@article{ref1,
title="Investigating sex differences in emotion recognition, learning, and regulation among youths with conduct disorder",
journal="Journal of the American Academy of Child and Adolescent Psychiatry",
year="2019",
author="Kohls, Gregor and Baumann, Sarah and Gundlach, Malou and Scharke, Wolfgang and Bernhard, Anka and Martinelli, Anne and Ackermann, Katharina and Kersten, Linda and Prätzlich, Martin and Oldenhof, Helena and Jansen, Lucres and van den Boogaard, Lisette and Smaragdi, Areti and González-Madruga, Karen and Cornwell, Harriet and Rogers, Jack and Pauli, Ruth and Clanton, Roberta and Baker, Rosalind and Bigram, Aitana and Kerexeta-Lizeaga, Iñaki and Sesma-Pardo, Eva and Aguirregomoscorta-Menéndez, Fernando and Siklósi, Réka and Dochnal, Roberta and Kalogerakis, Zacharias and Pirlympou, Mara and Papadakos, Leonidas and Dikeos, Dimitris and Hervás, Amaia and Herpertz-Dahlmann, Beate and Fernández-Rivas, Aranzazu and Popma, Arne and Stadler, Christina and de Brito, Stephane and Blair, James R. and Freitag, Christine M. and Fairchild, Graeme and Konrad, Kerstin",
volume="ePub",
number="ePub",
pages="ePub-ePub",
abstract="OBJECTIVE: Conduct disorder (CD) is a serious neurodevelopmental disorder marked by notable higher prevalence rates for boys than girls. Converging evidence suggests that CD is associated with impairments in emotion recognition, learning and regulation. However, it is not known whether there are sex differences in the relationship between CD and emotion dysfunction. Prior studies on emotion functioning in CD have so far been underpowered for investigating sex differences. Therefore, our primary aim was to characterize emotion processing skills in a large sample of girls and boys with CD compared to typically-developing controls (TDCs) using a comprehensive neuropsychological test battery. <br><br>METHOD: We included 542 youths with CD (317 female youths) and 710 TDCs (479 female youths), aged 9-18 years, from a European multisite study (FemNAT-CD). Participants completed three experimental tasks assessing emotion recognition, learning, and regulation, respectively. Data were analyzed to test for effects of group and sex, and group-by-sex interactions, while controlling for potentially confounding factors. <br><br>RESULTS: Relative to TDCs, youths with CD showed impaired emotion recognition (that was related to more physical and proactive aggression, and higher CU traits), emotional learning (specifically from punishment), and emotion regulation. Boys and girls with CD, however, displayed similar impairments in emotion processing. <br><br>CONCLUSION: This study provides compelling evidence for a relationship between CD and deficient neurocognitive functioning across three emotional domains that have previously been linked to CD etiology. However, there was no support for sex-specific profiles of emotion dysfunction, suggesting that current neurocognitive models of CD apply equally to both sexes.<br><br>Copyright © 2019. Published by Elsevier Inc.<p /> <p>Language: en</p>",
language="en",
issn="0890-8567",
doi="10.1016/j.jaac.2019.04.003",
url="http://dx.doi.org/10.1016/j.jaac.2019.04.003"
}