UUnniivveerrssiittyy ooff DDeennvveerr DDiiggiittaall CCoommmmoonnss @@ DDUU Electronic Theses and Dissertations Graduate Studies 1-1-2013 TThhee RReellaattiioonnsshhiippss BBeettwweeeenn EExxeeccuuttiivvee FFuunnccttiioonn aanndd PPoossiittiivvee RReeaapppprraaiissaall AAbbiilliittiieess iinn AAdduulltthhoooodd Yen-chen Chang University of Denver Follow this and additional works at: https://digitalcommons.du.edu/etd Part of the Counseling Psychology Commons, and the Experimental Analysis of Behavior Commons RReeccoommmmeennddeedd CCiittaattiioonn Chang, Yen-chen, "The Relationships Between Executive Function and Positive Reappraisal Abilities in Adulthood" (2013). Electronic Theses and Dissertations. 776. https://digitalcommons.du.edu/etd/776 This Dissertation is brought to you for free and open access by the Graduate Studies at Digital Commons @ DU. It has been accepted for inclusion in Electronic Theses and Dissertations by an authorized administrator of Digital Commons @ DU. For more information, please contact [email protected],[email protected]. THE RELATIONSHIPS BETWEEN EXECUTIVE FUNCTION AND POSITIVE REAPPRAISAL ABILITIES IN ADULTHOOD __________ A Dissertation Presented to the Faculty of Social Sciences University of Denver __________ In Partial Fulfillment of the Requirements for the Degree Doctor of Philosophy __________ by Yen-chen Chang August 2013 Advisor: Julia Dmitrieva ©Copyright by Yen-chen Chang 2013 All Rights Reserved Author: Yen-chen Chang Title: THE RELATIONSHIPS BETWEEN EXECUTIVE FUNCTION AND POSITIVE REAPPRAISAL ABILITIES IN ADULTHOOD Advisor: Julia Dmitrieva Degree Date: August 2013 Abstract Positive reappraisal, a type of emotion regulation that involves cognitively reframing negative information in a positive light, has been shown to promote resilience in stressed individuals (i.e., it decreases depression and enhances well-being). The ability to use positive reappraisal (PRA) varies widely across individuals, raising the question of which cognitive functions might support this ability. Only a few studies have investigated this question, and they have not yet examined the relationships between PRA and executive functions that involve emotional materials (“valence-specific executive functions;” EF). The first part of the present study examined the relationships between PRA and two types of valence-specific EF theorized to be involved in PRA: inhibition of negative information and working memory for positive information. A community sample of 250 men and women (age 18 to 72 years) completed a PRA task and several valence-specific EF tasks. Results indicated no associations between PRA and valence- specific EF. To take a step further, the second part of the study investigated whether age moderated the relationships between PRA and valence-specific EF. Previous studies have documented decline in cognitive function but well-preserved emotional function in old age. This raises the question of whether the relationships between PRA and valence- specific EF change as a function of age. Regression analyses indicated an interaction between age and inhibition of negative information, such that older adults with better inhibition of negative information demonstrated higher PRA, whereas younger adults   ii with better inhibition of negative information showed lower PRA. These results have important implications for understanding how valence-specific EF supports PRA in adulthood. Potential explanations, methodological and theoretical implications, and future directions are discussed.       iii Acknowledgements This dissertation would not be possible had it not been the continuous support, inspiration, and encouragement from many wonderful people. Here, I would like to offer my most sincere gratitude. First, I want to thank my advisor, Dr. Iris Mauss. Thank you for your thoughtful feedback and guidance in the dissertation process, and for your effort in training me to write and think in the language of science. I would also like to thank the members of my committee, Dr. Julia Dmitrieva, Dr. Kateri McRae, Dr. Sarah Watamura, and Dr. Kathy Green. I appreciate your statistical assistance and insightful input for my dissertation. I also want to thank Dr. Kelly Snyder, who saw the potential in me five years ago and gave me the opportunity to learn and grow in the field of psychology. Second, I want to offer my thanks to the members of the writing group and fellow graduate students: Emma Espel, Chelsea Meenan, Lisa Mcfadyen-Ketchum, Marina Mendoza, Anh Hua, Hannah Bianco, Catherine Alber, and Patrick Bowen. Thank you for your warm support and constructive feedback on this dissertation. Last but not the least, I cannot thank my family enough for their love and support. Thank you to my parents and sister, who have always encouraged me to pursue advanced education to better serve society. Finally, I wish to thank Micah Puett and his family. Thank you for always having confidence in me and supporting me one hundred percent in every possible way. I consider myself very fortunate to have all the encouragement, inspiration, and support that accompany me on this PhD journey. Thank you all very much!   iv Table of Contents Chapter One: Introduction ...................................................................................................1 Reappraisal .......................................................................................................................1 Types of Reappraisal ....................................................................................................4 Reappraisal Ability ......................................................................................................8 Reappraisal and Executive Function ..............................................................................10 Subcomponents of EF ................................................................................................10 Evidence for the Contribution of EF to Reappraisal ..................................................15 Limitations of Previous Studies and the Focus of Present Research .........................15 Hypotheses I. ..............................................................................................................18 Age, Executive Function, and Positive Reappraisal Ability ..........................................18 Emotional Aging ........................................................................................................19 Cognitive Aging .........................................................................................................25 Intersection between Emotional Aging and Cognitive Aging ...................................33 Limitations of Previous Studies .................................................................................35 Hypotheses II. ............................................................................................................36 