3 recherche sur le mot-clé 'emotion reactivity'

Simultaneously examining negative appraisals, emotion reactivity, and cognitive reactivity in relation to depressive symptoms in children / David A. COLE in Development and Psychopathology, 31-4 (October 2019)  

Public ISBD [article]  inDevelopment and Psychopathology > 31-4 (October 2019) . - p.1527-1540 Titre : Simultaneously examining negative appraisals, emotion reactivity, and cognitive reactivity in relation to depressive symptoms in children Type de document : texte imprimé Auteurs : David A. COLE, Auteur ; Rachel L. ZELKOWITZ, Auteur ; Elizabeth A. NICK, Auteur ; Sophia R. LUBARSKY, Auteur ; Jason D. RIGHTS, Auteur Article en page(s) : p.1527-1540 Langues : Anglais (eng) Mots-clés : cognitive reactivity  depression  emotion reactivity  negative appraisals  peer victimization Index. décimale : PER Périodiques Résumé : Prior theory and research have linked negative appraisals (NA), emotion reactivity (ER), and cognitive reactivity (CR) to depression; however, few studies have examined whether even two of these constructs simultaneously, but none have done so in child or adolescent populations. A total of 571 youths (ages 9-13) completed a novel procedure in which all three constructs were assessed in response to the same personally relevant, hypothetical, peer victimization events. Multilevel modeling enabled the extraction of dynamic, within-person, latent-variable measures of NA, ER, and CR. All three constructs were related to children's depressive symptoms in ways that were commensurate with most (but not all) theoretical frameworks. Gender and age differences also emerged. Support for an NA-predicts-ER-predicts-CR model suggests ways that these constructs can be integrated into a more complete, transtheoretical understanding of the cognitive-emotional substrate of depression in children. En ligne : http://dx.doi.org/10.1017/s0954579418001207 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=406 [article] Simultaneously examining negative appraisals, emotion reactivity, and cognitive reactivity in relation to depressive symptoms in children [texte imprimé] / David A. COLE, Auteur ; Rachel L. ZELKOWITZ, Auteur ; Elizabeth A. NICK, Auteur ; Sophia R. LUBARSKY, Auteur ; Jason D. RIGHTS, Auteur . - p.1527-1540. Langues : Anglais (eng) in Development and Psychopathology > 31-4 (October 2019) . - p.1527-1540 Mots-clés : cognitive reactivity  depression  emotion reactivity  negative appraisals  peer victimization Index. décimale : PER Périodiques Résumé : Prior theory and research have linked negative appraisals (NA), emotion reactivity (ER), and cognitive reactivity (CR) to depression; however, few studies have examined whether even two of these constructs simultaneously, but none have done so in child or adolescent populations. A total of 571 youths (ages 9-13) completed a novel procedure in which all three constructs were assessed in response to the same personally relevant, hypothetical, peer victimization events. Multilevel modeling enabled the extraction of dynamic, within-person, latent-variable measures of NA, ER, and CR. All three constructs were related to children's depressive symptoms in ways that were commensurate with most (but not all) theoretical frameworks. Gender and age differences also emerged. Support for an NA-predicts-ER-predicts-CR model suggests ways that these constructs can be integrated into a more complete, transtheoretical understanding of the cognitive-emotional substrate of depression in children. En ligne : http://dx.doi.org/10.1017/s0954579418001207 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=406

Early childhood trauma exposure and neurocognitive and emotional processes: Associations in young children in a partial hospital program / Lindsay HUFFHINES in Development and Psychopathology, 37-2 (May 2025)  

