Emotional reactions in children: Verbal, physiological, and behavioral responses to affective pictures

McManis, Mark H.; Bradley, Margaret M.; Berg, Wendy K.; Cuthbert, Bruce N.; Lang, Peter

doi:10.1017/s0048577201991140

Cited by 101 publications

(124 citation statements)

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“…Second, we obtained ratings from both children and adolescents, thereby extending the developmental period for which emotional data are available. In line with McManis et al (2001), our study confirms that, from the age of 7 years on, children are able to use the pictorial 9-point SAM scale to rate words on the valence and arousal dimensions. Despite the significant correlations between the four age groups' ratings (i.e., age 7, age 9, age 11, and age 13), we also found age-related differences.…”

Section: Resultssupporting

confidence: 88%

Affective norms for 720 French words rated by children and adolescents (FANchild)

Monnier

Syssau

2016

Behav Res

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FANchild (French Affective Norms for Children) provides norms of valence and arousal for a large corpus of French words (N = 720) rated by 908 French children and adolescents (ages 7, 9, 11, and 13). The ratings were made using the Self-Assessment Manikin (Lang, 1980). Because it combines evaluations of arousal and valence and includes ratings provided by 7-, 9-, 11-, and 13-year-olds, this database complements and extends existing French-language databases. Good response reliability was observed in each of the four age groups. Despite a significant level of consensus, we found age differences in both the valence and arousal ratings: Seven-and 9-year-old children gave higher mean valence and arousal ratings than did the other age groups. Moreover, the tendency to judge words positively (i.e., positive bias) decreased with age. This age-and sex-related database will enable French-speaking researchers to study how the emotional character of words influences their cognitive processing, and how this influence evolves with age. FANchild is available at https:// www.researchgat e.net /profi le/Catherine_ Monnier/contributions.

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Section: Resultssupporting

confidence: 88%

Affective norms for 720 French words rated by children and adolescents (FANchild)

Monnier

Syssau

2016

Behav Res

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“…There are also differences between studies in gender ratio, distribution of subtypes and the presence of comorbid disruptive behavior disorders. Gender ratio may affect the results because previous studies found girls to be more reactive to unpleasant pictures and to experience more difficulties in regulating negative emotions than boys (Bender, ReinholdtDunne, Esbjørn, & Pons, 2012;McManis et al, 2001;Neumann, van Lier, Gratz, & Koot, 2010;Suveg & Zeman, 2004). It should however be noted that in the current study both groups had an equal gender ratio, and the fact that earlier studies that included exclusively boys did also find emotion regulation deficits in ADHD, goes against this view (Köchel et al, 2014;López-Martín et al, 2013).…”

Section: Discussioncontrasting

confidence: 64%

“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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“…The children were instructed to evaluate the picture and to approach or avoid it by pressing one of two marked keys on the computer keyboard. The pictures were a selection of 30 positive (e.g., chocolate, smiling children) and 30 negative pictures (e.g., a snake, a wounded person) from the International Affective Picture System (IAPS; Center for the Study of Emotion and Attention [CSEA-NIMH], 1999;Lang, Bradley, & Cuthbert, 2008), chosen to be suitable for children (McManis, Bradley, Berg, Cuthbert, & Lang, 2001). There were two conditions, a congruent and an incongruent condition, presented in a random order.…”

Section: Methodsmentioning

confidence: 99%

Regulation of emotion in ADHD: can children with ADHD override the natural tendency to approach positive and avoid negative pictures?

et al. 2016

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Studies have demonstrated inefficient use of antecedent-focused emotion regulation strategies in children with ADHD attention-deficit/hyperactivity disorder (ADHD). In the current study we tested for the first time if ADHD is also associated with difficulties in response-focused strategies by measuring the ability to override action tendencies induced by emotional information. Performance data on a computer based approach-avoidance paradigm of 28 children with ADHD and 38 typically developing children between 8 and 15 years of age were analyzed comparing a congruent condition in which they were instructed to approach positive and avoid negative pictures and an incongruent condition where they had to override these automatic reactions and approach negative and avoid positive pictures. Children also rated the valence and salience of the pictures. Children with ADHD and typically developing children rated the emotional valence of the pictures appropriately and similarly, while positive pictures were rated as more arousing by children with ADHD. Solid congruency effects were found indicating that the task measured response-focused emotion regulation, however groups did not differ in this respect. Our findings do not support a deficit in emotion regulation in ADHD in terms of the ability to override natural tendencies to approach positive and avoid negative pictures.

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Emotional reactions in children: Verbal, physiological, and behavioral responses to affective pictures

Cited by 101 publications

References 0 publications

Affective norms for 720 French words rated by children and adolescents (FANchild)

Affective norms for 720 French words rated by children and adolescents (FANchild)

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

Regulation of emotion in ADHD: can children with ADHD override the natural tendency to approach positive and avoid negative pictures?

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