Cognitive and behavioral probes of developmental landmarks for use in functional neuroimaging

Casey, B. J.; Thomas, Kathleen M.; Welsh, Tomihisa F.; Livnat, Rona; Eccard, Clayton H.

doi:10.1017/cbo9780511470998.014

Cited by 7 publications

(11 citation statements)

References 46 publications

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“…The E-nback task (Casey et al, 2000) is a modified version of the n-back working-memory task described in Cohen et al (1994) and in Casey et al (1995). The original nback task consists of visually presenting a pseudorandom sequence of letters and asking subjects to respond to a pre-specified letter appearing on the computer screen.…”

Section: Methodsmentioning

confidence: 99%

“…no picture (blank screen), negative picture, positive picture or, neutral picture) (see Figure 2) (Casey et al, 2000). The pictures were a subset of digitized slides from the International Affective Picture System Lang et al, 1988) determined to be appropriate for use with children (McManis et al, 2001).…”

Section: Methodsmentioning

confidence: 99%

“…Hence, we began with a cognitive task (the n-back working memory task) known to involve executive attention that had been used successfully in neuroimaging studies of both adults and children (Casey et al, 1995;Cohen et al, 1994), and then added an emotional component to it (Casey, Thomas, Welsh, Livnat, & Eccard, 2000). This affective version of the task is called the "Emotional n-back task" (E-n-back).…”

mentioning

confidence: 99%

“…It consists of superimposing the original n-back task onto photographs with images that had been rated as neutral, negative, or positive in affective content (Lang,Öhman, & Vaitl, 1988) and which were modified for use with children (McManis, Bradley, Berg, Cuthbert, & Lang, 2001). The task was designed to assess suppression of irrelevant emotional information while performing a nonemotional working memory task (Casey et al, 2000).…”

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confidence: 99%

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Altered Emotional Processing in Pediatric Anxiety, Depression, and Comorbid Anxiety-Depression

Ladouceur

Dahl

Williamson

et al. 2005

J Abnorm Child Psychol

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110

101

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The goal of this study was to examine some of the mechanisms underlying emotion regulation in childhood affective disorders by examining the impact of distracting emotional information during performance on a working memory task ("Emotional n-back" or E-n-back). The sample included 75 children (38 girls and 37 boys) between 8 and 16 years of age meeting criteria for: Anxiety disorder (ANX, n = 17), Major depressive disorder (MDD, n = 16), Comorbid anxiety and depression (CAD, n = 24), or Low-risk normal control (LRNC, n = 18). Results showed that the MDD and CAD groups had significantly longer reaction times on negative emotional backgrounds compared to neutral backgrounds, whereas the LRNC group had significantly longer reaction times on positive backgrounds. These results suggest altered processing of emotional information particularly associated with depression. Because the E-n-back task engages higher-order cognitive processes, these results suggest that these alterations in processing emotional information also interfere with the cognitive processes that govern how attentional resources are allocated. Further, research is needed to replicate this study and delineate underlying neural mechanisms.

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Section: Methodsmentioning

confidence: 99%

Section: Methodsmentioning

confidence: 99%

mentioning

confidence: 99%

mentioning

confidence: 99%

See 2 more Smart Citations

Altered Emotional Processing in Pediatric Anxiety, Depression, and Comorbid Anxiety-Depression

Ladouceur

Dahl

Williamson

et al. 2005

J Abnorm Child Psychol

Self Cite

110

101

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show abstract

“…The E-n-back task used in the current study is based on the task used by Ladouceur et al (2005) who in turn adopted it from Casey, Thomas, Welsh, Livnat, and Eccard (2000). It is a modified WM task (n-back task) in which a pseudorandom sequence of letters is presented and the participants are asked to respond to a pre-specified letter.…”

Section: Emotional N-back Task (E-n-back)mentioning

confidence: 99%

“Turning down the heat”: Is poor performance of children with ADHD on tasks tapping “hot” emotional regulation caused by deficits in “cool” executive functions?

Cauwenberge

Sonuga‐Barke

Hoppenbrouwers

et al. 2015

Research in Developmental Disabilities

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Emotional dysregulation in daily life is very common in children with attention deficit hyperactivity disorder (ADHD). It is however not clear whether this reflects a specific deficit or that it may be the result of generic executive function (EF) deficits. The current study addresses this question by means of an emotional working memory (WM) task with 2 memory load conditions and four possible backgrounds (blank screen, neutral, positive or negative picture), which was administered to 38 typically developing children and 29 children with ADHD. Children responded slower on trials when negative pictures were presented at the background versus when neutral pictures were presented, indicating an emotional interference effect; however crucially, groups did not differ in this respect. Reaction times were also slower on trials with a neutral picture as background versus trials without a picture, with children with ADHD showing an enhanced interference effect. There was a main effect of WM load on performance, but it did not interact with interference or group effects. To summarize, the findings indicate a generic interference control deficit in the children with ADHD in the current sample, while they could not provide support for an emotional interference deficit. What this paper adds:This paper adds to the existing literature on emotion regulation in children with ADHD by addressing the question whether emotional dysregulation in ADHD reflects a specific deficit or whether it may be understood as an integral part of impaired executive functioning. An emotional n-back task with different backgrounds was applied to distinguish between emotional interference and generic interference effects. The findings could not provide support for a specific emotional interference deficit. Rather, a generic interference control deficit was found, which may have important theoretical and clinical implications.

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Assessing cognitive inhibition in emotional and neutral contexts in children

Zamora

Vernucci

Valle

et al. 2020

The Educational and Developmental Psychologist

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Different studies indicate that emotions can interfere with the efficacy of inhibitory control. However, understanding this impact requires considering that inhibition is not a unitary construct. Cognitive inhibition is the process responsible for attenuating and resisting the interference of thoughts, representations, and memories that are irrelevant to the task at hand. Due to the relevance of emotional stimuli for survival, different studies have indicated that the performance of cognitive inhibition can vary depending on the context, that is, whether in neutral or emotionally salient contexts. During the interval between 8 and 12 years old, the importance of this skill is rooted in the need for controlling reactions and stimuli that could be disruptive for learning. In this study, 395 children aged 8–12 years performed a 1-back visual task with emotional and neutral stimuli in order to assess cognitive inhibition in contexts with high and low emotional salience. The results support the validity of the task for the evaluation of cognitive inhibition. However, no significant differences were found, depending on the context, as expected. It is emphasised that these results constitute an approach to the problem of emotional content interference in children that considers the multidimensional approach of inhibition.

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Cognitive and behavioral probes of developmental landmarks for use in functional neuroimaging

Cited by 7 publications

References 46 publications

Altered Emotional Processing in Pediatric Anxiety, Depression, and Comorbid Anxiety-Depression

Altered Emotional Processing in Pediatric Anxiety, Depression, and Comorbid Anxiety-Depression

“Turning down the heat”: Is poor performance of children with ADHD on tasks tapping “hot” emotional regulation caused by deficits in “cool” executive functions?

Assessing cognitive inhibition in emotional and neutral contexts in children

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