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Auteur Lauren S. WAKSCHLAG |
Documents disponibles écrits par cet auteur (18)
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Punishment insensitivity and impaired reinforcement learning in preschoolers / Margaret J. BRIGGS-GOWAN in Journal of Child Psychology and Psychiatry, 55-2 (February 2014)
[article]
Titre : Punishment insensitivity and impaired reinforcement learning in preschoolers Type de document : Texte imprimé et/ou numérique Auteurs : Margaret J. BRIGGS-GOWAN, Auteur ; Sara R. NICHOLS, Auteur ; Joel VOSS, Auteur ; Elvira ZOBEL, Auteur ; Alice S. CARTER, Auteur ; Kimberly J. MCCARTHY, Auteur ; Daniel S. PINE, Auteur ; James R. BLAIR, Auteur ; Lauren S. WAKSCHLAG, Auteur Article en page(s) : p.154-161 Langues : Anglais (eng) Mots-clés : Psychopathic tendencies reinforcement learning punishment insensitivity low concern early childhood disruptive behavior development Index. décimale : PER Périodiques Résumé : Background Youth and adults with psychopathic traits display disrupted reinforcement learning. Advances in measurement now enable examination of this association in preschoolers. The current study examines relations between reinforcement learning in preschoolers and parent ratings of reduced responsiveness to socialization, conceptualized as a developmental vulnerability to psychopathic traits. Methods One hundred and fifty-seven preschoolers (mean age 4.7 ± 0.8 years) participated in a substudy that was embedded within a larger project. Children completed the ‘Stars-in-Jars’ task, which involved learning to select rewarded jars and avoid punished jars. Maternal report of responsiveness to socialization was assessed with the Punishment Insensitivity and Low Concern for Others scales of the Multidimensional Assessment of Preschool Disruptive Behavior (MAP-DB). Results Punishment Insensitivity, but not Low Concern for Others, was significantly associated with reinforcement learning in multivariate models that accounted for age and sex. Specifically, higher Punishment Insensitivity was associated with significantly lower overall performance and more errors on punished trials (‘passive avoidance’). Conclusions Impairments in reinforcement learning manifest in preschoolers who are high in maternal ratings of Punishment Insensitivity. If replicated, these findings may help to pinpoint the neurodevelopmental antecedents of psychopathic tendencies and suggest novel intervention targets beginning in early childhood. En ligne : http://dx.doi.org/10.1111/jcpp.12132 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=221
in Journal of Child Psychology and Psychiatry > 55-2 (February 2014) . - p.154-161[article] Punishment insensitivity and impaired reinforcement learning in preschoolers [Texte imprimé et/ou numérique] / Margaret J. BRIGGS-GOWAN, Auteur ; Sara R. NICHOLS, Auteur ; Joel VOSS, Auteur ; Elvira ZOBEL, Auteur ; Alice S. CARTER, Auteur ; Kimberly J. MCCARTHY, Auteur ; Daniel S. PINE, Auteur ; James R. BLAIR, Auteur ; Lauren S. WAKSCHLAG, Auteur . - p.154-161.
Langues : Anglais (eng)
in Journal of Child Psychology and Psychiatry > 55-2 (February 2014) . - p.154-161
Mots-clés : Psychopathic tendencies reinforcement learning punishment insensitivity low concern early childhood disruptive behavior development Index. décimale : PER Périodiques Résumé : Background Youth and adults with psychopathic traits display disrupted reinforcement learning. Advances in measurement now enable examination of this association in preschoolers. The current study examines relations between reinforcement learning in preschoolers and parent ratings of reduced responsiveness to socialization, conceptualized as a developmental vulnerability to psychopathic traits. Methods One hundred and fifty-seven preschoolers (mean age 4.7 ± 0.8 years) participated in a substudy that was embedded within a larger project. Children completed the ‘Stars-in-Jars’ task, which involved learning to select rewarded jars and avoid punished jars. Maternal report of responsiveness to socialization was assessed with the Punishment Insensitivity and Low Concern for Others scales of the Multidimensional Assessment of Preschool Disruptive Behavior (MAP-DB). Results Punishment Insensitivity, but not Low Concern for Others, was significantly associated with reinforcement learning in multivariate models that accounted for age and sex. Specifically, higher Punishment Insensitivity was associated with significantly lower overall performance and more errors on punished trials (‘passive avoidance’). Conclusions Impairments in reinforcement learning manifest in preschoolers who are high in maternal ratings of Punishment Insensitivity. If replicated, these findings may help to pinpoint the neurodevelopmental antecedents of psychopathic tendencies and suggest novel intervention targets beginning in early childhood. En ligne : http://dx.doi.org/10.1111/jcpp.12132 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=221 Research Review: 'Ain't misbehavin': Towards a developmentally-specified nosology for preschool disruptive behavior / Lauren S. WAKSCHLAG in Journal of Child Psychology and Psychiatry, 51-1 (January 2010)
[article]
