Hostname: page-component-cd9895bd7-mkpzs Total loading time: 0 Render date: 2024-12-28T20:00:12.285Z Has data issue: false hasContentIssue false
  • English
  • Français

Examining the Interplay Among Negative Emotionality, Cognitive Functioning, and Attention Deficit/Hyperactivity Disorder Symptom Severity

Published online by Cambridge University Press:  05 April 2011

Dione M. Healey ,
David J. Marks  and
Jeffrey M. Halperin
Dione M. Healey*
Affiliation:
Department of Psychology, University of Otago, Dunedin, New Zealand
David J. Marks
Affiliation:
Department of Psychiatry, Mount Sinai School of Medicine, New York
Jeffrey M. Halperin
Affiliation:
Department of Psychology, Queens College of the City University of New York
*
Correspondence and reprint requests to: Dione M. Healey, Department of Psychology, University of Otago, PO Box 56, Dunedin, 9054, New Zealand. E-mail: dionehealey@psy.otago.ac.nz
Get access Rights & Permissions [Opens in a new window]

Abstract

Cognition and emotion, traditionally thought of as largely distinct, have recently begun to be conceptualized as dynamically linked processes that interact to influence functioning. This study investigated the moderating effects of cognitive functioning on the relationship between negative emotionality and attention deficit/hyperactivity disorder (ADHD) symptom severity. A total of 216 (140 hyperactive/inattentive; 76 typically developing) preschoolers aged 3–4 years were administered a neuropsychological test battery (i.e., NEPSY). To avoid method bias, child negative emotionality was rated by teachers (Temperament Assessment Battery for Children-Revised), and parents rated symptom severity on the ADHD Rating Scale (ADHD-RS-IV). Hierarchical Linear Regression analyses revealed that both negative emotionality and Perceptual-Motor & Executive Functions accounted for significant unique variance in ADHD symptom severity. Significant interactions indicated that when negative emotionality is low, but not high, neuropsychological functioning accounts for significant variability in ADHD symptoms, with lower functioning predicting more symptoms. Emotional and neuropsychological functioning, both individually and in combination, play a significant role in the expression of ADHD symptom severity. (JINS, 2011, 17, 502–510)

Keywords

PreschoolLanguageSensory motorTemperament
Type
Research Articles
Information
Journal of the International Neuropsychological Society , Volume 17 , Issue 3 , May 2011 , pp. 502 - 510
Copyright
Copyright © The International Neuropsychological Society 2011

