Emotion Regulation and Parenting in AD/HD and Comparison Boys: Linkages with Social Behaviors and Peer Preference

Children's emotion regulation strategies and parenting responses in a family task that elicited frustration are investigated by, comparing core attention-deficit/hyperactivity disorder (AD/HD) symptomatology, emotional reactivity, and emotional regulation in the prediction of social behaviors and peer social preference. Participants were boys, ages 6–12 years, either with AD/HD (n = 45) or without problem behaviors (comparison; n = 34). A high-aggressive subgroup of AD/HD boys showed a significantly less constructive pattern of emotional coping than did both a low-aggressive AD/HD subgroup of boys and nondiagnosed comparison boys, who did not differ. With statistical control of core AD/HD symptomatology, noncompliance in a naturalistic summer camp was predicted by boys' overall emotion regulation and three specific strategies (emotional accommodation, problem solving, negative responses) during the parent–child interaction. Emotional accommodation and negative responses to the frustration task also marginally predicted social preference at the camp. These emotion regulation variables outperformed emotional reactivity in predicting such outcomes. Some emotion-related parenting behaviors were associated with child coping in the task. We discuss the relationship of emotion regulation to core AD/HD symptomatology and emotional reactivity, and the role of parents' behaviors in influencing children's emotional responses.     

Utility of Behavior Ratings by Examiners During Assessments of Preschool Children With Attention-Deficit/Hyperactivity Disorder

This study examines the clinical utility of behavior ratings made by nonclinician examiners during assessments of preschool children with Attention-Deficit/Hyperactivity Disorder (AD/HD). Matched samples of children with (n = 127) and without (n = 125) AD/HD were utilized to test the internal, convergent, concurrent, and incremental validity of ratings completed by examiners on the Hillside Behavior Rating Scale (HBRS). Results indicated that HBRS ratings were internally consistent, possessed sufficient interrater reliability, and were significantly associated with parent and teacher reports of AD/HD when controlling for age, gender, intelligence, and symptoms of other psychopathology. HBRS ratings also were significantly associated with other measures of functioning, and provided a significant increment in the prediction of impairment over parent and teacher report alone. These findings suggest that behavioral ratings during testing provide a unique source of clinical information that may be useful as a supplement to parent and teacher reports.     

Individuals with Autism can Categorize Facial Expressions

The ability of high-functioning individuals with autism to perceive facial expressions categorically was studied using eight facial expression continua created via morphing software. Participants completed a delayed matching task and an identification task. Like undergraduate male participants (N = 12), performance on the identification task for participants with autism (N = 15) was predicted by performance on the delayed matching task for the angry-afraid, happy-sad, and happy-surprised continua. This result indicates a clear category boundary and suggests that individuals with autism do perceive at least some facial expressions categorically. As this result is inconsistent with findings from other studies of categorical perception in individuals with autism, possible explanations for these findings are discussed.     

Acute Stimulant Treatment and Reinforcement Increase the Speed of Information Accumulation in Children with ADHD

The current studies utilized drift diffusion modeling (DDM) to examine how reinforcement and stimulant medication affect cognitive task performance in children with ADHD. In Study 1, children with (n = 25; 88 % male) and without ADHD (n = 33; 82 % male) completed a 2-choice discrimination task at baseline (100 trials) and again a week later under alternating reinforcement and no-reinforcement contingencies (400 trials total). In Study 2, participants with ADHD (n = 29; 72 % male) completed a double-blind, placebo-controlled trial of 0.3 and 0.6 mg/kg methylphenidate and completed the same task utilized in Study 1 at baseline (100 trials). Children with ADHD accumulated information at a much slower rate than controls, as evidenced by a lower drift rate. Groups were similar in nondecision time and boundary separation. Both reinforcement and stimulant medication markedly improved drift rate in children with ADHD (ds = 0.70 and 0.95 for reinforcement and methylphenidate, respectively); both treatments also reduced boundary separation (ds = 0.70 and 0.39). Reinforcement, which emphasized speeded accuracy, reduced nondecision time (d = 0.37), whereas stimulant medication increased nondecision time (d = 0.38). These studies provide initial evidence that frontline treatments for ADHD primarily impact cognitive performance in youth with ADHD by improving the speed/efficiency of information accumulation. Treatment effects on other DDM parameters may vary between treatments or interact with task parameters (number of trials, task difficulty). DDM, in conjunction with other approaches, may be helpful in clarifying the specific cognitive processes that are disrupted in ADHD, as well as the basic mechanisms that underlie the efficacy of ADHD treatments.     

