Neuropsychological Characteristics of Adolescents With Conduct Disorder: Association With Attention-Deficit–Hyperactivity and Aggression

The purpose of this study was to determine whether an association exists between neuropsychological deficits and conduct disorder (CD) with and without concurrent attention-deficit–hyperactivity disorder (ADHD). In addition, we explored the differential neuropsychological performance of aggressive and nonaggressive CD adolescents and the combined effect of this behavioral status and ADHD on performance. Fifty-nine adolescents (mean age of 15.4 years) who met the criteria for CD were compared with 29 controls comparable in age, gender, and socioeconomic status. A neuropsychological battery of current tests measuring executive functions and a battery of language tests were used in the study. Multivariate analyses showed that, compared with controls, CD adolescents had significantly lower verbal skills but did not differ on executive function measures. However, the lower verbal performance of CD adolescents is not explained by the existence of a CD subgroup with concomitant ADHD or aggressiveness. The study confirms with a sample of CD adolescents the association between verbal deficits and antisocial behavior when socioeconomic status is controlled. Our results also demonstrate that CD per se can be a sufficient condition for such deficits.     

Parents' Attitudes and Expectations About Children's Cross-Gender Behavior

The goals of the present study were to assessparents' attitudes toward crossgender boys and girls, aswell as to explore possible reasons for differentialevaluations. A total of 224 White parents of five-year old children completed questionnaires probingtheir attitudes toward cross-gender behavior inchildren, and their expectations regarding the futureadult behavior of typical boys, typical girls,cross-gender boys and cross-gender girls. The resultsrevealed that cross-gender boys were more negativelyregarded than crossgender girls and thatmen perceivedmore societal acceptance of cross-gender boys thanwomen. Cross-gender children were predicted tocontinue to show cross-gender behavior in adulthood andto be less psychologically welladjusted as adults thantypical boys and girls. Cross-gender boyswere expected to be less psychologicallywell-adjusted than cross-gender girls. When predictingfuture sexual orientation, cross-gender boys were deemedto have a greater likelihood of being gay thancross-gender girls of being lesbian. Men expectedcross-gender boys to be more likely to show male-malesexual behavior than typical boys inadulthood while women predicted typicalgirls to be more likely to show female-female sexual behavior in adulthoodthan cross-gender girls.     

Construct validity of the Sivik Psychosomaticism Test and test of operational style: correlations with Karolinska Scheme of Personality.

To evaluate the construct validity (convergent and divergent) of Sivik Psycho Somaticism test (SPS) and test of Operationality (OPER), Pearson correlation coefficients between SPS scales and subscales and Karolinska Scheme of Personality (KSP) were calculated. Seventy-eight healthy individuals and 196 psychosomatic patients completed the SPS and OPER tests and KSP. The results show that the SPS and OPER subscales are significantly correlated to most KSP subscales. The correlations were higher for the psychosomatic group than for the normal population. The results confirm the validity of the SPS and OPER constructs.     

The impact of an emotional self-management skills course on psychosocial functioning and autonomic recovery to stress in middle school children.

Unmanaged emotional reactions to stress not only lead to behavior problems in young people but also create physiological conditions that inhibit learning and potentially increase the risk of disease later in life. For these reasons, the integration of emotional self-management skills training programs has become an increased priority in some schools. In this study, middle school students enrolled in a course in emotional competence skills learned techniques designed to intercept stressful responses during emotionally challenging situations. Behavioral outcomes were assessed using the Achievement Inventory Measure and autonomic function was measured by heart rate variability (HRV) analysis during and after a stressful interview. Following the program, students exhibited significant improvements in areas including stress and anger management, risky behavior, work management and focus, and relationships with family, peers and teachers. These improvements were sustained over the following six months. Students using the skills taught in the course to recover from acute emotional stress were also able to positively modulate their physiological stress responses. As compared to a control group, trained students demonstrated significantly increased HRV and more rhythmic, sine wave-like heart rhythm patterns during recovery. This response pattern reflects increased parasympathetic activity, heart rhythm coherence, and entrainment of other biological oscillatory systems to the primary heart rhythm frequency. Increased physiological coherence is associated with improved cognitive performance, emotional balance, mental clarity and health outcomes. These physiological shifts could promote the sustained psychological and behavioral improvements associated with the use of emotional management skills. It is suggested that learning emotional competence skills in childhood establishes healthier physiological response patterns which can benefit learning and long-term health. Results provide support for the integration in school curricula of courses designed to teach effective self-management skills to children.     

