Early Callous-Unemotional Behavior, Theory-of-Mind, and a Fearful/Inhibited Temperament Predict Externalizing Problems in Middle and Late Childhood

Song, Jae Min; Waller, Rebecca; Hyde, Luke W.; Olson, Sheryl L.

doi:10.1007/s10802-015-0099-3

Cited by 32 publications

(33 citation statements)

References 67 publications

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“…Related to this distinction, previous research has shown intact cognitive perspective-taking abilities (theory of mind) but impairments in affective empathy (responsivity to others' distress) in children with CU symptoms (e.g., Jones, Happé, Gilbert, Burnett, & Viding, 2010). Possibly reflecting a similar dissociation between cognitive and affective empathy, the current results showed a positive correlation between mentalizing and CU traits, although the interpretation of this unexpected result (see Song, Waller, Hyde, & Olson, 2016) remains unclear.…”

Section: Discussioncontrasting

confidence: 42%

Infants' attention bias to faces as an early marker of social development

Peltola

Yrttiaho

Leppänen

2018

Developmental Science

104

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Infants have a strong tendency to look at faces. We examined individual variations in this attentional bias in 7-month-old infants by using a face-distractor competition paradigm and tested in a longitudinal sample whether these variations were associated with outcomes reflecting social behavior at 24 and 48 months of age (i.e., spontaneous helping, emotion understanding, mentalizing, and callous-unemotional traits; N = 100-138). The results showed a robust and distinct attention bias to faces at 7 months, particularly when faces were displaying a fearful expression. This bias declined between 7 and 24 months and there were no significant correlations in attention dwell times between 7 and 24 months of age. Variations in attention to faces at 7 months were not associated with emotion understanding or mentalizing abilities at 48 months of age, but increased attention to faces at 7 months (regardless of facial expression) was related to more frequent helping responses at 24 months and reduced callous-unemotional traits at 48 months of age. Thus, while the results fail to associate infants' face bias with later-emerging emotion understanding and mentalizing capacities, they are consistent with a model whereby increased attention to faces in infancy is linked with the development of affective empathy and responsivity to others' needs.

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Section: Discussioncontrasting

confidence: 42%

Infants' attention bias to faces as an early marker of social development

Peltola

Yrttiaho

Leppänen

2018

Developmental Science

104

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“…CU behaviors were assessed using a five-item measure (“shows lack of guilt after misbehavior”, “seems unresponsive to affection”, “shows too little fear”, “punishment doesn’t change behavior” and “shows a lack of affection to others”), previously shown to factor separately from other dimensions of externalizing behavior (i.e., oppositional and attention-deficit behaviors) in five independent samples of children during the age period from 2–4 years old, including in the current sample (Kimonis, Bagner, Linares, Blake, & Rodriguez, 2014; Waller, Hyde et al, 2015; Waller, Shaw et al, 2015; Willoughby, Waschbusch, Moore, & Propper, 2011; Willoughby, Mills-Koonce, Gottfredson, & Wagner, 2014). Moreover, in support of its construct and predictive validity, CU behaviors as measured with these items have been uniquely related to lower parent-reported moral regulation, empathy, and guilt (Waller, Hyde et al, 2015), and predicted more teacher-reported externalizing problems at ages 6 (Waller, Hyde et al, 2015) and 10 (Song, Waller, Hyde, & Olson, 2015) within the current sample. To create a valid cross-informant measure of early CU behaviors, we computed the mean of items across mother and father reports ( r =.35, p <.01; combined measure, α=.66).…”

Section: Methodsmentioning

confidence: 55%

“…In addition, the five-item CU behaviors measure used items that were not originally developed to assess the CU construct. Although its predictive and construct validity has been supported by previous studies in the current sample (Song et al, 2015; Waller, Hyde et al, 2015), future studies are needed that examine interactions between early childhood CU behaviors and executive function deficits using “purpose-developed” measures, such as the Inventory of Callous-Unemotional Traits (Frick, 2004). Moreover, although one study to date has examined the stability of CU behaviors from early to late childhood (Waller et al, 2016), more evidence is needed to confirm the homotypic continuity of the CU construct across childhood.…”

