Exam 2 Flashcards
(133 cards)
1
Q
callous-unemotional traits
A
- lack of remorse or guilt
- lack of empathy
- unconcern about performance in important activities
- shallow or deficient affect
2
Q
how are CU traits measured?
A
as set of traits, or diagnostically as a specifier of conduct disorder in the DSM
3
Q
Conduct Disorder
A
clinical diagnosis characterized by: 1. aggression 2. destruction of property 3. deceitfulness 4. serious rule violations symptoms must occur before 18, unless in context of APD, before 16
4
Q
ODD
A
pattern of negative, hostile, and defiant behavior
may have symptoms related to anger/irritability, may be argumentative/defiant/vindictive
5
Q
ADHD
A
clinical diagnosis characterized by several inattentive or hyperactive-impulsive symptoms
comorbid with CD and ODD
6
Q
adolescent limited CD
A
from Moffitt’s model; one pathway to CD where onset coincides with adolescence and is less likely to continue into adulthood; behavior may be exaggeration of normal adolescent rebellion process
7
Q
life course persistent CD (5)
A
from Moffitt’s model; pathway where onset is early (6 years old) and continues into adulthood, where individuals are likely to have
- neuropsychological deficits
- cognitive deficits (IQ)
- temperament/personality risk factors
- genetic risk
- neural risk
8
Q
ACC
A
neural area found to be important for flexible control of aversively motivated behavior; tracks outcomes of choices made in recent past and integrates reward info to allow adaptive modification of behavior
9
Q
OFC
A
neural area found to be important for integrating signals and modulating activity of other brain regions. role in:
- representing affective value of reinforcers
- stimulus reinforcement learning
- decisionmaking
- executive function
10
Q
amygdala
A
neural area found important for threat detection (“fear center”) and stimulus reinforcement learning, and esp as a salience motivation detector
11
Q
ventral striatum
A
portion of striatum including 1. nucleus accumbens 2. olfactory tubercle 3. islands of Calleja reward center
12
Q
dlPFC
A
neural area essential for executive functions (maintain/shift set, planning, response inhib, working memory, organization, reasoning, problem solving, abstract thinking)
13
Q
MAOA
A
enzyme affecting NTs dopamine, NE, and 5HT
14
Q
serotonin genes (5HTTLPR)
A
codes for serotonin transporter
15
Q
COMT
A
modifying gene; role in modulating PFC dopamine levels, associated with subtypes of antisocial behavior
16
Q
heritability
A
statistic used in genetics that estimated how much variation in a phenotypic trait in a population is due to genetic variation among individuals in that population
17
Q
culpability (3)
A
culpable if cause a negative event act
- act was intentional
- act and consequences could have been controlled (agent knew likely consequences, was not coerced, and overcame hurdles to make event happen)
- person provided no excuse or justification for actions
18
Q
mitigation
A
circumstances that may be considered by a court in determining culpability of a defendant or extent of damages to be awarded to a plaintiff
do not justify or excuse offense, but may reduce severity of charge
19
Q
high MAOA + ___ leads to (2)
A
- maltreatment
2. proactive aggression and CU traits
20
Q
low MAOA + ___ leads to
A
aggressive/impulsive behavior
21
Q
pathway for low MAOA leading to aggression/impulsivity
A
+ maltreatment, leads to increased amygdala and decreased cortical response (increased availability of 5HT activates amygdala)
22
Q
pathway for high MAOA leading to callous/proactive aggression
A
+ maltreatment, leads to decreased amygdala response (decreased availability of 5HT)
23
Q
homozygous long allele for 5HTTLPR + ___ leads to…
A
+ low SES; high CU and narcissistic traits
24
Q
homozygous short allele for 5HTTLPR + ___ leads to…
A
impulsivity
25
COMT val/met gene variant leads to...
conduct disorder
26
reduced amygdala activity leads to deficient response during...
affective empathy
27
maltreatment + ___ leads to CU traits
high MAOA
28
maltreatment + ___ leads to impulsive traits
low MAOA
29
low SES + ___ leads to CU traits
homozygous long allele for 5HTTLPR
30
low SES + ___ leads to impulsive traits
homozygous short allele for 5HTTLPR
31
high level of conduct problem traits associated with ___ amygdala response during affective empathy
higher
32
high level of CU traits associated with ___ amygdala response during affective empathy
lower
33
what 4 neural aberrations do children with CP+CU display?
