Executive Functioning and Emotion Regulation in Children with and without ADHD

Groves, Nicole B; Wells, Erica L.; Soto, Elia F.; Marsh, Carolyn L.; Jaisle, Emma M.; Harvey, Tiffany; Kofler, Michael

doi:10.1007/s10802-021-00883-0

Cited by 37 publications

(19 citation statements)

References 115 publications

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“…Before it was tested in binge-eating disorder, LDX was in use for the treatment of children and adults with ADHD. We have mentioned earlier that people with binge-eating disorder have a genetic profile similar to that of people with ADHD and emotional dysregulation is a feature of both (97,98) . The approval of LDX in binge-eating disorder was based on three randomised controlled trials which found LDX superior to placebo for reducing binge-eating days, obsessive-compulsive binge-eating symptoms and body weight (99) .…”

Section: Advances In Drug Treatmentmentioning

confidence: 97%

Novel approaches to tackling emotional loss of control of eating across the weight spectrum

et al. 2022

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Emotional overeating is a process that is particularly relevant to people within the binge spectrum of eating disorders. Approximately a third of people with overweight share this phenotype. In addition, this behaviour may occur in neurodevelopmental disorders (attention-deficit hyperactivity disorder (ADHD)) and other psychiatric disorders. The biopsychosocial underpinnings of emotional eating include a genetic vulnerability to a higher weight and various cognitive and emotional traits. The environment also plays a key role. For example, the commodification of food and beauty and exposure to weight stigma, unpleasant eating experiences and general adversity can set the scene. The majority of people with binge-eating disorder do not seek treatment (perhaps related to internalised stigma and shame). Hence opportunities for early intervention and secondary prevention are lost. Most guidelines for binge-eating disorder (based on the limited available research) recommend forms of cognitive psychotherapies and antidepressants. However, novel treatments that target underlying mechanisms are in development. These include interventions to improve emotional regulation and inhibitory control using neuromodulation and/or brain training. New technologies have been applied to talking therapies, including apps which can offer ‘just-in-time interventions’ or virtual reality or avatar work which can deliver more personalised interventions using complex scenarios. Drugs used for the treatment of ADHD, psychiatric and metabolic disorders may have the potential to be repurposed for binge-eating disorder. Thus, this is an area of rapid change with novel solutions being applied to this problem.

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Section: Advances In Drug Treatmentmentioning

confidence: 97%

Novel approaches to tackling emotional loss of control of eating across the weight spectrum

et al. 2022

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“…Further evidence for a possible link between cognitive and emotional control comes from clinical studies. For instance, many psychiatric disorders that involve failures in emotional control, such as attention deficit hyperactivity disorder (Groves et al, 2021;Jarrett, 2016), depression (Chechko et al, 2015;Clawson et al, 2013;Etkin & Schatzberg, 2011;Joormann & Tanovic, 2015), obsessive compulsive disorder (Bannon et al, 2002) and bipolar disorder (Houshmand et al, 2010;Rey et al, 2014), are also accompanied by a deficit in cognitive control. Relatedly, training studies suggest that improvements in cognitive control also have beneficial effects on emotion regulation (e.g., Beauchamp et al, 2016;Cohen & Mor, 2018;Hoorelbeke et al, 2016;Schweizer et al, 2013;Xiu et al, 2016) and modulate physiological and neuropsychological correlates of emotional regulation (Xiu et al, 2016;Beauchamp et al, 2016).…”

Section: The Interface Between Cognitive and Emotional Controlmentioning

confidence: 99%

Generalizability of control across cognitive and emotional conflict

Straub¹,

Schiltenwolf²,

Dignath³

et al. 2022

Preprint

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People can learn to control their thoughts and emotions. The scientific study of control has been conducted mostly independently for cognitive and emotional conflicts. However, recent theoretical proposals suggest a close link between emotional and cognitive control processes. Indeed, mounting evidence from clinical sciences, social and personality psychology and developmental neuroscience suggests that the ability to control thoughts and behavior goes hand in hand with the ability to control emotions. Yet, the precise interface between control over cognition and emotions remains controversial. The present study investigates the question whether control is a ´general-purpose´ mechanism or rather a set of domain-specific mechanisms. Following previous research, we tested participants’ control in a cognitive and an emotional Stroop task and assessed the Congruency Sequence Effect which has been taken as a marker of cognitive or (implicit) emotional control, respectively. Going beyond previous research, we asked how control in one domain (e.g., cognitive) interacts with control in the other domain (e.g., emotional) on a trial-by-trial basis. Four experiments (N = 259) presented participants with a task-switching design that intermixed cognitive and emotional conflicts. This procedure produced significant Congruency Sequence Effects across cognitive-emotional domains, suggesting that control can interact across domains. However, effect sizes of within-domain Congruency Sequence Effects were twice as large, indicating that control is also domain-specific. These results neither support the ´general-purpose´ account nor the domain-specificity hypothesis of control. Rather, a hybrid account fits the data best, which also reconciles previous behavioral and neurophysiological findings, suggesting domain-general and specific processes.

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“…Interestingly, inattentive and hyperactive/impulsive symptoms both uniquely predicted emotion regulation, even when controlling for executive functioning, and 18–30% of working memory’s relation with emotion regulation was conveyed via shared associations with these ADHD symptoms. This pattern suggests that working memory is related to emotion regulation at least in part because underdeveloped working memory contributes to the development and severity of ADHD symptoms, which, in turn, predicts emotion dysregulation [ 41 , 42 ].…”

Section: Introductionmentioning

confidence: 99%

The Moderating Role of Emotional Regulation on the Relationship between School Results and Personal Characteristics of Pupils with Attention Deficit/Hyperactivity Disorder

et al. 2022

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This study aimed to explore the possible moderating role of emotional regulation in the relationship between problem-solving ability, visuomotor precision and visuospatial integration on the one hand and school results on the other in pupils with ADHD. A total of 241 pupils with ADHD (study group) and 207 children without ADHD (control group) were included in our research. Specific tests for the evaluation of the problem-solving ability, visuomotor precision, visuospatial integration, and emotional regulation were applied. The results showed that emotional regulation is a significant moderator of the relationship between school results and problem-solving ability, visuomotor precision, visuospatial integration, and working memory. There are statistically significant differences depending on emotional regulation, visuomotor precision, visuospatial integration, problem-solving ability and working memory in terms of school results of students with ADHD compared to children without this diagnosis. These results can be used in the development of intervention programs.

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Executive Functioning and Emotion Regulation in Children with and without ADHD

Cited by 37 publications

References 115 publications

Novel approaches to tackling emotional loss of control of eating across the weight spectrum

Novel approaches to tackling emotional loss of control of eating across the weight spectrum

Generalizability of control across cognitive and emotional conflict

The Moderating Role of Emotional Regulation on the Relationship between School Results and Personal Characteristics of Pupils with Attention Deficit/Hyperactivity Disorder

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