CORE
🇺🇦
make metadata, not war
Services
Services overview
Explore all CORE services
Access to raw data
API
Dataset
FastSync
Content discovery
Recommender
Discovery
OAI identifiers
OAI Resolver
Managing content
Dashboard
Bespoke contracts
Consultancy services
Support us
Support us
Membership
Sponsorship
Community governance
Advisory Board
Board of supporters
Research network
About
About us
Our mission
Team
Blog
FAQs
Contact us
Investigating Sex Differences in Emotion Recognition, Learning, and Regulation Among Youths With Conduct Disorder
Authors
G. Kohls Baumann, S. Gundlach, M. Scharke, W. Bernhard, A. Martinelli, A. Ackermann, K. Kersten, L. Prätzlich, M. Oldenhof, H. Jansen, L. van den Boogaard, L. Smaragdi, A. Gonzalez-Madruga, K. Cornwell, H. Rogers, J.C. Pauli, R. Clanton, R. Baker, R. Bigorra, A. Kerexeta-Lizeaga, I. Sesma-Pardo, E. Aguirregomoscorta-Menéndez, F. Siklósi, R. Dochnal, R. Kalogerakis, Z. Pirlympou, M. Papadakos, L. Dikeos, D. Hervas, A. Herpertz-Dahlmann, B. Fernández-Rivas, A. Popma, A. Stadler, C. De Brito, S.A. Blair, J.R. Freitag, C.M. Fairchild, G. Konrad, K.
Publication date
1 January 2020
Publisher
Abstract
Objective: Conduct disorder (CD) is a serious neurodevelopmental disorder marked by notably higher prevalence rates for boys than girls. Converging evidence suggests that CD is associated with impairments in emotion recognition, learning, and regulation. However, it is not known whether there are sex differences in the relationship between CD and emotion dysfunction. Prior studies on emotion functioning in CD have so far been underpowered for investigating sex differences. Therefore, our primary aim was to characterize emotion processing skills in a large sample of girls and boys with CD compared to typically developing controls (TDCs) using a comprehensive neuropsychological test battery. Method: We included 542 youths with CD (317 girls) and 710 TDCs (479 girls), 9 to 18 years of age, from a European multisite study (FemNAT-CD). Participants completed three experimental tasks assessing emotion recognition, learning, and regulation, respectively. Data were analyzed to test for effects of group and sex, and group-by-sex interactions, while controlling for potentially confounding factors. Results: Relative to TDCs, youths with CD showed impaired emotion recognition (that was related to more physical and proactive aggression, and higher CU traits), emotional learning (specifically from punishment), and emotion regulation. Boys and girls with CD, however, displayed similar impairments in emotion processing. Conclusion: This study provides compelling evidence for a relationship between CD and deficient neurocognitive functioning across three emotional domains that have previously been linked to CD etiology. However, there was no support for sex-specific profiles of emotion dysfunction, suggesting that current neurocognitive models of CD apply equally to both sexes. © 2019 American Academy of Child and Adolescent Psychiatr
Similar works
Full text
Available Versions
Pergamos : Unified Institutional Repository / Digital Library Platform of the National and Kapodistrian University of Athens
See this paper in CORE
Go to the repository landing page
Download from data provider
oai:lib.uoa.gr:uoadl:2982848
Last time updated on 10/02/2023