@article{ref1,
title="Social-cognitive and cognitive correlates of depression in children",
journal="Journal of abnormal child psychology",
year="1984",
author="Kaslow, Nadine J. and Rehm, L. P. and Siegel, Arnold W.",
volume="12",
number="4",
pages="605-620",
abstract="The present investigation examined depression and its social-cognitive and cognitive correlates in a sample of 108 elementary school children: 36 children in each of grades 1, 4, and 8. Children were classified as depressed and nondepressed according to their scores on the Children's Depression Inventory (CDI). Depression appeared stable over a 3-week time interval. Depressed children reported a higher number of &quot;masking&quot; symptoms, were rated as more depressed by their teachers, and perceived their family environment to be more distressed. As posited, when compared to nondepressed children, depressed children have lower self-esteem, a more depressive attributional style, and more self-control deficits. Further, they have impaired performance on some cognitive tasks (block design, coding digit span) but not all (vocabulary). The prediction that depression would be manifested differently in first-, fourth-, and eighth-graders was not supported.<p /><p>Language: en</p>",
language="en",
issn="0091-0627",
doi="",
url="http://dx.doi.org/"
}