Additional study of the Youth-Depression Adjective Check List

Replicated and extended aspects of determinations of reliability and validity for the State version of the Youth-Depression Adjective Check List. Students from Grades 9 through 12 (64 girls and 41 boys) completed the State version and the Adolescent Activities Checklist on each of 12 consecutive days and completed the Trait version, the Reynolds Adolescent Depression Scale, the Multiple Affect Adjective Check List--Revised Grade 6, and the Adolescent Activities Checklist at the beginning and the end of the study. Good reliability and validity of the State version were confirmed and extended, and preliminary information on characteristics of the Trait version of the Youth-Depression Adjective Check List also was presented. The State version seems suitable for use in research with adolescents and preadolescents. More study of the Trait version is recommended.     

The Roles of Ethnicity and School Context in Predicting Children's Victimization by Peers

This study examines the prevalence, stability, and contextual correlates of peer victimization in a sample of African-American, Hispanic, and non-Hispanic White urban elementary school-age children. A total of 1956 children (40% African-American, 42% Hispanic, and 18% White) attending any 1 of 14 public elementary schools located in one large and one mid-sized Midwestern city participated in this study. Peer ratings of victimization were obtained at two points in time, separated by a 2-year period. Findings revealed that risk for being victimized by peers varied by ethnicity and by school context. Hispanic children had lower victimization scores than did either African-American or White children. These findings, however, were moderated by school context, such that attending ethnically integrated schools was associated with a significantly higher risk of victimization for White children and a slightly lower risk of victimization for African-American children and did not affect the risk of victimization for Hispanic children. In addition, African-American children were less likely than Hispanic and White children to be repeatedly victimized by peers over time. The importance of considering ethnicity and context in explaining peer victimization is discussed and suggestions for preventive interventions and future research are provided.     

Contextual effects on word production: A lifespan study

The effect of sentence priming on picture naming was investigated across the lifespan, from age 3 to 87 years. Names that are normally acquired before 3 years of age were presented in auditory contexts that were semantically congruent, incongruent, or neutral in relation to each picture and its name. Sentential priming was present at all age levels. Facilitation (neutral vs. congruent) was significantly by 4 years of age and did not vary significantly with age. Interference (incongruent vs. neutral) was significant at all age levels, but changed nonmonotonically with age (largest in the youngest children, stable from young adulthood through age 70, with a small increase in the oldest participants). We conclude that picture naming is a useful tool for the investigation of sentential priming effects across the lifespan and that it can reveal potentially interesting developmental changes in the effects of sentential context on word retrieval.     

Minimal information to determine affine shape equivalence

Participants judged the affine equivalence of 2 simultaneously presented 4-point patterns. Performance level (d') varied between 1.5 and 2.7, depending on the information available for solving the correspondence problem (insufficient in Experiment 1a, superfluous in Experiment 1b, and minimal in Experiments 1c, 2a, 2b) and on the exposure time (unlimited in Experiments 1 and 2a and 500 ms in Experiment 2b), but it did not vary much with the complexity of the affine transformation (rotation and slant in Experiment 1 and same plus tilt in Experiment 2). Performance in Experiment 3 was lower with 3-point patterns than with 4-point patterns, whereas blocking the trials according to the affine transformation parameters had little effect. Determining affine shape equivalence with minimal-information displays is based on a fast assessment of qualitatively or quasi-invariant properties such as convexity/ concavity, parallelism, and collinearity.     

Ratings of emotion in laterally presented faces: sex and handedness effects

Sixteen right-handed participants (8 male and 8 female students) and 16 left-handed participants (8 male and 8 female students) were presented with cartoon faces expressing emotions ranging from extremely positive to extremely negative. A forced-choice paradigm was used in which the participants were asked to rate the faces as either positive or negative. Compared to men, women rated faces more positively, especially in response to right visual field presentations. Women rated neutral and mildly positive faces more positively in the right than in the left visual field, whereas men rated these faces consistently across visual fields. Handedness did not affect the ratings of emotion. The data suggest a positive emotional bias of the left hemisphere in women.     

Cardiovascular responses to open-field stress in rats: sex differences and effects of gonadal hormones

We studied sex differences in cardiovascular responses to stress using a new radio-telemetry model in which freely-moving Spontaneously Hypertensive rats (SHR) are exposed to open-field novelty stress. This model allowed simultaneous assessment of cardiovascular and behavioural responses to psychological stress. Female SHR in the diestrous stage of their estrous cycle had markedly greater pressor and tachycardic responses to open-field exposure when compared to either female rats not in diestrous or male SHR. Treatment of ovariectomized SHR with estrogen alone had no significant effect on cardiovascular reactivity, while a combined treatment of estrogen and progesterone slightly, but significantly attenuated their pressor response to open-field stress. In addition, treatment of castrated male rats with testosterone significantly enhanced their pressor responses to stress when compared to values obtained before treatment. None of the hormone treatments had any significant effect on heart rate responses to stress. Neither at different stages of the estrous cycle nor after hormone treatments were there any marked changes in behavioural responses in the open-field, making it unlikely that the differences in cardiovascular stress responses were caused by changes in behavioural activity. These data demonstrate differences in cardiovascular stress responses that seem to be dependent on the stage of the estrous cycle. They suggest that particularly androgens, such as testosterone, may enhance pressor responses to stress. On the other hand, a combination of estrogen and progesterone, rather than estrogen alone, may have a small attenuating effect on cardiovascular reactivity.     

A psychometric evaluation of the social skills rating system in children with attention deficit hyperactivity disorder

The social skills rating system (SSRS) was developed to assess social skills of children, as observed by multiple raters (teacher, parent, child). Studies of the SSRS have been conducted with handicapped, mentally retarded and learning disabled children. No studies have reported the psychometric properties of the SSRS in a clinical ADHD sample. This is important, because deficient social functioning is associated with ADHD. The present study assesses the psychometric properties of the teacher, parent and child versions of the SSRS in children with ADHD (n = 123), and normal controls (n = 239). Also, the social skills of children with ADHD, as rated on the SSRS were examined. Results support the factor structure and internal consistency of the original SSRS-teacher version. Moreover, support was found for 3 out of 4 scales of the SSRS-parent version. The factor structure of the SSRS-child version could not be replicated. An explanatory factor analysis on the SSRS-child version yielded two factors. Evidence was found for discriminative ability of the SSRS between normal controls and children with ADHD. Finally, informant agreement between raters was found to be poor.