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Mark Reiser - One of the best experts on this subject based on the ideXlab platform.
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longitudinal relations of children s effortful control impulsivity and Negative Emotionality to their externalizing internalizing and co occurring behavior problems
Developmental Psychology, 2009Co-Authors: Nancy Eisenberg, Tracy L Spinrad, Mark Reiser, Carlos Valiente, Amanda Cumberland, Jeffrey Liew, Qing Zhou, Sandra H LosoyaAbstract:The purpose of the study was to examine the relations of effortful control (EC), impulsivity, and Negative Emotionality to at least borderline clinical levels of symptoms and change in maladjustment over four years. Children's (N = 214; 77% European American; M age = 73 months) externalizing and internalizing symptoms were rated by parents and teachers at 3 times, 2 years apart (T1, T2, and T3) and were related to children's adult-rated EC, impulsivity, and emotion. In addition, the authors found patterns of change in maladjustment were related to these variables at T3 while controlling for the T1 predictor. Externalizing problems (pure or co-occurring with internalizing problems) were associated with low EC, high impulsivity, and Negative Emotionality, especially anger, and patterns of change also related to these variables. Internalizing problems were associated with low impulsivity and sadness and somewhat with high anger. Low attentional EC was related to internalizing problems only in regard to change in maladjustment. Change in impulsivity was associated with change in internalizing primarily when controlling for change in externalizing problems.
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the relations of problem behavior status to children s Negative Emotionality effortful control and impulsivity concurrent relations and prediction of change
Developmental Psychology, 2005Co-Authors: Adrienne Sadovsky, Tracy L Spinrad, Mark Reiser, Carlos Valiente, Sandra H Losoya, Amanda Cumberland, Stephanie A ShepardAbstract:The relations of children's internalizing and externalizing problem behaviors to their concurrent regulation, impulsivity (reactive undercontrol), anger, sadness, and fearfulness and these aspects of functioning 2 years prior were examined. Parents and teachers completed measures of children's (N = 185; ages 6 through 9 years) adjustment, Negative Emotionality, regulation, and behavior control; behavioral measures of regulation also were obtained. In general, both internalizing and externalizing problems were associated with Negative Emotionality. Externalizers were low in effortful regulation and high in impulsivity, whereas internalizers, compared with nondisordered children, were low in impulsivity but not effortful control. Moreover, indices of Negative Emotionality, regulation, and impulsivity with the level of the same variables 2 years before controlled predicted stability versus change in problem behavior status.
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the relations of effortful control and reactive control to children s externalizing problems a longitudinal assessment
Journal of Personality, 2003Co-Authors: Carlos Valiente, Mark Reiser, Cynthia L Smith, Richard A. Fabes, Ivanna K Guthrie, Sandra H Losoya, Bridget C. MurphyAbstract:In this study, we examined the role of Negative Emotionality as a moderator of the relations of effortful control and overcontrol (versus undercontrol) with children's externalizing problem behaviors; we also examined the longitudinal relations among these variables. Teachers' and parents' reports of children's Negative Emotionality, effortful control, overcontrol and externalizing problem behaviors were obtained at T1 (N=199; M age=89.51 months) and again 2 (T2) and 4 years (T3) later. In addition, children's effortful control was assessed with an observed measure of persistence. In a T3 concurrent structural equation model, effortful control, but not overcontrol, was Negatively related to children's T3 externalizing problem behaviors. In regression analyses, the Negative relation between T3 effortful control and externalizing problem behaviors was strongest at high levels of T3 Negative Emotionality. In the best-fitting longitudinal structural equation model, both T1 effortful control and T1 overcontrol Negatively predicted externalizing problems at T1, whereas T3 effortful control (but not T3 overcontrol) was significantly Negatively related to T3 externalizing problem behaviors when controlling for T1 externalizing problem behaviors.
