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Inhibitory control and set shifting describe different pathways from behavioral inhibition to socially anxious behavior
Author(s) -
Buzzell George A.,
Morales Santiago,
Bowers Maureen E.,
TrollerRenfree Sonya V.,
ChronisTuscano Andrea,
Pine Daniel S.,
Henderson Heather A.,
Fox Nathan A.
Publication year - 2021
Publication title -
developmental science
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 2.801
H-Index - 127
eISSN - 1467-7687
pISSN - 1363-755X
DOI - 10.1111/desc.13040
Subject(s) - psychology , temperament , inhibitory control , developmental psychology , behavioral inhibition , anxiety , social anxiety , structural equation modeling , set (abstract data type) , variation (astronomy) , cognition , personality , social psychology , neuroscience , psychiatry , statistics , physics , mathematics , computer science , astrophysics , programming language
Abstract Individuals with a behaviorally inhibited (BI) temperament are more likely to develop social anxiety. However, the mechanisms by which socially anxious behavior emerges from BI are unclear. Variation in different forms of top‐down control, specifically executive functions (EF), may play distinct roles and characterize differential pathways to social anxiety. Here 291 children were assessed for BI in toddlerhood (ages 2 and 3), parent‐reported inhibitory control and set shifting during middle childhood (age 7), and multidimensional assessment of socially anxious behavior completed during late childhood and early adolescence (ages 9 and 12). Structural equation modeling revealed that early variation in BI predicted the development of socially anxious behavior through either higher levels of parent‐reported inhibitory control or lower levels of parent‐reported set shifting. These data reinforce the notion that top‐down control does not uniformly influence relations between temperament and socially anxious behavior. These data suggest novel approaches to thinking about the role of EFs and social anxiety outcomes as children approach adolescence.