Developmental cascades of internalising symptoms, externalising problems and cognitive ability from early childhood to middle adolescence
Developmental cascades of internalising symptoms, externalising problems and cognitive ability from early childhood to middle adolescence
复制标题
DOI：
10.1016/j.eurpsy.2018.12.005
复制
发表时间：
2019-04-01
影响因子：
7.8
通讯作者：
Joshi, Heather
中科院分区：
文献类型：
--
作者：
Flouri, Eirini;Papachristou, Efstathios;Joshi, Heather
背景：儿童的认知能力和问题行为(外化和内化问题)是不同且相互关联的。然而，尚不清楚它们是相互影响的，是一个方面的困难导致另一个方面的困难，还是仅仅因为它们有共同的原因而相关。方法：对英国千禧年队列研究中17,318名(51%男性)的儿童在3岁、5岁、7岁、11岁和14岁时建立了随机截距交叉滞后模型来探讨这一点。外化和内化问题使用父母报告的优势和困难问卷进行评估。认知能力是使用适合年龄的有效认知能力评估的标准化分数来衡量的。如果有多个认知评估，则使用主成分分析得出单一分数。结果：有许多证据表明儿童时期存在跨域纵向效应，特别是认知能力(内在性和外在性问题以及男性和女性)和外在性问题(两性和男性的认知能力)。双向影响仅限于儿童时期，且因性别而异，且不太一致。在男性中，外在性问题与认知能力之间存在一致的双向联系，在女性中，外在性问题与内在性问题之间存在一致的双向联系(尽管内在性问题的影响很弱)。在青春期，只有外在性问题才会产生跨域影响，以至于在随后的测试中，无论男女，外在性问题都与认知能力下降和内在性问题水平增加有关。结论：无论是在童年还是青春期，减少行为问题都可能对情感和认知都有好处。在童年时期，提高认知技能可以减少情感和行为问题。(C)2019爱思唯尔·马森SAS。版权所有。
Background: Cognitive ability and problem behaviour (externalising and internalising problems) are variable and inter-related in children. However, it is not known if they mutually influence one another, if difficulties in one cause difficulties in the other, or if they are related only because they share causes.Methods: Random-intercept cross-lagged models adjusted for confounding were fitted to explore this in 17,318 (51% male) children of the UK's Millennium Cohort Study at ages 3, 5, 7, 11 and 14 years. Externalising and internalising problems were assessed using the parent-reported Strengths and Difficulties Questionnaire. Cognitive ability was measured using standardised scores of age-appropriate validated cognitive ability assessments. Where multiple cognitive assessments were available a single score was derived using principal components analysis.Results: There was much evidence for cross-domain longitudinal effects in childhood, especially for cognitive ability (on both internalising and externalising problems and in both males and females) and externalising problems (on internalising problems in both genders and cognitive ability in males). Bidirectional effects were childhood-limited, gender-specific and less consistent. The consistent bidirectional associations were, in males, between externalising problems and cognitive ability, and, in females, between externalising and internalising problems (although the effects of internalising problems were weak). In adolescence, only externalising problems had cross-domain effects such that, in both genders, they were associated with lower cognitive ability in subsequent measurements and increased levels of internalising problems.Conclusions: In either childhood or adolescence, reducing behavioural problems could have both emotional and cognitive benefits. In childhood, improving cognitive skills could reduce both emotional and behavioural problems. (c) 2019 Elsevier Masson SAS. All rights reserved.