Top

Research on Child and Adolescent Psychopathology

Gepubliceerd in:

09-10-2017

Introduction to the Special Section on Executive Functions and Externalizing Symptoms

Auteur: Michael J. Sulik

Gepubliceerd in: Research on Child and Adolescent Psychopathology | Uitgave 8/2017

Extract

Executive functions (EFs) refer to a set of diverse, higher-order cognitive skills that includes inhibitory control, cognitive flexibility, updating information in working memory, error monitoring, sustaining attention, and planning. EFs support goal-directed behavior and are believed to play a crucial role in self-regulation of behavior and emotions. It should, therefore, be no surprise that EFs are related to outcomes in diverse domains of functioning that include psychopathology, physical health, academic achievement, career success, and close relationships (Diamond 2013). …

volgende artikel Is Poor Working Memory a Transdiagnostic Risk Factor for Psychopathology?

Allan, N. P., Hume, L. E., Allan, D. M., Farrington, A. L., & Lonigan, C. J. (2014). Relations between inhibitory control and the development of academic skills in preschool and kindergarten: A meta-analysis. Developmental Psychology, 50, 2368–2379. https://doi.org/10.1037/a0037493.CrossRefPubMed

Angold, A., Costello, E. J., & Erkanli, A. (1999). Comorbidity. Journal of Child Psychology and Psychiatry, 40, 57–87. https://doi.org/10.1111/1469-7610.00424.CrossRefPubMed

Blair, C., & Raver, C. C. (2014). Closing the achievement gap through modification of neurocognitive and neuroendocrine function: Results from a cluster randomized controlled trial of an innovative approach to the education of children in kindergarten. PLoS One, 9, e112393. https://doi.org/10.1371/journal.pone.0112393.CrossRefPubMedPubMedCentral

Bongers, I. L., Koot, H. M., van der Ende, J., & Verhulst, F. C. (2004). Developmental trajectories of externalizing behaviors in childhood and adolescence. Child Development, 75, 1523–1537. https://doi.org/10.1111/j.1467-8624.2004.00755.x.CrossRefPubMed

Calkins, S. D., Blandon, A. Y., Williford, A. P., & Keane, S. P. (2007). Biological, behavioral, and relational levels of resilience in the context of risk for early childhood behavior problems. Development and Psychopathology, 19, 675–700. https://doi.org/10.1017/S095457940700034X.CrossRefPubMed

Diamond, A. (2013). Executive functions. Annual Review of Psychology, 64, 135–168. https://doi.org/10.1146/annurev-psych-113011-143750.CrossRefPubMed

Diamond, A., & Lee, K. (2011). Interventions shown to aid executive function development in children 4 to 12 years old. Science, 333, 959–964. https://doi.org/10.1126/science.1204529.CrossRefPubMedPubMedCentral

van Dijk, R., Deković, M., Bunte, T. L., Schoemaker, K., Zondervan-Zwijnenburg, M., Espy, K. A., & Matthys, W. (2017). Mother-child interactions and externalizing behavior problems in preschoolers over time: Inhibitory control as a mediator. Journal of Abnormal Child Psychology. https://doi.org/10.1007/s10802-016-0258-1.

Huang-Pollock, C., Shapiro, Z., Galloway-Long, H., & Weigard, A. (2017). Is Poor Working Memory a Transdiagnostic Risk Factor for Psychopathology? Journal of Abnormal Child Psychology. https://doi.org/10.1007/s10802-016-0219-8.

Krueger, R. F., & Markon, K. E. (2006). Reinterpreting comorbidity: A model-based approach to understanding and classifying psychopathology. Annual Review of Clinical Psychology, 2, 111–133. https://doi.org/10.1146/annurev.clinpsy.2.022305.095213.CrossRefPubMedPubMedCentral

Loeber, R., & Burke, J. D. (2011). Developmental pathways in juvenile externalizing and internalizing problems. Journal of Research on Adolescence, 21, 34–46. https://doi.org/10.1111/j.1532-7795.2010.00713.x.CrossRefPubMedPubMedCentral

Lonigan, C. J., Spiegel, J. A., Goodrich, J. M., Morris, B. M., Osborne, C. M., Lerner, M. D., & Phillips, B. M. (2017). Does preschool self-regulation predict later behavior problems in general or specific problem behaviors? Journal of Abnormal Child Psychology. https://doi.org/10.1007/s10802-016-0260-7.

