Article 25fa pilot End User Agreement This publication is distributed under the terms of Article ... more Article 25fa pilot End User Agreement This publication is distributed under the terms of Article 25fa of the Dutch Copyright Act (Auteurswet) with explicit consent by the author. Dutch law entitles the maker of a short scientific work funded either wholly or partially by Dutch public funds to make that work publicly available for no consideration following a reasonable period of time after the work was first published, provided that clear reference is made to the source of the first publication of the work. This publication is distributed under The Association of Universities in the Netherlands (VSNU) 'Article 25fa implementation' pilot project. In this pilot research outputs of researchers employed by Dutch Universities that comply with the legal requirements of Article 25fa of the Dutch Copyright Act are distributed online and free of cost or other barriers in institutional repositories. Research outputs are distributed six months after their first online publication in the original published version and with proper attribution to the source of the original publication. You are permitted to download and use the publication for personal purposes. All rights remain with the author(s) and/or copyrights owner(s) of this work. Any use of the publication other than authorised under this licence or copyright law is prohibited. If you believe that digital publication of certain material infringes any of your rights or (privacy) interests, please let the Library know, stating your reasons.
International Journal of Behavioral Development, Dec 16, 2014
In preschool classes, sociometric peer ratings are used to measure children’s peer relationships.... more In preschool classes, sociometric peer ratings are used to measure children’s peer relationships. The current study examined a computerized version of preschool sociometric ratings. The psychometric properties were compared of computerized sociometric ratings and traditional peer ratings for preschoolers. The distributions, inter-item correlations, and reliabilities of sociometric scores were comparable between the computerized assessment and traditional assessment. The computerized assessment provided additional data for further analysis of the peer evaluation process. Therefore, computerized peer ratings are a promising tool for sociometric measurement with preschool children.
This is an open access article under the terms of the Creative Commons Attribution License, which... more This is an open access article under the terms of the Creative Commons Attribution License, which permits use, distribution and reproduction in any medium, provided the original work is properly cited.
Cooperation with peers is challenging for young children, and there are large individual differen... more Cooperation with peers is challenging for young children, and there are large individual differences in the development of cooperation. The roles of child characteristics and peer experiences for peer interaction during free play have been studied extensively, but it is unclear which factors predict young children's successful cooperation at different points in development. In this study, 2-, 3-, and 4-year-old children were observed during a peer cooperation task. Both their interactive behavior and cooperation success were examined, and the association of these variables with child characteristics and peer experiences was explored. Results showed that successful peer cooperation increased with age. Moreover, early individual differences in peer cooperation were related to temperamental characteristics, and, among older children, the rate of cooperation was related to prior peer experience.
During social interaction, the behavior of interacting partners becomes coordinated. Although int... more During social interaction, the behavior of interacting partners becomes coordinated. Although interpersonal coordination is well-studied in adults, relatively little is known about its development. In this project we explored how 2-, 3-, and 4-year-old children spontaneously coordinated their drumming with a peer. Results showed that all children adapted their drumming to their partner's drumming by starting and stopping their drumming in a coordinated fashion, but only 4-year-olds adapted the rhythmic structure of their drumming to their partner's drumming. In all age groups, children showed similarly stable drumming. Typically, it was 1 of the 2 children who initiated drumming throughout the session. The results of this study offer new insights into the development of interpersonal coordination abilities in early childhood.
From early in life, we activate our neural motor system when observing others' actions. In adults... more From early in life, we activate our neural motor system when observing others' actions. In adults, this so-called mirroring is modulated not only by the saliency of an action but also by top-down processes, like the intention to imitate it. Yet, it remains unknown whether neural processing of others' actions can be modulated by top-down processes in young children who heavily rely on learning from observing and imitating others but also still develop top-down control skills. Using EEG, we examined whether the intention to imitate increases 4-year-olds' motor activation while observing others' actions. In a within-subjects design, children observed identical actions preceded by distinct instructions, namely to either imitate the action or to name the toy's color. As motor activation index, children's alpha (7− 12 Hz) and beta (16− 20 Hz) power over motor cortices was analyzed. The results revealed more motor activity reflected by significantly lower beta power for the Imitation compared to the Color-naming Task. The same conditional difference, although differently located, was detected for alpha power. Together, our results show that children's neural processing of others' actions was amplified by their intention to imitate the action. Thus, already at age 4 top-down attention to others' actions can modulate neural action processing. ☆ The data that support the findings of this study are available from the corresponding author (Marlene Meyer) upon reasonable request.