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prediction of elementary school children s externalizing problem behaviors from attentional and behavioral regulation and Negative Emotionality
Child Development, 2000Co-Authors: Ivanna K Guthrie, Bridget C. Murphy, Sandra H Losoya, Stephanie A Shepard, Sarah Jones, Rick Poulin, Mark ReiserAbstract:The purpose of this study was to examine the moderating role of individual differences in Negative Emotionality in the relations of behavioral and attentional (emotional) regulation to externalizing problem behaviors. Teachers' and one parent's reports of children's regulation (attentional and behavioral), Emotionality, and problem behavior were obtained when children were in kindergarten to grade 3 and two years later (N = 169; 146 in major analyses); children's behavioral regulation also was assessed with a measure of persistence. According to the best fitting structural equation model, at two ages behavioral dysregulation predicted externalizing behavior problems for children both high and low in Negative Emotionality, whereas prediction of problem behavior from attentional control was significant only for children prone to Negative Emotionality. There were unique, additive effects of behavioral and attentional regulation for predicting problem behavior as well as moderating effects of Negative Emotionality for attentional regulation.
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dispositional Emotionality and regulation their role in predicting quality of social functioning
Journal of Personality and Social Psychology, 2000Co-Authors: Ivanna K Guthrie, Mark ReiserAbstract:Individual differences in Emotionality and regulation are central to conceptions of temperament and personality. In this article, conceptions of Emotionality and regulation and ways in which they predict social functioning are examined. Linear (including additive) and nonlinear effects are reviewed. In addition, data on mediational and moderational relations from a longitudinal study are presented. The effects of attention regulation on social functioning were mediated by resiliency, and this relation was moderated by Negative Emotionality at the first, but not second, assessment. Negative Emotionality moderated the relation of behavior regulation to socially appropriate/prosocial behavior. These results highlight the importance of examining different types of regulation and the ways in which dispositional characteristics interact in predicting social outcomes.
Sandra H Losoya - One of the best experts on this subject based on the ideXlab platform.
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longitudinal relations of children s effortful control impulsivity and Negative Emotionality to their externalizing internalizing and co occurring behavior problems
Developmental Psychology, 2009Co-Authors: Nancy Eisenberg, Tracy L Spinrad, Mark Reiser, Carlos Valiente, Amanda Cumberland, Jeffrey Liew, Qing Zhou, Sandra H LosoyaAbstract:The purpose of the study was to examine the relations of effortful control (EC), impulsivity, and Negative Emotionality to at least borderline clinical levels of symptoms and change in maladjustment over four years. Children's (N = 214; 77% European American; M age = 73 months) externalizing and internalizing symptoms were rated by parents and teachers at 3 times, 2 years apart (T1, T2, and T3) and were related to children's adult-rated EC, impulsivity, and emotion. In addition, the authors found patterns of change in maladjustment were related to these variables at T3 while controlling for the T1 predictor. Externalizing problems (pure or co-occurring with internalizing problems) were associated with low EC, high impulsivity, and Negative Emotionality, especially anger, and patterns of change also related to these variables. Internalizing problems were associated with low impulsivity and sadness and somewhat with high anger. Low attentional EC was related to internalizing problems only in regard to change in maladjustment. Change in impulsivity was associated with change in internalizing primarily when controlling for change in externalizing problems.
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the relations of problem behavior status to children s Negative Emotionality effortful control and impulsivity concurrent relations and prediction of change
Developmental Psychology, 2005Co-Authors: Adrienne Sadovsky, Tracy L Spinrad, Mark Reiser, Carlos Valiente, Sandra H Losoya, Amanda Cumberland, Stephanie A ShepardAbstract:The relations of children's internalizing and externalizing problem behaviors to their concurrent regulation, impulsivity (reactive undercontrol), anger, sadness, and fearfulness and these aspects of functioning 2 years prior were examined. Parents and teachers completed measures of children's (N = 185; ages 6 through 9 years) adjustment, Negative Emotionality, regulation, and behavior control; behavioral measures of regulation also were obtained. In general, both internalizing and externalizing problems were associated with Negative Emotionality. Externalizers were low in effortful regulation and high in impulsivity, whereas internalizers, compared with nondisordered children, were low in impulsivity but not effortful control. Moreover, indices of Negative Emotionality, regulation, and impulsivity with the level of the same variables 2 years before controlled predicted stability versus change in problem behavior status.
