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• W319643331 abstract "ABSTRACT The present paper aimed to investigate the relation between prefrontally-mediated attentional flexibility and anxiety levels in a non-clinical sample of preschool children. Anxiety was assessed using the Spence Preschool Anxiety Scale (Spence, Rapee, McDonald, & Ingram, 2001), while cognitive flexibility was measured using the Intra/Extradimensional Set Shift task (IED) from the Cambridge Neuropsychological Test Automated Battery (CANTAB). Two separate studies were conducted, using two different versions of the IED task. In both studies, the samples were divided into a high-anxiety and a low-anxiety group based on each sample's median score on the scale. In the first study (N=78; age range: 3-6 years), we found a trend towards better performance (more stages completed) in the high-anxiety group. The tendency was statistically significant only in girls, while it was absent in boys. This pattern of performance was related to a tendency towards longer response latencies in girls with higher levels of anxiety. There was also a general tendency towards more extradimensional shifting errors than reversal errors. The second study (N=29; age range: 4-7 years) revealed only a performance trend towards fewer total errors in girls than boys. However, the rule reversal shift tended to have a significantly larger impact in high-anxiety boys, compared to either girls or low-anxiety boys. These results point to the relevance of investigating anxietyrelated cognitive performance in preschoolers. KEYWORDS: anxiety, preschoolers, attentional flexibility, reversal learning. Anxiety is one of the most frequent forms of psychopathology in children and adolescents. Prevalence estimates for any anxiety disorder in the general population range between 2.2 and 20.9%, depending on the age of the respondents and the time frame taken into account (Costello, Egger, & Angold, 2004). Subclinical anxiety symptoms are even more common; reportedly more than 25% of children from nonreferred samples have them (Spence, 1998). The taxonomy of anxiety disorders provided in the DSM-IV-TR (American Psychiatric Association, 2000) does not include a separate section for childhood anxiety disorders. It is assumed that anxiety symptoms in children group into similar clusters as in adults, and in general this assumption seems to be supported by cross-national data (Essau, Sakano, Ishikawa, & Sasagawa, 2004; Mellon & Moutavelis, 2006; Nauta et al., 2004; Spence, Rapee, McDonald, & Ingram, 2001). Anxiety disorders are usually diagnosed after the age of 6 years. However, anxiety-related symptoms or behaviors, which do not necessarily reach clinical intensity, can be identified earlier than this age in preschoolers or even in younger children (Nauta, 2005; Morris, Hirshfeld-Becker, Henin, & Storch, 2004). Both anxiety and the regulation of emotion in the face of threatening stimuli seem to be related to the efficiency of executive functions and cognitive control mechanisms originated in the prefrontal cortex (PFC) (e.g., Dennis & Chen, 2007). EXECUTIVE FUNCTIONS AND EMOTION Executive functions encompass three factors, according to Miyake, Friedman, Emerson, Witzki, & Howerter (2000) and Davidson, Amso, Anderson, & Diamond (2006): working memory (the ability to keep information in mind for as long as needed, to manipulate/update that information and to act on the basis of it), inhibition (the ability to hold back practiced responses in favor of more appropriate ones) and cognitive flexibility (the ability to quickly adapt behavior and/or mental set to changing situations/contingencies). While executive functions are clearly important for performance in cold cognitive tasks, their relevance to emotion in general and anxiety in particular stems from their involvement in emotionally-charged (hot) cognitive tasks and behaviors (Hogwanishkul, Happaney, Lee, & Zelazo, 2005), and, more broadly, in emotion regulation. …" @default.
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• W319643331 date "2007-09-01" @default.
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• W319643331 title "Attentional Set-Shifting in Preschoolers: Anxiety-Related Response Patterns" @default.
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