The revised version of the screen for child anxiety related emotional disorders (scared-r): Further evidence for its reliability and validity

Abstract The revised version of the Screen for Child Anxiety Related Emotional Disorders (SCARED-R) is a self-report questionnaire that intends to measure symptoms of childhood anxiety disorders as defined in the Diagnostic and Statistical Manual of Mental Disorders (DSM; American Psychiatric Association, 1994). The current article presents three studies which examined in more detail the reliability and validity of the SCARED-R. Study 1 (N=101) demonstrated that the SCARED-R possesses satisfactory test-retest stability. Study 2 (N=71) shows that the child-parent agreement of the SCARED-R is rather low. Study 3 (N=88) provides support for the concurrent validity of the SCARED-R. More specifically, SCARED-R scores were correlated in a meaningful way with scores on the Children's Anxiety Scale, a questionnaire that also measures DSM-defined childhood anxiety symptoms.     

Interaction between stimuli with different taste qualities evaluated by reaction time

The influence of adaptation to taste stimuli of 1 quality on tastants with other qualities was investigated by comparing the reaction time (RT) to a test solution after adapting-solution flow with the RT to the same test solution after water flow. Adapting solutions were strong concentrations of NaCl, HCl, QHCl, and sucrose; test solutions were the same compounds but in lower concentrations. Adaptation to sucrose significantly shortened RT to NaCl and HCl, and to a lesser degree to QHCl. A similar cross-enhancement was found in sucrose when other compounds served as adapting solutions, In all other taste combinations, only a cross-adaptation effect was observed. Results are discussed in relation to some adaptation phenomena, water taste data, and magnitude-estimation data.     

Developmental epidemiologically based preventive trials: Baseline modeling of early target behaviors and depressive symptoms

Describes a conceptual framework for identifying and targeting developmental antecedents in early childhood that have been shown in previous work to predict delinquency and violent behavior, heavy drug use, depression, and other psychiatric symptoms and possibly disorders in late adolescence and into adulthood. Criteria are described that guided choices of targets for two epidemiologically based, randomized preventive trials carried out in 19 elementary schools in the eastern half of Baltimore, involving more than 2,400 first-grade children over the course of first and second grades. Baseline models derived from the first of two cohorts show the evolving patterns of concurrence among the target antecedents. The central role of concentration problems emerged. From Fall to Spring in first grade, concentration problems led to shy and aggressive behavior and poor achievement in both genders and to depressive symptoms among girls. There was evidence for reciprocal relationships in girls. For example, depressive symptoms led to poor achievement in both girls and boys, whereas poor achievement led to depressive symptoms in girls but not boys, at least over the first-grade year. These results provide important epidemiological data relevant to the developmental paths leading to the problem outcomes and suggest preventive trials.     

Generation of internally restricted random-dot patterns

The probability of a successful draw of a dot position within a random dot pattern is considered for the special case where a minimal city block distance is imposed separating any two dots within the random pattern. An analytical solution is derived and is tested against Monte Carlo simulations. The agreement is considered to be good, except at extremely low probabilities of a successful draw. An alternative method, based upon the utilization of successively coarser grids, is also given. Formulas are also provided for circular and for diamond-shaped separation regions.     

Excitotoxic lesions of the parafascicular nucleus produce deficits in a socially transmitted food preference

The parafascicular (PF) nucleus, a posterior component of the intralaminar nuclei of the thalamus, is considered to be an essential structure in the feedback circuits of basal ganglia-thalamo-cortical systems that critically participate in cognitive processes. To study the PF contribution to processing of behaviorally significant information during specific episodes of learning, we investigated the effects of damaging the PF nucleus in the acquisition of a natural form of social olfactory learning, the socially transmitted food preference (STFP) task. This task is a non-spatial paradigm that exhibits some of the characteristics of relational memory because it requires that animals use information obtained in one episode to guide later behavior in different circumstances. Adult male Wistar rats were submitted to pretraining bilateral N-methyl-D-aspartate (0.15 M, pH 7.4) lesions of the PF (0.4 microl/side, 0.2 microl/min). The behavioral effects of PF lesions were compared to vehicle- and sham-operated control groups and two retention delays were considered in separate groups: immediately (Lesion-I, Vehicle-I, and Sham-I groups) and 24h after training (Lesion-24, Vehicle-24, and Sham-24 groups). PF lesions produced delay-independent impairments in the STFP suggesting that this nucleus might modulate the acquisition of this odor-odor association task. Results are discussed in the context of medial prefrontal cortex deafferentation induced by PF damage.     

Pain perception in irritable bowel syndrome

Irritable bowel syndrome (IBS) is a functional gastrointestinal disorder characterized by chronic abdominal discomfort or pain in the absence of detectable organic disease. IBS is common and is associated with a significant impairment in health-related quality of life. Enhanced perception of visceral stimuli ("visceral hypersensitivity") appears to be an important pathophysiological mechanism. Early IBS studies using functional brain imaging techniques suggest an alteration in central pain modulation circuits, rather than an increased sensitivity of peripheral visceral pain pathways. The frequent comorbidity with psychiatric disorders suggests the possibility of shared pathophysiological mechanisms and etiologic factors.     

When static media promote active learning: annotated illustrations versus narrated animations in multimedia instruction

In 4 experiments, students received a lesson consisting of computer-based animation and narration or a lesson consisting of paper-based static diagrams and text. The lessons used the same words and graphics in the paper-based and computer-based versions to explain the process of lightning formation (Experiment 1), how a toilet tank works (Experiment 2), how ocean waves work (Experiment 3), and how a car's braking system works (Experiment 4). On subsequent retention and transfer tests, the paper group performed significantly better than the computer group on 4 of 8 comparisons, and there was no significant difference on the rest. These results support the static media hypothesis, in which static illustrations with printed text reduce extraneous processing and promote germane processing as compared with narrated animations.     

The System-Topics Framework and the Structural Arrangement of Systems within and around Personality

ABSTRACT The field of personality psychology possesses rich theories and excellent research, but few good means to communicate them. The system-topics framework is an integratory approach that divides the study of personality into three central topics and their subdivisions: (a) the components of personality, (b) the organization of those components, and (c) the development of those components and their organization over time. The present article describes the system-topics framework and then examines the addition of a potential new topic useful to an improved exposition of the field: the structural arrangement of the component systems in and around personality. A three-dimensional model of these systems is created that can synthesize the many spatial metaphors used in earlier personality theory and research. The reasons for integrating this structural model within the system-topics framework and how such integration can be accomplished are discussed.