Harmonized Phenotypes for Anxiety,Depression, and Attention-Deficit Hyperactivity Disorder (ADHD)

In multi-cohort consortia, the problem often arises that a phenotype is measured using different questionnaires. This study aimed to harmonize scores based on the Child Behaviour Check List (CBCL) and the Strength and Difficulties Questionnaire (SDQ) for anxiety/depression and ADHD. To link the scales, we used parent reports on 1330 children aged 10–11.5 years from the Raine study on both SDQ and CBCL. Harmonization was done based on Item Response Theory. We started from existing CBCL and SDQ scales related to anxiety/depression and ADHD (theoretical approach). Next, we conducted a data-driven approach using factor analysis to validate the theoretical approach. Both approaches yielded similar scales, validating the combination of existing scales. In addition, we studied the impact of harmonized (IRT-based) scores on the statistical power of the results in meta-analytic gene-finding studies. The results showed that the IRT-based harmonized scores increased the statistical power of the results compared to sum scores, even with an equal sample size. These findings can help future researchers to harmonize data from different samples and/or different questionnaires that measure anxiety, depression, and ADHD, in order to obtain the larger sample sizes, to compare research results across subpopulations or to increase generalizability, the validity or statistical power of research results. We recommend using our item parameters to estimate harmonized scores that represent commensurate phenotypes across cohorts, and we explained in detail how other researchers can use our results to harmonize data in their studies.

     

Developmental trajectory of neural specialization for letter and number visual processing

Adult neuroimaging studies have demonstrated dissociable neural activation patterns in the visual cortex in response to letters (Latin alphabet) and numbers (Arabic numerals), which suggest a strong experiential influence of reading and mathematics on the human visual system. Here, developmental trajectories in the event‐related potential (ERP) patterns evoked by visual processing of letters, numbers, and false fonts were examined in four different age groups (7‐, 10‐, 15‐year‐olds, and young adults). The 15‐year‐olds and adults showed greater neural sensitivity to letters over numbers in the left visual cortex and the reverse pattern in the right visual cortex, extending previous findings in adults to teenagers. In marked contrast, 7‐ and 10‐year‐olds did not show this dissociable neural pattern. Furthermore, the contrast of familiar stimuli (letters or numbers) versus unfamiliar ones (false fonts) showed stark ERP differences between the younger (7‐ and 10‐year‐olds) and the older (15‐year‐olds and adults) participants. These results suggest that both coarse (familiar versus unfamiliar) and fine (letters versus numbers) tuning for letters and numbers continue throughout childhood and early adolescence, demonstrating a profound impact of uniquely human cultural inventions on visual cognition and its development.     

Differences in mathematical reasoning between typically achieving and gifted children

Mathematical giftedness refers to mastery in a specific mathematical domain at an earlier than expected age. The present study examined which cognitive processes accounted for differences in mathematical reasoning between gifted children (MRG) and their typically achieving peers (TA). Naming speed, phonological awareness, short-term memory, executive functioning, and working memory were examined in 51 children aged approximately 7 years. A series of stepwise regression models, using a contrast variable to capture differences in mathematical reasoning between MRG and TA children, were created to examine which cognitive domains accounted for differences in mathematical reasoning. Short-term memory (r²?=?.08) and visual-spatial working memory (r²?=?.39) emerged as the only cognitive predictors within a model that included gender, age, and fluid intelligence. This model captured all of the variance distinguishing mathematics reasoning between MRG and TA children, explaining an overall contribution of 70% of the variance in mathematical reasoning.     

Relations between subjective evaluations of memory and objective memory performance.

Several explanations for the weak relations between subjective memory judgements and objective memory performance were investigated in two groups of normal older adults. Group 1 sampled a general population (mean age 61.6 yr., range 46-89), while Group 2 sampled subjects who were on a waiting list for memory training (mean age 63.0 yr., range 45-85 years). In both groups, subjective memory judgments were assessed with global ratings of memory capacity and with ratings of frequency of forgetting in specific memory situations. Memory performance was assessed with several well-known tests and with recently developed tests for domain-specific aspects of memory. Most tests concerned episodic memory. Study 1 also included measures of semantic, incidental and working memory. Study 2 further examined the influence of the domain-specificity of objective and subjective measures for remembering names, intentions, and texts. Relations between memory self-reports and performance were weak in both groups and for all kinds of tests. Against expectations, the low correlations could not be explained by differences between ecological and laboratory tests or incidentally and intentionally remembered information, or by differences between specific failures compared to global, stereotyped judgments. Surprisingly, correlations did not increase when subjective and objective measures assessed the same ability, like remembering names. Also noncognitive variables (mood and lifestyle) did not influence the relations. The (weak) relations between subjective and objective memory measures were comparable for subjects over and under 65 years of age. Furthermore, relations were comparable for the general population sample and the memory compliant group.     

The relationship between spiritual distress, PTSD and depression in Vietnam combat veterans

Presents empirical data showing the relationship between combat-related posttraumatic stress disorder (PTSD), depression and spiritual distress. Uses spiritual injury scale to measure distress; scale measures guilt, anger or resentment, sadness/grief, lack of meaning, feeling God/life has treated one unfairly, religious doubt, and fear of death. Shows high association between spiritual injuries and both PTSD and depression. Also finds inverse relationship between intrinsic religious faith and these two diagnostic categories. An inverse relationship also exists between religious faith as measured by regular worship with a faith community and both depression and PTSD.     

Categorization of multidimensional stimuli by pigeons

Six pigeons responded in a visual category learning task in which the stimuli were dimensionally separable Gabor patches that varied in frequency and orientation. We compared performance in two conditions which varied in terms of whether accurate performance required that responding be controlled jointly by frequency and orientation, or selectively by frequency. Results showed that pigeons learned both category tasks, with average overall accuracies of 85.5% and 82% in the joint and selective control conditions, respectively. Although perfect performance was possible, responding for all pigeons fell short of optimality. Model comparison analyses showed that the General Linear Classifier (GLC; Ashby, 1992) provided a better account of responding in the joint control condition than unidimensional models, but a unidimensional model fitted better for the condition that required selective control by frequency. Our results show that pigeons' responding in a visual categorization task can be controlled jointly or selectively by stimulus dimensions, depending on reinforcement contingencies. However, analysis of residuals confirmed that systematic deviations of GLC predictions from the obtained data were present in both conditions, suggesting that an alternative account of responding in multidimensional category learning tasks may be necessary.     

Perceptions of the cognitive compensation and interpersonal enjoyment functions of collaboration among middle-aged and older married couples

Perceptions of cognitive compensation and interpersonal enjoyment of collaboration were examined in three hundred middle-aged and older couples who completed measures of perceptions of collaboration, cognitive ability, marital satisfaction, an errand task and judged their spouse's affiliation. Older adults (especially men) endorsed cognitive compensation and interpersonal enjoyment and reported using collaboration more frequently than middle-aged adults. Greater need for cognitive compensation was related to lower cognitive ability only for older wives. Greater marital satisfaction was associated with greater interpersonal enjoyment. These two functions related to reports of more frequent use of collaboration and perceptions of spousal affiliation in a collaborative task.