Department of Clinical Psychology, Institute of Psychology, Leiden University, Leiden, the Netherlands.
Leiden Institute for Brain and Cognition (LIBC), Leiden, the Netherlands.
Psychol Med. 2024 Feb;54(3):507-516. doi: 10.1017/S0033291723002131. Epub 2023 Aug 9.
Parent-adolescent interactions, particularly parental criticism and praise, have previously been identified as factors relevant to self-concept development and, when negative, to adolescent depression. Yet, whether adolescents with depression show aberrant emotional and neural to parental criticism and praise is understudied.
Adolescents with depression ( = 20) and healthy controls ( = 59) received feedback supposedly provided by their mother or father in the form of negative ('untrustworthy'), neutral ('chaotic'), and positive ('respectful') personality evaluations while in an MRI-scanner. After each feedback word, adolescents reported their mood. Beforehand, adolescents had rated whether these personality evaluations matched their self-views.
In both groups, mood decreased after criticism and increased after praise. Adolescents with depression reported blunted mood responses after praise, whereas there were no mood differences after criticism. Neuroimaging analyses revealed that adolescents with depression ( healthy controls) exhibited increased activity in response to criticism in the subgenual anterior cingulate cortex, temporal pole, hippocampus, and parahippocampal gyrus. Praise consistent with adolescents' self-views improved mood independent of depression status, while criticism matching self-views resulted in mood increases in adolescents with depression ( healthy controls). Exploratory analyses indicated that adolescents with depression recalled criticism ( praise) more.
Adolescents with depression might be especially attentive to parental criticism, as indexed by increased sgACC and hippocampus activity, and memorize this criticism more. Together with lower positive impact of praise, these findings suggest that cognitive biases in adolescent depression may affect how parental feedback is processed, and may be fed into their self-views.
父母与青少年的互动，尤其是父母的批评和表扬，先前被认为是与自我概念发展相关的因素，而当这些互动是负面的时候，则与青少年抑郁相关。然而，是否患有抑郁症的青少年对父母的批评和表扬表现出异常的情绪和神经反应，这方面的研究还很有限。
抑郁症青少年（n=20）和健康对照组（n=59）在磁共振成像扫描仪中接受了来自他们母亲或父亲的反馈，这些反馈以负面（“不值得信任”）、中性（“混乱”）和正面（“尊重”）的人格评价的形式呈现。在每个反馈词之后，青少年报告了他们的情绪。在此之前，青少年已经对这些人格评价是否符合他们的自我看法进行了评价。
在两组中，批评后情绪下降，表扬后情绪上升。患有抑郁症的青少年在表扬后报告情绪反应迟钝，而在批评后则没有情绪差异。神经影像学分析显示，抑郁症青少年（健康对照组）在批评时，在前扣带皮层亚区、颞极、海马体和海马旁回的活动增加。与青少年自我看法一致的表扬会改善情绪，而与自我看法一致的批评则会导致抑郁症青少年（健康对照组）的情绪增加。探索性分析表明，患有抑郁症的青少年会更多地回忆起批评（表扬）。
患有抑郁症的青少年可能会特别关注父母的批评，这表现为前扣带皮层亚区和海马体活动增加，并且会更多地记住这些批评。再加上表扬的积极影响降低，这些发现表明，青少年抑郁症中的认知偏差可能会影响他们对父母反馈的处理方式，并可能影响他们的自我看法。
