Identifying depression in children: A comparison of alternative selection criteria

This study evaluated commonly used methods of identifying depressed children and examined the extent to which the conclusions about correlates of dysfunction vary among different selection criteria. Child psychiatric patients (N=237,ages 7–12) and their parents participated and completed measures to permit identification of depressed children on the basis of three separate criteria, including selfreport scores on the Children's Depression Inventory, parent-reported scores for the same measure, and a DSM-III diagnosis of major depression. The study examined whether depressed and nondepressed children, defined separately by the different criteria, differed in a variety of depression-related symptoms, cognitive processes, and social activity. The results indicated little overlap in the persons identified as depressed on the basis of child-or parent-completed CDI scores or DSM-III diagnosis. Depressed and nondepressed children tended to differ across all domains (depression-related symptoms, cognitive processes, and social activity) for each selection criterion. However, significant differences were evident in these domains only when the selection criterion and other domains were assessed with the same informant (e.g., self-report) and hence shared a common method (rater) component. The findings underscore the potential influence that method factors may have in influencing the conclusions that are drawn regarding the correlates of childhood depression.Completion of this research was supported by a Research Scientist Development Award (MH00353) and by a grant (MH35408) from the National Institute of Mental Health. The author is grateful to Debra Bass, Antoinette Rodgers, and Todd Siegel for assistance with this project.     

Regional cerebral blood flow for singers and nonsingers while speaking, singing, and humming a rote passage

Two groups of singers (n = 12,13) and a group of nonsingers (n = 12) each produced the national anthem by (1) speaking and (2) singing the words and by (3) humming the melody. Regional cerebral blood flow (rCBF) was measured at rest and during each phonation task from seven areas in each hemisphere by the 133Xe-inhalation method. Intrahemisphere, interhemisphere, and global rCBF were generally similar across phonation tasks and did not yield appreciable differences among the nonsingers and the singers.     

Neuropsychological functioning in hemiparkinsonism

A standardized neuropsychological battery including measures of intellectual cognitive, memory, attention-concentration, language, abstraction and mental flexibility, and sensory and motor functions was administered to 21 hemiparkinsonian patients (14 with right side and 7 with left side symptoms) and 17 controls matched for age and education. Patients were impaired in all functions except sensory. For motor functions, impairment was ipsilateral to the side of symptoms. For cognitive functions, right side symptoms were associated with verbal deficits whereas left side symptoms were associated with spatial deficits. Thus, a pattern of neuropsychological deficits consistent with the lateralization of motor symptoms may appear in the early stages of the disease.     

Psychic phenomena following near-death experiences: An Australian study

This study examines the incidence of reports of psychic phenomena and associated beliefs both before and after the near-death experience (NDE). The near-death experiencers interviewed reported no more psychic phenomena before the NDE than the general population. There was a statistically significant increase following the NDE in the incidence of 14 of 15 items examined.     

Response to commentaries on “A neurobiological model for near-death experiences”

This work has received financial support from FONDECYT (Project 1111-88). The authors also acknowledge the helpful comments of Dr. Bruce Cassels.     

Insight without awareness: On the interaction of verbalization, instruction and practice in a simulated process control task

Four experiments in which subjects learned to control two versions of a complex simulated process control task show that verbalizable knowledge of procedures used to perform these tasks is very limited and is acquired late in learning. Individual learning curves associated with these tasks showed sudden improvements in performance, which were not accompanied by a similar increase in verbalizable knowledge. It was also found that verbal instructions consisting of exemplar memorization, strategies for rule induction, simple heuristics, and experts' instructions were all effective in enhancing novice subjects' performance. A theoretical framework is proposed in which subjects draw on two separate but interacting knowledge structures to perform these tasks. One knowledge structure is based on memory for past experiences (close analogies), and the other is based on one's current mental model of the task. Implicit sets of competing rules that control response selection are derived from both sources of knowledge. It is suggested that dissociations between task performance and verbalizing occur because memory-based processing tends to have more control over response selection because of its greater specificity, whereas a mental model tends to be the preferred mode for verbal reporting because of its greater accessibility.     

Social and life skill competence in potential early school-leavers

Competencies in social and life skills of a group of students expecting to leave school at the end of Grade 10 in Australia is compared with groups expecting to continue. Academic performance and skills were also assessed. The results of the study indicated that the potential early school-leavers were disadvantaged both socio-economically and academically. But, surprisingly, the findings indicated that they were not significantly different from the other two groups of students targeted in the study in terms of their social and life skills. The results imply that potential early leavers in school populations may be unnecessarily disadvantaged because school programmes, in concentrating on a narrow range of cognitive skills, do not build on personal competency skills already possessed by students of all levels of ability. Whilst this is the case, potential early school-leavers will be likely to continue to be disaffected and disadvantaged educationally.