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the relations of effortful control and reactive control to children s externalizing problems a longitudinal assessment
Journal of Personality, 2003Co-Authors: Carlos Valiente, Mark Reiser, Cynthia L Smith, Richard A. Fabes, Ivanna K Guthrie, Sandra H Losoya, Bridget C. MurphyAbstract:In this study, we examined the role of Negative Emotionality as a moderator of the relations of effortful control and overcontrol (versus undercontrol) with children's externalizing problem behaviors; we also examined the longitudinal relations among these variables. Teachers' and parents' reports of children's Negative Emotionality, effortful control, overcontrol and externalizing problem behaviors were obtained at T1 (N=199; M age=89.51 months) and again 2 (T2) and 4 years (T3) later. In addition, children's effortful control was assessed with an observed measure of persistence. In a T3 concurrent structural equation model, effortful control, but not overcontrol, was Negatively related to children's T3 externalizing problem behaviors. In regression analyses, the Negative relation between T3 effortful control and externalizing problem behaviors was strongest at high levels of T3 Negative Emotionality. In the best-fitting longitudinal structural equation model, both T1 effortful control and T1 overcontrol Negatively predicted externalizing problems at T1, whereas T3 effortful control (but not T3 overcontrol) was significantly Negatively related to T3 externalizing problem behaviors when controlling for T1 externalizing problem behaviors.
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prediction of elementary school children s externalizing problem behaviors from attentional and behavioral regulation and Negative Emotionality
Child Development, 2000Co-Authors: Ivanna K Guthrie, Bridget C. Murphy, Sandra H Losoya, Stephanie A Shepard, Sarah Jones, Rick Poulin, Mark ReiserAbstract:The purpose of this study was to examine the moderating role of individual differences in Negative Emotionality in the relations of behavioral and attentional (emotional) regulation to externalizing problem behaviors. Teachers' and one parent's reports of children's regulation (attentional and behavioral), Emotionality, and problem behavior were obtained when children were in kindergarten to grade 3 and two years later (N = 169; 146 in major analyses); children's behavioral regulation also was assessed with a measure of persistence. According to the best fitting structural equation model, at two ages behavioral dysregulation predicted externalizing behavior problems for children both high and low in Negative Emotionality, whereas prediction of problem behavior from attentional control was significant only for children prone to Negative Emotionality. There were unique, additive effects of behavioral and attentional regulation for predicting problem behavior as well as moderating effects of Negative Emotionality for attentional regulation.
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the relations of regulation and Emotionality to resiliency and competent social functioning in elementary school children
Child Development, 1997Co-Authors: Ivanna K Guthrie, Mark Reiser, Bridget C. Murphy, Pat Maszk, Robin Holgren, Sandra H LosoyaAbstract:The relations of regulation and Emotionality to elementary school children's social functioning were examined. Teachers and peers reported on children's social functioning; 1 parent and teacher rated children on various measures of regulation, resiliency, and Emotionality; and a behavioral index of regulation was obtained. The effects of individual differences in attentional regulation on social status and socially appropriate behavior were mediated by resiliency, and dispositional Negative Emotionality moderated the positive relation between attentional control and resiliency (with this path being stronger for children high in Negative Emotionality). The effects of behavioral regulation were not mediated by resiliency; however, the relation of behavioral regulation to socially appropriate behavior (but not social status) was moderated by Negative Emotionality, with effects being significant and higher for children high in Negative Emotionality.
Ivanna K Guthrie - One of the best experts on this subject based on the ideXlab platform.
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the relations of effortful control and reactive control to children s externalizing problems a longitudinal assessment
Journal of Personality, 2003Co-Authors: Carlos Valiente, Mark Reiser, Cynthia L Smith, Richard A. Fabes, Ivanna K Guthrie, Sandra H Losoya, Bridget C. MurphyAbstract:In this study, we examined the role of Negative Emotionality as a moderator of the relations of effortful control and overcontrol (versus undercontrol) with children's externalizing problem behaviors; we also examined the longitudinal relations among these variables. Teachers' and parents' reports of children's Negative Emotionality, effortful control, overcontrol and externalizing problem behaviors were obtained at T1 (N=199; M age=89.51 months) and again 2 (T2) and 4 years (T3) later. In addition, children's effortful control was assessed with an observed measure of persistence. In a T3 concurrent structural equation model, effortful control, but not overcontrol, was Negatively related to children's T3 externalizing problem behaviors. In regression analyses, the Negative relation between T3 effortful control and externalizing problem behaviors was strongest at high levels of T3 Negative Emotionality. In the best-fitting longitudinal structural equation model, both T1 effortful control and T1 overcontrol Negatively predicted externalizing problems at T1, whereas T3 effortful control (but not T3 overcontrol) was significantly Negatively related to T3 externalizing problem behaviors when controlling for T1 externalizing problem behaviors.
