Rumination prospectively predicts executive functioning impairments in adolescents

Connolly, Samantha L.; Wagner, Clara; Shapero, Benjamin G.; Pendergast, Laura L.; Abramson, Lyn Y.; Alloy, Lauren B.

doi:10.1016/j.jbtep.2013.07.009

Cited by 80 publications

(67 citation statements)

References 66 publications

(119 reference statements)

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“…The seeming lack of evidence for neuropsychological deficits in depressive disorders in children and adolescents is echoed in community studies that have looked at the relationship of EF and depressive symptoms in nonclinical samples [17,61]. In the largest community study with more than 1,800 participants that were followed over 5 years a few noteworthy findings emerged [76]: first, this study found significant gender differences in neurocognitive performance in accord with previous findings in developmental studies of typically developing children (e.g.…”

Section: Discussionsupporting

confidence: 69%

Executive function and attention in children and adolescents with depressive disorders: a systematic review

Vilgis

Silk

Vance

2015

Eur Child Adolesc Psychiatry

109

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Numerous studies have shown that Major Depressive Disorder (MDD) in adults is associated with deficits in cognitive control. Particularly, impairment on executive function (EF) tasks has been observed. Research into EF deficits in children and adolescents with MDD has reported mixed results and it is currently unclear whether paediatric MDD is characterised by impairments in EF and attention. PsycInfo, Scopus and Medline were systematically searched to identify all studies that have investigated EF and attention in paediatric depressive disorders between 1994 and 2014. 33 studies meeting inclusion/exclusion criteria were identified. While across different domains of EF some studies identified a deficit in the clinical group, the majority of studies failed to find deficits in response inhibition, attentional set shifting, selective attention, verbal working memory, and verbal fluency. More research is needed to clarify the relationship between depressive disorders in children and adolescents and spatial working memory processing, sustaining attention, planning, negative attentional bias and measures of 'hot' EF. There is little support for EF deficits in paediatric depression. However, there are numerous methodological problems that may account for null findings. Alternatively, chronicity and/or severity of symptoms may explain discrepancies between cognitive deficits in adult and paediatric MDD. Recommendations for future studies are discussed.

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Section: Discussionsupporting

confidence: 69%

Executive function and attention in children and adolescents with depressive disorders: a systematic review

Vilgis

Silk

Vance

2015

Eur Child Adolesc Psychiatry

109

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“…The present study examined the relationship of rumination and depression to deficits in executive functions in early adolescence, a critical developmental period for the emergence of depression and rumination and the development of executive functions. Evidence exists linking deficits on emotionally neutral tests of executive functions with rumination in adults (e.g., Altamirano et al, 2010; Whitmer & Banich, 2007), but only a few studies have examined whether children or adolescents who ruminate exhibit similar patterns of impairment, and these have yielded inconsistent findings (Connolly et al, 2014; Wilkinson & Goodyer, 2006). Although adults with diagnoses of unipolar depression have been found to exhibit executive functions deficits during the acute phase of the disorder, evidence in younger samples is inconsistent (e.g., Baune et al, 2012; Cataldo et al, 2005; Frost et al, 1989; Gunther et al, 2011, 2004; Kyte et al, 2005; Maalouf et al, 2011; Micco et al, 2009; Wilkinson & Goodyer, 2006), and it is unclear whether observed deficits are state dependent, normalizing when depression remits, or are trait markers of the disorder that persist beyond remission (Hasselbalch, Knorr, & Kessing, 2011).…”

Section: Discussionmentioning

confidence: 99%

Trait Rumination, Depression, and Executive Functions in Early Adolescence

Wagner

Alloy

Abramson

2014

J Youth Adolescence

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Although deficits in executive functions have been linked with both depression and rumination in adulthood, the nature of the relationship between these constructs is not well understood and remains understudied in adolescence. The present study examined the relationship of rumination and depression to deficits in executive functions in early adolescence, a critical developmental period for the emergence of depression and rumination and the development of executive functions. Participants were 486 early adolescents (52.7% female; 47.1% African American, 48.8% Caucasian; 4.2% Biracial/Multiracial/Other; M age = 12.88 years; SD = .62) and their mothers, recruited through local schools. Measures included (a) a semi-structured diagnostic interview of the mother and adolescent, (b) youth self-report forms assessing depressive symptoms and trait rumination, (c) mother-report forms assessing demographic information, and (d) behavioral tests of executive function (sustained, selective and divided attention, attentional set shifting, and working memory). Gender moderated rumination-set shifting associations, such that rumination predicted better set shifting in boys only. The current level of depressive symptoms moderated rumination-sustained attention associations, such that rumination predicted better sustained attention in those with low levels of depressive symptoms and worse sustained attention in those with high levels of depressive symptoms. Rumination did not predict performance on other measures of executive functions. Likewise, depressive symptoms and diagnosis were not associated with executive functions. Implications for future research are discussed.

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“…Indeed, a new conceptual model details the limitations in attentional processing that accompany chronic rumination (see Whitmer & Gotlib, 2013), and some data indicate that rumination is linked with reductions in elements of executive functioning (e.g., Connolly et al, 2014). This link with attentional problems has troubling implications for perfectionists at school or work who characteristically brood, but must learn and remember new material.…”

Section: Diminished Attention and Cognitive Capacitymentioning

confidence: 99%

Perfectionism, Worry, and Rumination in Health and Mental Health: A Review and a Conceptual Framework for a Cognitive Theory of Perfectionism

Flett

Nepon

Hewitt

2015

Perfectionism, Health, and Well-Being

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This chapter examines the tendency for perfectionists to ruminate, worry, and experience various other forms of overthinking when they feel stressed and distressed because life is less than perfect and they feel less than perfect due to an abiding sense of failure. Our analysis focuses jointly on worry and rumination as comparable forms of cognitive perseveration that can impair the well-being and prolong and exacerbate the stress and emotional distress of obsessive perfectionists. Our chapter is based extensively, though not exclusively, on the seminal work on rumination and brooding by Susan Nolen-Hoeksema and her colleagues (see Nolen-Hoeksema, 1991). Indeed, this chapter is dedicated to her memory and her many exceptional contributions. Several years ago, the first author of this chapter had the exceedingly good fortune to attend a compelling keynote address by Dr. Nolen-Hoeksema; it was during the question phase of this keynote address when Dr. Nolen-Hoeksema highlighted the link between perfectionism and rumination in her answer to a challenging question about the likely developmental antecedents of rumination. Her immediate response emphasized perfectionism as a possible antecedent of rumination and the need for further exploration of this association.Research on perfectionism and rumination and associated forms of cognitive perseveration has progressed at a steady rate. This is important because gaining a better understanding of the link between perfectionism and cognitive perseveration and associated cognitive processes is essential to illuminate the complexities inherent in perfectionism. Accordingly, in the current chapter, we summarize and analyze an existing body of research that shows consistent links between perfectionism and rumination. A key theme that emerges from our summary is that both self-oriented perfectionism (SOP) and socially prescribed perfectionism (SPP; along with other elements of evaluative concerns perfectionism) are associated consistently with

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Rumination prospectively predicts executive functioning impairments in adolescents

Cited by 80 publications

References 66 publications

Executive function and attention in children and adolescents with depressive disorders: a systematic review

Executive function and attention in children and adolescents with depressive disorders: a systematic review

Trait Rumination, Depression, and Executive Functions in Early Adolescence

Perfectionism, Worry, and Rumination in Health and Mental Health: A Review and a Conceptual Framework for a Cognitive Theory of Perfectionism

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