Advertisement
Archival Report| Volume 6, ISSUE 1, P89-98, January 2021

Download started.

Ok

Labeling Emotional Stimuli in Early Childhood Predicts Neural and Behavioral Indicators of Emotion Regulation in Late Adolescence

Published:September 11, 2020DOI:https://doi.org/10.1016/j.bpsc.2020.08.018

      Abstract

      Background

      Effective emotion regulation (ER) may be supported by 1) accurate emotion identification, encoding, and maintenance of emotional states and related brain activity of regions involved in emotional response (i.e., amygdala, ventral/posterior insula) and 2) cognitive processes that implement reframing, supported by activation in cognitive control brain regions (e.g., frontal, insular, and parietal cortices). The purpose of this project was to examine how emotion labeling ability in early childhood is related to ER concurrently and prospectively.

      Methods

      Data from a prospective longitudinal study of youths at risk for depression, including measures of emotion labeling (i.e., Facial Affect Comprehension Evaluation) and ER ability (i.e., Emotion Regulation Checklist) and strategy use (i.e., Cognitive Emotion Regulation Questionnaire, Children’s Response Style Questionnaire), and functional magnetic resonance imaging data during a sadness ER task (N = 139) were examined.

      Results

      Findings from multilevel modeling and linear regression suggested that greater emotion labeling ability of more difficult emotions in early childhood was associated with enhanced parent-reported ER in adolescence, but not with a tendency to engage in adaptive or maladaptive ER strategies. Recognition of fear and surprise predicted greater activation in cortical regions involved in cognitive control during an ER of sadness task, including in the insula, anterior cingulate cortex, dorsal medial prefrontal cortex, and inferior frontal gyrus.

      Conclusions

      These findings suggest that early ability to identify and label difficult facial emotions in early childhood is associated with better ER in adolescence and enhanced activity of cognitive control regions of the brain.

      Keywords

      To read this article in full you will need to make a payment

      Purchase one-time access:

      Academic & Personal: 24 hour online accessCorporate R&D Professionals: 24 hour online access
      One-time access price info
      • For academic or personal research use, select 'Academic and Personal'
      • For corporate R&D use, select 'Corporate R&D Professionals'