The Influence of Family and Experimental Context on Cognition in Anxious Children

Examined the influence of family on anxious children's cognition. Research by Barrett, Rapee, Dadds, and Ryan (1996) found anxious children reported increased avoidance after interacting with their parents. They labelled this finding the FEAR effect—Family Enhancement of Avoidant Responses. Whilst some subsequent studies have found similar results, others have not. These contradictory findings question whether the direction of parental influence on anxious children is determined by the perceived demands of the experimental context. Anxious children (N = 101) and their parents were asked to interpret seven ambiguous situations and to discuss what their child would do if the scenario actually occurred. Study 1 found that children in the anxious group and an externalizing control group were more likely to interpret ambiguous situations as threatening than nonclinic children were. Study 2 sought to examine changes in the children's responses from pre- to postfamily discussion, and to identify variables associated with the FEAR effect in anxious families. Interestingly, anxious children whose families completed the discussion task after they (children) had been offered treatment were more likely to show a FEAR effect than anxious families who completed the task as part of assessment. Study 3 examined predictors of enhanced avoidance in anxious families. Treatment context and maternal distress were correlated with the child's increased avoidance following family discussion. Limitations of these studies and directions for future research are discussed.     

Examining Primacy as an Identifier of Salience

This article examines whether the first things people report in narrative accounts represent themes of particular importance to them. In two studies, college students recounted autobiographical memories in an interview setting (Study 1: N = 56; M_age = 19.4; 29 male, 27 female; 48.2% Caucasian, 17.9% Asian, 14.3% African American, 10.7% Hispanic/Latino; Study 2: N = 40; M_age = 18.7; 27 female, 13 male; 57.5% Caucasian, 15% Asian, 12.5% Hispanic/Latino, 7.5% African American). Participants reported happy and sad memories (Study 1) or memories of any emotional type (Study 2), and narrative themes were identified from these memories using standard categories of emotion‐eliciting events. Study 2 included a follow‐up task one month later in which participants rated the importance of these themes. The themes from the first memories recurred in subsequent memories significantly more often than would be expected by chance, and this recurrence was not a function of the order of memories, the participant's gender, or the type of theme. Furthermore, the themes from the first memories were rated as significantly more important than other themes in the follow‐up task. These findings provide strong empirical evidence that primacy identifies important material in the context of narrative analysis.     

An abbreviated form of the social and emotional loneliness scale for adults (SELSA)

In two independent studies of university undergraduates, the present investigation created and evaluated an abbreviated (15-item) version of the 37-item Social and Emotional Loneliness Scale for Adults (SELSA), a multidimensional instrument that assesses family, romantic, and social loneliness. In Study 1 (N=340), participants completed the SELSA; in Study 2 (N=211), participants completed the SELSA and five other loneliness inventories. Results showed that the three abbreviated SELSA subscales each (a) demonstrated very high internal consistency, (b) correlated very highly to the full respective subscales, and (c) correlated with theoretically related loneliness scales. In addition, both exploratory and confirmatory factor analysis supported the hypothesized 3-subscale factor solution. In sum, results showed that the abbreviated SELSA subscales represent a psychometrically reliable and valid alternative to the full inventory.     

Prevalence of Attention-Deficit/Hyperactivity Disorder Symptoms in 4- to 17-Year-Old Children in the General Population

The purposes of this study were (a) to estimate the prevalence of Attention-Deficit/Hyperactivity Disorder (AD/HD) symptoms in the general preschool and school population; and (b) to analyze the influence of gender, age, and socioeconomic status (SES) variables on AD/HD symptoms. Out of the 80,000 preschool and schoolchildren living in Manizales, Colombia, a random sample of 540 children was selected. Two gender, three age (4- to 5-year olds, 6- to 11 -year olds, and 12- to 17-year olds), and three SES (low, middle, and high) groups were used. The 18 DSM-IV symptoms corresponding to AD/HD Criterion A were assessed on a scale of 0 (never) to 3 (almost always). All three demographic variables established statistically significant differences: AD/HD symptoms were more frequent in 6-to 11-year-old, low-SES, male participants. DSM-IV Criterion A for AD/HD was fulfilled by 19.8% of the boys and 12.3% of the girls. However, this difference was marginally significant only in the AD/HD Subtype I: Combined. It was concluded that demographic variables are significant correlates of the AD/HD diagnosis. The prevalence found in this study was higher than usually reported, even though only the symptomatic DSM-IV AD/HD criterion was analyzed. We failed to confirm the assumed AD/HD gender ratio.     

