Developmental Differences in Child and Adolescent Reasoning About Anxiety Sensations
- PDF / 782,761 Bytes
- 13 Pages / 595.276 x 790.866 pts Page_size
- 25 Downloads / 234 Views
ORIGINAL ARTICLE
Developmental Differences in Child and Adolescent Reasoning About Anxiety Sensations Carl F. Weems1 · Randie D. Camp1 · Erin L. Neill1 · Brandon G. Scott2 Accepted: 16 November 2020 © Springer Science+Business Media, LLC, part of Springer Nature 2020
Abstract Background The development of reasoning as to the potential negative consequences of emotional sensations is a critical aspect of emotion knowledge and central to cognitive risk for anxiety disorders. The purpose of this paper is to explore the reasoning children and adolescents give for negative interpretations of anxiety sensations, testing a priori hypotheses quantitatively and exploring the content of the reasons qualitatively. Methods This study used a cross sectional design with interviews as well as cognitive and emotional assessments in a sample of 227 youth aged 6–17 years. Coding schemes to assess the logical validity, affective valence, and qualitative reasons that youth give to evaluate anxiety sensations and anxiety situations were developed. Results Findings indicated diverse reasoning was used and responses could be reliably coded with developmental differences across age, cognitive, and verbal development. The logical sophistication of the reasoning used by youth increased across age in a non-linear manner and linearly with cognitive and verbal abilities. Child anxiety sensitivity and internalizing symptom levels moderated the main effect of age. Conclusions The results add to the existing understanding of emotional development and are consistent with the idea that the process of cognitive-emotional understanding is not a simple linear one because various domains may show differential development. Keywords Developmental differences · Child and adolescent reasoning · Anxiety sensations
Introduction The concept of emotion knowledge concerns the understanding of emotional expressions and initial work involved accurate labeling and identification of emotional expressions (Bender et al. 2015; Izard 1971). Emotion knowledge is linked to a number of social and academic outcomes (Izard et al. 2001). The concept of emotion knowledge has expanded to include the understanding of the causes of emotion and understanding ways to regulate emotion This paper is dedicated to memory and incredible life of our coauthor Dr. Randie Camp PhD who died unexpectedly in August 2020. * Carl F. Weems [email protected] 1
Human Development and Family Studies, Iowa State University, 4380 Palmer, Ames, IA 50011, USA
Montana State University, Bozeman, MT, USA
2
(Southam-Gerow and Kendall 2000). Learning how to regulate one’s emotions is similarly associated with adaptive social functioning and positive psychological adjustment (Eisenberg et al. 2000; Izard et al. 2001). Alternatively, a lack of emotional regulation is associated with greater risk of developing internalizing and externalizing problems (Southam-Gerow and Kendall 2002). Research implicates both biological and environmental factors in the development of children’s emotion kno
Data Loading...