Titre : Research Review: 'Ain't misbehavin': Towards a developmentally-specified nosology for preschool disruptive behavior Type de document : Texte imprimé et/ou numérique Auteurs : Lauren S. WAKSCHLAG, Auteur ; Bennett L. LEVENTHAL, Auteur ; Patrick H. TOLAN, Auteur Année de publication : 2010 Article en page(s) : p.3-22 Langues : Anglais (eng) Mots-clés : Disruptive behavior conduct-disorder development preschool-children antisocial-behavior Index. décimale : PER Périodiques Résumé : There is increasing consensus that disruptive behavior disorders and syndromes (DBDs) are identifiable in preschool children. There is also concomitant recognition of the limitations of the current DBD nosology for distinguishing disruptive behavior symptoms from the normative misbehavior of early childhood. In particular, there appears to be substantial insensitivity to heterotypic manifestations of this developmental period and problems in identifying meaningful heterogeneity. As a result, the developmental basis for much of the current nosology may be called into question. To address these and other critical issues, this paper reviews the foundational elements of clinical and developmental science pertinent to developmental differentiation of disruptive behavior in the preschool period as paradigmatic for developmental specification across the lifespan and generates an agenda for future research. We begin by reviewing evidence of the validity of DBDs in preschool children. This is followed by an outline of key developmental concepts and a review of the corollary evidence from developmental science. These provide a basis for conceptualizing disruptive behavior in reference to developmental deviation in four core dimensions hypothesized to mark the core features of disruptive behavior syndromes. Finally, we propose a program of research to establish an empirical basis for determining the incremental utility of a developmentally specified nosology. Central to this approach is a contention that the benefits of developmental specification are extensive and outweigh any disadvantages. This is because a developmentally specified approach holds substantial promise for increasing sensitivity and specificity for differentiating disruptive behavior from normative misbehavior and from other related syndromes as well as for improving prediction. Further, more precisely defined, developmentally based phenotypes are likely to elucidate distinct mechanisms within translational studies and to serve as a catalyst for the generation of novel treatments. En ligne : http://dx.doi.org/10.1111/j.1469-7610.2009.02184.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=939
in Journal of Child Psychology and Psychiatry > 51-1 (January 2010) . - p.3-22[article] Research Review: 'Ain't misbehavin': Towards a developmentally-specified nosology for preschool disruptive behavior [Texte imprimé et/ou numérique] / Lauren S. WAKSCHLAG, Auteur ; Bennett L. LEVENTHAL, Auteur ; Patrick H. TOLAN, Auteur . - 2010 . - p.3-22.
Langues : Anglais (eng)
in Journal of Child Psychology and Psychiatry > 51-1 (January 2010) . - p.3-22
Mots-clés : Disruptive behavior conduct-disorder development preschool-children antisocial-behavior Index. décimale : PER Périodiques Résumé : There is increasing consensus that disruptive behavior disorders and syndromes (DBDs) are identifiable in preschool children. There is also concomitant recognition of the limitations of the current DBD nosology for distinguishing disruptive behavior symptoms from the normative misbehavior of early childhood. In particular, there appears to be substantial insensitivity to heterotypic manifestations of this developmental period and problems in identifying meaningful heterogeneity. As a result, the developmental basis for much of the current nosology may be called into question. To address these and other critical issues, this paper reviews the foundational elements of clinical and developmental science pertinent to developmental differentiation of disruptive behavior in the preschool period as paradigmatic for developmental specification across the lifespan and generates an agenda for future research. We begin by reviewing evidence of the validity of DBDs in preschool children. This is followed by an outline of key developmental concepts and a review of the corollary evidence from developmental science. These provide a basis for conceptualizing disruptive behavior in reference to developmental deviation in four core dimensions hypothesized to mark the core features of disruptive behavior syndromes. Finally, we propose a program of research to establish an empirical basis for determining the incremental utility of a developmentally specified nosology. Central to this approach is a contention that the benefits of developmental specification are extensive and outweigh any disadvantages. This is because a developmentally specified approach holds substantial promise for increasing sensitivity and specificity for differentiating disruptive behavior from normative misbehavior and from other related syndromes as well as for improving prediction. Further, more precisely defined, developmentally based phenotypes are likely to elucidate distinct mechanisms within translational studies and to serve as a catalyst for the generation of novel treatments. En ligne : http://dx.doi.org/10.1111/j.1469-7610.2009.02184.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=939 Translating RDoC to real-world impact in developmental psychopathology: A neurodevelopmental framework for application of mental health risk calculators / Leigha A. MACNEILL in Development and Psychopathology, 33-5 (December 2021)
