Turner J E, Cole D A
Department of Psychology, University of Notre Dame, Indiana 46556-5363.
J Abnorm Child Psychol. 1994 Feb;22(1):15-32. doi: 10.1007/BF02169254.
We studied developmental changes in the relation between cognitive style (i.e., attributional style and cognitive errors) and depression in children. Subjects included 409 fourth-, sixth-, and eighth-grade school children. We hypothesized (1) that evidence congruent with a cognitive diathesis model of depression would emerge with development across middle childhood, (2) that Event x Cognitive Style x Age interactions would be specific to some domains of stressful events but not others, and (3) that interactions would be especially prominent in domains that children regarded as personally important. Hierarchical multiple regressions indicated that cognitive style moderated the relation between events and self-reported depressive symptoms only in later childhood, and that such interactions were specific to certain domains of stressful events and cognitions. The importance of distinguishing among types of stress and cognitions in future tests of diathesis-stress models of childhood depression are discussed. Implications of developmental differences in the psychopathology of child depression also emerge.
我们研究了儿童认知风格（即归因风格和认知错误）与抑郁之间关系的发展变化。研究对象包括409名四年级、六年级和八年级的学童。我们假设：（1）随着童年中期的发展，与抑郁认知易感性模型相符的证据将会出现；（2）事件×认知风格×年龄的交互作用将特定于某些压力事件领域而非其他领域；（3）交互作用在儿童认为具有个人重要性的领域中将尤为显著。分层多元回归表明，认知风格仅在童年后期调节了事件与自我报告的抑郁症状之间的关系，并且这种交互作用特定于某些压力事件和认知领域。文中讨论了在未来儿童抑郁症素质-压力模型测试中区分压力类型和认知类型的重要性。儿童抑郁症心理病理学发展差异的影响也显现出来。
