Poster #4 - Using CANTAB to Predict Adolescent Adjustment

• In Event: Poster Session 06

Abstract

According to Lehto et al. (2003), executive function consists of three fundamental cognitive processes—shifting, updating, and inhibition. Shifting, also called problem-solving, refers to mental fluidity, which allows the transposition of attention by engaging and, consequently, disengaging in tasks. Updating—the revision and refinement of working memory—involves the temporary maintenance and manipulation of relevant information. Finally, inhibitory control involves self-control; when fully developed, inhibitory control enables individuals to deliberately inhibit dominant responses. Executive function and its subdomains mature throughout adolescence, shaped by personal experiences. Specifically, socioeconomic status, stress, and experiences in the family context have been determined to influence the development of executive function (Zelazo, 2022).

Children’s neuropsychological capabilities, including executive functions, may influence their social, emotional, behavioral, and psychological development, which, cumulatively, is referred to as “adolescent adjustment.” Adolescents endure significant social, bodily, and cognitive transitions throughout childhood (Azjui et al., 2019). The ability to successfully adjust to these changes predicts positive interpersonal relationships, enhanced health, and a lower risk of neuropathology in adolescence and later life (Zelazo, 2022). Difficulties in adjustment threaten the overall well-being of children and increase the risk of chronic mental health concerns, encouraging scholarly attention to the subject.

Several studies have identified relationships between children’s neuropsychological abilities and their adjustment (e.g., Toll et al., 2011; Nelson et al., 2018; Zelazo, 2022). We hypothesized that enhanced performance on executive function tasks would predict better adjustment, specifically fewer internalizing symptoms, externalizing symptoms, and total difficulties, and elevated levels of prosocial behavior.

This study included 236 families from the Midwest and Northeast, USA who were involved in a larger longitudinal study. At enrollment, families met the following criteria: a) the two primary caregivers had a child in kindergarten; b) the two primary caregivers and child lived together for at least the preceding 3 years; and c) the participating family members were fluent in English. Both executive functions and adolescent adjustment were evaluated when adolescents were 8-9 years old. The Cambridge Neuropsychological Test Automated Battery (CANTAB) assessed executive functions, specifically problem-solving, working memory, and inhibitory control. The Strengths and Difficulties Questionnaire (SDQ) and Child Behavior Checklist (CBCL) measured dimensions of adolescent adjustment. The SDQ was a self-reported measure that assessed adolescents’ prosocial behaviors and total adjustment difficulties. The CBCL, completed by parents, evaluated adolescents’ externalizing and internalizing symptoms.

Hierarchical linear regressions were performed in SPSS, with gender as a covariate, coded such that a score of 0 reflected male adolescents and a score of 1 reflected female adolescents (Table 1). Findings indicated that gender was a significant predictor of internalizing symptoms, total adjustment difficulties, and prosocial behaviors. Specifically, adolescent girls experienced more internalizing symptoms, total adjustment difficulties, and prosocial behaviors compared to their adolescent boys. As hypothesized, working memory was positively associated with prosocial behaviors two years later. Hypothesized associations between the other dimensions of executive function and adolescent adjustment outcomes were nonsignificant. These preliminary findings highlight the potential role that gender and working memory play in predicting elements of adolescent adjustment.

Authors

• Shannon Megan Kasun, University of Notre Dame
  Presenting Author

• Sarah Hoegler, University of Notre Dame

• Katherine Edler, University of Notre Dame

• Dante Cicchetti, University of Minnesota - Twin Cities

• Patrick Davies, University of Rochester

• E. Mark Cummings, University of Notre Dame