Keeping Emotions in Mind: The Influence of Working Memory Capacity on Parent-Reported Symptoms of Emotional Lability in a Sample of Children With and Without ADHD.
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ABSTRACT:
SUBMITTER: Jensen DA
PROVIDER: S-EPMC6176092 | biostudies-literature |
REPOSITORIES: biostudies-literature
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Project description:In adulthood, depressive mood is often comorbid with ADHD, but its role in ADHD-inattentiveness and especially relations with mind wandering remains to be elucidated. This study investigated the effects of laboratory-induced dysphoric mood on task-unrelated mind wandering and its consequences on cognitive task performance in college students with high (n = 46) or low (n = 44) ADHD-Inattention symptomatology and Hyperactivity/Impulsivity symptoms in the normal range.These non-clinical high/low ADHD-Inattention symptom groups underwent negative or positive mood induction after which mind wandering frequency was measured in a sustained attention (SART), and a reading task. Effects of ruminative response style and working memory capacity on mind wandering frequency were also investigated.Significantly higher frequencies of self -reported mind wandering in daily life, in the SART and reading task were reported in the ADHD-Inattention symptom group, with detrimental effects on text comprehension in the reading task. Induced dysphoric mood did specifically enhance the frequency of mind wandering in the ADHD-Inattention symptom group only during the SART, and was related to their higher self-reported intrusive ruminative response styles. Working memory capacity did not differ between high/low attention groups and did not influence any of the reported effects.These combined results suggest that in a non-clinical sample with high ADHD-inattention symptoms, dysphoric mood and a ruminative response style seem to be more important determinants of dysfunctional mind wandering than a failure in working memory capacity/executive control, and perhaps need other ways of remediation, like cognitive behavioral therapy or mindfulness training.
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Project description:According to influential accounts of mind wandering (MW), working memory capacity (WMC) plays a key role in controlling the amount of off-task thought during the execution of a demanding task. Whereas WMC has primarily been associated with reduced levels of involuntarily occurring MW episodes in prior research, here we demonstrate for the first time that high-WMC individuals exhibit lower levels of voluntary MW. One hundred and eighty participants carried out a demanding reading task and reported their attentional state in response to random thought probes. In addition, participants' WMC was measured with two common complex span tasks (operation span and symmetry span). As a result, WMC was negatively related to both voluntary and involuntary MW, and the two forms of MW partially mediated the positive effect of WMC on reading performance. Furthermore, the negative relation between voluntary WM and reading remained significant after controlling for interest. Thus, in contrast to prior research suggesting that voluntary MW might be more closely related to motivation rather than WMC, the present results demonstrate that high-WMC individuals tend to limit both involuntary and voluntary MW more strictly than low-WMC individuals.
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Project description:Working memory, used to temporarily store and mentally manipulate information, is important for children's learning. It is therefore valuable to understand which (contextual) factors promote or hinder working memory performance. Recent research shows positive associations between positive parent-child and teacher-student interactions and working memory performance and development. However, no study has yet experimentally investigated how parents and teachers affect working memory performance. Based on attachment theory, the current study investigated the role of parent and teacher emotional support in promoting working memory performance by buffering the negative effect of social stress. Questionnaires and an experimental session were completed by 170 children from grade 1 to 2 (Mage = 7 years 6 months, SD = 7 months). Questionnaires were used to assess children's perceptions of the teacher-student and parent-child relationship. During an experimental session, working memory was measured with the Corsi task backward (Milner, 1971) in a pre- and post-test design. In-between the tests stress was induced in the children using the Cyberball paradigm (Williams et al., 2000). Emotional support was manipulated (between-subjects) through an audio message (either a weather report, a supportive message of a stranger, a supportive message of a parent, or a supportive message of a teacher). Results of repeated measures ANOVA showed no clear effect of the stress induction. Nevertheless, an effect of parent and teacher support was found and depended on the quality of the parent-child relationship. When children had a positive relationship with their parent, support of parents and teachers had little effect on working memory performance. When children had a negative relationship with their parent, a supportive message of that parent decreased working memory performance, while a supportive message from the teacher increased performance. In sum, the current study suggests that parents and teachers can support working memory performance by being supportive for the child. Teacher support is most effective when the child has a negative relationship with the parent. These insights can give direction to specific measures aimed at preventing and resolving working memory problems and related issues.
