psy 620p april 2, 2015. aggressive rejection predicts externalizing problems anxious/withdrawn...
TRANSCRIPT
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Advanced Developmental
Psychology
PSY 620PApril 2, 2015
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Discussion Leader Assignments
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Background: Behavioral Inhibition and Social Reticence
Behavioral Inhibition (BI) Temperament assessed in toddler period Characterized by wariness of novelty or uncertainty (i.e., wariness of novel
contexts, objects, unfamiliar adults)
Social Reticence (SR) On looking, unoccupied behavior in presence of unfamiliar peers Do not engage in social or solitary play
BI has been linked to child and adolescent SR and social anxiety)but not all end up experiencing such outcomes Less than 1/3 of sample displayed both behavior patterns at age 2 years Many patterns that do exist do not hold from ages 2-4 years
BI and social reticence are also linked to anxiety disorders in later childhood Authors aim to examine differential trajectories beginning from BI
(temperament) and reaching behavioral consequences (SR and psychopathology)
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Method
Participants: longitudinal research participants 315 total in sample (199 complete data) selected for temperamental reactivity to novelty at 4 months, both high and low
reactive, and both positively and negatively reactive Assessment
Behavioral Inhibition (24 & 36 months)- assessed behavior and affect using BI paradigm (stranger, robot, and tunnel
tasks) composite BI measure created for toddlerhood (average score)
Social Reticence (24, 36, 48, & 60 months)- interacted in laboratory with unfamiliar peer (free play, cleanup, and social
problem solving tasks) composite SR measure created based on social wariness from free play,
proportion of time unoccupied on looking from cleanup, and proportion of passive problem-solving techniques used (average score)
Behavioral Outcomes (Psychopathology at 60-months or 5 years)- mothers report behavior problems (symptom measures)- CBCL, HBQ externalizing and internalizing composite scores created from subscales of
measures
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Analytic Plan
Used growth mixture modeling (SEM) to examine longitudinal trajectories of social reticence across early childhood:
▪ Latent growth trajectories estimated using SR measures at 4 time points▪ BI then estimated as predictor of probability of membership to latent growth trajectory▪ Symptom-based psychopathology measures estimated within each growth trajectory
and most probable trajectory membership analyzed secondarily using ANOVA
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Results: Longitudinal Trajectories of Social Reticence
3 Class Model of Social Reticence Trajectories
• High-Stable (n=43, 16% of sample): High level of social reticence at 2 years, with consistently higher levels and small increase over time
• High-Decreasing (n=112, 43% of sample): High level of SR at 2 years, with significant decrease over time
• Low-Increasing (n=107, 41% of sample): Lower level of SR at 2 years, with significant increase but still consistently low SR over time
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Results: BI affects Probability of SR Trajectory
• High-Stable and High-Decreasing SR trajectories > BI than Low-increasing SR trajectory
• BI did not differentiate between High-Stable and High-Decreasing • As BI increases, odds of following High-Stable or High-Decreasing
SR trajectories remain higher, but odds of following Low-Increasing SR trajectory are lower
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Results: SR Trajectory Predicts Symptoms of Psychopathology
Trajectories significantly different for internalizing and externalizing problems:
• High-Stable SR trajectory predicted greatest internalizing problems
• Low-Increasing SR trajectory predicted greatest externalizing problems
• High-Decreasing SR trajectory predicted least problems
** But all very much subclinical
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Background
Aggression- behavior intended to hurt, harm, or injure another person
Forms: Physical Relational
Functions: Proactive Reactive
Most measures confound function and form
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Purpose of Study
Goal 1: Test developed measurement and analysis system in early childhood
Goal 2: Examine stability of aggression subtypes
Goal 3: Examine whether risk factors for aggression predicted subtypes and increases of subtypes over time
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Hypotheses
Hypothesis 1: Measurement and analysis system could be applied to young children and will show four distinct forms and functions Associations between forms and functions would be
higher in early childhood than older samples Hypothesis 2: Forms will be stable but functions will
be unstable over time Hypothesis 3:
Girls Relational; Boys Physical Older Relational and Proactive Social Dominance Physical, Relational, and
Proactive Peer Exclusion Relational and Reactive
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Methods
Participants (N=101) 61 Girls 45.09 months (3.75 years) Middle-Class families Longitudinal design
▪ 2 time points▪ 4-5 months apart
Ethnicity Cau-casian
African American
Asian
Indian
Latino
Mul-tiracial/Other
Native American
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Measures
OBSERVER RATINGS
Observations of Aggression
Ratings of Aggression Preschool Social
Behavior Scale- Observer Form
Ratings of Form and Function of Aggression Preschool Proactive and
Reactive Aggression- Observer Report
TEACHER REPORT
Report of Exclusion Child Behavior Scale
Report of Social Dominance and Resource Control
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Results
Four latent aggression factors found Physical, relational, proactive, and
reactive Proactive and reactive positively
correlated Physical and relational moderately
associated Forms stable but functions unstable
over time Proactive associated with increase in
physical Relational marginally associated with
decrease in physical and increase in proactive
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Results cont’d.