Top-down control processes are essential for guiding attention and working memory towards taskrel... more Top-down control processes are essential for guiding attention and working memory towards taskrelevant information. Recently, theta oscillations were suggested as critical for these cognitive processes. Infant studies testing a mixture of bottom-up and top-down processes support adult theta findings. Yet, since infants cannot be instructed, it remains unclear to what extent theta oscillations are involved particularly in top-down control in early childhood. That is especially relevant towards school age when children need top-down control to solve the increasingly complex tasks. In this EEG study, we investigated whether theta-power in 4-year-olds is sensitive to task engagement and to different cognitive task demands. In a within-subjects design, children had three different instructions before watching videos including either no demands (No Task), language-related (Color-naming Task), or action-related (Imitation Task) demands. We analyzed children's theta-power (3-6 Hz) in two contrasts: (1) Task vs. No Task and (2) Color-naming vs. Imitation Task. The findings revealed more frontomedial theta-power when children were engaged in a task and their frontomedial theta-power increased during their cognitive engagement. Theta-power was stronger over left fronto-temporal sites for languagecompared to action-related demands. These findings support recent theoretical work highlighting theta oscillations in top-down control and extend this neurocognitive framework to preschoolers. Theta oscillations in adults: Top-down control processes. Theta oscillations in the brain and their potential functional role have fascinated cognitive neuroscientists for decades and motivated extensive research in the field of attention, memory and conflict monitoring. In human adults, the theta frequency range is referred to as the spectral band of 4-8 Hz 1 with sources of theta being localized to particular brain regions. More precisely, theta oscillations recorded over frontal cortices (also called frontal theta) are associated with sources in medial frontal and anterior cingulate cortex (e.g. 1-3), theta activity over such frontal and additional left temporal-parietal sites is associated with language processing 4,5 and hippocampal theta likely reflects rhythmic activity of place cells in the hippocampus 6,7. Until recently, the variety of cognitive processes that modulate theta oscillations left researchers wondering about their potential functional role. For instance, theta power is influenced by manipulations affecting attentional demands 8 , working memory load 9,10 , stimulus novelty 11 , and feedback and conflict monitoring 12 as well as language processing 4. Frontal theta power, in particular, is enhanced with increasing attentional demands of a task and recent MEG findings with adults suggest that theta coherence between frontal and hippocampal brain regions underlies complex forms of task-relevant memory integration 13. Increase in frontal and left temporal theta power during retrieval of lexical-semantic information has been interpreted as topographically and potentially functionally distinct activation of nodes in the language processing network, like verbal working memory/syntactic processing (frontal theta) and retrieval of lexical meaning (left temporal) 4. It is only recently that theoretical work and converging empirical evidence offer a new, possibly unifying perspective on the diverse findings on theta oscillations. It was proposed that frontal theta is involved in top-down control which guides the diverse cognitive processes 8,12. Top-down control refers to cognitive control which based on prior knowledge guides a variety of processes towards task-relevant behavior. In contrast to bottom-up processes which strongly rely on external sensory input, top-down processes are based on prior knowledge alone and are "designed to enhance the neuronal processing of relevant sensory input […]" 14,(p. 148). As such, top-down control
Aggressive behaviors negatively impact peer relations starting from an early age. However, not al... more Aggressive behaviors negatively impact peer relations starting from an early age. However, not all aggressive acts have the same underlying motivations. Reactive aggression arises as a response to an antecedent behavior of someone else, whereas proactive aggression is initiated by the aggressor and is instrumental. In this study, we aim to understand the relation between reactive and proactive aggression and peer acceptance in preschoolers. Parents of 110 children aged between 3 and 6 years old rated their children’s manifestation of reactive and proactive aggressive behaviors. To assess the children’s peer acceptance score within their class, they completed a paired comparisons task. The outcomes confirmed that reactive aggression in particular is negatively related to peer acceptance at the preschool age. Our results provide insights for the needs and directions of future research and interventions.
Top-down control processes are essential for guiding attention and working memory towards task-re... more Top-down control processes are essential for guiding attention and working memory towards task-relevant information. Recently, theta oscillations were suggested as critical for these cognitive processes. Infant studies testing a mixture of bottom-up and top-down processes support adult theta findings. Yet, since infants cannot be instructed, it remains unclear to what extent theta oscillations are involved particularly in top-down control in early childhood. That is especially relevant towards school age when children need top-down control to solve the increasingly complex tasks. In this EEG study, we investigated whether theta-power in 4-year-olds is sensitive to task engagement and to different cognitive task demands. In a within-subjects design, children had three different instructions before watching videos including either no demands (No Task), language-related (Color-naming Task), or action-related (Imitation Task) demands. We analyzed children's theta-power (3-6Hz) in tw...