Moffitt, T. E. (1993). Adolescent-limited and life-course-persistent antisocial behavior: A developmental taxonomy. Psychological Review, 100, 674–701. https://doi.org/10.1037/0033-295X.100.4.674.CrossRefPubMed

Nagin, D. S., & Tremblay, R. E. (2005). What has been learned from group-based trajectory modeling? Examples from physical aggression and other problem behaviors. The Annals of the American Academy of Political and Social Science, 602, 82–117. https://doi.org/10.1177/0002716205280565.CrossRef

NICHD Early Child Care Research Network. (2004). Trajectories of physical aggression from toddlerhood to middle childhood: Predictors, correlates, and outcomes. Monographs of the Society for Research in Child Development, 69(4), vii–129.CrossRef

Ogilvie, J. M., Stewart, A. L., Chan, R. C., & Shum, D. H. (2011). Neuropsychological measures of executive function and antisocial behavior: A meta-analysis. Criminology, 49, 1063–1107. https://doi.org/10.1111/j.1745-9125.2011.00252.x.CrossRef

Schmitt, S. A., McClelland, M. M., Tominey, S. L., & Acock, A. C. (2015). Strengthening school readiness for Head Start children: Evaluation of a self-regulation intervention. Early Childhood Research Quarterly, 30, 20–31. https://doi.org/10.1016/j.ecresq.2014.08.001.CrossRef

Schoemaker, K., Mulder, H., Deković, M., & Matthys, W. (2013). Executive functions in preschool children with externalizing behavior problems: A meta-analysis. Journal of Abnormal Child Psychology, 41, 457–471. https://doi.org/10.1007/s10802-012-9684-x.CrossRefPubMed

Waller, R., Hyde, L. W., Baskin-Sommers, A. R., & Olson, S. L. (2017). Interactions between callous unemotional behaviors and executive function in early childhood predict later aggression and lower peer-liking in late-childhood. Journal of Abnormal Child Psychology, 45, 597–609. https://doi.org/10.1007/s10802-016-0184-2.CrossRefPubMed

Yeniad, N., Malda, M., Mesman, J., van IJzendoorn, M. H., & Pieper, S. (2013). Shifting ability predicts math and reading performance in children: A meta-analytical study. Learning and Individual Differences, 23, 1–9. https://doi.org/10.1016/j.lindif.2012.10.004.CrossRef

Titel: Introduction to the Special Section on Executive Functions and Externalizing Symptoms
Auteur: Michael J. Sulik
Publicatiedatum: 09-10-2017
Uitgeverij: Springer US
Gepubliceerd in: Research on Child and Adolescent Psychopathology / Uitgave 8/2017
Print ISSN: 2730-7166
Elektronisch ISSN: 2730-7174
DOI: https://doi.org/10.1007/s10802-017-0349-7

Bohn Stafleu van Loghum

Welkom bij Scalda & Bohn Stafleu van Loghum

Registreer

Login

Introduction to the Special Section on Executive Functions and Externalizing Symptoms

Extract

Andere artikelen Uitgave 8/2017

Does Preschool Self-Regulation Predict Later Behavior Problems in General or Specific Problem Behaviors?

Violence Exposure Subtypes Differentially Mediate the Relation between Callous-Unemotional Traits and Adolescent Delinquency

Is Poor Working Memory a Transdiagnostic Risk Factor for Psychopathology?

A Follow-Up Study from a Multisite, Randomized Controlled Trial for Traumatized Children Receiving TF-CBT

Substance Use Disorders in Adolescence Exist along Continua: Taxometric Evidence in an Epidemiological Sample

Shyness Trajectories across the First Four Decades Predict Mental Health Outcomes

Bohn Stafleu van Loghum

Welkom bij Scalda & Bohn Stafleu van Loghum

Registreer

Login

Deel dit onderdeel of sectie (kopieer de link)

Extract

Log in om toegang te krijgen

Does Preschool Self-Regulation Predict Later Behavior Problems in General or Specific Problem Behaviors?

Violence Exposure Subtypes Differentially Mediate the Relation between Callous-Unemotional Traits and Adolescent Delinquency

Is Poor Working Memory a Transdiagnostic Risk Factor for Psychopathology?

A Follow-Up Study from a Multisite, Randomized Controlled Trial for Traumatized Children Receiving TF-CBT

Substance Use Disorders in Adolescence Exist along Continua: Taxometric Evidence in an Epidemiological Sample

Shyness Trajectories across the First Four Decades Predict Mental Health Outcomes