Expectations and attributions in social anxiety disorder: diagnostic distinctions and relationship to general anxiety and depression

Contemporary cognitive models suggest that social anxiety disorder arises from a number of cognitive factors, including tendencies to form pessimistic (rather than optimistic) attributions and expectations for socially-related events. These models also assume that the strengths of such attributions and expectations are more closely linked with social anxiety than with general anxiety or depression. To test these assumptions, a battery of self-report measures was completed by participants with a primary diagnosis of generalized social anxiety disorder (n = 75), panic disorder with agoraphobia (n = 44), or post-traumatic stress disorder (n = 59). To examine differences on these cognitive variables, group comparisons were performed controlling for general anxiety, depression and medication status. Social anxiety disorder, compared with panic disorder with agoraphobia and post-traumatic stress disorder, was characterized by lower expectations for positive social events and higher expectations for negative social events. There was no difference among the groups on expectations for non-social positive or negative events. Stable and global attributions for social negative events were more closely associated with social anxiety disorder than with panic disorder with agoraphobia and post-traumatic stress disorder. Correlational analyses also revealed specific relationships among social-cognitive measures and social anxiety, even after controlling for general anxiety and depression. The results are consistent with cognitive models of social anxiety disorder.     

Telephone-administered cognitive behavior therapy for obsessive-compulsive disorder

Exposure with response prevention and cognitive behavior therapy are widely recognized as effective treatments for obsessive-compulsive disorder. Unfortunately, many people with obsessive-compulsive disorder--particularly those living in rural areas--do not have access to therapists providing these treatments. Accordingly, we investigated the efficacy of telephone-administered cognitive behavior therapy for obsessive-compulsive disorder. Two open trials are reported, for a total of 33 people with obsessive-compulsive disorder (without major depression). The first trial consisted of 12 weeks on a waiting list followed by 12 weeks of treatment (delayed treatment). The second trial consisted of 12 weeks of immediate treatment. Obsessive-compulsive symptoms did not change during the waiting period. Symptoms declined from pre- to post-treatment, with gains maintained at 12-week follow-up. For the pooled sample our pre-to-post-treatment effect size was as large or larger than those obtained in other studies of reduced contact treatment, and similar to those of face-to-face exposure with response prevention. Our proportion of treatment dropouts tended to be lower than those of other reduced contact interventions. The results suggest that telephone-administered cognitive behavior therapy is effective and well-tolerated, at least for people with obsessive-compulsive disorder without major depression. It remains to be seen whether this treatment is safe and effective when comorbid major depression is present.     

Web-based research: Methodological variables’ effects on dropout and sample characteristics

Previous research has made a beginning in addressing the importance of methodological differences in Web-based research. The present paper presents four studies investigating whether sample type, financial incentives, time when personal information is requested, table design, and method of obtaining informed consent influence dropout and sample characteristics(both demographics and measured attitudes). Undergraduates were less likely to drop out than nonstudents, and nonstudents offered a financial incentive were less likely to drop out than those offered no incentive. Complex tables, tables that were too wide, requests for personal information on the first page, and the imposing of additional informed consent procedures each provoked early dropout. As was expected, nonstudents and those presented with complex tables showed more measurement error and attitude differences. Asking for personal information and imposing additional consent procedures affected the demographic makeup, raising challenges to external validity.     

Individual solution processes while solving addition and multiplication math facts in adults

Contrary to predictions of current solution process models, adults used a variety of procedures other than retrieval to solve addition and multiplication math facts. Predictors assumed to capture retrieval processes posited by such models did account for a substantial proportion of variance in averaged retrieval solution times. But most of the variance in individual participants' retrieval times remained unaccounted for. Cross-operation associations in patterns of strategy use and retrieval latencies were obtained. Adults with stronger higher level math achievement were more likely to use retrieval, solved math facts faster and less variably, and executed retrieval processes posited by current solution process models faster than participants with less math attainment. The results are explained within the context of the adaptive strategy choice model.     

Understanding the Dynamics of Leadership: The Role of Follower Self-Concepts in the Leader/Follower Relationship

In this paper we integrate recent theory and research on the self-concept with leadership theory. We conceptualize the self as being defined at three levels: the individual, interpersonal, and group levels. The effects of the self on information processing and behavior are mediated by the working self-concept, which is composed of self-views, possible selves, and goals (standards). Leaders are seen as producing short-run changes by influencing the working self-concept and more enduring changes through the development of chronic schema. Subordinates are also seen as influencing leaders' self-schema, both individually and collectively. Both practical and theoretical implications of this perspective are discussed.     

