Social anxiety in older adults: phenomenology, prevalence, and measurement

Although phobias represent the most common anxiety disorders among the elderly, little is known about their social nature. The present study provides information about the prevalence, measurement, and phenomenology of social anxiety in older adults (n = 283) and compares results to those of younger adults (n = 318). Analyses revealed that social anxiety is less prevalent in old age than it is within younger cohorts and is associated with different symptomatology. The psychopathological profile of those who reach clinical levels of social anxiety is however similar, irrespective of age. Results regarding the psychometric properties of the SPAI when used for the elderly were promising, but the questionnaire appears to be difficult for some older adults to complete. Results are discussed in terms of explanations for age differences in social anxiety, initial psychometrics of the SPAI in an older adult sample, and suggestions for future research.     

Psychopathy,frustration, and reactive aggression: The role of ventromedial prefrontal cortex

Psychopathy is a developmental disorder marked by emotional hyporesponsiveness and an increased risk for instrumental and reactive aggression. The increased risk for reactive aggression is the focus of the current paper. It will be argued that the increased risk for reactive aggression does not relate to an increased sensitivity to threatening stimuli since psychopathy is associated with a reduced sensitivity to threat. Instead, it is argued that the increased risk for reactive aggression relates to an increased risk for frustration; i.e., the emotional state following the performance of an action in the expectation of a particular reward and not receiving this reward. Two impairments seen in psychopathy would increase the risk for frustration and consequent potential reactive aggression; impairments in stimulus‐reinforcement learning and reversal learning. It is argued that both are known consequences of impairment in ventromedial prefrontal cortex, one of the regions principally implicated in psychopathy.     

Longitudinal relationships between depressive symptoms and health in normal older and middle-aged adults

Comorbidity between health and depression is salient in late life, when risk for physical illness rises. Other community studies have not distinguished between the effects of brief and long-standing depressive symptoms on excess morbidity and mortality. S. Cohen and M. S. Rodriguez's (1995) differential hypothesis of pathways between depression and health was used to examine the relationships between health and depression in a prospective probability sample of 1,479 community-resident middle-aged and older adults. Findings suggest that different durations of depressive symptoms have different relationships to health. Health had an impact on short-term increases in depressive symptoms but depressive symptoms had a weaker impact on health. The reciprocal impact was indistinguishable from the health influence on depression. In contrast, longer term depressive symptoms had a clear impact on health. The results imply that physical illness can affect depressive states; depressive traits but not states can affect illness.     

The Arguments of the Tombs of the Unknown: Relationality and National Legitimation

In the wake of the First World War, a new form of commemoration emerged internationally, but in each case focused upon a new kind of national “hero”—the unknown soldier or warrior. The first instances appeared in France and Britain in 1920, followed by the United States in 1921, and Belgium in 1922. Other nations followed suit over the years, with the most recent WWI Unknown Soldier monument dedicated in 2004, in New Zealand. The motivational calculus of these national tombs was, of course, the massive number of combatant dead whose remains could not be identified. This paper takes up the two very different arguments composed by these commemorative sites. The first argument was directed to surviving family members and was articulated most explicitly by the French as a hypothetical enthymeme “this could be your husband, your father, your brother,” etc. The second argument has been directed to national and international collectives as a constitutive proclamation of legitimated nation-state or Empire Although this argument is particularly explicit in postcolonial gestures of independence on the part of former dominions of old empires, it was evident in even the earliest cases of the tombs of the unknown.     

How similar are fluid cognition and general intelligence? A developmental neuroscience perspective on fluid cognition as an aspect of human cognitive ability

This target article considers the relation of fluid cognitive functioning to general intelligence. A neurobiological model differentiating working memory/executive function cognitive processes of the prefrontal cortex from aspects of psychometrically defined general intelligence is presented. Work examining the rise in mean intelligence-test performance between normative cohorts, the neuropsychology and neuroscience of cognitive function in typically and atypically developing human populations, and stress, brain development, and corticolimbic connectivity in human and nonhuman animal models is reviewed and found to provide evidence of mechanisms through which early experience affects the development of an aspect of cognition closely related to, but distinct from, general intelligence. Particular emphasis is placed on the role of emotion in fluid cognition and on research indicating fluid cognitive deficits associated with early hippocampal pathology and with dysregulation of the hypothalamic-pituitary-adrenal axis stress-response system. Findings are seen to be consistent with the idea of an independent fluid cognitive construct and to assist with the interpretation of findings from the study of early compensatory education for children facing psychosocial adversity and from behavior genetic research on intelligence. It is concluded that ongoing development of neurobiologically grounded measures of fluid cognitive skills appropriate for young children will play a key role in understanding early mental development and the adaptive success to which it is related, particularly for young children facing social and economic disadvantage. Specifically, in the evaluation of the efficacy of compensatory education efforts such as Head Start and the readiness for school of children from diverse backgrounds, it is important to distinguish fluid cognition from psychometrically defined general intelligence.     

Reactions to stigmatized others: Response amplification vs sympathy

Four experiments examined the conditions under which responses to handicapped persons are characterized by sympathy or response amplification. The first two experiments tested the hypothesis that contact with a handicapped person would lead to amplified positive and negative responses in comparison to contact with a nonhandicapped person. The results indicated that mere contact was not sufficient to elicit response amplification. Instead, contact led to more positive evaluations of the handicapped than of the nonhandicapped other, regardless of whether she behaved in a positive or negative manner—a “sympathy” effect. The third and fourth experiments indicated that amplified positive and negative responses to the handicapped will occur when the behavior of a handicapped person is highly relevant to the evaluator. A two-stage model of responses to stigmatized others is proposed to account for these results.     

The socialization of sex-differentiated skills and academic performance: A mediational model

Using a multifactorial model, sex differences in academic performance were examined in a sample of 347 elementary school children. As expected, girls' academic performance averaged higher than boys'. Path analysis confirmed initial hypotheses that girls' advantage is partially due to their characteristic of greater responsiveness to social cues and compliance with adult direction. This advantage was partially offset in this model by boys' greater visual-spatial skill, which also was a predictor of academic success. Access to stereotypic masculine toys and activities at home was, for both sexes, a predictor of children's visual-spatial ability. As expected, socioeconomic variables, including mothers' occupation and fathers' level of education, also influenced the environmental, social, and cognitive factors predicting academic success. These results indicate that boys' and girls' differential development of specific cognitive and social skills may play an important role in establishing sex differences in academic performance.