A Multimethod Analysis of Incompleteness and Visual “Not Just Right” Experiences in Body Dysmorphic Disorder

Individuals with body dysmorphic disorder (BDD) often report engaging in repetitive behaviors aimed at reducing feelings of imperfection anchored to their appearance. “Not just right” experiences (NJREs) and incompleteness (INC) are constructs related to perfectionism that have traditionally been studied in obsessive-compulsive disorder, though recent research has also linked these phenomena to BDD. We sought to replicate and extend this research via two studies. Study 1 examined BDD symptoms, INC, as well as harm avoidance (HA) in an unselected sample (N = 179); moderate associations were observed between symptoms and both INC and HA. Participants also completed a novel visual NJRE task in which they were shown appearance-related and non-appearance-related images meant to evoke an NJRE response (i.e., discomfort and urge to “fix” stimuli). BDD symptoms predicted reactivity to appearance-related NJRE stimuli above negative affect. Study 2 compared INC, HA, and task reactivity in a BDD sample (N = 50) to nonpsychiatric controls (N = 44). The BDD group evidenced greater INC, HA, and reactivity to both appearance and nonappearance NJRE stimuli, relative to controls; however, group differences did not remain after controlling for age and negative affect. These studies broadly corroborate previous research highlighting NJREs and INC as potential vulnerability factors relevant to BDD, though these phenomena may not be specific to BDD symptoms.     

Response inhibition in children with DSM-IV subtypes of AD/HD and related disruptive disorders: the role of reward.

The current study had four aims: (a) to replicate previous findings of slow response inhibition in Attention Deficit/Hyperactivity Disorder (AD/HD), (b) to explore whether poor response inhibition in children with AD/HD is a core problem or rather a result of an underlying problem related to reward, (c) to investigate the specificity of poor response inhibition and the role of reward in relation to AD/HD, and (d) to study whether findings would be different for three subtypes of AD/HD. In order to address these issues, a stop paradigm was administered under a reward condition and under a nonreward condition to an AD/HD group (n=24), an Oppositional Defiant Disorder (ODD)/Conduct Disorder (CD) group (n=21), a comorbid AD/HD+ODD/CD group (n=27), and a normal control (NC) group (n=41). Firstly, contrary to prediction, none of the Disruptive Behavior Disorder (DBD) groups differed from the NC group with respect to the speed of the inhibition process. Secondly, it was shown that children with AD/HD and children with comorbid AD/HD+ODD/CD, but not children with ODD/CD alone, slowed down more dramatically in the reward condition than normal controls. This finding was interpreted as a strategy to increase the chance of being rewarded in children with AD/HD and children with comorbid AD/HD+ODD/CD, but not in children with pure ODD/CD. Finally, analysis of AD/HD subtypes did not change the main findings of this study.     

Gender Differences in the Self-Assessment of Accuracy on Cognitive Tasks

Generally, self-assessment of accuracy in the cognitive domain produces overconfidence, whereas self-assessment of the accuracy of visual perceptual judgments produces underconfidence. The possible effect of gender differences on these robust findings appears to be underinvestigated. In this paper, I report two studies that take a step toward redressing this shortcoming. In Study 1, a group of young adults (N =185) were presented with a test of General Knowledge and a visual perceptual task. The results indicated the typical over/underconfidence phenomena noted above, but, when analyzed by sex, indicated statistically significant differences; men were more confident than women on both tasks. In Study 2, participants (N =303) with a wider age range completed 4 tests of cognitive ability, which were drawn from the theory of fluid and crystallized intelligence. Results indicated that the tendency for men to express higher levels of confidence than women in the accuracy of their work appears to remain constant across the life-span. These findings are discussed in relation to self-concept and gender stereotyping.     

