Problem-solving ability and response to feedback in peer-nominated mildly depressed children
This experiment examined hypotheses that peer-nominated, mildly depressed children possess problem-solving deficits and evaluate their problem-solving efforts more negatively than nondysphoric children. Thirty dysphoric and 30 nondysphoric children were selected by peer nomination and administered two inclusive disjunction rule-learning problems. During problem solving, children received one of three types of feedback: feedback following both correct and incorrect responses (right-wrong feedback), feedback follo wing incorrect responses and no feedback following correct responses (wrong-blank feedback), and feedback following correct responses and no feedback following incorrect responses (right-blank feedback). Contrary to a cognitive distortion hypothesis, dysphoric children did not evaluate ambiguous feedback in a more negative manner than did nondysphoric children. Importantly, dysphoric children proved to be less efficient problem solvers than nondysphoric children. © 1988 Plenum Publishing Corporation.
Cognitive Therapy and Research
Perkins, S., Meyers, A., & Cohen, R. (1988). Problem-solving ability and response to feedback in peer-nominated mildly depressed children. Cognitive Therapy and Research, 12 (1), 89-102. https://doi.org/10.1007/BF01172783