      References

        • Finlon K.J.
        • Izard C.E.
        • Seidenfeld A.
        • Johnson S.R.
        • Cavadel E.W.
        • Ewing E.S.K.
        • et al.
        Emotion-based preventive intervention: Effectively promoting emotion knowledge and adaptive behavior among at-risk preschoolers.
        Dev Psychopathol. 2015; 27: 1353-1365
        • Izard C.
        • Fine S.
        • Schultz D.
        • Mostow A.
        • Ackerman B.
        • Youngstrom E.
        Emotion knowledge as a predictor of social behavior and academic competence in children at risk.
        Psychol Sci. 2001; 12: 18-23
        • Trentacosta C.J.
        • Fine S.E.
        Emotion knowledge, social competence, and behavior problems in childhood and adolescence: A meta-analytic review.
        Soc Dev. 2010; 19: 1-29
        • Izard C.E.
        • King K.A.
        • Trentacosta C.J.
        • Morgan J.K.
        • Laurenceau J.-P.
        • Krauthamer-Ewing E.S.
        • et al.
        Accelerating the development of emotion competence in Head Start children: Effects on adaptive and maladaptive behavior.
        Dev Psychopathol. 2008; 20: 369-397
        • Cohn J.F.
        • Elmore M.
        Effect of contingent changes in mothers’ affective expression on the organization of behavior in 3-month-old infants.
        Infant Behav Dev. 1988; 11: 493-505
        • Kahana-Kalman R.
        • Walker-Andrews A.S.
        The role of person familiarity in young infants’ perception of emotional expressions.
        Child Dev. 2001; 72: 352-369
        • Leppänen J.M.
        • Hietanen J.K.
        Emotion recognition and social adjustment in school-aged girls and boys.
        Scand J Psychol. 2001; 42: 429-435
        • Smiley P.
        • Huttenlocher J.
        Young children’s acquisition of emotion concepts.
        in: Saarni C. Harris P.L. Children's Understanding of Emotion (Cambridge Studies in Social and Emotional Development). Cambridge University Press, Cambridge, UK1989: 27-49
        • Vicari S.
        • Reilly J.S.
        • Pasqualetti P.
        • Vizzotto A.
        • Caltagirone C.
        Recognition of facial expressions of emotions in school-age children: The intersection of perceptual and semantic categories.
        Acta Paediatr. 2000; 89: 836-845
        • Durand K.
        • Gallay M.
        • Seigneuric A.
        • Robichon F.
        • Baudouin J.-Y.
        The development of facial emotion recognition: The role of configural information.
        J Exp Child Psychol. 2007; 97: 14-27
        • Buckley M.
        • Saarni C.
        Skills of emotional competence: Developmental implications.
        in: Ciarrochi J. Forgas J.P. Mayer J.D. Emotional Intelligence in Everyday Life. Psychology Press, Philadelphia2006: 51-76
        • Ciarrochi J.
        • Heaven P.C.
        • Supavadeeprasit S.
        The link between emotion identification skills and socio-emotional functioning in early adolescence: A 1-year longitudinal study.
        J Adolesc. 2008; 31: 565-582
        • Vine V.
        • Bernstein E.E.
        • Nolen-Hoeksema S.
        Less is more? Effects of exhaustive vs. minimal emotion labelling on emotion regulation strategy planning.
        Cogn Emot. 2019; 33: 855-862
        • Barrett L.F.
        • Gross J.
        • Christensen T.C.
        • Benvenuto M.
        Knowing what you’re feeling and knowing what to do about it: Mapping the relation between emotion differentiation and emotion regulation.
        Cogn Emot. 2001; 15: 713-724
        • Barrett L.F.
        • Mesquita B.
        • Ochsner K.N.
        • Gross J.J.
        The experience of emotion.
        Annu Rev Psychol. 2007; 58: 373-403
        • Lindquist K.A.
        • Satpute A.B.
        • Gendron M.
        Does language do more than communicate emotion?.
        Curr Dir Psychol Sci. 2015; 24: 99-108
        • Lindquist K.A.
        • MacCormack J.K.
        • Shablack H.
        The role of language in emotion: Predictions from psychological constructionism.
        Front Psychol. 2015; 6: 444
        • Hoemann K.
        • Xu F.
        • Barrett L.F.
        Emotion words, emotion concepts, and emotional development in children: A constructionist hypothesis.
        Dev Psychol. 2019; 55: 1830-1849
        • Trentacosta C.J.
        • Izard C.E.
        Kindergarten children’s emotion competence as a predictor of their academic competence in first grade.
        Emotion. 2007; 7: 77-88
        • Aspan N.
        • Vida P.
        • Gadoros J.
        • Halasz J.
        Conduct symptoms and emotion recognition in adolescent boys with externalization problems.
        Sci World J. 2013; 2013: 826108
        • Casey R.J.
        Emotional competence in children with externalizing and internalizing disorders.
        in: Lewis M. Sullivan M.W. Emotional Development in Atypical Children. Lawrence Erlbaum, Hillsdale, NJ1996: 161-183
        • Luby J.
        • Belden A.C.
