Non-suicidal self-injury links with multidimensional cognitive dysfunctions in adolescents with depression
Bibliographic record
Abstract
BACKGROUND: Non-suicidal self-injury (NSSI) has high prevalence among adolescents with mood disorders and is accompanied by cognitive impairments. Most existing studies have examined their impairments on single cognitive domains. It remains unclear which cognitive deficits are associated with adolescent NSSI and its functions and addictive features, from a multidimensional perspective. METHODS: A total of 161 adolescents diagnosed with first-episode major depressive disorder (MDD) and 137 healthy controls were recruited between June 2020 and December 2024. Participants were divided into three groups: adolescents with MDD and NSSI (MDD + NSSI, n = 84, age = 15.47 ± 1.59), those with MDD and without NSSI (MDD-NSSI, n = 77, age = 16.11 ± 2.16), and healthy controls (HCs, n = 137, age = 15.92 ± 3.13). NSSI behavior and its four common functions (internal emotion regulation, external emotion regulation, social influence, and sensation seeking) as well as the addiction feature, were assessed using the Ottawa Self-injury Inventory. Cognitive domains such as emotion recognition, cognitive control, working memory, and reward processing were assessed using an in-house Cognitive Assessment Battery. Data were analyzed via ANOVA, logistic regression, and multiple linear regression. RESULTS: Both the MDD + NSSI and MDD-NSSI groups showed significantly greater cognitive dysfunctions compared to the HCs. Logistic regression models indicated that cognitive domains such as memory, cognitive control, reward processing, delay discounting, and time perception were significantly associated with the presence of NSSI among adolescents with MDD. Multiple linear regression analyses further revealed that emotion recognition, working memory, cognitive control, and reward processing were significantly related to NSSI functions and the addictive features. CONCLUSIONS: Our results showed that NSSI behaviors, its functions, and addictive features are all associated with multidimensional cognitive dysfunctions. These findings highlight the clinical relevance of implementing thorough, multidomain cognitive evaluations in adolescents with NSSI. CLINICAL TRIAL NUMBER: Not applicable.
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.000 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.001 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".