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prediction of elementary school children s externalizing problem behaviors from attentional and behavioral regulation and Negative Emotionality
Child Development, 2000Co-Authors: Ivanna K Guthrie, Bridget C. Murphy, Sandra H Losoya, Stephanie A Shepard, Sarah Jones, Rick Poulin, Mark ReiserAbstract:The purpose of this study was to examine the moderating role of individual differences in Negative Emotionality in the relations of behavioral and attentional (emotional) regulation to externalizing problem behaviors. Teachers' and one parent's reports of children's regulation (attentional and behavioral), Emotionality, and problem behavior were obtained when children were in kindergarten to grade 3 and two years later (N = 169; 146 in major analyses); children's behavioral regulation also was assessed with a measure of persistence. According to the best fitting structural equation model, at two ages behavioral dysregulation predicted externalizing behavior problems for children both high and low in Negative Emotionality, whereas prediction of problem behavior from attentional control was significant only for children prone to Negative Emotionality. There were unique, additive effects of behavioral and attentional regulation for predicting problem behavior as well as moderating effects of Negative Emotionality for attentional regulation.
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dispositional Emotionality and regulation their role in predicting quality of social functioning
Journal of Personality and Social Psychology, 2000Co-Authors: Ivanna K Guthrie, Mark ReiserAbstract:Individual differences in Emotionality and regulation are central to conceptions of temperament and personality. In this article, conceptions of Emotionality and regulation and ways in which they predict social functioning are examined. Linear (including additive) and nonlinear effects are reviewed. In addition, data on mediational and moderational relations from a longitudinal study are presented. The effects of attention regulation on social functioning were mediated by resiliency, and this relation was moderated by Negative Emotionality at the first, but not second, assessment. Negative Emotionality moderated the relation of behavior regulation to socially appropriate/prosocial behavior. These results highlight the importance of examining different types of regulation and the ways in which dispositional characteristics interact in predicting social outcomes.
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the relations of regulation and Emotionality to resiliency and competent social functioning in elementary school children
Child Development, 1997Co-Authors: Ivanna K Guthrie, Mark Reiser, Bridget C. Murphy, Pat Maszk, Robin Holgren, Sandra H LosoyaAbstract:The relations of regulation and Emotionality to elementary school children's social functioning were examined. Teachers and peers reported on children's social functioning; 1 parent and teacher rated children on various measures of regulation, resiliency, and Emotionality; and a behavioral index of regulation was obtained. The effects of individual differences in attentional regulation on social status and socially appropriate behavior were mediated by resiliency, and dispositional Negative Emotionality moderated the positive relation between attentional control and resiliency (with this path being stronger for children high in Negative Emotionality). The effects of behavioral regulation were not mediated by resiliency; however, the relation of behavioral regulation to socially appropriate behavior (but not social status) was moderated by Negative Emotionality, with effects being significant and higher for children high in Negative Emotionality.
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the relations of regulation and Emotionality to problem behavior in elementary school children
Development and Psychopathology, 1996Co-Authors: Ivanna K Guthrie, Bridget C. Murphy, Robin Holmgren, Pat Maszk, Karen SuhAbstract:The relations of regulation and Emotionality to elementary school children's problem behavior was examined. Parents and teachers reported on children's problem behavior. One parent and teachers rated children on various measures of regulation (including resiliency) and Emotionality; children's baseline heart rate and facial reactivity were assessed; and physiological and facial distress and gaze aversion while viewing a distress film sequence were measured. In general, low regulation, Negative Emotionality, and general and positive emotional intensity predicted problem behaviors. Teachers' reports of Negative Emotionality and regulation interacted in their relation to problem behaviors, with regulation apparently buffering the effects of moderate and high Negative Emotionality. Baseline heart rate and facial distress were related to low levels of problem behavior, and gaze aversion during the distress film segment was associated with low levels of problem behavior.