Response Inhibition in Children With DSM-IV Subtypes of AD/HD and Related Disruptive Disorders: The Role of Reward

The current study had four aims: (a) to replicate previous findings of slow response inhibition in Attention Deficit/Hyperactivity Disorder (AD/HD), (b) to explore whether poor response inhibition in children with AD/HD is a core problem or rather a result of an underlying problem related to reward, (c) to investigate the specificity of poor response inhibition and the role of reward in relation to AD/HD, and (d) to study whether findings would be different for three subtypes of AD/HD. In order to address these issues, a stop paradigm was administered under a reward condition and under a nonreward condition to an AD/HD group (n = 24), an Oppositional Defiant Disorder (ODD)/Conduct Disorder (CD) group (n = 21), a comorbid AD/HD+ODD/ CD group (n = 27), and a normal control (NC) group (n = 41). Firstly, contrary to prediction, none of the Disruptive Behavior Disorder (DBD) groups differed from the NC group with respect to the speed of the inhibition process. Secondly, it was shown that children with AD/HD and children with comorbid AD/HD+ODD/CD, but not children with ODD/CD alone, slowed down more dramatically in the reward condition than normal controls. This finding was interpreted as a strategy to increase the chance of being rewarded in children with AD/HD and children with comorbid AD/HD+ODD/CD, but not in children with pure ODD/CD. Finally, analysis of AD/HD subtypes did not change the main findings of this study.     

A measure of inspection time in 4‐year‐old children: The Benny Bee IT task

Inspection time (IT) measures speed of information processing without the confounding influence of motor speed. While IT has been found to relate to cognitive abilities in adults and older children, no measure of IT has been validated for use with children younger than 6 years. This study examined the validity of a new measure of IT for preschool children. N=71 4‐year‐old children completed the new IT task and standardized measures of fluid ability, visuospatial ability, and speed of processing. N=50 adults completed the same tasks and, additionally, a standard IT task. Results showed that the new IT task is a stable, reliable measure of IT in 4‐year‐old children. The new task had reasonable concurrent validity with the standard IT task in adults and the relationships between cognitive abilities, particularly general cognitive ability, and IT are sufficiently similar in young children and adults to suggest that the new IT task may be a useful tool for research in populations where IT was previously not measurable.     

Effects of Reward and Response Cost on Response Inhibition in AD/HD, Disruptive, Anxious, and Normal Children

In previous research, children with attention deficit/hyperactivity disorder (AD/HD) have demonstrated impaired response inhibition on the stop paradigm. In this study we examined whether this impairment in fact reflects a motivational deficit. Four groups of children (age range 7–13 years) participated in the study: 14 AD/HD children, 21 normal controls, 14 disruptive children, and 14 anxious children. The psychopathological groups were recruited from special educational services and mental health outpatient clinics. Parent, teacher, and child questionnaires were used to select children with pervasive disorders. Normal controls attended regular classes and scored low on all questionnaires. Children were tested once with reward contingencies and once with response cost contingencies in a randomized cross-over design. We hypothesized that if a motivational deficit underlies poor response inhibition in AD/HD children, this deficit will be remedied by response contingencies. Despite the presence of response contingencies, AD/HD children showed poor response inhibition compared with normal controls. Findings argue against a motivational explanation for the response inhibition deficit in AD/HD children     

Judgments of Meaning in Life,Religious Beliefs,and the Experience of Cognitive (Dis)Fluency

The primary aim of the current studies was to test whether religiousness interacted with self‐reported levels of meaning in life (MIL) to predict the ease or difficulty in judging one's MIL, the search for meaning itself, and religious doubt. Undergraduate students in Study 1 (N = 111) and adult participants recruited online in Study 2 (N = 206) completed measures of religious beliefs, MIL, cognitive fluency related to MIL, and related variables. Study 3 merged these data sets. In Study 4 (N = 255), online participants completed measures of religious beliefs, cognitive fluency related to religious beliefs, and MIL. Studies 1 and 2 showed that highly religious people with lower MIL reported greater difficulty making their MIL judgments than other people. Study 3 showed that they were also more likely to search for MIL and that disfluency mediated this effect. Study 4 demonstrated that they also reported more difficult judgments of religious beliefs and more religious doubts than their religious peers with high MIL. The current studies demonstrate that the experience of ease or difficulty associated with MIL judgments represents an important yet largely unexamined aspect of MIL. Our findings have implications for understanding the cognitive mechanisms underlying responses to meaning threats.     