        Mood disorders and an emotional reactivity model of depression.
        in: Luby J. Handbook of Preschool Mental Health: Development, Disorders, and Treatment. Guilford, New York2006: 209-230
        • Eisenberg N.
        • Sadovsky A.
        • Spinrad T.L.
        Associations of emotion-related regulation with language skills, emotion knowledge, and academic outcomes.
        New Dir Child Adolesc Dev. 2005; 2005: 109-118
        • Harrison A.
        • Sullivan S.
        • Tchanturia K.
        • Treasure J.
        Emotion recognition and regulation in anorexia nervosa.
        Clin Psychol Psychother. 2009; 16: 348-356
        • Burklund L.J.
        • Creswell J.D.
        • Irwin M.
        • Lieberman M.
        The common and distinct neural bases of affect labeling and reappraisal in healthy adults.
        Front Psychol. 2014; 5: 221
        • Adolphs R.
        Neural systems for recognizing emotion.
        Curr Opin Neurobiol. 2002; 12: 169-177
        • Hariri A.R.
        • Bookheimer S.Y.
        • Mazziotta J.C.
        Modulating emotional responses: Effects of a neocortical network on the limbic system.
        NeuroReport. 2000; 11: 43-48
        • Hariri A.R.
        • Whalen P.J.
        The amygdala: Inside and out.
        F1000 Biol Rep. 2011; 3: 2
        • Brooks J.A.
        • Shablack H.
        • Gendron M.
        • Satpute A.B.
        • Parrish M.H.
        • Lindquist K.A.
        The role of language in the experience and perception of emotion: A neuroimaging meta-analysis.
        Soc Cogn Affect Neurosci. 2017; 12: 169-183
        • Belden A.C.
        • Luby J.L.
        • Pagliaccio D.
        • Barch D.M.
        Neural activation associated with the cognitive emotion regulation of sadness in healthy children.
        Dev Cogn Neurosci. 2014; 9: 136-147
        • Lopez K.C.
        • Luby J.L.
        • Belden A.C.
        • Barch D.M.
        Emotion dysregulation and functional connectivity in children with and without a history of major depressive disorder.
        Cogn Affect Behav Neurosci. 2018; 18: 232-248
        • Suzuki H.
        • Luby J.L.
        • Botteron K.N.
        • Dietrich R.
        • McAvoy M.P.
        • Barch D.M.
        Early life stress and trauma and enhanced limbic activation to emotionally valenced faces in depressed and healthy children.
        J Am Acad Child Adolesc Psychiatry. 2014; 53: 800-813.e10
        • Luby J.L.
        • Si X.
        • Belden A.C.
        • Tandon M.
        • Spitznagel E.
        Preschool depression: Homotypic continuity and course over 24 months.
        JAMA Psychiatry. 2009; 66: 897-905
        • Mrakeotsky C.
        Visual perception, spatial cognition and affect recognition in preschool depressive syndromes.
        Doctoral dissertation, University of Vienna/Washington University in St. Louis, 2001
        • Vogel A.C.
        • Jackson J.J.
        • Barch D.M.
        • Tillman R.
        • Luby J.L.
        Excitability and irritability in preschoolers predicts later psychopathology: The importance of positive and negative emotion dysregulation.
        Dev Psychopathol. 2019; 31: 1067-1083
        • Shields A.
        • Cicchetti D.
        Emotion regulation among school-age children: The development and validation of a new criterion Q-sort scale.
        Dev Psychol. 1997; 33: 906-916
        • Zeman J.
        • Shipman K.
        • Penza-Clyve S.
        Development and Initial Validation of the Children’s Sadness Management Scale.
        J Nonverbal Behav. 2001; 25: 187-205
        • Jermann F.
        • Van der Linden M.
        • d’Acremont M.
        • Zermatten A.
        Cognitive Emotion Regulation Questionnaire (CERQ).
        Eur J Psychol Assess. 2006; 22: 126-131
        • Abela J.R.
        • Rochon A.
        • Vanderbilt E.
        The Children’s Response Styles Questionnaire.
        Unpublished questionnaire, McGill University, 2000
        • Belden A.C.
        • Pagliaccio D.
        • Murphy E.R.
        • Luby J.L.
        • Barch D.M.
        Neural activation during cognitive emotion regulation in previously depressed compared to healthy children: Evidence of specific alterations.
        J Am Acad Child Adolesc Psychiatry. 2015; 54: 771-781
        • Bradley M.M.
        • Lang P.
        The International Affective Picture System (IAPS) in the study of emotion and attention.
        in: Coan J.A. Allen J.J.B. Handbook of Emotion Elicitation and Assessment (Series in Affective Science). Oxford University Press, New York2007: 29-46
        • Lang P.J.
        • Bradley M.M.
        • Cuthbert B.N.
        International Affective Picture System (IAPS): Instruction Manual and Affective Ratings.
        University of Florida, Center for the Study of Emotion and Attention, Gainesville, FL1999
        • Bates D.
        • Maechler M.
        • Bolker B.
        • Walker S.
        • Christensen R.H.B.
        • Singmann H.