During social interaction, the behavior of interacting partners becomes coordinated. Although int... more During social interaction, the behavior of interacting partners becomes coordinated. Although interpersonal coordination is well-studied in adults, relatively little is known about its development. In this project we explored how 2-, 3-, and 4-year-old children spontaneously coordinated their drumming with a peer. Results showed that all children adapted their drumming to their partner’s drumming by starting and stopping their drumming in a coordinated fashion, but only 4-year-olds adapted the rhythmic structure of their drumming to their partner’s drumming. In all age groups, children showed similarly stable drumming. Typically, it was 1 of the 2 children who initiated drumming throughout the session. The results of this study offer new insights into the development of interpersonal coordination abilities in early childhood. Development of Interpersonal Coordination Between Peers During a Drumming Task 25
The relationships that students have with teachers and peers are important for their academic, so... more The relationships that students have with teachers and peers are important for their academic, social, and behavioral development. How teachers relate to students may affect students’ peer relationships and thereby foster or hamper students’ development. To shed more light on the teacher’s role with respect to peer relationships, this meta-analysis assessed the association between the quality of teacher–student and peer relationships (n = 297 studies; n = 1,475 unique effect sizes). We took student behavior into account, as it is known to affect both types of relationship. In addition, design characteristics such as positive versus negative aspects of relationships, type of informants, and educational level were considered. Results showed that negative aspects of the teacher–student relationship in particular were predictive of peer relationships. Moreover, teacher–student relationship quality partially mediated the association between student behavior and peer relationships. For te...
From early in life, we activate our neural motor system when observing others' actions. In adults... more From early in life, we activate our neural motor system when observing others' actions. In adults, this so-called mirroring is modulated not only by the saliency of an action but also by top-down processes, like the intention to imitate it. Yet, it remains unknown whether neural processing of others' actions can be modulated by top-down processes in young children who heavily rely on learning from observing and imitating others but also still develop top-down control skills. Using EEG, we examined whether the intention to imitate increases 4-year-olds' motor activation while observing others' actions. In a within-subjects design, children observed identical actions preceded by distinct instructions, namely to either imitate the action or to name the toy's color. As motor activation index, children's alpha (7− 12 Hz) and beta (16− 20 Hz) power over motor cortices was analyzed. The results revealed more motor activity reflected by significantly lower beta power for the Imitation compared to the Color-naming Task. The same conditional difference, although differently located, was detected for alpha power. Together, our results show that children's neural processing of others' actions was amplified by their intention to imitate the action. Thus, already at age 4 top-down attention to others' actions can modulate neural action processing. ☆ The data that support the findings of this study are available from the corresponding author (Marlene Meyer) upon reasonable request.
Adolescence is a critical developmental period characterized by heightened levels of depressive a... more Adolescence is a critical developmental period characterized by heightened levels of depressive and anxiety symptoms. Experiencing chronic or environmental stress, for example, as a result of traumatic events or insensitive parenting, increases the risk for depression and anxiety. However, not all adolescents develop depressive or anxiety symptoms following environmental stressors, due to differences in stress resilience. One of the factors involved in stress resilience is enhanced functionality of the mineralocorticoid receptor (MR), one of the two brain receptors for the stress hormone cortisol. High levels of MR functionality result in relatively lower rates of depression, particularly in women that experienced stress. However, much less is known about MR functionality in relation to the development of adolescent depression and to other internalizing behavior problems such as anxiety. We therefore examined whether the effects of a functional MR haplotype (i.e., the MR CA haplotype) on the development of depressive and anxiety symptoms are sexdependent, as well as interact with environmental stressors. In a community sample of adolescents (N = 343, 9 waves between age 13 and 24), environmental stressors were operationalized as parental psychological control and childhood trauma. Results showed a sex-dependent effect of MR CA haplotype on the development of depressive symptoms but not for anxiety symptoms. MR CA haplotypes were protective for girls but not for boys. This study sheds more light on the sex-dependent effects of MR functionality related to the development of depressive and anxiety symptoms during adolescence.