1. reduced amygdala functioning
2. reduced vmPFC activation
3. reduced OFC activation
4. poor amygdala-OFC connectivity
34
the unique variance associated with CU traits is related to ___
decreased amygdala activity
35
the unique variance associated with conduct problems is associated with ___
increased amygdala activity to affective theory of mind scenarios
36
in response to empathy-inducing film clips portraying sadness, anger, or happiness, people with high CU had...
less heart rate change from baseline, but no diff in resting HR or facial affect
37
in response to emotional pictures, people with high CU and high anxiety had ___
greater heart rate deceleration; sensitivity to negative stimuli
38
CD+CU tend to show blunted and attenuated ___ because of ___
autonomic reactivity, long allele for 5HTTLPR
39
dysfunctional parenting associated with ___ but not ___
CD-CU problems
| not CD+CU problems
40
coercive parenting predicted greater conduct problems in ___
low CU groups
41
parental warmth predicted fewer CP in ___, but not ___
high and medium CU groups
| not low CU group
42
autonomic differences or similarities in CD vs. CD+CU
CD: low resting HR, low electrodermal response
| CD+CU: low resting HR, low electrodermal response
43
neural differences in CD vs. CD+CU
CD: decreased frontal activity, increased amygdala
| CD+CU: decreased amygdala, poor connectivity
44
genetic differences/similarities in CD vs. CD+CU (3)
CD: low MAOA, homozygous short 5HTTLPR, COMT val/met
| CD+CU: high MAOA, l/l 5HTTLPR, COMT val/met
45
expressive differences in CD vs. CD+CU
CD: reactive, impulsive
| CD+CU: cold/unemotional, proactive
46
early patterns of coercive parent-child relations are thought to result from...
reciprocal influences between harsh parenting and dysregulated affect in overaroused children
47
5 parts of parental warmth
1. positive parenting
2. positive feedback
3. engagement
4. monitoring
5. attachment
48
parenting: ___ as opposed to ___ is more important for socialization of under-aroused children
affective quality of parent child relationship
| vs discipline
49
parenting: high CU children may be particular susceptible to influence of ___ for development of (2)
parental warmth
| empathic concern/emotional responding; internalization of parental moral and rule-based values
50
COMT met/val variant results in ___, which increases risk of (4)
reduces dopamine PFC modulation
1. conduct problems
2. aggression
3. criminal behavior
4. CU traits
51
antisocial children have decreased ACC during processing of (4)
1. negative pictures
2. attention
3. emotional words
4. non-rewarded and rewarded tasks
52
antisocial children have ___ OFC reactivity during (2)
reduced
1. decision making tasks
2. rewarded continuous performance tasks
53
antisocial children have ___ activation in caudate when previously rewarded behavior is ___
increased
| no longer rewarded
54
antisocial children have increased caudate and VS activation when ___
viewing others in pain
55
antisocial kids have decreased activation in caudate during ___
early-stimulus reinforcement exposures
56
antisocial kids have greater amygdala reactivity to (2)
1. angry faces
| 2. animations of others in pain
57
antisocial kids have reduced amygdala reactivity to (2)
1. fearful faces
| 2. moral decision making tasks
58
low resting HR is a biological correlate of ___
antisocial behavior in children and adolescents
59
there is __ ERN in ___ when error has been made in ___
lower in ACC
| kids with CD
60
antisocial behavior is linked to what three individual risk factors?
1. male gender
2. EF deficits
3. cognitive styles
61
antisocial behavior is linked to what 2 parenting risk factors?
harsh/coercive patterns
| lack of positive engagement
62
antisocial behavior is linked to what 2 environmental risk factors?