[article]
Titre : Translating RDoC to real-world impact in developmental psychopathology: A neurodevelopmental framework for application of mental health risk calculators Type de document : Texte imprimé et/ou numérique Auteurs : Leigha A. MACNEILL, Auteur ; Norrina B. ALLEN, Auteur ; Roshaye B. POLEON, Auteur ; Teresa VARGAS, Auteur ; K. Juston OSBORNE, Auteur ; Katherine S. F. DAMME, Auteur ; Deanna M. BARCH, Auteur ; Sheila KROGH-JESPERSEN, Auteur ; Ashley N. NIELSEN, Auteur ; Elizabeth S. NORTON, Auteur ; Christopher D. SMYSER, Auteur ; Cynthia E. ROGERS, Auteur ; Joan L. LUBY, Auteur ; Vijay A. MITTAL, Auteur ; Lauren S. WAKSCHLAG, Auteur Article en page(s) : p.1665-1684 Langues : Anglais (eng) Mots-clés : developmental change prevention/intervention psychopathology RDoC risk calculator Index. décimale : PER Périodiques Résumé : The National Institute of Mental Health's Research Domain Criteria (RDoC) framework has prompted a paradigm shift from categorical psychiatric disorders to considering multiple levels of vulnerability for probabilistic risk of disorder. However, the lack of neurodevelopmentally based tools for clinical decision making has limited the real-world impact of the RDoC. Integration with developmental psychopathology principles and statistical methods actualize the clinical implementation of RDoC to inform neurodevelopmental risk. In this conceptual paper, we introduce the probabilistic mental health risk calculator as an innovation for such translation and lay out a research agenda for generating an RDoC- and developmentally informed paradigm that could be applied to predict a range of developmental psychopathologies from early childhood to young adulthood. We discuss methods that weigh the incremental utility for prediction based on intensity and burden of assessment, the addition of developmental change patterns, considerations for assessing outcomes, and integrative data approaches. Throughout, we illustrate the risk calculator approach with different neurodevelopmental pathways and phenotypes. Finally, we discuss real-world implementation of these methods for improving early identification and prevention of developmental psychopathology. We propose that mental health risk calculators can build a needed bridge between the RDoC multiple units of analysis and developmental science. En ligne : http://dx.doi.org/10.1017/S0954579421000651 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=457
in Development and Psychopathology > 33-5 (December 2021) . - p.1665-1684[article] Translating RDoC to real-world impact in developmental psychopathology: A neurodevelopmental framework for application of mental health risk calculators [Texte imprimé et/ou numérique] / Leigha A. MACNEILL, Auteur ; Norrina B. ALLEN, Auteur ; Roshaye B. POLEON, Auteur ; Teresa VARGAS, Auteur ; K. Juston OSBORNE, Auteur ; Katherine S. F. DAMME, Auteur ; Deanna M. BARCH, Auteur ; Sheila KROGH-JESPERSEN, Auteur ; Ashley N. NIELSEN, Auteur ; Elizabeth S. NORTON, Auteur ; Christopher D. SMYSER, Auteur ; Cynthia E. ROGERS, Auteur ; Joan L. LUBY, Auteur ; Vijay A. MITTAL, Auteur ; Lauren S. WAKSCHLAG, Auteur . - p.1665-1684.
Langues : Anglais (eng)
in Development and Psychopathology > 33-5 (December 2021) . - p.1665-1684
Mots-clés : developmental change prevention/intervention psychopathology RDoC risk calculator Index. décimale : PER Périodiques Résumé : The National Institute of Mental Health's Research Domain Criteria (RDoC) framework has prompted a paradigm shift from categorical psychiatric disorders to considering multiple levels of vulnerability for probabilistic risk of disorder. However, the lack of neurodevelopmentally based tools for clinical decision making has limited the real-world impact of the RDoC. Integration with developmental psychopathology principles and statistical methods actualize the clinical implementation of RDoC to inform neurodevelopmental risk. In this conceptual paper, we introduce the probabilistic mental health risk calculator as an innovation for such translation and lay out a research agenda for generating an RDoC- and developmentally informed paradigm that could be applied to predict a range of developmental psychopathologies from early childhood to young adulthood. We discuss methods that weigh the incremental utility for prediction based on intensity and burden of assessment, the addition of developmental change patterns, considerations for assessing outcomes, and integrative data approaches. Throughout, we illustrate the risk calculator approach with different neurodevelopmental pathways and phenotypes. Finally, we discuss real-world implementation of these methods for improving early identification and prevention of developmental psychopathology. We propose that mental health risk calculators can build a needed bridge between the RDoC multiple units of analysis and developmental science. En ligne : http://dx.doi.org/10.1017/S0954579421000651 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=457