Article 25fa pilot End User Agreement This publication is distributed under the terms of Article ... more Article 25fa pilot End User Agreement This publication is distributed under the terms of Article 25fa of the Dutch Copyright Act (Auteurswet) with explicit consent by the author. Dutch law entitles the maker of a short scientific work funded either wholly or partially by Dutch public funds to make that work publicly available for no consideration following a reasonable period of time after the work was first published, provided that clear reference is made to the source of the first publication of the work. This publication is distributed under The Association of Universities in the Netherlands (VSNU) 'Article 25fa implementation' pilot project. In this pilot research outputs of researchers employed by Dutch Universities that comply with the legal requirements of Article 25fa of the Dutch Copyright Act are distributed online and free of cost or other barriers in institutional repositories. Research outputs are distributed six months after their first online publication in the original published version and with proper attribution to the source of the original publication. You are permitted to download and use the publication for personal purposes. All rights remain with the author(s) and/or copyrights owner(s) of this work. Any use of the publication other than authorised under this licence or copyright law is prohibited. If you believe that digital publication of certain material infringes any of your rights or (privacy) interests, please let the Library know, stating your reasons.
International Journal of Behavioral Development, Dec 16, 2014
In preschool classes, sociometric peer ratings are used to measure children’s peer relationships.... more In preschool classes, sociometric peer ratings are used to measure children’s peer relationships. The current study examined a computerized version of preschool sociometric ratings. The psychometric properties were compared of computerized sociometric ratings and traditional peer ratings for preschoolers. The distributions, inter-item correlations, and reliabilities of sociometric scores were comparable between the computerized assessment and traditional assessment. The computerized assessment provided additional data for further analysis of the peer evaluation process. Therefore, computerized peer ratings are a promising tool for sociometric measurement with preschool children.
This is an open access article under the terms of the Creative Commons Attribution License, which... more This is an open access article under the terms of the Creative Commons Attribution License, which permits use, distribution and reproduction in any medium, provided the original work is properly cited.
Cooperation with peers is challenging for young children, and there are large individual differen... more Cooperation with peers is challenging for young children, and there are large individual differences in the development of cooperation. The roles of child characteristics and peer experiences for peer interaction during free play have been studied extensively, but it is unclear which factors predict young children's successful cooperation at different points in development. In this study, 2-, 3-, and 4-year-old children were observed during a peer cooperation task. Both their interactive behavior and cooperation success were examined, and the association of these variables with child characteristics and peer experiences was explored. Results showed that successful peer cooperation increased with age. Moreover, early individual differences in peer cooperation were related to temperamental characteristics, and, among older children, the rate of cooperation was related to prior peer experience.
During social interaction, the behavior of interacting partners becomes coordinated. Although int... more During social interaction, the behavior of interacting partners becomes coordinated. Although interpersonal coordination is well-studied in adults, relatively little is known about its development. In this project we explored how 2-, 3-, and 4-year-old children spontaneously coordinated their drumming with a peer. Results showed that all children adapted their drumming to their partner's drumming by starting and stopping their drumming in a coordinated fashion, but only 4-year-olds adapted the rhythmic structure of their drumming to their partner's drumming. In all age groups, children showed similarly stable drumming. Typically, it was 1 of the 2 children who initiated drumming throughout the session. The results of this study offer new insights into the development of interpersonal coordination abilities in early childhood.
From early in life, we activate our neural motor system when observing others' actions. In adults... more From early in life, we activate our neural motor system when observing others' actions. In adults, this so-called mirroring is modulated not only by the saliency of an action but also by top-down processes, like the intention to imitate it. Yet, it remains unknown whether neural processing of others' actions can be modulated by top-down processes in young children who heavily rely on learning from observing and imitating others but also still develop top-down control skills. Using EEG, we examined whether the intention to imitate increases 4-year-olds' motor activation while observing others' actions. In a within-subjects design, children observed identical actions preceded by distinct instructions, namely to either imitate the action or to name the toy's color. As motor activation index, children's alpha (7− 12 Hz) and beta (16− 20 Hz) power over motor cortices was analyzed. The results revealed more motor activity reflected by significantly lower beta power for the Imitation compared to the Color-naming Task. The same conditional difference, although differently located, was detected for alpha power. Together, our results show that children's neural processing of others' actions was amplified by their intention to imitate the action. Thus, already at age 4 top-down attention to others' actions can modulate neural action processing. ☆ The data that support the findings of this study are available from the corresponding author (Marlene Meyer) upon reasonable request.