1. neighborhood dangerousness
| 2. low SES
63
problem in social information processing of AS kids
ambiguous acts perceived as hostile -> aggression -> others retaliate -> further angry aggression towards others
64
effect of corporal punishment
increases aggressive/AS behavior
65
3 differential correlates of adolescent-onset AS
1. endorses rebellious personality (rejects traditional status and hierarchy)
2. acceptance of experimentation (trying things out, testing boundaries)
3. social potency (enjoying being noticed, center of attention)
66
Patterson's model of early v late starters
influenced by different environmental situations
67
main characteristics of early AS starters
1. training starts in preschool years, first in family and then in late stages by deviant peers
2. main influences: coercive cycles in early family
68
main characteristics of late AS starters
1. training primarily by deviant peers in adolescence, possibly result of disruption in parental monitoring
2. main influences: deviant peers and poor parental monitoring
69
adult-onset CD may be an ___
exaggeration of the normal adolescent rebellion process
70
adolescent-onset CD is __ likely to continue into adulthood than child onset
less
71
adolescent-onset CD usually has better ___ than child onset
home environment & parenting
72
adolescent-onset CD less likely to have (3)
1. neuropsychological deficits
2. cognitive deficits (IQ)
3. temperament/personality risk factors (dysregulation)
73
4 problems that persist into adulthood in child onset AS
1. psychopathology
2. low education levels
3. partner and child abuse
4. violence
74
6 differential correlates of child-onset/life-course persistent AS
1. high physical aggression
2. negative/argumentative behavior
3. neuropsychological dysfunction
4. cold, callous IP style
5. high family dysfunction
6. parental crime/psychopathology
75
rebellious process is set up by ___
maturity gap between biological maturity and social acceptance of adult status
76
snares
getting stuck in particular stage/pattern
77
3 proposed mechanisms of child-onset AS
1. transactional process of child with difficult temperament leading to failed parent-child interactions, prevent child from learning prosocial skills
2. GxE and GrE
3. enlarged/abnormal corpus callosum connectivity
78
dispositional risk factors for life-course group (6)
1. neurochemical (low 5HT)
2. autonomic (low resting HR)
3. neurocognitive (poor EF)
4. social info processing (hostile attribution bias)
5. temperament (poor emotion regulation)
6. personality (impulsivity)
79
5 contextual risks for life course group
1. prenatal toxin exposure
2. poor early child care
3. ineffective family discipline
4. deviant peer groups
5. high neighborhood violence exposure
80
do CD or CD+CU learn better from time-out anger management training?
CD-CU
81
hostile attribution bias
seeing neutral events as hostile
82
girls with CD+CU tend to have (4)
1. more externalizing symptoms
2. bullying
3. relational aggression
4. more global impairment than CD alone
83
do CU youth show reduced anxiety?
relationship is unclear; increase in anxious-depression symptoms but not withdrawn-depressed symptoms when controlling for concurrent CD
84
proactive environment structuring (4)
1. limit setting
2. contingency based reinforcement
3. knowledge
4. monitoring
85
temperamental precursors of CU (2)
fearlessness
| low IP affiliation
86
4 predictors of CU traits, individual level
1. anxiety
2. neurocognitive problems
3. heritability
4. substance abuse
87
CU traits are negatively correlated with (4)
1. extraversion
2. agreeableness
3. conscientiousness
4. openness
88
CU traits negatively related to anxiety or neuroticism when ___
controlling for CD
89
for boys, high CU+CP and ___ EF predicts more violent crimes
better EF
90
evidence for effectiveness of medications (3)
1. antipsychotics good for disruptive behavior disorders and psychotic disorders
2. stimulants good for CD and ADHD
3. nothing targets impulsive aggression, APD, or psychopathy
91
psychopaths do __ when treated
worse
92
psychopathic patients are as likely as non-psychopaths to benefit from ___ in terms of ___
adequate doses of treatment; violence reduction
93
cognitive remeditation
trains individual in particular cognitive skills, e.g. paying attention to contextual cues, applying working memory, and sustained attention
94
cognitive remediation strategy in psychopaths
attention to context tasks
95
cognitive remediation strategy in externalizers
affective cognitive control tasks
96
adults with pp have worse short term responses to ___
CBT
97
___ is strongest predictor of noncompletion of treatment
psychopathy
98
psychopaths appear to recidivate at a ___ level than other offenders post-treatment, but recidivism is worse if they ___
higher; worse if they drop out
99
3 attention to contextual cues tasks
1. reversal task; notice change in rules associated with earning and losing money
