The Development of Cognitive Reappraisal From Early Childhood Through Adolescence: A Systematic Review and Methodological Recommendations.

Cognitive reappraisal is an important emotion regulation strategy that shows considerable developmental change in its use and effectiveness. This paper presents a systematic review of the evidence base regarding the development of cognitive reappraisal from early childhood through adolescence and provides methodological recommendations for future research. We searched Scopus, PsycINFO, and ERIC for empirical papers measuring cognitive reappraisal in normative samples of children and youth between the ages of 3 and 18 years published in peer-reviewed journals through August 9th, 2018.

As they wait: Anticipatory neural response to evaluative peer feedback varies by pubertal status and social anxiety.

Adolescence is a developmental period characterized by substantial biological, neural, behavioral, and social changes. Learning to navigate the complex social world requires adaptive skills. Although anticipation of social situations can serve an adaptive function, providing opportunity to adjust behavior, socially anxious individuals may engage in maladaptive anticipatory processing.

One-Month Stability of Cyberball Post-Exclusion Ostracism Distress in Adolescents.

We examined one-month reliability, internal consistency, and validity of ostracism distress (Need Threat Scale) to simulated social exclusion during Cyberball. Thirty adolescents (13-18 yrs.) completed the Cyberball task, ostracism distress ratings, and measures of related clinical symptoms, repeated over one month.

Teaching emotion regulation in schools: Translating research into practice with the RULER approach to social and emotional learning.

Emotion regulation skills are critical to young children's school readiness and later academic achievement, as well as educators' efficacy, stress, and job satisfaction. In this article, we demonstrate how the science of emotion regulation can be translated into practical steps for educating teachers and students in schools. We begin with the crucial role of supporting educators in developing their own emotion regulation skills.

Neurophysiological evidence for distinct biases in emotional face processing associated with internalizing and externalizing symptoms in children.

Attentional bias to threat has been implicated in both internalizing and externalizing disorders. This study utilizes event-related potentials to examine early stages of perceptual attention to threatening (angry or fearful) versus neutral faces among a sample of 200 children ages 6-8 years from a low-income, urban community. Although both internalizing and externalizing symptoms were associated with processing biases, the nature of the bias differed between these two symptom domains.

The glass is half empty: Negative self-appraisal bias and attenuated neural response to positive self-judgment in adolescence.

Substantial changes in cognitive-affective self-referential processing occur during adolescence. We studied the behavioral and ERP correlates of self-evaluation in healthy male and female adolescents aged 12-17 ( = 109). Participants completed assessments of depression symptoms and puberty as well as a self-referential encoding task while 128-channel high-density EEG data were collected.

Adolescent positive self, negative self: associated but dissociable?

Adolescence is a period of significant identity development and particular vulnerability to depression associated with negative self-evaluation. We investigated if increased depressive symptom severity was also associated with positive self-evaluation. We also considered pubertal developmental differences in positive and negative self-evaluation, and if these could reflect dissociated facets of the self.

Emotional eating and instructed food-cue processing in adolescents: An ERP study.

We examined the P3 (250-500ms) and Late Positive Potential (LPP; 500-2000ms) event-related potentials (ERPs) to food vs. nonfood cues among adolescents reporting on emotional eating (EE) behavior. Eighty-six adolescents 10-17 years old were tested using an instructed food versus nonfood cue viewing task (imagine food taste) during high-density EEG recording.

The dynamics of internalizing and externalizing comorbidity across the early school years.

High rates of comorbidity are observed between internalizing and externalizing problems, yet the developmental dynamics of comorbid symptom presentations are not yet well understood. This study explored the developmental course of latent profiles of internalizing and externalizing symptoms across kindergarten, first grade, and second grade. The sample consisted of 336 children from an urban, low-income community, selected based on relatively high (61%) or low (39%) aggressive/oppositional behavior problems at school entry (64% male; 70% African American, 20% Hispanic).

Relevance of a neurophysiological marker of attention allocation for children's learning-related behaviors and academic performance.

Learning-related behaviors are important for school success. Socioeconomic disadvantage confers risk for less adaptive learning-related behaviors at school entry, yet substantial variability in school readiness exists within socioeconomically disadvantaged populations. Investigation of neurophysiological systems associated with learning-related behaviors in high-risk populations could illuminate resilience processes.

How does reactivity to frustrative non-reward increase risk for externalizing symptoms?

Frustration is a normative affective response with an adaptive value in motivating behavior. However, excessive anger in response to frustration characterizes multiple forms of externalizing psychopathology. How a given trait subserves both normative and pathological behavioral profiles is not entirely clear.

Implications of ongoing neural development for the measurement of the error-related negativity in childhood.

Event-related potentials (ERPs) have been proposed as biomarkers capable of reflecting individual differences in neural processing not necessarily detectable at the behavioral level. However, the role of ERPs in developmental research could be hampered by current methodological approaches to quantification. ERPs are extracted as an average waveform over many trials; however, actual amplitudes would be misrepresented by an average if there was high trial-to-trial variability in signal latency.

Diurnal cortisol rhythms in youth from risky families: effects of cumulative risk exposure and variation in the serotonin transporter gene-linked polymorphic region (5-HTTLPR) [corrected].

Building on research on cumulative risk and psychopathology, this study examines how cumulative risk exposure is associated with altered diurnal cortisol rhythms in an ethnically diverse, low-income sample of youth. In addition, consistent with a diathesis-stress perspective, this study explores whether the effect of environmental risk is moderated by allelic variation in the promoter region of the serotonin transporter gene-linked polymorphic region (5-HTTLPR). Results show that youth with greater cumulative risk exposure had flatter diurnal cortisol slopes, regardless of 5-HTTLPR genotype.