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

Barkley, R.A. (2009). Deficient emotional self regulation is a core component of ADHD. Journal of ADHD and Related Disorders, 1(2), 5–37.Google Scholar
Bell, M.A., Wolfe, C.D. (2004). Emotion and cognition: An intricately bound developmental process. Child Development, 75(2), 366–370. doi:10.1111/j.1467-8624.2004.00679.xCrossRefGoogle ScholarPubMed
Blair, C. (2002). School readiness: Integrating cognition and emotion in a neurobiological conceptualization of children's functioning at school. American Psychologist, 57, 111–127. doi:10.1037//0003-066X.57.2.111CrossRefGoogle Scholar
Bush, G., Luu, P., Posner, M.I. (2000). Cognitive and emotional influences in anterior cingulated cortex. Trends in Cognitive Sciences, 4(6), 215–222. doi:10.1016/s1364-6613(00)01483-2CrossRefGoogle Scholar
Clark, L.A., Watson, D., Mineka, S. (1994). Temperament, personality, and the mood and anxiety disorders. Journal of Abnormal Psychology, 103(1), 103–116. Retrieved from http://www-psych.stanford.edu/~knutson/fop/clark94.pdfCrossRefGoogle ScholarPubMed
Davis, E.P., Bruce, J., Gunnar, M.R. (2002). The anterior attention network: Associations with temperament and neuroendocrine activity in 6-year-old children. Developmental Psychobiology, 40(1), 43–56. doi:10.1002/dev.10012CrossRefGoogle ScholarPubMed
DuPaul, G.J., Power, T.J., Anastopoulos, A.D., Reid, R. (1998). ADHD Rating Scale- IV: Checklists, norms, and clinical interpretations. New York: Guilford Press.Google Scholar
Foley, M., McClowry, S.G., Castellanos, F.X. (2008). The relationship between Attention-Deficit/Hyperactivity disorder and child temperament. Journal of Applied Developmental Psychology, 29(2), 157–169. doi:10.1016/j.appdev.2007.12.005CrossRefGoogle Scholar
Frazier, T.W., Demaree, H.A., Youngstrom, E.A. (2004). Meta-analysis of intellectual and neuropsychological test performance in attention-deficit/hyperactivity disorder. Neuropsychology, 18(3), 543–555. doi:10.1037/0894-4105.18.3.543CrossRefGoogle ScholarPubMed
Halperin, J.M., Healey, D.M. (2011). The influences of environmental enrichment, cognitive enhancement, and physical exercise on brain development: Can we alter the trajectory of ADHD? Neuroscience and Biobehavioral Reviews, 35(3), 621–634. doi:10.1016?j.neubiorev.2010.07.006CrossRefGoogle ScholarPubMed
Healey, D.M., Brodzinsky, L.K., Bernstein, M., Rabinovitz, B., Halperin, J.M. (2010). Moderating effects of neurocognitive abilities on the relationship between temperament and global functioning. Child Neuropsychology, 16(1), 20–31. doi:10.1080/09297040902984490CrossRefGoogle ScholarPubMed
Jose, P.E., Huntsinger, C.S. (2005). Moderation and mediation effects of coping by Chinese American abd European American adolescents. The Journal of Genetic Psychology, 166(1), 16–43. Retrieved from http://search.proquest.com/docview/228546005CrossRefGoogle Scholar
Kaufman, J., Birmaher, B., Brent, D., Rao, U., Flynn, C., Moreci, P., Ryan, N. (1997). Schedule for affective disorders and schizophrenia for school-age children-present and lifetime version (K-SADS-PL): Initial reliability and validity data. Journal of the American Academy of Child and Adolescent Psychiatry, 36(7), 980–988. doi:10.1097/00004583-199707000-00021CrossRefGoogle ScholarPubMed
Klingberg, T., Fernell, E., Olesen, P.J., Johnson, M., Gustafsson, P., Dahlstrom, K., Westerberg, H. (2005). Computerized training of working memory in children with ADHD: A randomized, controlled trial. Journal of the American Academy of Child and Adolescent Psychiatry, 44(2), 177–186. doi:10.1097/00004583-200502000-00010CrossRefGoogle ScholarPubMed
Korkman, M., Kirk, U., Kemp, S.L. (1998). NEPSY-A developmental neuropsychological assessment manual. San Antonio, TX: Psychological Corporation.Google Scholar
Korkman, M., Kirk, U., Kemp, S. (2007). NEPSY-II clinical and interpretive manual. San Antonio, TX: Psychological Corporation.Google Scholar
