predicted by low attentional and inhibitory EC and high impulsivity—although co-occurring problems might be linked to smaller deficits than pure externalizing (Stieben et al., 2007)—and by anger and sadness, although relations with the latter might hold only when internalizing and externalizing symptoms co-occurred. In contrast, pure internalizing (vs. control) status was expected to be predicted by low impulsivity and high sadness and anger, but not EC, especially inhibitory control. However, it seemed plausible that the attentional deficits noted at T1 but not at T2 for children with internalizing problems might reappear with increasing age because rumination—which reflects a problem in managing attention and cognitive inflexibility (Davis & Nolen-Hoeksama, 2000)—is associated with depression and other adolescent internalizing problems (Garnefski, Kraaij, & van Etten, 2005; Nolen-Hoeksema, Stice, Wade, & Bohon, 2007). Depressive rumination may be most closely related to the inability to inhibit processing of previously relevant information, whereas angry rumination is more closely associated with difficulties in switching to new information, but not with inhibition of a prior task set (Whitmer & Banich, 2007), although training that affects attentional control also decreases rumination (Chambers, Lo, & Allen, 2008). The ability to willfully shift attention seems particularly relevant to rumination, although effortful