Chapter Two: Method ........................................................................................................38 Overview ........................................................................................................................38 Participants .....................................................................................................................38 Procedure .......................................................................................................................39 Measures ........................................................................................................................40 Chapter Three: Results .......................................................................................................48 Manipulation Check: Sadness Induction .......................................................................48 Manipulation Check: Reappraisal Instruction ...............................................................49 Previous Experience with Films ....................................................................................50 Older Adult Sample Characteristics ...............................................................................51 Descriptives ....................................................................................................................52 Question 1: Does Valence-specific EF Correlate with PRA? ........................................54 Question 2.1: Does PRA Increase with Age? ................................................................58 Question 2.2: Does Valence-specific EF Change with Age? ........................................60 Question 2.3: Do the Relationships between Inhibition of Valence-specific Information and PRA Change across Adulthood? .............................................................................62 Question 2.4: Do the Relationships between WM for Valence-specific Information and PRA Change across Adulthood? ....................................................................................66 Chapter Four: Discussion ...................................................................................................69 I. Valence-specific Executive Function and Positive Reappraisal Ability ....................69 Inhibition and PRA ....................................................................................................69 WM and PRA .............................................................................................................73 Valence-specific EF and PRA ...................................................................................75 II. Valence-specific Executive Function and Positive Reappraisal Ability across Adulthood ......................................................................................................................78 Age and PRA .............................................................................................................78   v Age and Valence-specific EF .....................................................................................79 The Relationships between PRA and Valence-specific EF across Age ....................81 Strengths, Limitations, and Future Directions ...............................................................83 Conclusion .....................................................................................................................89 References ..........................................................................................................................90 Appendices .......................................................................................................................108 Appendix A: Tables .....................................................................................................108 Appendix B: Figures ....................................................................................................132 Appendix C: Reappraisal Instructions .........................................................................140   vi List of Tables Table 1. Exclusion Criteria and Final Sample .................................................................108 Table 2. Sample Characteristics .......................................................................................109 Table 3. Summary of Intercorrelations, Means, and Standard Deviations for Emotion Reactivity (ER) and Positive Reappraisal Ability (PRA) by Age Group ........................110 Table 4. Summary of Intercorrelations, Means, and Standard Deviations for Valence- Specific EF Variables: Inhibition and Working Memory (WM) by Age Group .............112 Table 5.1-5.3 Linear Regression Analyses: Predicting PRA by Inhibition of Valence- Specific Information, Controlling for Emotion Reactivity (ER) ....................................114 Table 6.1-6.3 Linear Regression Analyses: Predicting PRA by Working Memory (WM) for Valence-Specific Information, Controlling for Emotion Reactivity (ER) ................117 Table 7.1-7.3 Curvilinear Regression Analyses: Predicting PRA by Inhibition of Valence- Specific Information and Inhibition of Valence-Specific Information Squared, Controlling for Emotion Reactivity (ER). ......................................................................120 Table 8.1-8.3 Curvilinear Regression Analyses: Predicting PRA by Working Memory (WM) for Valence-Specific Information and WM for Valence-Specific Information Squared, Controlling for Emotion Reactivity (ER). .......................................................123 Table 9.1-9.3 Regression Analyses: Predicting PRA by Age and Inhibition of Valence- Specific Information, Controlling for Emotion Reactivity (ER). ...................................126 Table 10.1-10.3 Regression Analyses: Predicting PRA by Age and Working Memory (WM) of Valence-Specific Information, Controlling for Emotion Reactivity (ER). .....129         vii List of Figures Figure 1. Dual-processing Model. Inhibition of negative information and working memory for positive information contribute to Positive reappraisal ability (PRA). .......132 Figure 2. Schematic presentation of experimental procedure. ........................................133 Figure 3a. Negative Priming Task. .................................................................................134 Figure 3b. Negative Affective Priming Task. .................................................................135 Figure 4. Positive emotion ratings across films and groups. ..........................................136 Figure 5a. The interaction of Inhibition-Negative and age on PRA-Happiness. ............137 Figure 5b. The interaction of Inhibition-Negative and age on PRA-Love. ....................138 Figure 5c. The interaction of Inhibition-Negative and age on PRA-Optimism. .............139       viii