Developmental Origins of Depressive Cognitions

描述（由申请人提供）：以前的研究已经明确 有问题的归因方式，消极的认知错误，和贫穷 自我概念是抑郁症的危险因素。越来越多的研究 测试了儿童抑郁症的认知模型。相对较少 理论或实证工作已经研究了这种发展的起源， 认知风险因素本项目的首要目的是 沿着沿着这条病因链， 这些假定的认知素质在儿童时期的发展。第一 一个具体的目标是检查抑郁症型认知的结构， 童年中期的特定点（即，等级，K，2，4和6）， 大规模、以社区为基础的横断面调查。这个假设是 一些相对全球性的因素会分化成抑郁症， 成年人抑郁症的认知特征。第二特定 目的是测试抑郁认知的几个可能的预测因子，并绘制 这些认知的发展轨迹， 童年和青春期早期。这些测试将来自一个为期4年， 在最初的横断面研究之后进行的纵向调查 参与者假设是有问题的父母教养方式，厌恶和 无法控制的负面事件，以及来自重要他人的负面反馈 将预测抑郁认知风格的出现。第三个目标是 检查这些认知因素的增量有效性和特异性 维斯于抑郁症状和首次发作抑郁症的预测 disorder.我们将在高风险设计的背景下实现这一目标， 被嵌套在更大的纵向调查中。前提是 对特定素质-压力模型的支持将作为一种功能变得更强 孩子的认知发展水平。测量策略包括 与儿童和父母进行一对一的临床诊断访谈， 亲子互动观察、教师观察、同伴观察 提名和自我报告。检验这些假设的方法包括 多组验证性因素分析，分层线性模型， 跨领域潜在增长曲线分析和结构方程模型-- 所有都有限制的最大似然估计或随机效应 处理缺失数据的模式混合方法。这些调查结果 调查将（a）补充目前抑郁症的认知理论 在此之前，他们只是模糊地提到了 抑郁症的认知和（B）提供了一个基础，发展知情 预防和早期干预计划。

DESCRIPTION (provided by the applicant): Previous research has clearly implicated problematic attributional style, negative cognitive errors, and poor self-concept as risk factors for depression. A growing number of studies have tested cognitive models of depression in children. Relatively little theoretical or empirical work has examined the developmental origins of such cognitive risk factors. The overarching purpose of the current project is to take the next step backwards along this etiological chain by investigating the development of these putative cognitive diatheses in childhood. The first specific goal is to examine the structure of depressotypic cognitions at specific points during middle childhood (i.e., grades, K, 2, 4, & 6) in a large-scale, community-based, cross-sectional investigation. The hypothesis is that a few relatively global factors will differentiate into the depressive cognitive factors that characterize depression in adults. The second specific goal is to test several possible predictors of depressive cognitions and to map the developmental trajectories of these cognitions over the course of middle childhood and early adolescence. These tests will derive from a 4-year, longitudinal investigation that follows the initial cross-sectional study participants. The hypothesis is that problematic parenting style, aversive and uncontrollable negative events, and negative feedback from significant others will predict the emergence of depressive cognitive style. The third goal is to examine the incremental validity and the specificity of these cognitive factors vis-a-vis the prediction of depressive symptoms and first onset depressive disorder. We will address this goal in the context of a high-risk design that is nested within the larger longitudinal investigation. The hypothesis is that support for specific diathesis-stress models will become stronger as a function of the child's cognitive developmental level. Measurement strategies include one-on-one clinical diagnostic interviews with children and parents, behavioral observations of parent-child interactions, teacher observations, peer nominations, and self-reports. Methods for testing these hypotheses include multigroup confirmatory factor analysis, hierarchical linear modeling, cross-domain latent growth curve analysis, and structural equation modeling -- all with restricted maximum likelihood estimation or random-effects pattern-mixture methods for handling missing data. Findings from these investigations will (a) complement current cognitive theories of depression that here-to-fore have only vaguely alluded to the developmental origins of depressogenic cognitions and (b) provide a basis for developmentally informed prevention and early intervention programs.