Top-down control processes are essential for guiding attention and working memory towards taskrel... more Top-down control processes are essential for guiding attention and working memory towards taskrelevant information. Recently, theta oscillations were suggested as critical for these cognitive processes. Infant studies testing a mixture of bottom-up and top-down processes support adult theta findings. Yet, since infants cannot be instructed, it remains unclear to what extent theta oscillations are involved particularly in top-down control in early childhood. That is especially relevant towards school age when children need top-down control to solve the increasingly complex tasks. In this EEG study, we investigated whether theta-power in 4-year-olds is sensitive to task engagement and to different cognitive task demands. In a within-subjects design, children had three different instructions before watching videos including either no demands (No Task), language-related (Color-naming Task), or action-related (Imitation Task) demands. We analyzed children's theta-power (3-6 Hz) in two contrasts: (1) Task vs. No Task and (2) Color-naming vs. Imitation Task. The findings revealed more frontomedial theta-power when children were engaged in a task and their frontomedial theta-power increased during their cognitive engagement. Theta-power was stronger over left fronto-temporal sites for languagecompared to action-related demands. These findings support recent theoretical work highlighting theta oscillations in top-down control and extend this neurocognitive framework to preschoolers. Theta oscillations in adults: Top-down control processes. Theta oscillations in the brain and their potential functional role have fascinated cognitive neuroscientists for decades and motivated extensive research in the field of attention, memory and conflict monitoring. In human adults, the theta frequency range is referred to as the spectral band of 4-8 Hz 1 with sources of theta being localized to particular brain regions. More precisely, theta oscillations recorded over frontal cortices (also called frontal theta) are associated with sources in medial frontal and anterior cingulate cortex (e.g. 1-3), theta activity over such frontal and additional left temporal-parietal sites is associated with language processing 4,5 and hippocampal theta likely reflects rhythmic activity of place cells in the hippocampus 6,7. Until recently, the variety of cognitive processes that modulate theta oscillations left researchers wondering about their potential functional role. For instance, theta power is influenced by manipulations affecting attentional demands 8 , working memory load 9,10 , stimulus novelty 11 , and feedback and conflict monitoring 12 as well as language processing 4. Frontal theta power, in particular, is enhanced with increasing attentional demands of a task and recent MEG findings with adults suggest that theta coherence between frontal and hippocampal brain regions underlies complex forms of task-relevant memory integration 13. Increase in frontal and left temporal theta power during retrieval of lexical-semantic information has been interpreted as topographically and potentially functionally distinct activation of nodes in the language processing network, like verbal working memory/syntactic processing (frontal theta) and retrieval of lexical meaning (left temporal) 4. It is only recently that theoretical work and converging empirical evidence offer a new, possibly unifying perspective on the diverse findings on theta oscillations. It was proposed that frontal theta is involved in top-down control which guides the diverse cognitive processes 8,12. Top-down control refers to cognitive control which based on prior knowledge guides a variety of processes towards task-relevant behavior. In contrast to bottom-up processes which strongly rely on external sensory input, top-down processes are based on prior knowledge alone and are "designed to enhance the neuronal processing of relevant sensory input […]" 14,(p. 148). As such, top-down control
Aggressive behaviors negatively impact peer relations starting from an early age. However, not al... more Aggressive behaviors negatively impact peer relations starting from an early age. However, not all aggressive acts have the same underlying motivations. Reactive aggression arises as a response to an antecedent behavior of someone else, whereas proactive aggression is initiated by the aggressor and is instrumental. In this study, we aim to understand the relation between reactive and proactive aggression and peer acceptance in preschoolers. Parents of 110 children aged between 3 and 6 years old rated their children’s manifestation of reactive and proactive aggressive behaviors. To assess the children’s peer acceptance score within their class, they completed a paired comparisons task. The outcomes confirmed that reactive aggression in particular is negatively related to peer acceptance at the preschool age. Our results provide insights for the needs and directions of future research and interventions.
Top-down control processes are essential for guiding attention and working memory towards task-re... more Top-down control processes are essential for guiding attention and working memory towards task-relevant information. Recently, theta oscillations were suggested as critical for these cognitive processes. Infant studies testing a mixture of bottom-up and top-down processes support adult theta findings. Yet, since infants cannot be instructed, it remains unclear to what extent theta oscillations are involved particularly in top-down control in early childhood. That is especially relevant towards school age when children need top-down control to solve the increasingly complex tasks. In this EEG study, we investigated whether theta-power in 4-year-olds is sensitive to task engagement and to different cognitive task demands. In a within-subjects design, children had three different instructions before watching videos including either no demands (No Task), language-related (Color-naming Task), or action-related (Imitation Task) demands. We analyzed children's theta-power (3-6Hz) in tw...