Guilty,But Not Ashamed: “True” Self‐Conceptions Influence Affective Responses to Personal Shortcomings

The current research examined how true self‐conceptions (who a person believes he or she truly is) influence negative self‐relevant emotions in response to shortcomings. In Study 1 (N = 83), an Internet sample of adults completed a measure of authenticity, reflected on a shortcoming or positive life event, and completed state shame and guilt measures. In Study 2 (N = 49), undergraduates focused on true versus other determined self‐attributes, received negative performance feedback, and completed state shame and guilt measures. In Study 3 (N = 138), undergraduates focused on self‐determined versus other determined self‐aspects, reflected on a shortcoming or neutral event, and completed state shame, guilt, and self‐esteem measures. In Study 4 (N = 75), undergraduates thought about true self‐attributes, an achievement, or an ordinary event; received positive or negative performance feedback; and completed state shame and guilt measures. In Study 1, differences in true self‐expression positively predicted shame‐free guilt (but not guilt‐free shame) following reminders of a shortcoming. Studies 2–4 found that experimental activation of true self‐conceptions increased shame‐free guilt and generally decreased guilt‐free shame in response to negative evaluative experiences. The findings offer novel insights into true self‐conceptions by revealing their impact on negative self‐conscious emotions.     

The sexual dimorphic association of cardiorespiratory fitness to working memory in children

The present investigation examined the sexual dimorphic patterns of cardiorespiratory fitness to working memory in preadolescent children (age range: 7.7–10.9). Data were collected in three separate studies (Study 1: n = 97, 42 females; Study 2: n = 95, 45 females; Study 3: n = 84, 37 females). All participants completed a cardiorespiratory fitness assessment in addition to a specific measure of working memory (i.e. the operation span task, the n‐back task, or the Sternberg task). Results from all three samples revealed that higher cardiorespiratory fitness levels were associated with better working memory performance only for males with no such relation observed for females. In addition, the sexually dimorphic pattern was selective for the most challenging working memory conditions in each task. Together, these findings reveal new evidence that cardiorespiratory fitness is selectively related to better working memory performance for male children. This investigation provides additional insight into how interventions aimed at improving fitness may influence cognitive development differentially among preadolescent children.     

Being Forgotten: Implications for the Experience of Meaning in Life

ABSTRACT

Two studies investigated the effects of being forgotten on the target of memory. In Study 1, undergraduate women (N = 96) who had completed a lab session two days prior, were randomly assigned to be remembered, forgotten, complimented, or to a control group. In the absence of effects on mood or social self-esteem, being forgotten resulted in lower meaning in life. In Study 2, participants (N = 47) who had completed a group exercise were informed two days later that no one remembered them, that everyone remembered them, or that no one wanted to work with them. Being forgotten led to lower meaning in life than being remembered but did not differ from being excluded. Being forgotten may be considered a type of incipient ostracism that influences meaning in life but not mood or state social self-esteem.     

Naming Facilitates Young Children's Understanding of Scale Models: Language and the Development of Symbolic Understanding

Two studies examined language and understanding of scale models. First, children (N = 16; ages 2;4 to 3;5) received either the standard DeLoache model task or a naming version (in which children are asked to name the hiding location before retrieving a hidden object). Language ability positively correlated with performance on the model task, and children had significantly more errorless retrievals in the naming condition. Study 2 examined naming and transfer effects by giving children (N = 18; ages 2;5–3;1) both versions of the model task. Language ability correlated significantly only with performance in the naming condition. Both prior experience and naming condition significantly improved performance, with the effects being additive. Language and children's development of symbolic understanding are discussed.     

Novel n-back spatial working memory task using eye movement response

We created a novel eye movement version of the n-back task to measure spatial working memory (WM). Rather than one continuous trial, discrete trials were presented in order to develop a simpler WM task. In Experiment 1, we varied the visibility of the final stimulus to maximize the difference in performance between 0-back and 1-back tasks (WM effect). In Experiment 2, we administered the optimized task to children. In Experiment 3, we further simplified the task. Both adults and children easily completed our task, displaying significant WM effects. Further, similar WM effects were obtained in our original and simplified n-back spatial WM tasks, demonstrating flexibility. Because WM deficits are often an early feature of disease and a marker of disease progression, our saccadic measure of spatial WM may be particularly useful in hard-to-test populations, such as patients and children, and may have application in brain-imaging studies that require discrete trials.