Patterns of adaptation in asthma and psoriasis

Patterns of adaptation to a conflict situation were explored by means of the repeated confrontation with the Stroop task (Serial Color-Word Test) in two clinical groups: bronchial asthma (n=40) and psoriasis (n=28). The respective psychosomatic component of each of these syndromes was expected to correspond to peculiar patterns of adaptation. Differences between asthma and psoriasis patients were statistically significant. Asthma was characterized by patterns with high values of nonlinear change, both within each subtest (Primary Types) and across the five subtests (Secondary Types). Psoriatic patients were classified most often as having the C(V) type (high linear increase of nonlinear changes across the subtests) and showed some more ITA+ types, i.e., within the first subtest, longer reading time at the beginning, followed by uniformly faster times.     

Patterns of adaptation in obsessive-compulsive disorder: multivariate indicators of greater variability and linear change compared to controls

Patterns of adaptation to conflict in persons with Obsessive-Compulsive Disorder were assessed with the Serial Color-Word Test. Obsessive-Compulsive patients (n=50) were compared with an age- and sex-matched group of nonclinical volunteers. Measures of linear and nonlinear change in reading times during each of the five consecutive trials of the test were compared between groups by means of a multivariate model with doubly repeated measures. The multivariate analysis yielded a significant between-groups result (Wilks Lambda = .76, p < .001), mainly supported by higher values of nonlinear change in the Obsessive-Compulsive group. Thus, the discriminative ability of the Serial Color-Word Test was confirmed when individual differences were removed from the error term.     

Patterns of adaptation to conflict and schizoid personality scale scores

A previous investigation gave no evidence of a significant relationship of patterns of adaptation to conflict, as measured with the Serial Color-Word Test, with the Schizoid Personality Scale of the Coolidge Axis II Inventory. As a new scoring algorithm has subsequently been proposed for the latter scale, a replication was done with the modified schizoid scale. A group of 75 consecutive nonpsychotic women outpatients was given the Serial Color-Word Test and Coolidge's inventory. Both multiple and logistic regressions selected two significant predictors of schizoid personality, corresponding to high values of linear change in reading times during Trials 3 and 5 of the Serial Color-Word Test, i.e., to an increasingly rigid and inflexible style of the adaptive process. A multivariate analysis of variance yielded an effect size of .22 (partial eta2).     

Patterns of adaptation and school performance: a pilot study

A group of 34 pupils from two school classes (Class 8, M = 13.1 yr., SD=0.5) were administered the Serial Color-Word Test to assess the pattern of adaptation during repeated exposure to the Stroop task (5 massed trials). The typological classification, centered on measures of linear (R) and nonlinear (V) change of reading times, employed norms derived from the medians of the group. The Stabilized primary pattern (low R and low V) corresponded to higher grades, compared with the other 3 primary patterns. Concerning the secondary classification across trials (based on the R and V of the 5 Rs, and on the R and V of the 5 Vs), better school performance was found among subjects with a linear increase of linear changes across trials (high R of the 5 Rs; CR pattern), compared with subjects with a nonlinear increase of linear changes (high V of the 5 Rs; DR and CDR patterns).     

Patterns of adaptation and directions of aggression

A group of 85 nonclinical women volunteers were given the Serial Color-Word Test and the Personality Deviance Scale to verify whether different patterns of adaptation to the Stroop task correspond to significant differences in directing aggression. It was predicted that subjects with the Dissociative pattern, i.e., high values of nonlinear changes in reading times, would score lower on Intropunitiveness than subjects with the Cumulative pattern, i.e., high values of linear changes in reading times. The hypothesis was confirmed (p = .005). No other significant intergroup difference was found, aside from a slightly higher mean score of Extrapunitiveness in the Cumulative group, compared with that for the Stabilized one (p = .04).     

Sex differences on the serial color-word test

The Serial Color-Word Test was administered to nonclinical volunteers of three age strata (17-29, 30-45, 46-65 yr.). Sex differences on the 17 variables of the test were explored for each age stratum. Only six significant intersex differences were found. In all age strata women scored significantly higher on linear regression of reading times in one of the last two subtests, i.e., R4 or R5.     

Serial color-word test predicts outcome of pharmacological treatment for panic disorder.

A group of 50 outpatients with Panic Disorder were given the Serial Color-Word Test at the beginning of a standard pharmacological treatment (selective serotonin reuptake inhibitors and benzodiazepines). A single treating psychiatrist, blind to test results, judged therapy outcome at a 5-mo. follow-up. Among the main types of adaptation to conflict assessed by the test (Stabilized, Cumulative, Dissociative, and Cumulative-Dissociative), the Stabilized pattern predicted a good therapy outcome. Response to therapy among the patients with a Stabilized pattern was judged as more often good and less often moderate or poor, compared with the members of the other three adaptation classes (p=.004), and specifically with the patients resorting to a Cumulative strategy (p=.005).     