Leerkes, E.M., Paradise, M., O'Brien, M., Calkins, S.D., Lange, G. (2008). Emotion and cognition processes in preschool children. Merrill-Palmer Quarterly, 54(1), 102–124. doi:10.1353/mpq.2008.0009CrossRefGoogle Scholar
McGoey, K.E., DuPaul, G.J., Haley, E., Shelton, T.L. (2007). Parent and teacher ratings of attention deficit/hyperactivity disorder in preschool: The ADHD ratings scale-IV preschool version. Journal of Psychopathology and Behavioral Assessment, 29(4), 269–276. doi:10.1007/s10862-007-9048-yCrossRefGoogle Scholar
Martel, M.M. (2009). Research review: A new perspective on attention-deficit/hyperactivity disorder: Emotion regulation and trait models. Journal of Child Psychology and Psychiatry, 50(9), 1042–1051. doi:10.1111/j.1469-7610.2009.02105.xCrossRefGoogle ScholarPubMed
Martel, M.M., Nigg, J. (2006). Child ADHD and personality/temperament traits of reactive and effortful control, resiliency, and emotionality. Journal of Child Psychology and Psychiatry, 47(11), 1175–1183. doi:10.1111/j.1469-7610.2006.01629.xCrossRefGoogle ScholarPubMed
Martin, R.P., Bridger, R.C. (1998). Temperamental Assessment Battery for Children – revised: A tool for the assessment of temperamental traits and types of young children. Brandon, VT: Clinical Psychology Publishing Co.Google Scholar
Martinussen, R., Tannock, R. (2006). Working memory impairments in children with attention deficit hyperactivity disorder with and without language learning disorders. Journal of Clinical and Experimental Neuropsychology, 28(7), 1073–1094. doi:10.1080/13803390500205700CrossRefGoogle ScholarPubMed
Muris, P., Ollendick, T.H. (2005). The role of temperament in the etiology of child psychopathology. Clinical Child Family Psychology Review, 8(4), 271–289.CrossRefGoogle ScholarPubMed
Nakao, K., Treas, J. (1994). Updating occupational prestige and socioeconomic scores: how the new measures measure up. Sociological Methodology, 24, 1–72. Retrieved from http://www.jstor.org/stable/270978CrossRefGoogle Scholar
Nigg, J.T. (2001). Is ADHD a disinhibitory disorder? Psychological Bulletin, 127(5), 571–598. doi:10.1037//0033-2909.127.5.571CrossRefGoogle ScholarPubMed
Nigg, J.T., Goldsmith, H.H., Sachek, J. (2004). Temperament and attention deficit hyperactivity disorder: The development of a multiple pathway model. Journal of Clinical Child and Adolescent Psychology, 33(1), 42–53. Retrieved from http://search.ebscohost.com/login.aspx?direct=true&db=pbh&AN=12290302&site=ehost-live&scope=siteCrossRefGoogle ScholarPubMed
Rettew, D.C., Stanger, C., McKee, L., Doyle, A., Hudziak, J.J. (2006). Interactions between child and parent temperament and child behavior problems. Comprehensive Psychiatry, 47(5), 412–420. doi:10.1016/j.comppsych.2005.12.008CrossRefGoogle ScholarPubMed
Rothbart, M.K., Ellis, K.L., Rueda, M.R., Posner, M.I. (2003). Developing mechanisms of temperamental effortful control. Journal of Personality, 71(6), 1113–1144. doi:10.1111/1467-6494.7106009CrossRefGoogle ScholarPubMed
Shalev, L., Tsal, Y., Mevorach, C. (2007). Computerized progressive attentional training (CPAT) program: Effective direct intervention for children with ADHD. Child Neuropsychology, 13(4), 382–388. doi:10.1080/09297040600770787CrossRefGoogle ScholarPubMed
Shiner, R., Caspi, A. (2003). Personality differences in childhood and adolescence:measurement, development, and consequences. Journal of Child Psychology and Psychiatry, 44(1), 2–32. doi:10.1111/1469-7610.00101CrossRefGoogle ScholarPubMed
Wolfe, C.D., Bell, M.A. (2003). Working memory and inhibitory control in early childhood: Contributions from physiology, temperament, and language. Developmental Psychobiology, 44(1), 68–83. doi:10.1002/dev.10152CrossRefGoogle Scholar
Wolfe, C.D., Bell, M.A. (2007). The integration of cognition and emotion during infancy and early childhood: Regulatory processes associated with the development of working memory. Brain and Cognition, 65(1), 3–13. doi:0.1016/j.bandc.2006.01.009CrossRefGoogle ScholarPubMed