Suspiciousness in young minds: Convergent evidence from non-clinical, clinical and community twin samples

Zhou, Haijin; Wong, Keri Ka‐Yee; Shi, Lijuan; Cui, Xilong; Qian, Yun; Jiang, Wenqing; Du, Yasong; Lui, Simon S.Y.; Luo, Xuerong; Yi, Zhenghui; Cheung, Eric F.C.; Docherty, Anna R.; Chan, Raymond C. K.

doi:10.1016/j.schres.2018.03.027

Cited by 17 publications

(6 citation statements)

References 27 publications

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“…The results highlight the role of environmental factors in influencing how adolescent PENS develop, which adds to existing research that has shown the importance of environmental factors at single time points (Hur, Cherny, & Sham, ; Zavos et al., ; Zhou et al., ). Of particular interest in this context are our results that nonshared environment contributes to more than a third of the stability of PENS (except PRNS).…”

Section: Discussionsupporting

confidence: 61%

Genetic and environmental influences on the stability of psychotic experiences and negative symptoms in adolescence

Havers

Taylor

Ronald

2019

Child Psychology Psychiatry

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Background Psychotic experiences (PEs) such as paranoia and hallucinations, and negative symptoms (NS) such as anhedonia and flat affect are common in adolescence. Psychotic experiences and negative symptoms (PENS) increase risk for later psychiatric outcomes, particularly when they persist. The extent to which genetic and environmental influences contribute to the stability of PENS in mid‐to‐late adolescence is unknown. Methods Using the Specific Psychotic Experiences Questionnaire (SPEQ) twice across ~9 months in adolescence, N = 1,448 twin pairs [M = 16.32 (0.68)] reported experiences of paranoia, hallucinations, cognitive disorganization, grandiosity and anhedonia, and their parents reported on a range of NS. Individuals were split into low‐scoring, decreasing, increasing and persistent groups for each subscale. Frequencies and mean differences in distress, depression traits and emotional problems were investigated across groups. Longitudinal structural equation modelling was used to estimate the aetiological components underlying the stability of PENS. Results Phenotypic stability was moderate for all PENS (r = .59–.69). Persistent PENS across 9 months were associated with greater levels of distress (V = 0.15–0.46, for PEs only), depression traits (d = 0.47–1.67, except grandiosity) and emotional problems (d = 0.47–1.47, except grandiosity and anhedonia) at baseline compared to groups with transitory or low levels of PENS. At both ages PENS were heritable and influenced by shared and nonshared environment. Genetic influences contributed 38%–62% and shared environment contributed 13%–33% to the stability of PENS. Nonshared environment contributed 34%–41% (12% for parent‐rated NS). There was strong overlap of genetic and shared environmental influences across time, and lower overlap for nonshared environment. Imperfect stability of PENS was at least partly due to nonshared environmental influences. Conclusions When adolescent PENS persist over time, they are often characterized by more distress, and higher levels of other psychopathology. Both genetic and environmental effects influence stability of PENS.

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Section: Discussionsupporting

confidence: 61%

Genetic and environmental influences on the stability of psychotic experiences and negative symptoms in adolescence

Havers

Taylor

Ronald

2019

Child Psychology Psychiatry

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“…A systematic review of 19 general population studies showed that younger children (9-12 years) generally report higher prevalence rates of psychotic-like experiences (PLEs) than older children (13-18 years), at 17% and 7.5%, respectively (Kelleher et al, 2012). More recent cross-sectional studies of school children have either replicated this age contrast -reporting higher prevalence rates in childhood at 8 to 10 years and a leveling off in adolescence, at 11 to 14 years (Wong et al, 2014) -or reported no age contrast in the same age range (Zhou et al, 2018). Why more PLEs may be reported in childhood than in adolescence may be explained by three reasons: First, it may be due to the still developing subcortical regions of children's brains.…”

Section: Introductionmentioning

confidence: 99%

Internalizing and externalizing problems across childhood and psychotic-like experiences in young-adulthood: The role of developmental period

Wong

Francesconi

Flouri

2021

Schizophrenia Research

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Background: Psychopathology in childhood and adolescence, commonly indexed by co-occurring internalizing and externalizing problem behaviors, has been found to predict psychotic-like experiences (PLEs) in adults. However, studies to date have rarely examined internalizing and externalizing problem behaviors simultaneously or identified in which developmental period do these problem behaviors predict PLEs in adults. This study tests to what extent internalizing and externalizing problem behaviors in childhood (4-9 years) or adolescence (11-16 years) predict PLEs in young-adulthood (18 years). Methods: Parent-rated child internalizing and externalizing problems on the Strengths and Difficulties Questionnaire at ages 4, 6, 8, 9, 11, 13, and 16 years from the Avon Longitudinal Study of Parents and Children (N = 4717) were modelled using two-piece latent growth curve modelling to predict clinician-rated PLEs at age 18 years, controlling for confounders (gender, ethnicity, socio-economic status, parental education and stressful life events) assessed prior to baseline at age 4 years. Results: Controlling for confounders, an increase in childhood internalizing problems from 4 to 9 years and externalizing problems at baseline (at 4 years) predicted PLEs at 18 years, explaining 9.5% of the variance in adult PLEs. These associations were independent to controls for any changes in adolescent internalizing and externalizing problems from 11 to 16 years. Conclusions: High baseline levels of externalizing problems and increasing internalizing problems throughout childhood can predict PLEs at 18 years. Externalizing problems around the transition to primary school and internalizing problems throughout childhood may be particularly helpful in informing risk of PLEs in youngadulthood.

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“…From adolescence, all bases and domains are extended to less proximal targets and more general themes such as politics and others (Rotenberg, 2019). Zhou et al (2018) and Sakai (2010) investigated the role of genetic and environmental factors in twin studies and found that shared and nonshared environments contribute to trust belief development. Rotenberg (2019) points out that attachment seems to be a relevant environmental factor that influences the formation of IT.…”

Section: From Epistemic To Interpersonal Trustmentioning

confidence: 99%

How Can I Trust You? The Role of Facial Trustworthiness in the Development of Epistemic and Interpersonal Trust

Milesi¹,

Carli²,

Locati³

et al. 2023

Human Development

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Recently, researchers from developmental and clinical psychology highlighted epistemic trust (ET) as a key factor for personality disorders. ET is intended as the mental openness to information coming from others during social exchanges. ET develops from signals called ostensive cues, delivered through facial expressions during interactions in a secure attachment context. Similarly interpersonal trust (IT) refers to the perception of others as not harmful, which is also developed through secure attachment relationships. Our purpose is to suggest a conceptualization of ET as a specific facet of IT. We hypothesize that positive experiences of caregiving promote IT development that includes a specific sense of trust toward others’ knowledge. Moreover, we suggest that the early ability to infer a judgment of trustworthiness from facial cues is the starting point for developing both IT and ET. This conceptualization supports the role of considering both IT and ET in the development of borderline pathology.

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Suspiciousness in young minds: Convergent evidence from non-clinical, clinical and community twin samples

Cited by 17 publications

References 27 publications

Genetic and environmental influences on the stability of psychotic experiences and negative symptoms in adolescence

Genetic and environmental influences on the stability of psychotic experiences and negative symptoms in adolescence

Internalizing and externalizing problems across childhood and psychotic-like experiences in young-adulthood: The role of developmental period

How Can I Trust You? The Role of Facial Trustworthiness in the Development of Epistemic and Interpersonal Trust

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