (n = 65) and matched healthy control subjects (n = 52), since SES is a component of family resources. We found that in children with 22q11DS, higher SES correlated with better
overall functioning (p < .01) and social skills (p < .01), and less frequent oppositional defiant behavior (p < .001). These findings were in contrast to the control subjects in whom SES correlated with cognition and achievement, but
not behavior. Our results indicate that environmental factors influence the behavioral phenotype in children with 22q11DS,
providing a framework for developing appropriate interventions. As such, genetic counseling for families with 22q11DS may
include consideration of family resources and inclusion of other health professionals, such as social workers, to explore
with the family available social supports and resources. 相似文献
11.
Deborah K. Anderson Rosalind S. Oti Catherine Lord Kathleen Welch 《Journal of abnormal child psychology》2009,37(7):1019-1034
Adaptive social skills were assessed longitudinally at approximately ages 2, 3, 5, 9, and 13 years in a sample of 192 children
with a clinical diagnosis of autism (n = 93), PDD-NOS (n = 51), or nonspectrum developmental disabilities (n = 46) at age 2. Growth curve analyses with SAS proc mixed were used to analyze social trajectories over time. Both individual
characteristics and environmental resources emerged as key predictors of adaptive social behavior outcome. The gap between
children with autism and the other two diagnostic groups widened with time as the social skills of the latter groups improved
at a higher rate. However, within diagnostic groups, improvement ranged from minimal to very dramatic. Children with autism
most at risk for problems with social adaptive abilities later in life can be identified with considerable accuracy at a very
young age so they can be targeted for appropriate early intervention services. 相似文献
12.
Teresa M. Preddy Paula J. Fite 《Journal of psychopathology and behavioral assessment》2012,34(2):182-190
Although much research has focused on the association between childhood aggression and negative psychosocial adjustment, the
link between the subtypes of aggression and adjustment is less clear, particularly for relational aggression. The current
study examined whether overt and relational aggression in childhood (M = 10.4 years, SD = 1.1) are differentially associated with four psychosocial adjustment outcomes (i.e., academic performance, social problems,
depression, and delinquency). Results indicated that relational aggression was negatively associated with academic performance,
while overt aggression was positively associated with delinquency. Additionally, findings suggested gender differences in
the link between aggression subtypes and social problems. Specifically, overt aggression was positively associated with social
problems for boys and relational aggression was positively associated with social problems for girls. Neither subtype of aggression
was uniquely associated with depression. Thus, this study suggests that psychosocial outcomes may differ depending on the
form of aggression that is utilized. 相似文献
13.
We prospectively followed an ethnically and socioeconomically diverse sample of preadolescent girls with ADHD (n = 140) and matched comparison girls (n = 88) over a period of 5 years, from middle childhood through early/mid-adolescence. Our aim was to examine the ability of
measures of childhood executive function (EF) to predict functional outcomes in adolescence. Measures of neuropsychological
functioning comprised the childhood predictors, with academic, social, and global functioning serving as adolescent criterion
measures. Results indicated that childhood EF predicted (a) academic achievement and social functioning across our entire
sample (independent of diagnostic group status) and (b) global functioning only in girls with ADHD (independent of IQ). These
results highlight the non-specificity of EF deficits and suggest the importance of assessing and developing interventions
that target EF impairments, particularly in those at high-risk for negative outcomes, in order to prevent long-term difficulties
across a range of important functional domains. 相似文献
14.
Ayelet Ben-Sasson Alice S. Carter Margaret J. Briggs-Gowan 《Journal of abnormal child psychology》2010,38(8):1193-1202
Some infants experience atypical levels of over-responsivity to sensations, which limit their ability to interact and explore
their environment. Yet, little is known about typical development of over-responsivity during infancy or whether the presence
of extreme over-responsivity in infancy is a predictor of clinically significant sensory over-responsivity (SOR) at school-age.
This study followed a representative sample of children (n = 521, 47% boys) at four time points from infancy (mean ages in months Year 1 = 18.23, Year 2 = 30.39, Year 3 = 39.40) to
elementary school-age (mean age = 7.97 years). SOR was measured via parent report. A latent growth curve model predicting
SOR at school age from the intercept and slope of Sensory Sensitivity between Years 1–3 showed excellent fit with the data.
Both early sensory sensitivities and change in early sensitivities were associated with SOR status at school-age. 相似文献
15.
Young Chinese children's beliefs about the implications of subtypes of social withdrawal: A first look at social avoidance
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Xuechen Ding Robert J. Coplan Biao Sang Junsheng Liu Tingting Pan Chen Cheng 《The British journal of developmental psychology》2015,33(2):159-173
The goal of this study was to examine young Chinese children's beliefs about the implications of different subtypes of social withdrawal (e.g., shyness, unsociability), including for the first time, social avoidance. Participants were 133 children in kindergarten (n = 58, Mage = 70.85 months) and grade 1 (n = 75, Mage = 83.49 months). Children were presented with vignettes describing hypothetical peers displaying shy, unsociable, avoidant, and socially competent behaviours and were then asked a series of questions to assess their beliefs about the implications of these different behaviours. Young children made distinctions between social withdrawal subtypes in terms of underlying motivations and emotions. Children also appeared to hold differential beliefs about the implications of different forms of social withdrawal: Of note, they anticipated that socially avoidant peers would experience the most negative outcomes. These findings provide some of the first evidence to suggest that social avoidance represents a distinct form of social withdrawal among young Chinese children. Results are discussed in terms of the importance of distinguishing between different subtypes of social withdrawal in Chinese culture. 相似文献
16.
