Investigating Sex Differences in Emotion Recognition, Learning, and Regulation Among Youths With Conduct Disorder.
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Kohls Gregor, Baumann Sarah, Gundlach Malou, Scharke Wolfgang, Bernhard Anka, Martinelli Anne, Ackermann Katharina, Kersten Linda, Prätzlich Martin, Oldenhof Helena, Jansen Lucres, van den Boogaard Lisette, Smaragdi Areti, Gonzalez-Madruga Karen, Cornwell Harriet, Rogers Jack C, Pauli Ruth, Clanton Roberta, Baker Rosalind, Bigorra Aitana, Kerexeta-Lizeaga Iñaki, Sesma-Pardo Eva, Aguirregomoscorta-Menéndez Fernando, Siklósi Réka, Dochnal Roberta, Kalogerakis Zacharias, Pirlympou Mara, Papadakos Leonidas, Dikeos Dimitris, Hervas Amaia, Herpertz-Dahlmann Beate, Fernández-Rivas Aranzazu, Popma Arne, Stadler Christina, De Brito Stephane A, Blair James R, Freitag Christine M, Fairchild Graeme, Konrad Kerstin
Аннотация
METHOD: We included 542 youths with CD (317 girls) and 710 TDCs (479 girls), 9 to 18 years of age, 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.
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.
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.