During social interaction, the behavior of interacting partners becomes coordinated. Although int... more During social interaction, the behavior of interacting partners becomes coordinated. Although interpersonal coordination is well-studied in adults, relatively little is known about its development. In this project we explored how 2-, 3-, and 4-year-old children spontaneously coordinated their drumming with a peer. Results showed that all children adapted their drumming to their partner’s drumming by starting and stopping their drumming in a coordinated fashion, but only 4-year-olds adapted the rhythmic structure of their drumming to their partner’s drumming. In all age groups, children showed similarly stable drumming. Typically, it was 1 of the 2 children who initiated drumming throughout the session. The results of this study offer new insights into the development of interpersonal coordination abilities in early childhood. Development of Interpersonal Coordination Between Peers During a Drumming Task 25
The relationships that students have with teachers and peers are important for their academic, so... more The relationships that students have with teachers and peers are important for their academic, social, and behavioral development. How teachers relate to students may affect students’ peer relationships and thereby foster or hamper students’ development. To shed more light on the teacher’s role with respect to peer relationships, this meta-analysis assessed the association between the quality of teacher–student and peer relationships (n = 297 studies; n = 1,475 unique effect sizes). We took student behavior into account, as it is known to affect both types of relationship. In addition, design characteristics such as positive versus negative aspects of relationships, type of informants, and educational level were considered. Results showed that negative aspects of the teacher–student relationship in particular were predictive of peer relationships. Moreover, teacher–student relationship quality partially mediated the association between student behavior and peer relationships. For te...
From early in life, we activate our neural motor system when observing others' actions. In adults... more From early in life, we activate our neural motor system when observing others' actions. In adults, this so-called mirroring is modulated not only by the saliency of an action but also by top-down processes, like the intention to imitate it. Yet, it remains unknown whether neural processing of others' actions can be modulated by top-down processes in young children who heavily rely on learning from observing and imitating others but also still develop top-down control skills. Using EEG, we examined whether the intention to imitate increases 4-year-olds' motor activation while observing others' actions. In a within-subjects design, children observed identical actions preceded by distinct instructions, namely to either imitate the action or to name the toy's color. As motor activation index, children's alpha (7− 12 Hz) and beta (16− 20 Hz) power over motor cortices was analyzed. The results revealed more motor activity reflected by significantly lower beta power for the Imitation compared to the Color-naming Task. The same conditional difference, although differently located, was detected for alpha power. Together, our results show that children's neural processing of others' actions was amplified by their intention to imitate the action. Thus, already at age 4 top-down attention to others' actions can modulate neural action processing. ☆ The data that support the findings of this study are available from the corresponding author (Marlene Meyer) upon reasonable request.
Adolescence is a critical developmental period characterized by heightened levels of depressive a... more Adolescence is a critical developmental period characterized by heightened levels of depressive and anxiety symptoms. Experiencing chronic or environmental stress, for example, as a result of traumatic events or insensitive parenting, increases the risk for depression and anxiety. However, not all adolescents develop depressive or anxiety symptoms following environmental stressors, due to differences in stress resilience. One of the factors involved in stress resilience is enhanced functionality of the mineralocorticoid receptor (MR), one of the two brain receptors for the stress hormone cortisol. High levels of MR functionality result in relatively lower rates of depression, particularly in women that experienced stress. However, much less is known about MR functionality in relation to the development of adolescent depression and to other internalizing behavior problems such as anxiety. We therefore examined whether the effects of a functional MR haplotype (i.e., the MR CA haplotype) on the development of depressive and anxiety symptoms are sexdependent, as well as interact with environmental stressors. In a community sample of adolescents (N = 343, 9 waves between age 13 and 24), environmental stressors were operationalized as parental psychological control and childhood trauma. Results showed a sex-dependent effect of MR CA haplotype on the development of depressive symptoms but not for anxiety symptoms. MR CA haplotypes were protective for girls but not for boys. This study sheds more light on the sex-dependent effects of MR functionality related to the development of depressive and anxiety symptoms during adolescence.
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