Intelligence and emotional disorders: Is the worrying and ruminating mind a more intelligent mind?

Penney, Alexander M.; Miedema, Victoria C.; Mazmanian, Dwight

doi:10.1016/j.paid.2014.10.005

Cited by 43 publications

(36 citation statements)

References 25 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Our findings should be considered in the context of other research suggesting that rumination (as assessed with the Ruminative Response Styles Questionnaire) is associated with benefits for cognitive performance, such as verbal comprehension (Penney et al, 2015). When controlling for depressive symptoms, a purposeful turning inward to engage in cognitive problem-solving (i.e., reflective pondering) has been positively associated with performance on intelligence tests.…”

Section: Discussionsupporting

confidence: 47%

Testing the Analytical Rumination Hypothesis: Exploring the Longitudinal Effects of Problem Solving Analysis on Depression

et al. 2020

View full text Add to dashboard Cite

Depression is a mental health condition for which individuals commonly seek treatment. However, depressive episodes often resolve on their own, even without treatment. One evolutionary perspective, the analytical rumination hypothesis (ARH), suggests that depression occurs in response to complex problems. According to this perspective, depressive symptoms promote analytical rumination, i.e., distraction-resistant thoughts about the causes of problems [causal analysis (CA)] and how they can be solved [problem-solving analysis (PSA)]. By helping individuals solve complex problems, analytical rumination may contribute to remission from depression. The aim of this study was to investigate (1) whether clinically-depressed individuals have more complex problems and engage in more CA and PSA than non-depressed and (2) the effects of CA and PSA on decreases in problem complexity, depressive symptoms, and remission from the depression. Samples of 85 patients were treated for depression with antidepressants and psychotherapy, and 49 healthy subjects were assessed three times over a 4-month period (at Weeks 1, 5, and 16). At each assessment, they completed measures of depression, analytical rumination, and problem complexity. Depressed individuals reported having more complex problems and engaging in more CA than non-depressed participants. The two groups engaged in a similar degree of PSA. Findings from a multiple regression suggested that more PSA at Week 1 was related to a decrease in depressive symptoms at Week 5, even after controlling for baseline depression, problem number, and complexity. PSA at Week 1 did not predict the remission after hospitalization or at follow-up; however, having less complex problems at the baseline made it more likely that a patient would later remit. Engaging in more CA or PSA at Week 1 did not affect perceived problem complexity at Week 5 or at follow-up. However, these findings were not statistically significant when influential observations (or outliers) were included in the analysis. Our findings suggest that PSA may contribute to a decrease in symptoms of depression over time. However, alleviations in problem complexity and remission might only be achieved if problems are initially less complex. Future directions involve exploring how PSA might contribute to decreases in depressive symptoms and other mechanisms underlying remission from depression.

show abstract

Section: Discussionsupporting

confidence: 47%

Testing the Analytical Rumination Hypothesis: Exploring the Longitudinal Effects of Problem Solving Analysis on Depression

et al. 2020

View full text Add to dashboard Cite

show abstract

“…Finally, future studies should also examine the interaction between beliefs about problem-solving and actual problem-solving ability. Penney, Miedema, & Mazmanian (2015) found verbal intelligence was positively related to worrying, and Gentes & Ruscio (2014) perceived performance impairments are due to elevated performance standards.…”

Section: Discussionmentioning

confidence: 93%

Metacognitive, Emotional, and Avoidance Predictors of Generalized Anxiety Disorder

Sugiura¹

2017

PSYCH

View full text Add to dashboard Cite

Predictors of worrying and generalized anxiety disorder (GAD) were compared. First, variables related to a version of inner experience were examined. Specifically, we examined whether negative appraisals about worrying and emotions can be considered subfacets of the overarching construct of experiential avoidance. Second, we examined the relative predictive power of responsibility to continue thinking (i.e., beliefs about the need for prolonged thinking about stressful problems), a construct relating worrying to problemsolving. In two studies, consistent predictors of worrying and GAD were negative metacognitive beliefs, fear of emotions, and responsibility to continue thinking, even after controlling for neuroticism in Study 2. Experiential avoidance did not explain the independent variance in worry. The structural equation model that experiential avoidance explained negative appraisals about worrying and emotions did not fit the data well. Negative metacognitive beliefs evidenced strong predictive power, therefore, requiring particular attention in treatment. Nonetheless, fear of emotions and perceived need for perseverative thinking are candidate additional components that deserve continued investigation.

