Essay - Cognitive Neuroscience Developmental Differences in Cognitive Diatheses for Childhood Depression...

Cognitive Neuroscience

Developmental Differences in Cognitive Diatheses for Childhood Depression (Turner & Cole 2002, 15-27) is an empirical research study addressing the issue of ***** developmental stage ***** a child and its influence on depression causation. The study attempts to address the problem with ***** blanket association of adult depression causation ***** that of *****ren, that *****ten if not always excludes ***** stage from the factors of the work. The ***** attempts to take developmental level into consideration ***** regards to factorial causation of depression.

***** ***** work three research question stands out as the most crucial. 1. Does a child's developmental ***** (here grade level) effect the interaction ***** events and cognitive style to elicit or prevent depression in children? 2. Does the emergence of interactions between events, cognitive style and grade ***** d*****fer between domains? 3. Does the relative importance ***** the domain, to the child cause more prominent interactions between the three factors?

The ***** b*****e of ***** work is demonstrative of the recent findings in ********** depression that fail to consider age as a f*****c*****r to reactionary causation of depression. Turner ***** Cole address the works based on the Abrams***** model of learned helplessness theory and children, ***** study a l*****rge range ***** ***** without regard ***** differences in ***** level. The research does not respond to the vast ***** that can be associated with the developmental level of ***** different children grouping together children of vastly different ages ***** t**********e developmental *****s.

One example in the work was the work of Hammen et al (1988) which *****cluded children ***** 8-16 without *****iating by age or developmental level. In ***** next work an example is then given for why this might not be a possible grouping. As the *****ory ***** le*****rned ***** relies upon the idea that a person must believe in his or her own *****ability to change the outcomes of their environment through their ***** volition, *****ten based upon testing and competitive results such as grades, if an individual fails to see the uncontrollability of ***** issues with regards to intelligence than they are ***** capable of being in a classic mode of learned helplessness. This inability ***** recognize ***** ***** be a function of age.

Until fifth- ***** sixth-grade children understand intelligence, ***** *****, as an instrumental-incremental attribute, something that incre*****es in response to practice or effort (Dweck & Elliot, 198*****; Dweck & Leggett, 1988). Older children, however, understand ability as a capacity (or entity) that is d*****tinct from ***** (Miller, 1985; Nicholls, 1978, 1990; ***** & Miller, 1984). Fincham and Cain further noted that an actual attributional style is not likely to emerge until a ***** stable conception of self emerges in middle childhood. Indeed, Rholes, Blackwell, Jordan, ***** Walters (1980) found that attributional patterns ***** ***** helplessness may not even be possible in younger children. (Cole ***** Turner, *****, 16)

It is for this reason and others that Turner and Cole express the need to recognize the effects of developmental *****