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Conclusion
Distinct forms and functions of aggression emerged by early childhood
There are child-level risk factors that are associated with aggression
Intervention work may benefit from tailoring programs based on forms and functions of aggression and considering these child-level risk factors
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Discussion Questions
Why do you think that functions of aggression were not stable over time?
Do observations based on two time points, 4 months apart, provide enough evidence for these associations?
How do you think these findings would be different in a lower SES or more diverse sample?
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Peer Victimization and
Social Alienation: Predicting
Deviant Peer Affiliation in
Middle SchoolRudolph et al. (2014)
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Background
• Peer victimization (PV) is often a significant stressor for youth, and adversely affects development (e.g., Card & Hodges, 2008)
• However, little is known about PV’s long-term impact on social relationships• Specifically, authors were interested in
predictors of deviant peer affiliation (DPA; e.g., antisocial behaviors, getting into fights, stealing, cheating)
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• Social network theory (Lazarsfeld & Merton, 1954)• Children enter different peer groups based on either (a)
homophily selection or (b) default selection
• PV experiences may disrupt this natural process and cause youth to associate with “deviant peers”
• However, little is known about social consequences of PV• Youth may be alienated from groups, have a damaged
reputation
• Authors most interested in social alienation (SA), which refers to:• Subjective loneliness • Social dissatisfaction (e.g., feeling excluded) • Social helplessness (e.g., being frustrated, staying away
from peers)
Social Consequences of PV
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Specific Aim 1
PV
SA(subjective
and behavioral
)
DPA
Is PV in elementary school associated
with DPA in middle school?
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Specific Aim 2
EarlyBehavior
and Internalizing Problems
PV SA DPA
Do early behavioral characteristics cause the PV to DPA cycle to begin?
What other factors do you think might lead to DPA from PV? Do you think one type of PV would predict DPA more than another?
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Participants
Study 1
• Participants:• 585 families• 81% white• Diverse SES
(Hollingshead Mean=39.03)
Study 2
• Participants:• 638 children and
teachers• 66.7% white• Diverse SES (?)—
34.7% had subsidized lunch
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Procedures
Study 1• Procedure:
• Recruited in Kinder (Cohort 1 in 1987; Cohort 2 in 1988); 3 sites (Knoxville and Nashville, TN Bloomington, IN)
• Annual assessments with parents and children
Study 2
• Procedure:• Families of 2nd
graders recruited at schools in Midwestern towns; some participants added in 3rd grade
• Annual assessments with teachers and children
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Measures
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Study 1: Results Hypothesis 1 and 2 supported: Early externalizing
behaviorLater PV Loneliness/social dissatisfactionDPA
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Study 1: Results Model fit improved when added:
Direct path from externalizing to DPA Direct path from internalizing to loneliness
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Study 2: Results Hypotheses 1 and 2 supported: (1) Overt aggression and
internalizing problems in 2nd grade predicted 3rd grade PV and (2) PV predicted 4th grade social helplessness, which predicted 6th grade DPA
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Study 2: Results Model fit improved when added path from:
PV DPA; Overt aggression DPA
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Conclusions
• Results from both studies support the pathway from PV in elementary school to DPA in middle school• Early externalizing behavior likely sets this
process in motion and eventually leads to DPA
• PV has negative long-term social consequences
• Early behavior problems are a risk factor for experiencing PV and eventually associating with deviant peer groups• Role of internalizing symptoms is less clear
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Discussion
• What individual and environmental factors may interact with PV to lead to DPA?
• Now that we know PV may have negative short- and long-term social consequences. Suggestions for where to go from here?
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Background
Teenagers engage in more risky behaviors than adults More likely to binge drink, smoke
cigarettes, have casual sex, be involved in a fatal or serious car crash
Adolescents take a substantially greater number of risks when driving when observed by peers
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Hypotheses This increase in risk taking is due to the
contribution of two brain systems: The ventral striatum, nucleus accumbens, and
the orbitofrontal cortex: an incentive processing system
The lateral prefrontal cortex: a cognitive control system
During adolescence, changes to the incentive processing system results in heightened sensitivity to rewards while the cognitive control systems are gradually maturing
Peer presence may heighten the activation of reward valuation
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Participants
n Female Age
Adolescents 14 8 14-18(M=15.7, SD=1.5)
Young Adults 14 7 19-22(M=20.6, SD=0.9)
Adults 12 6 24-29 (M=25.6, SD=1.9)
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Task Design
Questionnaires:• Barratt Impulsiveness Scale, Version 1• Zuckerman Sensation Seeking Scale• Resistance to Peer Influence (RPI)
Scale
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Results
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fMRI Results
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Self-reported resistance to peer influence correlated with neural peer effect
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More Results
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Discussion
Adolescents, but not adults, took more risks when being observed by peers
Negative skew in peer condition for adults: did not find task rewarding? Or did not find the presence of peers rewarding?
Adults engaged LPFC sites more robustly than did adolescents – more deliberate strategy in decision-making
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Questions
Authors posit that these results can help inform strategies for intervening to reduce adolescent risk taking behavior: What are some possible avenues for intervention?
Can you see this affecting your own research?
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Peers and Reward Circuitry in Adolescence–(Chein et al., 2011)
Social mediation of adolescent risk-taking behavior
Joint contributions of
Incentive processing system
Cognitive control system
Relative rates of growth? Maturational imbalance