show abstract

“…Furthermore, children with a higher IQ may be more capable of higher order functions, which might facilitate worries about the past, future or self-efficacy -which may perpetuate anxiety (Salazar et al, 2015). This pattern is, however, unclear in children without autism (with contradicting evidence available, Karpinski et al, 2018;Martin et al, 2010;Penney et al, 2015). Alternative explanations suggest that higher IQ may interact with social and functional experiences and expectations of autistic children.…”

Section: How and Why Are Anxiety And Iq Related In Autism?mentioning

confidence: 99%

Anxiety and intellectual functioning in autistic children: A systematic review and meta-analysis

Mingins

Tarver

Waite

et al. 2020

Autism

View full text Add to dashboard Cite

Autistic children experience higher levels of anxiety than their peers. Making appropriate diagnoses of anxiety disorders and providing effective treatment for these children is particularly difficult. Inconsistent evidence suggests that levels of anxiety in autistic children are related to intellectual functioning. We provide the first meta-analysis of this evidence. A systematic search identified 49 papers for review. These papers included measures of anxiety and intelligence quotient in 18,430 autistic children. Studies employing correlations showed evidence of a significant relationship between intelligence quotient and anxiety in autistic children: children with higher intelligence quotient scored higher on measures of anxiety. Studies directly comparing groups of autistic children with and without intellectual disability also supported this conclusion. Most studies employing other designs also supported this finding. Employing a quality assessment framework identified common threats to validity. Many studies used measures of anxiety that were not validated across the samples they measure. This was most notable for those autistic children with an intellectual disability. It is vital that future research determines whether the identified relationship between intelligence quotient and anxiety reflects something important in the mechanism for anxiety in autistic children, or quantifies the lack of sensitivity of our measures of anxiety across different groups. Lay abstract Autistic children often experience higher levels of anxiety than their peers. It can be difficult to diagnose and treat anxiety disorders in autistic children, in part because of the high degree of variability in their underlying abilities and presentations. Some evidence suggests that autistic children with higher intelligence (as measured by intelligence quotient) experience higher levels of anxiety than autistic children with lower intelligence. However, the evidence is inconsistent, with other papers not finding a difference or finding higher levels of anxiety in autistic children with lower intelligence. In this article, we review existing literature to see whether autistic children with higher intelligence quotients have higher anxiety than autistic children with lower intelligence quotients. A systematic search of the literature was conducted which identified 49 papers on the topic. The methods of all the papers were reviewed using an objective quality assessment framework. When combining the data statistically, there was evidence that autistic children with higher intelligence quotients are more anxious than autistic children with lower intelligence quotients. The quality review raised common weaknesses across studies. Most importantly, few studies used measures of anxiety that have been shown to be valid for children with very low intelligence quotients. Similarly, many studies used measures of anxiety that have not been shown to be valid for autistic children. These factors are important because autistic children and those with low intelligence quotient may experience or understand anxiety differently. Future research should use fully validated measures to test whether high intelligence quotient is associated with high levels of anxiety in autistic children.

show abstract

Intelligence and emotional disorders: Is the worrying and ruminating mind a more intelligent mind?

Cited by 43 publications

References 25 publications

Testing the Analytical Rumination Hypothesis: Exploring the Longitudinal Effects of Problem Solving Analysis on Depression

Testing the Analytical Rumination Hypothesis: Exploring the Longitudinal Effects of Problem Solving Analysis on Depression

Metacognitive, Emotional, and Avoidance Predictors of Generalized Anxiety Disorder

Anxiety and intellectual functioning in autistic children: A systematic review and meta-analysis

Contact Info

Product

Resources

About