Association between anxiety and depression in children and adolescents with anxiety disorders

The relationship between anxiety and depression was examined in a sample of 106 children and adolescents referred to an outpatient anxiety disorder clinic for children. Twenty-eight percent of patients with DSM-III diagnoses of anxiety disorders displayed a concurrent major depression. Children with anxiety disorders plus major depression were found (1) to be older, (2) to demonstrate more severe anxiety symptomatology, and (3) to be diagnosed with different rates of certain anxiety-disorder subtypes, when compared to anxious patients without major depression. Nondepressed anxious children and adolescents did not differ from a psychopathological control group in severity of either anxiety or depression symptoms.     

Force variability in isometric responses

In the present study we examined the contribution of different impulse parameters to peak force variability in an isometric task. Five experiments are reported that each held constant a different impulse parameter while allowing the other impulse parameters to vary. The results indicate that change in force level is the parameter that has the greatest effect on peak force variability, although time to peak force and preload also systematically influence response variability. A formula that accommodates the relation between impulse parameters and force variability is proposed. The data suggest that even in isometric tasks, it is the force-time properties of the impulse, rather than discrete parameters such as peak force, that determine the outcome variability.     

Overanxious disorder: An examination of developmental differences

Differences between a clinical sample of younger (ages 5 to 11) and older (ages 12 to 19) children meeting DSM-III criteria for overanxious disorder (OAD) were examined. Younger and older children were compared in terms of (1) the rates of OAD diagnoses occurring in the two age groups, (2) sociodemographic characteristics, (3) symptom expression, (4) association with other forms of maladjustment, and (5) self-reported anxiety and depression. The prevalence of OAD diagnoses and sociodemographic characteristics did not differ. Although younger and older OAD children showed similar rates of most specific DSM-III OAD symptoms, older children presented with a higher total number of overanxious symptoms than younger children. Older children more frequently exhibited a concurrent major depression or simple phobia, whereas younger OAD children more commonly had coexisting separation anxiety or attention deficit disorders. Older OAD children reported significantly higher levels of anxiety and depression on self-report measures. Findings indicated that the expression of OAD varies by developmental level.     

Does nondirectional signalization of target distance contribute to navigation in the Morris water maze?

The possibility that rats can navigate in the Morris water maze by reducing the difference between the memorized platform scene and the current sensory input was tested in nine blind rats. A computerized videosystem monitored the rats' movements in the pool and converted the rat-target distance into tones the frequency of which increased in 64 equal steps from 120 Hz at 128 cm to 7680 Hz at 0 cm. During 15 days of training to find a fixed platform position from different starting points (12 trials per day) average escape latencies decreased from 39.0 to 25.4 s. The performance significantly deteriorated when the acoustic distance signalization was omitted and/or when the target position was changed form trial to trial. It is concluded that blind rats solved the task by simultaneously employing search strategy based on position responses, mapping using acoustic background beacons, and distance reduction navigation. It is argued that the various strategies are additive and that their relative significance depends of the conditions of the experiment.     

Brain weights correlate with behavioral parameters in individual inbred mice housed in a common and enriched environment

Fifty 8-week-old Balb/c mice were individually identified and housed together in a large and enriched environment for 5 months. Maze and open field exploration, response to an aversive noise, swimming, and induced grooming tests were applied to each mouse in an initial search for possible relationships between brain morphology and spontaneous behavior in isogenic individuals living in a complex social and physical environment. The tasks generated 39 quantitative behavioral indices which include locomotion, rearing, still, and grooming bout frequencies, latencies, total, and mean bout durations. At the end of the tests, the 7-month-old mice were sacrificed and the fresh weights of their whole brain, cerebellum, brain stem, diencephalon, telencephalon, and prosencephalon were rapidly obtained. Behavioral data have wide variations and do not adjust to normal population distributions. Means of the same parameter differ between tests. A Spearman correlation matrix of all data yielded many significant correlations between indices of the same task which can be interpreted in terms of time budget and sequence probability. Significant correlations between indices of different tests suggest diverse emotionalities, exploratory strategies, and motor skills. The correlations between body and brain weights and among separate brain regions were not significant. There were several low but significant correlations between brain weights and behavioral indices. Such correlations, the resulting factors, and significant behavioral differences between mice with large and small brains suggest that mice displaying low motor activity in novel environments have larger brains and forebrain/hindbrain ratios than mice with high activity, and that animals with high scores of some specific behaviors have larger brain areas physiologically related to such behaviors.(ABSTRACT TRUNCATED AT 250 WORDS)     

Developmental change in the understanding of affective meaning in music

The development of the understanding of affective meaning in music was investigated. Subjects aged 4, 5, 6, and 19 assigned verbal labels to musical segments previously determined by adults to be representative of one of four affects (happy, sad, angry, afraid). Analysis of correct interpretations and errors revealed a pattern of interactions among age, sex, and affect indicating that the ability to verbalize an understanding of affective meaning in music consistent with that of adult subjects is present during the preschool years. Age-related similarities in performance, as well as differences favoring both younger and older subjects, were observed and were discussed in relation to recent research in, and theories of, affective development and communication.The authors thank H. Julia Hannay, Edward Kemery, Shiela MacDonald, and Robert McGrath for their assistance in this research. The conceptual inspiration of Joseph Intrieri is gratefully acknowledged. We also thank Leslie Brody, Robin Hornik, and several anonymous reviewers for their comments on an earlier draft of the paper. Portions of this research were presented at the Southeastern Conference on Human Development, Baltimore, April 1982.     

The universality of a contempt expression: A replication

Two experiments replicated Ekman and Friesen's finding of an expression that signals contempt across cultures. The subjects, from West Sumatra, Indonesia, were members of a culture that differs in a number of ways from Western cultures. In one experiment the subjects judged photographs of Japanese and American faces, both males and females, which showed many different emotions. There was very high agreement about which expressions signaled contempt in preference to anger, disgust, happiness, sadness, fear, or surprise. In a second experiment the Indonesian subjects judged expressions shown by members of their own culture, and again there was very high agreement about which expression signals contempt.This study was supported by a grant from the National Institute of Mental Health (MH 41100). Paul Ekman's work is also supported by a Research Scientist Award from the National Institute of Mental Health (MH 06092). Karl G. Heider's work was supported by a grant from the National Institute of Mental Health (MH 38221). We are grateful to Maureen O'Sullivan for her many helpful comments on this report.     

Comprehension of sentence structure in anomic and conduction aphasia

Picture-pointing auditory and reading comprehension tests were administered to anomic and conduction aphasics. Subjects responded to active sentences of the present progressive form. The possible errors which a subject could make on these experimental tasks included failure to correctly interpret noun order, number, or lexical meaning. Both groups made significantly more correct responses than error responses. Of their error responses, noun-order errors significantly exceeded number and lexical errors for which no differences were observed. When compared with results previously obtained for agrammatic Broca's aphasics, no differences in the pattern of errors were identified. These results are discussed relative to current theories of syntactic processing and for the mechanisms which account for these syntactic comprehension deficits following aphasia.