Section: Discussionmentioning

confidence: 82%

Interactions between Callous Unemotional Behaviors and Executive Function in Early Childhood Predict later Aggression and Lower Peer-liking in Late-childhood

Waller

Hyde

Baskin‐Sommers

et al. 2016

J Abnorm Child Psychol

Self Cite

112

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Callous unemotional (CU) behaviors are linked to aggression, behavior problems, and difficulties in peer relationships in children and adolescents. However, few studies have examined whether early childhood CU behaviors predict aggression or peer-rejection during late-childhood or potential moderation of this relationship by executive function. The current study examined whether the interaction of CU behaviors and executive function in early childhood predicted different forms of aggression in late-childhood, including proactive, reactive, and relational aggression, as well as how much children were liked by their peers. Data from cross-informant reports and multiple observational tasks were collected from a high-risk sample (N=240; female=118) at ages 3 and 10 years old. Parent reports of CU behaviors at age 3 predicted teacher reports of reactive, proactive, and relational aggression, as well as lower peer-liking at age 10. Moderation analysis showed that specifically at high levels of CU behaviors and low levels of observed executive function, children were reported by teachers as showing greater reactive and proactive aggression, and were less-liked by peers. Findings demonstrate that early childhood CU behaviors and executive function have unique main and interactive effects on both later aggression and lower peer-liking even when taking into account stability in behavior problems over time. By elucidating how CU behaviors and deficits in executive function potentiate each other during early childhood, we can better characterize the emergence of severe and persistent behavior and interpersonal difficulties across development.

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“…Other psychological and psychiatric disorder in which there could be an impairment or dysfunctions in mentalization ability or ToM are for example ADHD ( 18 , 19 ), intellectual disability ( 20 ), externalizing disorders, also connected with high levels of callous-unemotional (CU) traits ( 21 ) and, especially regarding metacognition and metacognitive strategies, learning disabilities ( 22 ).…”

Section: Introductionmentioning

confidence: 99%

Metacognition and Headache: Which Is the Role in Childhood and Adolescence?

et al. 2017

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Headache, in particular migraine, is one of the most frequent neurological symptoms in children and adolescents and it affects about 60% of children and adolescents all over the world. Headache can affect several areas of child’s functioning, such as school, physical activities, peer, and family relationship. The global and severe burden of this disease requires a multidisciplinary strategy and an effective treatment addressed all of the patient’s needs and based on cutting-edge scientific research. In recent years, research has focused on cognitive factors specifically in functions called metacognitive processes. Metacognition can be defined as the knowledge, beliefs, and cognitive processes involved in monitoring, control, and assessment of cognition. Metacognition seems to be closely related to the ability of theory of mind, the ability to infer, and reason about the mental states of other people in order to predict and explain own behavior. Recent studies found a relationship between metacognitive skills and anxiety, depression, motivation, academic performance, human social interactions, and stress symptoms. This relationship is very interesting for headache treatment, because these factors are the most commonly reported triggers in this disorder and there is a high comorbidity with anxiety and depression in children and adolescents with headache. So, headache and these comorbidities, in particular anxiety and depression, may have in common persistent and maladaptive patterns of thinking which are related to maladaptive metacognitive beliefs. Further research should assess metacognitive processes of children and adolescents with headache in order to increase their ability to control their own cognitive processes and consequently monitor factors which may trigger the attacks.

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Early Callous-Unemotional Behavior, Theory-of-Mind, and a Fearful/Inhibited Temperament Predict Externalizing Problems in Middle and Late Childhood

Cited by 32 publications

References 67 publications

Infants' attention bias to faces as an early marker of social development

Infants' attention bias to faces as an early marker of social development

Interactions between Callous Unemotional Behaviors and Executive Function in Early Childhood Predict later Aggression and Lower Peer-liking in Late-childhood

Metacognition and Headache: Which Is the Role in Childhood and Adolescence?

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