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Project description:OBJECTIVE:Working memory deficits have been linked experimentally and developmentally with attention-deficit/hyperactivity disorder (ADHD)-related symptoms/impairments. Unfortunately, substantial evidence indicates that extant working memory training programs fail to improve these symptoms/impairments. We hypothesized that this discrepancy may reflect insufficient targeting, such that extant protocols do not adequately engage the specific working memory components linked with the disorder's behavioral/functional impairments. METHOD:The current study describes the development, empirical basis, and initial testing of central executive training (CET) relative to gold-standard behavioral parent training (BPT). Children with ADHD ages 8-13 (M = 10.43, SD = 1.59; 21 girls; 76% Caucasian/non-Hispanic) were treated using BPT (n = 27) or CET (n = 27). Detailed data analytic plans for the pre/post design were preregistered. Primary outcomes included phonological and visuospatial working memory, and secondary outcomes included actigraphy during working memory testing and two distal far-transfer tasks. Multiple feasibility/acceptability measures were included. RESULTS:The BPT and CET samples did not differ on any pretreatment characteristics. CET was rated as highly acceptable by children and was equivalent to BPT in terms of feasibility/acceptability as evidenced by parent-reported high satisfaction, low barriers to participation, and large ADHD symptom reductions. CET was superior to BPT for improving working memory (Group × Time d = 1.06) as hypothesized. CET was also superior to BPT for reducing actigraph-measured hyperactivity during visuospatial working memory testing and both distal far-transfer tasks (Group × Time d = 0.74). CONCLUSIONS:Results provide strong support for continued testing of CET and, if replicated, would support recent hypotheses that next-generation ADHD cognitive training protocols may overcome current limitations via improved targeting. (PsycINFO Database Record (c) 2018 APA, all rights reserved).
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Project description:Emotional intelligence (EI) is the ability to perceive, use, understand, and regulate emotions. Higher scores on this ability measured through performance tests (but no through self-reports) appears to be related to better performance on "hot" (emotionally laden) cognitive tasks. However, there are relatively few studies concerning how EI may benefit the working memory capacity (WMC). Thus, the objective of this study is to analyse the relationship between EI (as measured through a performance-based ability test, a self-report mixed test, and a self-report ability test) and the WMC during the performance of hot and "cool" (i.e., non-emotionally laden) "2-back" tasks. 203 participants completed three EI tests as well as two 2-back tasks. The results provide evidence for better performance of higher EI participants (specifically in the managing branch) measured through the performance-based ability test, but only on the hot task. For the self-report mixed model, incongruent results were found, and no correlations were obtained using the self-report ability model. The implications of these findings are discussed in terms of the validity of the various EI models.
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Project description:We examined symptom-level relations between the emotional disorders and general traits within the five-factor model of personality. Neuroticism correlated strongly with the general distress/negative affectivity symptoms (depressed mood, anxious mood, worry) that are central to these disorders; more moderately with symptoms of social phobia, affective lability, panic, posttraumatic stress disorder, lassitude, checking, and obsessive intrusions; and more modestly with agoraphobia, specific phobia, and other symptoms of depression and obsessive-compulsive disorder. Extraversion was negatively correlated with symptoms of social anxiety/social phobia and was positively related to scales assessing expansive positive mood and increased social engagement in bipolar disorder. Conscientiousness, agreeableness, and openness showed weaker associations and generally added little to the prediction of these symptoms. It is noteworthy, moreover, that our key findings replicated well across (a) self-rated versus (b) interview-based symptom measures. We conclude by discussing the diagnostic and assessment implications of these data.
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Project description:The Attentional Control Theory (ACT) posits that, while trait anxiety may not directly impact performance, it can influence processing efficiency by prompting the use of compensatory mechanisms. The specific nature of these mechanisms, which might be reflective, is not detailed by the ACT. In a study involving 110 students (M = 20.12; SD = 2.10), surveys were administered to assess the students' metacognitive beliefs, trait anxiety, and emotion regulation strategies (ERSs). The participants engaged in two working memory exercises: the digit span task from the WAIS-IV and an emotional n-back task. The findings indicated that anxiety, metacognitive beliefs, and maladaptive ERSs did not affect task performance but were correlated with increased response times. Several regression analyses demonstrated that a lack of confidence in one's cognitive abilities and maladaptive ERSs predict higher reaction times (RT) in the n-back task. Additionally, maladaptive ERSs also predict an increased use of strategies in the digit span task. Finally, two mediation analyses revealed that anxiety increases processing efficiency, and this relation is mediated by the use of maladaptive ERSs. These results underscore the importance of the reflective level in mediating the effects of trait anxiety on efficiency. They highlight the necessity of incorporating metacognitive beliefs and maladaptive emotion regulation strategies for a thorough comprehension of the Attentional Control Theory. Recognizing these factors offers valuable perspectives for enhancing cognitive capabilities and fostering academic achievement.