        • et al.
        Package ‘lme4’. CRAN.
        R Foundation for Statistical Computing, Vienna, Austria. Chicago2012
        • Pinheiro J.
        • Bates D.
        • DebRoy S.
        • Sarkar D.
        R Core Team (2020): nlme: Linear and Nonlinear Mixed Effects Models. R package version 3.1-149.
        • Roy A.K.
        • Shehzad Z.
        • Margulies D.S.
        • Kelly A.M.C.
        • Uddin L.Q.
        • Gotimer K.
        • et al.
        Functional connectivity of the human amygdala using resting state fMRI.
        NeuroImage. 2009; 45: 614-626
        • Liberzon I.
        • Ma S.T.
        • Okada G.
        • Shaun Ho S.
        • Swain J.E.
        • Evans G.W.
        Childhood poverty and recruitment of adult emotion regulatory neurocircuitry.
        Soc Cogn Affect Neurosci. 2015; 10: 1596-1606
        • Diekhof E.K.
        • Geier K.
        • Falkai P.
        • Gruber O.
        Fear is only as deep as the mind allows: A coordinate-based meta-analysis of neuroimaging studies on the regulation of negative affect.
        NeuroImage. 2011; 58: 275-285
        • Saarni C.
        Emotional competence and self-regulation in childhood.
        in: Salovey P. Sluyter D.J. Emotional Development and Emotional Intelligence: Educational Implications. Basic Books, New York1997: 35-69
        • Izard C.E.
        The many meanings/aspects of emotion: Definitions, functions, activation, and regulation.
        Emot Rev. 2010; 2: 363-370
        • Boyatzis C.J.
        • Chazan E.
        • Ting C.Z.
        Preschool children’s decoding of facial emotions.
        J Genet Psychol. 1993; 154: 375-382
        • Camras L.A.
        • Allison K.
        Children’s understanding of emotional facial expressions and verbal labels.
        J Nonverbal Behav. 1985; 9: 84-94
        • Vidal-Ribas P.
        • Brotman M.A.
        • Salum G.A.
        • Kaiser A.
        • Meffert L.
        • Pine D.S.
        • et al.
        Deficits in emotion recognition are associated with depressive symptoms in youth with disruptive mood dysregulation disorder.
        Depress Anxiety. 2018; 35: 1207-1217
        • Guyer A.E.
        • McClure E.B.
        • Adler A.D.
        • Brotman M.A.
        • Rich B.A.
        • Kimes A.S.
        • et al.
        Specificity of facial expression labeling deficits in childhood psychopathology.
        J Child Psychol Psychiatry. 2007; 48: 863-871
        • Kim P.
        • Arizpe J.
        • Rosen B.H.
        • Razdan V.
        • Haring C.T.
        • Jenkins S.E.
        • et al.
        Impaired fixation to eyes during facial emotion labelling in children with bipolar disorder or severe mood dysregulation.
        J Psychiatry Neurosci. 2013; 38: 407-416
        • Rich B.A.
        • Grimley M.E.
        • Schmajuk M.
        • Blair K.S.
        • Blair R.J.R.
        • Leibenluft E.
        Face emotion labeling deficits in children with bipolar disorder and severe mood dysregulation.
        Dev Psychopathol. 2008; 20: 529-546
        • Brinton B.
        • Fujiki M.
        Emotion talk: Helping caregivers facilitate emotion understanding and emotion regulation.
        Top Lang Disord. 2011; 31: 262-272
        • Ahmed S.P.
        • Bittencourt-Hewitt A.
        • Sebastian C.L.
        Neurocognitive bases of emotion regulation development in adolescence.
        Dev Cogn Neurosci. 2015; 15: 11-25
        • Kalokerinos E.K.
        • Erbas Y.
        • Ceulemans E.
        • Kuppens P.
        Differentiate to regulate: Low negative emotion differentiation is associated with ineffective use but not selection of emotion-regulation strategies.
        Psychol Sci. 2019; 30: 863-879
        • Ochsner K.N.
        • Gross J.J.
        Cognitive emotion regulation: Insights from social cognitive and affective neuroscience.
        Curr Dir Psychol Sci. 2008; 17: 153-158
        • Ochsner K.N.
        • Ray R.D.
        • Cooper J.C.
        • Robertson E.R.
        • Chopra S.
        • Gabrieli J.D.E.
        • et al.
        For better or for worse: Neural systems supporting the cognitive down- and up-regulation of negative emotion.
        NeuroImage. 2004; 23: 483-499
        • Chronaki G.
        • Hadwin J.A.
        • Garner M.
        • Maurage P.
        • Sonuga-Barke E.J.S.
        The development of emotion recognition from facial expressions and non-linguistic vocalizations during childhood.
        Br J Dev Psychol. 2015; 33: 218-236
        • Lenze S.N.
        • Pautsch J.
        • Luby J.
        Parent–child interaction therapy emotion development: A novel treatment for depression in preschool children.
        Depress Anxiety. 2011; 28: 153-159
        • Segal S.C.
        • Reyes B.N.
        • Gobin K.C.
        • Moulson M.C.
        Children’s recognition of emotion expressed by own-race versus other-race faces.
        J Exp Child Psychol. 2019; 182: 102-113

      CHORUS Manuscript

      View Open Manuscript