Patterns of adaptation and personality disorders

Patterns of adaptation to conflict were explored with the Serial Color-Word Test, and personality disorders were assessed by means of the Coolidge Axis II Inventory in a group of 76 nonpsychotic women volunteers in the age range 18-50 yr. (M=29.1 yr., SD=8.3), who attended a psychiatric outpatients unit. Forward multiple regression analyses were performed to investigate whether patterns of adaptation were associated with personality disorders. 10 out of 13 personality scales, as measured by the Coolidge Axis II Inventory, were significantly predicted by adaptive variables. Some predictors were positive and others were negative. The variable R(AD) was a negative predictor of avoidant and dependent personalities, and a positive predictor of Extraversion, Aggressive personality, and Antisocial personality; this finding suggests that R(AD) may represent the regulative counterpart of a continuum from passive introversion to aggressive extraversion. The results encourage further research on nontrait laboratory correlates of personality disorders.     

Concurrent validity of a children's version of the Stroop Color-Word Test: the Fruit Distraction Test

To assess the concurrent validity of the Fruit Distraction Test, the Stroop Color-Word Test and the Fruit Distraction Test were administered to two groups of boys aged 12 yr. (N = 63) and 8 yr. (N = 52). Partial correlations, with IQ controlled, based on time and error scores derived from both tests, provided no convincing evidence that the Fruit Distraction Test is a valid downward extension of the Stroop.     

Reading times and adaptive styles among patients diagnosed with psychosis as assessed by the Serial Color-Word Test

The present study focuses on how patients diagnosed with psychosis deal with a conflicting situation. In the study, two groups of patients were assessed. One group consisted of patients diagnosed with psychosis (n = 41), while the comparison group (n = 135) consisted of inpatients diagnosed either with anorexia nervosa or with bulimia nervosa. The groups were assessed using the Serial Color Word Test (S-CWT), designed for studying an individual's successive adaptation over time to a conflicting situation. The S-CWT differentiated the two groups regarding both reading time and adaptive styles. Patients diagnosed with psychosis had longer reading times and an adaptive style that was deviant throughout the test, indicating poorer cognitive functioning and more serious psychopathology. These problems may in turn influence functioning in work or study and daily living, all of which are important in treatment planning.     

Schizophrenic reactions in the Serial Spiral After-Effect Test

A group of 52 schizophrenics, 13 neurotics and 30 normals were studied by means of the Serial Spiral After-Effect Test. Schizophrenics with classical overt symptoms showed significantly higher values compared to neurotics, normals and latent schizophrenics on the residual variability in ten consecutive durations of the after-effect, i.e. the total variability minus the variability ascribable to linear change. Significant correlations were obtained between residnal variability in the Serial Spiral After-Effect Test and psychosis, as assessed by a psychiatric rating scale for the schizophrenics with classical overt symptoms, when the mean level in the Serial Spiral After-Effect Test was checked.     

Multivariate base rates for the assessment of executive functioning among children and adolescents

This study provides observed base rates of low executive functioning test scores among healthy children and adolescents, stratifies those base rates by narrow intellectual functioning and age groupings, and provides normative classification ranges to aid the interpretation of performances on the Delis-Kaplan Executive Function System (D-KEFS) in clinical practice and research. Participants included 875 children and adolescents between 8 and 19 years old from the D-KEFS normative sample (48% male; 52% female). Among these participants, 838 had complete data and were included in the current study. The racial/ethnic composition of the sample was: White (73.7%), African American (12.4%), Hispanic (11.1%), and other racial/ethnic backgrounds (2.7%). The Overall Test Battery Mean (OTBM) and the prevalence of low scores at various clinical cut-offs were calculated for the 13 primary scores from the D-KEFS Trail Making Test, Verbal Fluency Test, and Color-Word Interference Test. The OTBM and base rates were also calculated separately for those scores reflecting executive functioning (n = 7) and processing speed (n = 6). Healthy children and adolescents commonly obtained low scores on the D-KEFS tests considered here. Younger age, lower estimated full-scale intelligence quotient, and more test scores interpreted were associated with a greater frequency of low scores. Clinicians and researchers are encouraged to consider these multivariate base rates when assessing and attempting to identify executive functioning impairment among children and adolescents with the D-KEFS.     

Improved reliability estimates for the serial color-word test

Starting from Lennart Sjöberg's serial scoring of the Color-Word Test and his critical review of the test, the possibilities of attaining better reliability estimates are briefly surveyed. As a simple step, the orthogonalization of the regression model is suggested. Ways of maximizing the reliability estimate are demonstrated. On the basis of 261 subjects from five differing subsamples, clinical and control groups, the reliability estimates of the oblique system of the orthogonalized system and of the maximum reliability solutions are compared empirically. The significance of the results for test theoretic evaluation of the Color-Word Test is discussed.     