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Project description:Music is widely known for its ability to evoke emotions. However, assessing specific music-evoked emotions other than through verbal self-reports has proven difficult. In the present study, we explored whether mood-congruency effects could be used as indirect measures of specific music-evoked emotions. First, participants listened to 15 music excerpts chosen to induce different emotions; after each excerpt, they were required to look at four different pictures. The pictures could either: (1) convey an emotion congruent with that conveyed by the music (i.e., congruent pictures); (2) convey a different emotion than that of the music, or convey no emotion (i.e., incongruent pictures). Second, participants completed a recognition task that included new pictures as well as already seen congruent and incongruent pictures. From previous findings about mood-congruency effects, we hypothesized that if music evokes a given emotion, this would facilitate memorization of pictures that convey the same emotion. Results revealed that accuracy in the recognition task was indeed higher for emotionally congruent pictures than for emotionally incongruent ones. The results suggest that music-evoked emotions have an influence on subsequent cognitive processing of emotional stimuli, suggesting a role of mood-congruency based recall tasks as non-verbal methods for the identification of specific music-evoked emotions.
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Project description:Despite replicated evidence for working memory deficits in youth with ADHD, no study has comprehensively assessed all three primary 'working' subcomponents of the working memory system in these children. Children ages 8-13 with (n = 45) and without (n = 41) ADHD (40% female; Mage = 10.5; 65% Caucasian/Non-Hispanic) completed a counterbalanced battery of nine tasks (three per construct) assessing working memory reordering (maintaining and rearranging information in mind), updating (active monitoring of incoming information and replacing outdated with relevant information), and dual-processing (maintaining information in mind while performing a secondary task). Detailed analytic plans were preregistered. Bayesian t-tests indicated that, at the group level, children with ADHD exhibited significant impairments in working memory reordering (BF10 = 4.64 × 105; d = 1.34) and updating (BF10 = 9.49; d = 0.64), but not dual-processing (BF01 = 1.33; d = 0.37). Overall, 67%-71% of youth with ADHD exhibited impairment in at least one central executive working memory domain. Reordering showed the most ADHD-related impairment, with 75% classified as below average or impaired, and none demonstrating strengths. The majority of children with ADHD (52%-57%) demonstrated average or better abilities in the remaining two domains, with a notable minority demonstrating strengths in updating (8%) and dual-processing (20%). Notably, impairments in domain-general central executive working memory, rather than individual subcomponents, predicted ADHD severity, suggesting that common rather than specific working memory mechanisms may be central to understanding ADHD symptoms. These impairment estimates extend prior work by providing initial evidence that children with ADHD not only exhibit heterogeneous profiles across cognitive domains but also exhibit significant heterogeneity within subcomponents of key cognitive processes.
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Project description:Some people are better readers than others, and this variation in comprehension ability is predicted by measures of working memory capacity (WMC). The primary goal of this study was to investigate the mediating role of mind-wandering experiences in the association between WMC and normal individual differences in reading comprehension, as predicted by the executive-attention theory of WMC (e.g., Engle & Kane, 2004). We used a latent-variable, structural-equation-model approach, testing skilled adult readers on 3 WMC span tasks, 7 varied reading-comprehension tasks, and 3 attention-control tasks. Mind wandering was assessed using experimenter-scheduled thought probes during 4 different tasks (2 reading, 2 attention-control). The results support the executive-attention theory of WMC. Mind wandering across the 4 tasks loaded onto a single latent factor, reflecting a stable individual difference. Most important, mind wandering was a significant mediator in the relationship between WMC and reading comprehension, suggesting that the WMC-comprehension correlation is driven, in part, by attention control over intruding thoughts. We discuss implications for theories of WMC, attention control, and reading comprehension.
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