Associations between Laboratory-Assessed Verbalizations and Daily Depressive and Anxiety Behaviors and Impairment in Preschool-Aged Children

The present study examined preschool-aged children’s cognitive styles via verbalizations during a stressful laboratory task in relation to children’s daily depressive and anxiety behaviors and impairment as reported by parents. Fewer positive self-referent verbalizations were associated with greater frequencies of daily depressive and separation anxiety behaviors as well as impairment.