2. context discrimination task: learn to attend to peripheral info to respond to a target
3. gaze task: attend to both eye gaze and facial expression
100
3 affective cognitive control tasks
1. breath holding: say when you're uncomfortable, keep holding, and then let go (measure diff between discomfort and let go time)
2. Simon: basic cognitive control, press right red and left blue, but sometimes red occurs on left which creates conflict
3. Go-Stop: left button when see circle, right when square, when tone plays don't press
101
externalizing individuals who got psychopathy treatment got ___
worse
102
groups that got deficit-matched training exhibited ___ in ___ and ___ of conduct reports
reduction
1. frequency
2. severity
103
4 aspects of parent management training
1. define and record observations of child's behavior
2. provide positive reinforcement for good behavior
3. select simple behaviors as initial focus, reward small steps towards larger goal (successive approximations)
4. set limits using structured techniques in response to negative behavior
104
efficacy of PMT for CD (how long?) (3)
1. improvement in parent, teacher, direct ratings of delinquent behavior
2. problematic behaviors in line with age-appropriate norms
3. gains maintained for 1-3 years post treatment
105
SNAP
3 month, multi modal, manualized treatment with group-based parent and child treatment settings
1. child taught cog and behav skills and given practice applying to specific circ
2. parents taught about behavioral strats, taught cog-behavioral self-control techniques that children are learning, discuss how to deal with partic child behavs and coping with their emotional reactions
106
CU trait intervention efficacy
CU traits reduced, effortful control increased
107
CU trait changes partially mediated by ___
change in negative/inconsistent parenting and parental distress; increasing emotional warmth and reduced physical punishment associated with decrease in CU traits up to a year later
108
multisystemic treatment
blends CBT, behavior management training, family therapies, and community psychology; delivered in natural environment; 3-5 months
109
focus of multisystemic treatment (6)
improving prosocial functioning
1. improve caregiver discipline
2. enhance family affective relations
3. decrease association with deviant peers
4. improve school/job performance
5. prosocial recreational outlets
6. indigenous support network of extended family, neighbors, friends
110
efficacy of MST for CD (individual) (2)
1. decrease in symptoms for youth and parent
| 2. decreased hospitalizations
111
efficacy of MST for family (5)
1. increased cohesion
2. parental monitoring
3. decreased stress
4. increased supportiveness
5. decreased youth noncompliance
112
efficacy of MST for peers (3)
1. smallest effect size
2. increased social competence
3. decreased association with deviant peers
113
overall outcomes of MST (4)
decreased
1. arrests
2. arrest seriousness
3. self-reported drug use
4. days of incarceration
114
MJTC treats ___, and is based on ___
1. treatment of aggression through social skills and replacement of delinquency with prosocial relationships and activities
2. theory of defiance and social control theory
115
coercive cycle
one person uses negative behavior to control other person's; person responds with negative behavior; continues until one 'wins'
116
children with high CU respond less well to ___
time out procedures
117
theory of defiance
subgroup of offenders who react to punishments for crimes by increasing frequency or seriousness of criminal behavior
118
social control theory
when social bonds that connect youth to conventional society are strained, delinquency arises
119
efficacy of MJTC for violence
lower rates of violent offending
120
emotion recognition/empathy training
mindreading program for training children to accurately perceive and interpret human emotion
121
what was empathy training effective for? not effective for?
1. little impact on conduct problems
| 2. significant improvement in kids with CU
122
effectiveness of empathy training
little impact on main outcome of CP and behavioral difficulties, or facial emotion recognition empathy, but high CU children improved in affective empathy and CP
123
what might have led to improvement in high CU males in empathy training?
parent-child exercises, b/c of influence of warmth for children with high CU traits
124
is ADHD more common in boys or girls?
boys
125
ADHD highly comorbid with ___ (2)
ODD, CD
126
most kids with CD also meet __ criteria
ODD
127
ODD and CD higher rates in ___ (3)
1. urban areas
2. high crime neighborhoods
3. minority youth
128
ACC: CD v CU
down in CD and CU
129
dlPFC: CD v CU
down in CD, up in CU
130
OFC: CD v CU
down in CD and CU
131
VS: CD v CU
up in CD, down in CU
132
effects of SNAP for CU
good; increases effortful control
133
decreased ACC activation predicts ___
arrests