Public ISBD [article]  inDevelopment and Psychopathology > 37-2 (May 2025) . - p.1108-1124 Titre : Early childhood trauma exposure and neurocognitive and emotional processes: Associations in young children in a partial hospital program Type de document : texte imprimé Auteurs : Lindsay HUFFHINES, Auteur ; Stephanie H. PARADE, Auteur ; Sarah E. MARTIN, Auteur ; Anjali GOTTIPATY, Auteur ; Brian C. KAVANAUGH, Auteur ; Anthony SPIRITO, Auteur ; John R. BOEKAMP, Auteur Article en page(s) : p.1108-1124 Langues : Anglais (eng) Mots-clés : adverse childhood experiences  early childhood trauma  emotion reactivity  emotion regulation  executive functioning Index. décimale : PER Périodiques Résumé : Early childhood trauma has been linked to neurocognitive and emotional processing deficits in older children, yet much less is known about these associations in young children. Early childhood is an important developmental period in which to examine relations between trauma and executive functioning/emotion reactivity, given that these capacities are rapidly developing and are potential transdiagnostic factors implicated in the development of psychopathology. This cross-sectional study examined associations between cumulative trauma, interpersonal trauma, and components of executive functioning, episodic memory, and emotion reactivity, conceptualized using the RDoC framework and assessed with observational and performance-based measures, in a sample of 90 children (ages 4-7) admitted to a partial hospital program. Children who had experienced two or more categories of trauma had lower scores in episodic memory, global cognition, and inhibitory control as measured in a relational (but not computerized) task, when compared to children with less or no trauma. Interpersonal trauma was similarly associated with global cognition and relational inhibitory control. Family contextual factors did not moderate associations. Findings support examining inhibitory control in both relationally significant and decontextualized paradigms in early childhood, and underscore the importance of investigating multiple neurocognitive and emotional processes simultaneously to identify potential targets for early intervention. En ligne : https://dx.doi.org/10.1017/S0954579424000956 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=552 [article] Early childhood trauma exposure and neurocognitive and emotional processes: Associations in young children in a partial hospital program [texte imprimé] / Lindsay HUFFHINES, Auteur ; Stephanie H. PARADE, Auteur ; Sarah E. MARTIN, Auteur ; Anjali GOTTIPATY, Auteur ; Brian C. KAVANAUGH, Auteur ; Anthony SPIRITO, Auteur ; John R. BOEKAMP, Auteur . - p.1108-1124. Langues : Anglais (eng) in Development and Psychopathology > 37-2 (May 2025) . - p.1108-1124 Mots-clés : adverse childhood experiences  early childhood trauma  emotion reactivity  emotion regulation  executive functioning Index. décimale : PER Périodiques Résumé : Early childhood trauma has been linked to neurocognitive and emotional processing deficits in older children, yet much less is known about these associations in young children. Early childhood is an important developmental period in which to examine relations between trauma and executive functioning/emotion reactivity, given that these capacities are rapidly developing and are potential transdiagnostic factors implicated in the development of psychopathology. This cross-sectional study examined associations between cumulative trauma, interpersonal trauma, and components of executive functioning, episodic memory, and emotion reactivity, conceptualized using the RDoC framework and assessed with observational and performance-based measures, in a sample of 90 children (ages 4-7) admitted to a partial hospital program. Children who had experienced two or more categories of trauma had lower scores in episodic memory, global cognition, and inhibitory control as measured in a relational (but not computerized) task, when compared to children with less or no trauma. Interpersonal trauma was similarly associated with global cognition and relational inhibitory control. Family contextual factors did not moderate associations. Findings support examining inhibitory control in both relationally significant and decontextualized paradigms in early childhood, and underscore the importance of investigating multiple neurocognitive and emotional processes simultaneously to identify potential targets for early intervention. En ligne : https://dx.doi.org/10.1017/S0954579424000956 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=552

Allostasis and metastasis: The yin and yang of childhood self-regulation / Samuel V. WASS in Development and Psychopathology, 35-1 (February 2023)  

Public ISBD [article]  inDevelopment and Psychopathology > 35-1 (February 2023) . - p.179-190 Titre : Allostasis and metastasis: The yin and yang of childhood self-regulation Type de document : texte imprimé Auteurs : Samuel V. WASS, Auteur Article en page(s) : p.179-190 Langues : Anglais (eng) Mots-clés : attention control  childhood  emotion reactivity  emotion regulation  infancy  self-control  self-regulation Index. décimale : PER Périodiques Résumé : Most research has studied self-regulation by presenting experimenter-controlled test stimuli and measuring change between baseline and stimulus. In the real world, however, stressors do not flash on and off in a predetermined sequence, and there is no experimenter controlling things. Rather, the real world is continuous and stressful events can occur through self-sustaining interactive chain reactions. Self-regulation is an active process through which we adaptively select which aspects of the social environment we attend to from one moment to the next. Here, we describe this dynamic interactive process by contrasting two mechanisms that underpin it: the ''yin'' and ''yang'' of self-regulation. The first mechanism is allostasis, the dynamical principle underlying self-regulation, through which we compensate for change to maintain homeostasis. This involves upregulating in some situations and downregulating in others. The second mechanism is metastasis, the dynamical principle underling dysregulation. Through metastasis, small initial perturbations can become progressively amplified over time. We contrast these processes at the individual level (i.e., examining moment-to-moment change in one child, considered independently) and also at the inter-personal level (i.e., examining change across a dyad, such as a parent-child dyad). Finally, we discuss practical implications of this approach in improving the self-regulation of emotion and cognition, in typical development and psychopathology. En ligne : https://doi.org/10.1017/S0954579421000833 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=499 [article] Allostasis and metastasis: The yin and yang of childhood self-regulation [texte imprimé] / Samuel V. WASS, Auteur . - p.179-190. Langues : Anglais (eng) in Development and Psychopathology > 35-1 (February 2023) . - p.179-190 Mots-clés : attention control  childhood  emotion reactivity  emotion regulation  infancy  self-control  self-regulation Index. décimale : PER Périodiques Résumé : Most research has studied self-regulation by presenting experimenter-controlled test stimuli and measuring change between baseline and stimulus. In the real world, however, stressors do not flash on and off in a predetermined sequence, and there is no experimenter controlling things. Rather, the real world is continuous and stressful events can occur through self-sustaining interactive chain reactions. Self-regulation is an active process through which we adaptively select which aspects of the social environment we attend to from one moment to the next. Here, we describe this dynamic interactive process by contrasting two mechanisms that underpin it: the ''yin'' and ''yang'' of self-regulation. The first mechanism is allostasis, the dynamical principle underlying self-regulation, through which we compensate for change to maintain homeostasis. This involves upregulating in some situations and downregulating in others. The second mechanism is metastasis, the dynamical principle underling dysregulation. Through metastasis, small initial perturbations can become progressively amplified over time. We contrast these processes at the individual level (i.e., examining moment-to-moment change in one child, considered independently) and also at the inter-personal level (i.e., examining change across a dyad, such as a parent-child dyad). Finally, we discuss practical implications of this approach in improving the self-regulation of emotion and cognition, in typical development and psychopathology. En ligne : https://doi.org/10.1017/S0954579421000833 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=499