Simulating consciousness in a bilateral neural network: "nuclear" and "fringe" awareness

A technique for the bilateral activation of neural nets that leads to a functional asymmetry of two simulated "cerebral hemispheres" is described. The simulation is designed to perform object recognition, while exhibiting characteristics typical of human consciousness-specifically, the unitary nature of conscious attention, together with a dual awareness corresponding to the "nucleus" and "fringe" described by William James (1890). Sensory neural nets self-organize on the basis of five sensory features. The system is then taught arbitrary symbolic labels for a small number of similar stimuli. Finally, the trained network is exposed to nonverbal stimuli for object recognition, leading to Gaussian activation of the "sensory" maps-with a peak at the location most closely related to the features of the external stimulus. "Verbal" maps are activated most strongly at the labeled location that lies closest to the peak on homologous sensory maps. On the verbal maps activation is characterized by both excitatory and inhibitory Gaussians (a Mexican hat), the parameters of which are determined by the relative locations of the verbal labels. Mutual homotopic inhibition across the "corpus callosum" then produces functional cerebral asymmetries, i.e., complementary activation of homologous "association" and "frontal" maps within a common focus of attention-a nucleus in the left hemisphere and a fringe in the right hemisphere. An object is recognized as corresponding to a known label when the total activation of both hemispheres (nucleus plus fringe) is strongest for that label. The functional dualities of the cerebral hemispheres are discussed in light of the nucleus/fringe asymmetry.     

Visuospatial attention: beyond a spotlight model

Much of the research in visual attention has been driven by the spotlight metaphor. This metaphor has been useful over many years for generating experimental questions in attention research. However, theories and models of visual selection have reached such a level of complexity that debate now centers around more specific questions about the nature of attention. In this review, the general question "Is visual attention like a spotlight?" is broken down into seven specific questions concerning the nature of visual attention, and the evidence relevant to each is examined. The answers to these specific questions provide important clues about why visual selection is necessary and what purpose attention plays in visual cognition.     

Psychological Distress and Symptoms of Posttraumatic Stress Disorder in Jewish Adolescents Following a Brief Exposure to Concentration Camps

We investigated the psychological impact of an organized visit to Polish concentration camps on Jewish-American adolescents. Eighty-seven adolescents who participated in a B'nai B'rith memorial visit to concentration camps in Poland completed measures of general psychological adjustment and posttraumatic stress disorder (PTSD) at four time-points: pretest, posttest, 6-month follow-up and 12-month follow-up. Measures included the SCL-90-R, the Mississippi Scale for PTSD, and the Impact of Events Scale (IES) for PTSD. On the SCL-90-R, changes in somatization, interpersonal sensitivity, obsessive-compulsive tendencies, depression, anxiety, and phobic anxiety were observed over time, with peak symptom scores at posttest and 6-month follow-up. Scores on the Mississippi Scale for PTSD and the IES Intrusion subscale also increased at 6-months. Predictors of PTSD symptoms on the Mississippi Scale included previous psychiatric treatment and SCL-90-R symptoms of paranoia, depression, and psychosis. Elevated psychotic symptoms on the SCL-90-R predicted PTSD symptoms on the IES. Jewish adolescents with preexisting symptoms of generalized distress or psychoticism appeared at increased risk for PTSD symptoms following exposure to Holocaust stimuli. This study contributes a prospective, multi-measure assessment of trauma reactions in adolescents.     

Societal Risk Perception Among Children, Adolescents, Adults, and Elderly People

This study reported on mean risk magnitude judgments expressed by French participants aged 8 to 75 years, on a set of 91 hazardous activities, substances, and technologies. It then systematically analyzed the effects of the age factor on the judgments. Between elderly people and young and mature adults, few notable differences were detected. The most important result was that a considerable proportion of the children were able to estimate the risk associated with most items of the present study, and that the linear association between children's ratings and adults' ratings was very high. This finding supports the view that the learning of the risk associated with various technologies, common in society, is a fast process, depending probably much more on exposure to media information and family discussions (socialization) than on exposure to everyday reality.     

Role of the unquantified electroencephalography in psychiatric research

This paper outlines potential research applications of the unquantified (paper or digital) electroencephalography (EEG) in psychiatry. Three main areas are highlighted: first, the need for thorough familiarity with the unquantified EEG is emphasized, including the ability to confidently recognize all normal and abnormal activities that could influence further analysis of the record as well as artifacts that can contaminate the tracings; second, the fact that definitive studies relating EEG abnormalities to psychiatric symptomatology and clinical response are lacking; and third, the potential for EEG to be utilized as a tool to decrease the risk of invasive research studies is discussed.