Paula J. Fite Amber R. Wimsatt Michael L. Vitulano Jamie L. Rathert Sonia Schwartz 《Journal of psychopathology and behavioral assessment》2012,34(2):164-171
The current study further evaluated the association between rule-breaking behavior and academic performance by examining peer
rejection and depressive symptoms as potential mediators of this association. Study hypotheses were examined using a sample
of 147 school-age children (54.4% male) ranging from five to 13 years of age (M = 8.22, SD = 1.99). A meditational path model was estimated, and findings suggested that peer rejection mediated the association between
rule-breaking behavior and academic performance two months later when also considering the stability of academic performance.
That is, high levels of rule-breaking behavior were associated with high levels of peer rejection, which in turn was associated
with poor academic performance. Depressive symptoms were not indicated as a mediator of this association. Findings and their
implications are discussed. 相似文献
17.
Corine Dijk Peter J. de Jong Elke Müller Wietse Boersma 《Journal of psychopathology and behavioral assessment》2010,32(2):264-270
The present study examines two mechanisms that might explain why blushing-fearful individuals fear blushing: Judgmental biases
for blushing in ordinary social situations that usually do not elicit a blush, and negative conditional cognitions about blushing
irrespective of situation. A web-based self-report measure, linked to a German internet forum for people with fear of blushing,
was completed by a group of high blushing-fearful participants (n = 155) and a low fear group (n = 61). Supporting the idea that cognitive biases are involved in fear of blushing, blushing-fearful participants showed inflated
estimates of both the probability and the costs of blushing in these situations. In addition, blushing-fearful individuals
were characterized by relatively negative conditional cognitions about blushing. 相似文献
18.
Longitudinal relations among exuberance,externalizing behaviors,and attentional bias to reward: the mediating role of effortful control
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The present study examined the associations between temperamental exuberance during toddlerhood (20 months), attention bias towards reward at the end of kindergarten (76 months), and externalizing behaviors across the kindergarten year. Moreover, we examined the role of effortful control at 48 months on the relation between early exuberance and attention bias. Attention bias towards reward was positively predicted by exuberance, negatively predicted by effortful control, and positively related to externalizing problems. Finally, the longitudinal path between exuberance and attention bias to reward was mediated by effortful control – such that higher toddler exuberance led to increased attention bias towards reward by way of lower effortful control. These results extend the attention bias and socioemotional functioning literature and have implications for the identification of children at risk for behavioral problems. 相似文献
19.
We used data from a large, longitudinal study of children in the community, the NICHD Study of Early Child Care and Youth
Development, to examine how well earlier measures of delay capacity, inhibitory control, planning, and attention predicted
symptoms of attention deficit hyperactivity disorder (ADHD) assessed in third grade. Children with elevated symptoms of both
inattention and hyperactivity-impulsivity (n = 57) and with inattentive symptoms only (n = 80) were identified via mother and teacher reports using the “or” rule, as were children without significant symptoms (n = 790). Multinomial logistic regression analyses indicated that poorer performance on earlier measures of resistance to temptation,
delay of gratification, response inhibition, attention, and planning obtained from 36 months to 1st grade predicted membership
in the two symptom groups relative to the comparison group in 3rd grade, albeit with somewhat different patterns of predictors.
Controls for 36 month school readiness and externalizing symptoms indicated that these results were generally robust and not
an artifact of initial cognitive or behavioral differences. Implications for developmental models of ADHD are discussed.
相似文献
Susan B. CampbellEmail: |
20.
During the first year of life, infants become increasingly attuned to facial emotion, with heightened sensitivity to faces conveying threat observed by age seven months as illustrated through attentional biases (e.g., slower shifting away from fearful faces). Individual differences in these cognitive attentional biases have been discussed in relation to broader social-emotional functioning, and the current study examines these associations in infants with an older sibling with autism spectrum disorder (ASD), a group with an elevated likelihood of a subsequent ASD diagnosis (ELA; n = 33), and a group of infants with no family history of ASD who are at low likelihood of ASD (LLA; n = 24). All infants completed a task measuring disengagement of attention from faces at 12 months (fearful, happy, neutral), and caregivers completed the Infant-Toddler Social and Emotional Assessment at 12, 18, and/or 24 months. For the full sample, greater fear bias in attention disengagement at 12 months related to more internalizing behaviors at 18 months, and this was driven by the LLA infants. When examining groups separately, findings revealed that LLA with a greater fear bias had more difficult behaviors at 12, 18, and 24 months; in contrast, ELA showed the opposite pattern, and this was most pronounced for ELA who later received an ASD diagnosis. These preliminary group-level findings suggest that heightened sensitivity to fearful faces might serve an adaptive function in children who later receive an ASD diagnosis, but in infants with no family history of ASD, increased biases might reflect a marker of social-emotional difficulties. 相似文献