The stroop color-word interference test as an indicator of ADHD in poor readers

The performance on the Stroop Color-Word Interference Test of 36 boys with Attention Deficit Hyperactivity Disorder (ADHD) was compared with performances of a matched control sample. The control group outperformed their counterparts on the control and interference conditions of the Stroop test, suggesting ADHD-specific executive and reading deficits. When individuals with both ADHD and reading disorders were excluded from the analysis, the authors found a significant difference between the ADHD group and the control group on the color-word test, indicating that poor reading skills may produce false negatives on the Stroop test. However, fast and slow readers with ADHD did not perform differently from each other on the color-word test. The authors postulated the existence of two different causes of reading problems: phonological deficits and attentional deficits.     

The Stroop Color-Word Interference Test as an Indicator of ADHD in Poor Readers

The performance on the Stroop Color-Word Interference Test of 36 boys with Attention Deficit Hyperactivity Disorder (ADHD) was compared with performances of a matched control sample. The control group outperformed their counterparts on the control and interference conditions of the Stroop test, suggesting ADHD-specific executive and reading deficits. When individuals with both ADHD and reading disorders were excluded from the analysis, the authors found a significant difference between the ADHD group and the control group on the color-word test, indicating that poor reading skills may produce false negatives on the Stroop test. However, fast and slow readers with ADHD did not perform differently from each other on the color-word test. The authors postulated the existence of two different causes of reading problems: phonological deficits and attentional deficits.     

Poor readers but compelled to read: Stroop effects in developmental dyslexia.

We studied a group of 24 children with dyslexia in second to fifth primary school grades by using a discrete-trial computerized version of the Stroop Color-Word Test. Since the classic Stroop effect depends on the interference of reading with color naming, one would expect these children to show no interference or, at least, less interference than normal readers. Children with dyslexia showed, however, a Stroop effect larger than normal readers of the same age. This suggests that reading, although difficult and slow, is an inescapable step that precedes naming both in poor and in normal readers.     

Poor Readers but Compelled to Read: Stroop Effects in Developmental Dyslexia

We studied a group of 24 children with dyslexia in second to fifth primary school grades by using a discrete-trial computerized version of the Stroop Color-Word Test. Since the classic Stroop effect depends on the interference of reading with color naming, one would expect these children to show no interference or, at least, less interference than normal readers. Children with dyslexia showed, however, a Stroop effect larger than normal readers of the same age. This suggests that reading, although difficult and slow, is an inescapable step that precedes naming both in poor and in normal readers.     

The Facts of Observation in Psychoanalysis

The regression of five achievement criteria on the six Metropolitan Readiness Test (MRT) subtests was determined for a sample of 100 Ss. The MRT was administered at the end of kindergarten, and the Gates-MacGinitie Reading Test and the arithmetic subtests of the Stanford Achievement Test were administered at the end of first grade. Results indicated that the MRT predicts first grade arithmetic better than it does reading and that Alphabet and Numbers are by far the best predictors among the six subtests of the MRT. A sex difference was present in that girls tended to earn higher scores than boys on the two reading criteria.     

Differentiating clinical groups using the serial color-word test (S-CWT)

The present study attempted to differentiate 11 diagnostic groups by means of the Serial Color-Word Test (S-CWT), using multivariate discriminant analysis. Two alternative scoring systems of the S-CWT were outlined. Asample of 514 individuals who had clinical diagnoses of various types and 397 controls who had no diagnostic findings comprised the sample. The first discriminant analysis failed to differentiate the groups adequately. The groups were consequently reduced to four (schizophrenia, bipolar disorders, temporo-mandibular joint pain dysfunction syndrome, and eating disturbances), which gave better reclassification findings for a clinical application of the test. This classification gave over 55% correct assignments. The final four groups had a statistically significant discrimination on the test, which remained stable also in a bootstrap procedure. Implications for treatment indications and outcomes as well as strategies for further studies using the S-CWT are discussed.     

Comparative analysis of different correction methods for measuring Rod-and-Frame Test performance

A comparative analysis was conducted of five different methods for scoring the Rod-and-Frame Test to examine the convergent validities of each of the five methods with performance on the Embedded Figures Test for a sample of 408 13- to 16-yr.-olds. The scoring methods included the absolute error, the algebraic error, the absolute value of the algebraic error, the frame effect, and an assessment of relative field dependence. Correlations obtained among the five methods and the Embedded Figures Test indicated different patterns for boys and girls. In general, the method which employed the absolute value of the algebraic error yielded the strongest convergent validity coefficients with scores on the Embedded Figures Test and Group Embedded Figures Test for boys (.62 and -.54, respectively), although, for girls, the absolute algebraic error and absolute error both yielded coefficients of .50 with Embedded Figures Test scores and -.46 with Group Embedded Figures Test scores.