Bridget C. Murphy - One of the best experts on this subject based on the ideXlab platform.
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the relations of effortful control and reactive control to children s externalizing problems a longitudinal assessment
Journal of Personality, 2003Co-Authors: Carlos Valiente, Mark Reiser, Cynthia L Smith, Richard A. Fabes, Ivanna K Guthrie, Sandra H Losoya, Bridget C. MurphyAbstract:In this study, we examined the role of Negative Emotionality as a moderator of the relations of effortful control and overcontrol (versus undercontrol) with children's externalizing problem behaviors; we also examined the longitudinal relations among these variables. Teachers' and parents' reports of children's Negative Emotionality, effortful control, overcontrol and externalizing problem behaviors were obtained at T1 (N=199; M age=89.51 months) and again 2 (T2) and 4 years (T3) later. In addition, children's effortful control was assessed with an observed measure of persistence. In a T3 concurrent structural equation model, effortful control, but not overcontrol, was Negatively related to children's T3 externalizing problem behaviors. In regression analyses, the Negative relation between T3 effortful control and externalizing problem behaviors was strongest at high levels of T3 Negative Emotionality. In the best-fitting longitudinal structural equation model, both T1 effortful control and T1 overcontrol Negatively predicted externalizing problems at T1, whereas T3 effortful control (but not T3 overcontrol) was significantly Negatively related to T3 externalizing problem behaviors when controlling for T1 externalizing problem behaviors.
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prediction of elementary school children s externalizing problem behaviors from attentional and behavioral regulation and Negative Emotionality
Child Development, 2000Co-Authors: Ivanna K Guthrie, Bridget C. Murphy, Sandra H Losoya, Stephanie A Shepard, Sarah Jones, Rick Poulin, Mark ReiserAbstract:The purpose of this study was to examine the moderating role of individual differences in Negative Emotionality in the relations of behavioral and attentional (emotional) regulation to externalizing problem behaviors. Teachers' and one parent's reports of children's regulation (attentional and behavioral), Emotionality, and problem behavior were obtained when children were in kindergarten to grade 3 and two years later (N = 169; 146 in major analyses); children's behavioral regulation also was assessed with a measure of persistence. According to the best fitting structural equation model, at two ages behavioral dysregulation predicted externalizing behavior problems for children both high and low in Negative Emotionality, whereas prediction of problem behavior from attentional control was significant only for children prone to Negative Emotionality. There were unique, additive effects of behavioral and attentional regulation for predicting problem behavior as well as moderating effects of Negative Emotionality for attentional regulation.
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the relations of regulation and Emotionality to resiliency and competent social functioning in elementary school children
Child Development, 1997Co-Authors: Ivanna K Guthrie, Mark Reiser, Bridget C. Murphy, Pat Maszk, Robin Holgren, Sandra H LosoyaAbstract:The relations of regulation and Emotionality to elementary school children's social functioning were examined. Teachers and peers reported on children's social functioning; 1 parent and teacher rated children on various measures of regulation, resiliency, and Emotionality; and a behavioral index of regulation was obtained. The effects of individual differences in attentional regulation on social status and socially appropriate behavior were mediated by resiliency, and dispositional Negative Emotionality moderated the positive relation between attentional control and resiliency (with this path being stronger for children high in Negative Emotionality). The effects of behavioral regulation were not mediated by resiliency; however, the relation of behavioral regulation to socially appropriate behavior (but not social status) was moderated by Negative Emotionality, with effects being significant and higher for children high in Negative Emotionality.