Head Start Children at Third Grade: Preliminary Special Education Identification and Placement of Children with Emotional, Learning, and Related Disabilities

Although children in Head Start are at risk for emotional or behavioral problems, little is known about their later need for special education. There is evidence that children at risk for emotional disturbance are underidentified or misidentified in other special education categories. We examined special education identification rates for Head Start children at risk for emotional disturbance, learning disabilities, speech or language impairments, and mental retardation as they complete third grade. Two cohorts of 4136 children across 30 sites were followed as part of a larger study on transition. Diagnosis of each child as being at risk for emotional disturbance or related disabilities was made using clinical cut-offs on teacher ratings and individual testing completed in the spring of third grade. Special education eligibility of these children was determined from school records. Only 31.8% of children considered to be at risk, based on research diagnostic criteria, were actually identified by the schools, and fewer than 6% of children at risk for ED were identified in the school category of ED. Comparisons were made between school-identified and nonidentified children in gender, ethnicity, and school variables; and findings were discussed in relation to underidentification or misidentification of children with emotional disturbance.     

Remote Odor Memory in Alzheimer's Disease: Deficits as Measured by Familiarity

Deficit in olfaction and remote nonolfactory memory in Alzheimer's disease (AD) motivated the present study of remote memory for odors and faces, operationally defined as rated familiarity, in patients with AD and controls. Uncommon engineering symbols were rated for familiarity to ensure task comprehension. Results showed that patients with AD rate odors, but not faces, as significantly less familiar than do controls, which is indicative of deficit in remote odor memory. Follow-up testing 1 year later again showed this result. Poor odor-detection sensitivity in patients, with AD, but lack of significant correspondence between sensitivity and familiarity, suggests an existing but limited effect of sensitivity on familiarity. The findings provide further evidence that olfaction may be a useful modality for early identification of AD.     

Reframing the question of forbidden knowledge for modern science

In this paper I use the concept of forbidden knowledge to explore questions about putting limits on science. Science has generally been understood to seek and produce objective truth, and this understanding of science has grounded its claim to freedom of inquiry. What happens to decision making about science when this claim to objective, disinterested truth is rejected? There are two changes that must be made to update the idea of forbidden knowledge for modern science. The first is to shift from presuming that decisions to constrain or even forbid knowledge can be made from a position of omniscience (perfect knowledge) to recognizing that such decisions made by human beings are made from a position of limited or partial knowledge. The second is to reject the idea that knowledge is objective and disinterested and accept that knowledge (even scientific knowledge) is interested. In particular, choices about what knowledge gets created are normative, value choices. When these two changes are made to the idea of forbidden knowledge, questions about limiting or forbidding lines of inquiry are shown to distract attention from the more important matters of who makes and how decisions are made about what knowledge is produced. Much more attention should be focused on choosing directions in science, and as this is done, the matter of whether constraints should be placed on science will fall into place.     

Employment Characteristics and Salaries of Psychologists in United States Medical Schools: Past and Current Trends

In 1997 the Research Office of the American Psychological Association (APA) collaborated with the Association of Medical School Psychologists (AMSP) to conduct a comprehensive employment and salary survey of psychologists employed in medical schools and academic health centers. Questionnaires were mailed to 3894 psychologists; postcard reminders and a follow-up mailing to nonresponders resulted in a final 50% response rate. The questionnaire addressed appointment characteristics, department and school characteristics, employment activities, salary information, demographics, and changes in the medical school work environment that have occurred as a result of managed care. This survey, the 1997 Employment Characteristics and Salaries of Medical School Psychologists, is the most comprehensive analysis to date of the practice of psychology in U.S. schools of medicine and academic health centers. This article reports the most salient findings from this survey.     

The authorship list in science: Junior physicists’ perceptions of who appears and why

A questionnaire probing the distribution of authorship credit was given to postdoctoral associates (“postdocs”) in order to determine their awareness of the professional society’s ethical statement on authorship, the extent of communication with their supervisors about authorship criteria, and the appropriateness of authorship assignments on submitted papers. Results indicate a low awareness of the professional society’s ethical statement and that little communication takes place between postdocs and supervisors about authorship criteria. A substantial amount of authorship credit given to supervisors and other workers is perceived by the postdocs to violate the professional society’s ethical statement.