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Developmental differences in cognitive diatheses for child depression

J E Turner1, D A Cole

  • 1Department of Psychology, University of Notre Dame, Indiana 46556-5363.

Journal of Abnormal Child Psychology
|February 1, 1994
PubMed
Summary
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Cognitive style impacts childhood depression, but this link strengthens with age. Specific stressful events and personal importance moderate this relationship in older children.

Area of Science:

  • Developmental Psychology
  • Child Psychopathology
  • Cognitive Science

Background:

  • Childhood depression is a significant concern.
  • Cognitive styles, including attributional style and cognitive errors, are implicated in depression.
  • Developmental changes in these relationships are not fully understood.

Purpose of the Study:

  • To investigate developmental changes in the relationship between cognitive style and depression in children.
  • To test the cognitive diathesis model of depression across middle childhood.
  • To examine how stressful events and their domains interact with cognitive style and age.

Main Methods:

  • Study involved 409 school children across fourth, sixth, and eighth grades.
  • Hierarchical multiple regressions were used to analyze data.

Related Experiment Videos

  • Examined interactions between stressful events, cognitive style, and age.

    • Main Results:

    • Cognitive style moderated the link between stressful events and depressive symptoms primarily in later childhood.
    • These interactions were specific to certain types of stressful events and cognitions.
    • The importance of the event domain influenced the prominence of these interactions.

    Conclusions:

    • Developmental factors significantly influence the cognitive diathesis model of childhood depression.
    • Distinguishing between types of stress and cognitions is crucial for future research.
    • Understanding developmental differences is key to addressing child depression psychopathology.