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the relations of regulation and Emotionality to problem behavior in elementary school children
Development and Psychopathology, 1996Co-Authors: Ivanna K Guthrie, Bridget C. Murphy, Robin Holmgren, Pat Maszk, Karen SuhAbstract:The relations of regulation and Emotionality to elementary school children's problem behavior was examined. Parents and teachers reported on children's problem behavior. One parent and teachers rated children on various measures of regulation (including resiliency) and Emotionality; children's baseline heart rate and facial reactivity were assessed; and physiological and facial distress and gaze aversion while viewing a distress film sequence were measured. In general, low regulation, Negative Emotionality, and general and positive emotional intensity predicted problem behaviors. Teachers' reports of Negative Emotionality and regulation interacted in their relation to problem behaviors, with regulation apparently buffering the effects of moderate and high Negative Emotionality. Baseline heart rate and facial distress were related to low levels of problem behavior, and gaze aversion during the distress film segment was associated with low levels of problem behavior.
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the relations of children s dispositional prosocial behavior to Emotionality regulation and social functioning
Child Development, 1996Co-Authors: Mariss Karbon, Bridget C. Murphy, Marek Wosinski, Lorena Polazzi, Gustavo Carlo, Candy JuhnkeAbstract:The purpose of this study was to examine the relations of a measure of children's dispositional prosocial behavior (i.e., peer nominations) to individual differences in children's Negative Emotionality, regulation, and social functioning. Children with prosocial reputations tended to be high in constructive social skills (i.e., socially appropriate behavior and constructive coping) and attentional regulation, and low in Negative Emotionality. The relations of children's Negative Emotionality to prosocial reputation were moderated by level of dispositional attentional regulation. In addition, the relations of prosocial reputation to constructive social skills and parent-reported Negative Emotionality (for girls) increased with age. Vagal tone, a marker of physiological regulation, was Negatively related to girls' prosocial reputation.
Daniel N. Klein - One of the best experts on this subject based on the ideXlab platform.
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Positive and Negative Emotionality at Age 3 Predicts Change in Frontal EEG Asymmetry across Early Childhood
Journal of Abnormal Child Psychology, 2019Co-Authors: Brandon L. Goldstein, Thomas M. Olino, Stewart A. Shankman, Autumn Kujawa, Margaret W Dyson, Dana C. Torpey-newman, Daniel N. KleinAbstract:Depression is characterized by low positive Emotionality (PE) and high Negative Emotionality (NE), as well as asymmetries in resting electroencephalography (EEG) alpha power. Moreover, frontal asymmetry has itself been linked to PE, NE, and related constructs. However, little is known about associations of temperamental PE and NE with resting EEG asymmetries in young children and whether this association changes as a function of development. In a longitudinal study of 254 three-year old children, we assessed PE and NE at age 3 using a standard laboratory observation procedure. Frontal EEG asymmetries were assessed at age 3 and three years later at age 6. We observed a significant three-way interaction of preschool PE and NE and age at assessment for asymmetry at F3-F4 electrode sites, such that children with both low PE and high NE developed a pattern of increasingly lower relative left-frontal cortical activity over time. In addition, F7-F8 asymmetry was predicted by a PE by time interaction, such that the frontal asymmetry in children with high PE virtually disappeared by age 6. Overall, these findings suggest that early temperament is associated with developmental changes in frontal asymmetry, and that the combination of low PE and high NE predicts the development of the pattern of frontal symmetry that is associated with depression.
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is the assessment of personality comparable in persons who have and have not experienced depressive anxiety and substance use disorders an examination of measurement invariance
Assessment, 2019Co-Authors: Thomas M. Olino, Daniel N. Klein, Laura Benini, Grace Icenogle, Sylia Wilson, John R Seeley, Peter M LewinsohnAbstract:Numerous studies have focused on characterizing personality differences between individuals with and without psychopathology. For drawing valid conclusions for these comparisons, the personality instruments used must demonstrate psychometric equivalence. However, we are unaware of any studies that examine measurement invariance in personality across individuals with and without psychopathology. This study conducted tests of measurement invariance for positive Emotionality, Negative Emotionality, and disinhibition across individuals with and without histories of depressive, anxiety, and substance use disorders. We found consistent evidence that positive Emotionality, Negative Emotionality, and disinhibition were assessed equivalently across all comparisons with each demonstrating strict invariance. Overall, results suggest that comparisons of personality measures between diagnostic groups satisfy the assumption of measurement invariance and these scales represent the same psychological constructs. Thus, mean-level comparisons across these groups are valid tests.
