Memory, Maternal Representations, and Internalizing Symptomatology among Abused, Neglected, and Nonmaltreated Children

Autor/inn/en	Valentino, Kristin; Cicchetti, Dante; Rogosch, Fred A.; Toth, Sheree L.
Titel	Memory, Maternal Representations, and Internalizing Symptomatology among Abused, Neglected, and Nonmaltreated Children
Quelle	In: Child Development, 79 (2008) 3, S.705-719 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0009-3920
DOI	10.1111/j.1467-8624.2008.01152.x
Schlagwörter	Child Neglect; Child Abuse; Prevention; Memory; Symptoms (Individual Disorders); Mothers; Comparative Analysis; Recall (Psychology); Stimuli; Cognitive Processes; Affective Behavior + Suchen Sie Ihr Suchwort? Kindesvernachlässigung; Abuse of children; Abuse; Child; Children; Kindesmissbrauch; Missbrauch; Kind; Kinder; Prävention; Vorbeugung; Gedächtnis; Psychiatrische Symptomatik; Mother; Mutter; Abberufung; Anreizsystem; Cognitive process; Kognitiver Prozess; Affective disturbance; Active behaviour; Affektive Störung
Abstract	A depth-of-processing incidental recall task for maternal-referent stimuli was utilized to assess basic memory processes and the affective valence of maternal representations among abused (N = 63), neglected (N = 33), and nonmaltreated (N = 128) school-aged children (ages 8-13.5 years old). Self-reported and observer-rated indices of internalizing symptoms were also assessed. Abused children demonstrated impairments in recall compared to neglected and nonmaltreated children. Although abused, neglected, and nonmaltreated children did not differ in valence of maternal representations, positive and negative maternal schemas related to internalizing symptoms differently among subgroups of maltreated children. Valence of maternal schema was critical in differentiating those with high and low internalizing symptomatology among the neglected children only. Implications for clinical intervention and prevention efforts are underscored. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10