The Neuropsychology of Depression: A Literature Review and Preliminary Model

Neuropsychological research provides a useful framework to study emotional problems, such as depression, and their correlates. This paper reviews several prominent neuropsychological theories. Functional neuroanatomical systems of emotion and depression are reviewed, including those that describe cerebral asymmetries in emotional processing. Following the review, a model that is composed of three neuroanatomical divisions (left frontal, right frontal, and right posterior) and corresponding neuropsychological emotional sequelae within each quadrant is presented. It is proposed that dysfunction in any of these quadrants could lead to symptomatology consistent with a diagnosis of depression. The proposed model combines theories of arousal, lateralization, and functional cerebral space and lends itself to scientific methods of investigation. Accordingly, research, prevention, and treatment programs in accordance with the proposed model may promote an improved understanding of the neuropsychological mechanisms involved in depression.     

The structure of self-reported aggression, drug use, and delinquent behaviors during early adolescence

Examined the structure of self-report scales designed to assess the frequency of adolescent problem behaviors. Urban (n = 988) and rural (n = 1,895) middle school students completed the Problem Behavior Frequency Scale (Farrell, Danish, & Howard, 1992a) and measures of other relevant constructs. Confirmatory factor analyses supported a model that included specific factors related to aggression, drug use, and delinquent behaviors, and a higher order problem behavior factor. Findings did not support a distinction between physical and nonphysical aggression. Results were generally consistent across settings (i.e., urban vs. rural) and gender. Other relevant constructs, including peer pressure for drug use and attitudes favoring aggression, had both specific associations with relevant first-order factors and more general associations with the second-order factor. These findings support the construction of separate scales assessing specific domains of problem behaviors in studies of adolescents' problem behaviors.     

An analysis of 17 catatonic patients diagnosed with neuroleptic malignant syndrome

This study was conducted to show that catatonia is a predisposing factor for neuroleptic malignant syndrome (NMS) and to review the nosological relationship between catatonia and NMS. Seventeen consecutive cases of NMS were analyzed prospectively with reference to clinical and investigative findings before and after exposure to a neuroleptic. The series comprised eight males and nine females, ranging in age from 18 years to 65 years. Prior to neuroleptic exposure, all patients exhibited features compatible with criteria for catatonia (mutism/excitement) according to the Diagnostic and Statistical Manual of Mental Disorders, Third Edition-Revised, (DSM-III-R). Following neuroleptic administration (single dose in nine cases), patients deteriorated into a febrile, rigid, and obtunded state accompanied by autonomic dysfunction and raised creatine phosphokinase levels. These features were consistent with a diagnosis of NMS. Neuroleptics were discontinued and supportive medical treatment instituted. Benzodiazepines were beneficial in eight cases in relieving stupor, but bromocriptine and dantrolene were generally ineffective. In all patients diagnosed with NMS in the authors' series, catatonia was an invariable prodromal state. It appears that the administration of a neuroleptic intensified the preexisting catatonic state and precipitated a malignant variant of the disorder, which is currently recognized as NMS. The authors, therefore, challenge the separate nosological status of NMS and catatonia and suggest that these syndromes are part of a unitary pathophysiological disorder.     

Effects of teacher feedback on the reputations and peer perceptions of children with behavior problems

We explored whether teacher feedback modified children's preferences and perceptions of a target child with behavior problems. First- and second-grade children (M age = 7.8 years) viewed a videotape of a target actor presented as having a liked, average, or disliked reputation. A second videotape depicted a teacher's verbal responses to the target's behavior as (a) positive, (b) neutral-salient, or (c) corrective. Both salience and valence of teacher feedback were assessed. Main effects of feedback and reputation indicated that feedback had at least minimal effects at each level of the target's reputation. Teacher feedback is discussed with respect to its effects on perceptions of behavior versus affective responses toward behavior-problem children. A significant interaction showed that when combined with a liked reputation, positive and neutral-salient feedback conditions increased the salience and positive evaluation of the target child, thus illustrating the importance of considering nonevaluative teacher attention in combination with children's reputational status.     

Toward a causal realist account of causal understanding

Within a limited domain, humans can perceive causal relations directly. The term causal realism is used to denote this psychological hypothesis. The domain of causal realism is in actions upon objects and haptic perception of the effects of those actions: When we act upon an object we cannot be mistaken about the fact that we are acting upon it and perceive the causal relation directly through mechanoreceptors. Experiences of actions upon objects give rise to causal knowledge that can be used in the interpretation of perceptual input. Phenomenal causality, the occurrence of causal impressions in visual perception, is a product of the application of acquired causal knowledge in the automatic perceptual interpretation of appropriate stimuli. Causal realism could constitute the foundation on which all causal perception, judgment, inference, attribution, and knowledge develop.     

Self-concept Differentiation and Depressive Symptomatology in Children

Self-concept differentiation is the degree to which separate domains of the self-concept are differentiated from one another. Two studies of children's self-reported depressive symptomatology and self-concept differentiation were completed. Study 1 found higher levels of self-concept differentiation associated with greater depressive symptomatology. Study 2 replicated this finding but further revealed a trend for elevated self-concept differentiation to be related to a positive outcome at 5-week follow-up in the depressed sample.