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Negative Emotionality and its facets moderate the effects of exposure to hurricane sandy on children s postdisaster depression and anxiety symptoms
Journal of Abnormal Psychology, 2016Co-Authors: Daniel C Kopalasibley, Thomas M. Olino, Allison P Danzig, Roman Kotov, Evelyn J Bromet, Gabrielle A Carlson, Vickie Bhatia, Sarah R Black, Daniel N. KleinAbstract:According to diathesis-stress models, temperament traits such as Negative Emotionality (NE) may moderate the effects of stressors on the development of symptoms of psychopathology, although little research has tested such models in children. Moreover, there are few data on whether specific facets of NE (sadness, fear, or anger) may specifically moderate the effects of stress on depression versus anxiety. Finally, there is a paucity of research examining whether childhood temperament moderates the effect of disaster exposure on depressive or anxiety symptoms. Hurricane Sandy, which affected many thousands of people in New York State and the surrounding regions in October 2012, offers a unique opportunity to address these gaps. Seven to eight years prior to Hurricane Sandy, 332 children 3 years old completed lab-based measures of NE and its facets. Six years later, when they were 9 years old, each mother rated her child's depressive and anxiety symptoms. Approximately 8 weeks post-Sandy (an average of 1 year after the age 9 assessment), mothers again rated their child's depressive and anxiety symptoms, as well as a measure of exposure to stress from Hurricane Sandy. Adjusting for symptom levels at age 9, higher levels of stress from Hurricane Sandy predicted elevated levels of depressive symptoms only in participants with high levels of temperamental sadness and predicted elevated levels of anxiety symptoms only in participants high in temperamental fearfulness. These findings support the role of early childhood temperament as a diathesis for psychopathology and highlight the importance of considering facets of temperament when examining their relationship to psychopathology. (PsycINFO Database Record
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the serotonin transporter promoter polymorphism and childhood positive and Negative Emotionality
Emotion, 2010Co-Authors: Elizabeth P. Hayden, Haroon I. Sheikh, Lea R Dougherty, Thomas M. Olino, Daniel N. Klein, Margaret W Dyson, Emily C Durbin, Shiva M. SinghAbstract:Association studies of the serotonin transporter promoter polymorphism (5-HTTLPR) and Negative Emotionality (NE) are inconclusive. However, emerging evidence suggests that the association between this polymorphism and NE may be influenced by levels of another temperament trait, positive Emotionality (PE). Therefore, this study examined whether the association between the 5-HTTLPR and NE was moderated by PE. A community sample of 413 three-year-old children completed a standardized battery of laboratory tasks designed to tap temperamental Emotionality. Children were also genotyped for the 5-HTTLPR. No direct association between 5-HTTLPR genotype and NE was found. However, the interaction of child PE and NE predicted 5-HTTLPR genotype. Furthermore, children with a short allele who were also low in PE had significantly greater NE than children without a short allele or children with high PE. Our findings suggest that the short allele of the 5-HTTLPR is associated with NE only in the context of low PE. Inconsistent links between NE and this gene in previous research may stem from the failure to consider other temperament traits that moderate associations.
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temperamental positive and Negative Emotionality and children s depressive symptoms a longitudinal prospective study from age three to age ten
Journal of Social and Clinical Psychology, 2010Co-Authors: Lea R Dougherty, Daniel N. Klein, Elizabeth P. Hayden, Emily C Durbin, Thomas M. OlinoAbstract:This study examined associations between temperament at age 3 and maternal reports of youths' depressive symptoms at ages 7 and 10. Fifty-three preschool aged children were assessed for positive Emotionality (PE) and Negative Emotionality (NE) using maternal reports of temperament and laboratory and naturalistic home observations. Neither PE nor NE at age 3 predicted depressive symptoms at age 7 after controlling for children's anxious/depressive symptoms at age 3. However, both observational and parent-report measures indicated that lower PE at age 3 predicted greater depressive symptoms at age 10 after controlling for NE and anxious/depressive symptoms at age 3. Moreover, mothers' reports indicated that children with both lower PE and higher NE at age 3 exhibited the greatest increase in depressive symptoms at age 10. Our findings are consistent with models asserting that low PE and/or low PE in conjunction with high NE is a temperamental risk factor for depressive symptoms.
