Dysfunctional Cognitions in Children with Social Phobia, Separation Anxiety Disorder, and Generalized Anxiety Disorder

According to cognitive theories of anxiety, anxious adults interpret ambiguous situations in a negative way: They overestimate danger and underestimate their abilities to cope with danger. The present study investigated whether children with social phobia, separation anxiety disorder, and generalized anxiety disorder have such a bias, compared to a clinical and a normal control group. Children were exposed to stories in which ambiguous situations were described, and asked to give their interpretations, using open and closed responses. Results showed that anxious children reported more negative cognitions than control children. However, anxious children did not overestimate danger on the free responses, but they did judge the situations as more dangerous on the closed responses. Anxious children had lower estimations of their own competency to cope with danger than the control groups on both open and closed responses. The results indicate that children with anxiety disorders have dysfunctional cognitions about ambiguous situations.     

The phenomenology of real and illusory tip-of-the-tongue states

The tip-of-the-tongue state (TOT) is the phenomenological experience that a word is on the verge of being recalled. Most research has been directed at TOT etiology and at retrieval processes occurring during a TOT. In this study, TOT phenomenology was examined. In Experiment 1, strong TOTs were more likely than weak TOTs to be followed by correct recognition, and resolution (later recall) of TOTs was higher for strong than for weak TOTs, but only for commission errors. In Experiment 2, emotional TOTs were more likely to be resolved and recognized than nonemotional TOTs. In Experiment 3, imminence was defined as the feeling that retrieval is about to occur. Imminent TOTs were more likely to be followed by resolution and recognition than were nonimminent TOTs. Illusory TOTs (TOTs for unanswerable questions) tended to be weaker, less emotional, and less imminent than TOTs for answerable questions.     

Psychosocial risk and resistance factors among children with chronic illness,healthy siblings,and healthy controls

Psychosocial risk and resistance factors within the domains of parental functioning, family Stressors, and family resources were examined as predictors of psychological adjustment and physical problems in juvenile rheumatic disease patients (N=93), their healthy siblings (N=72), and demographically matched healthy controls (N=93). Family socioeconomic status and background variables showed few consistent relationships with child functioning. However, a constellation of risk and resistance factors tended to show comparable associations with functioning for patients, siblings, and controls. Higher parental depression and medical symptoms and more family Stressors, sibling problems, and burden of illness on the family predicted more problems among the patients. These relationships held when disease duration and severity were controlled. For the siblings, increased parental and patient dysfunction, more family Stressors, and less family cohesion and expressiveness were associated with more problems. Although the associations were not as strong, mothers' depression and lack of family cohesion and expressiveness also were related to more adjustment problems among the control children. These findings imply that there may be a general association between certain risk and resistance factors and childhood adaptation.This research was supported in part by NIH Multipurpose Arthritis Center Grant AM20610, NIMH Grant MH16744, and Veterans Administration Medical and Health Services Research and Development Service Research funds. Jan Gottlieb provided valuable help in all phases of the research. We appreciate the help of the staff of the Pediatric Rheumatology Clinic at Children's Hospital at Stanford and the families who participated in this study.     

Gender differences,mediation, and disciplinary styles in children's responses to television

A sample of kindergarten and first-grade children was studied in a research center and at school to determine the extent to which family communication mediated their comprehension of television, as well as a series of cognitive skills necessary for such comprehension. Separate analyses were conducted for boys and girls, and results indicated that certain styles of family mediation facilitated comprehension more effectively for boys than for girls. Additionally, differential effects of two styles of discipline were found for each sex.This research was funded by a grant to Jerome and Dorothy Singer from the John D. and Catherine T. MacArthur Foundation entitled Television and Family Living Patterns.     

Conditioned activity and the interaction of amphetamine experience with morphine's activity effects

This experiment assessed the transfer effect of Pavlovian conditioning with d-amphetamine sulfate (1 mg/kg) on morphine's activity effects. Prior experience with amphetamine resulted in higher levels of activity when challenged with morphine (10 and 20 mg/kg). This interactive effect of amphetamine, however, was present only in those animals who had experienced amphetamine paired with the activity test situation. Animals who had received equivalent doses of amphetamine unpaired with the testing environment did not differ from drug-naive control animals. Analysis of predrug activity levels revealed a conditioned activity response in paired animals compared to the controls. These findings suggest that the response interaction between drug conditioned responses and drug unconditioned responses is an important determinant of cross-drug effects between drugs of different pharmacological classes.     

Yale Children's Inventory (YCI): An instrument to assess children with attentional deficits and learning disabilities I. Scale development and psychometric properties

The Yale Children's Inventory (YCI), a parent based rating scale, and the scales derived from it have been developed to identify and measure multiple dimensions of learning disabilities with particular emphasis on attentional deficits. Scale construction was based on factor analytic procedures. Measures of internal consistency, test retest reliability, and coefficients of congruence support the reliability and stability of the 11 scales. A discriminant function classified normal and learning disabled children with a relatively high rate of accuracy. The relationship and content of the three relevant YCI scales were compared to the DSM-III diagnostic categories for ADD. As operationalized, DSM-III criteria for hyperactivity formed a cohesive factor, while criteria for attention and impulsivity were not distinguishable from each other since they loaded together on a single factor. In contrast, the equivalent YCI scales for attention, impulsivity, and hyperactivity were found to be distinct.     

PROMOTING LOW-FAT ENTREE CHOICES IN A PUBLIC CAFETERIA

Reductions in dietary fat have been recommended in the prevention of coronary heart disease. Because entrees contribute substantially to total meal fat content, we evaluated a cafeteria-based intervention for increasing the purchase rate of low-fat entrees (M = 6.83 g) relative to nonlowfat entrees (M = 25.59 g). The intervention included a poster listing the benefits of a LF diet and the daily LF entrees (i.e., broiled or baked chicken and fish dishes). During 6 days per phase, food selections (N = 3,264) were monitored by trained observers. The intervention, which cost $80.00, produced significant increases (i.e., from 20% to 35%) in the purchase rate of LF entrees.     

A computer simulation of children’s arithmetic word-problem solving

ARITHPRO is a computer simulation of children’s arithmetic word-problem solving behavior. It is an instantiation of a recently proposed cognitive model of the knowledge and procedures required to solve such problems. The program solves word problems by (1) comprehending the story text in which the problem is embedded, (2) comprehending numerical information as sets of objects, (3) building superstructures from these sets, thereby specifying their logical relations, and (4) using a counting procedure to derive the answer to the problem. This report describes ARITHPRO and its architecture and knowledge base. A few comparisons of ARITHPRO’s performance with that of children are also provided.     

The role of understanding in solving word problems

Word problems are notoriously difficult to solve. We suggest that much of the difficulty children experience with word problems can be attributed to difficulty in comprehending abstract or ambiguous language. We tested this hypothesis by (1) requiring children to recall problems either before or after solving them, (2) requiring them to generate final questions to incomplete word problems, and (3) modeling performance patterns using a computer simulation. Solution performance was found to be systematically related to recall and question generation performance. Correct solutions were associated with accurate recall of the problem structure and with appropriate question generation. Solution “errors” were found to be correct solutions to miscomprehended problems. Word problems that contained abstract or ambiguous language tended to be miscomprehended more often than those using simpler language, and there was a great deal of systematicity in the way these problems were miscomprehended. Solution error patterns were successfully simulated by manipulating a computer model's language comprehension strategies, as opposed to its knowledge of logical set relations.