Recognition of Facial Expressions of Emotion by Children with Emotional and Behavioral Disorders

Interpreting and responding appropriately to facial expressions of emotion are important aspects of social skills. Some children, adolescents, and adults with various psychological and psychiatric disorders recognize facial expressions less proficiently than their peers in the general population. We wished to determine if such deficits existed in a group of 133 children and adolescents with emotional and behavioral disorders (EBD). The subjects were receiving in-patient psychiatric services for at least one of substance-related disorders, adjustment disorders, anxiety disorders, mood disorders or disruptive behavior disorders. After being read stories describing various emotional reactions, all subjects were tested for their ability to recognize the 6 basic facial expressions of emotion depicted in Ekman and Friesen's (1976) normed photographs. Overall, they performed well on this task at levels comparable to those occurring in the general population. Accuracy increased with age, irrespective of gender, ethnicity, or clinical diagnosis. After adjusting for age effects, the subjects diagnosed with either adjustment disorders, mood disorders, or disruptive behavior disorders were significantly more accurate at identifying anger than those without those diagnoses. In addition, subjects with mood disorders identified sadness significantly more accurately than those without this diagnosis, although the effect was greatest with younger children.     

Responses of schizophrenics and nonpatients to a tachistoscopic presentation of the Rorschach

Three groups of 36 subjects each, two of nonpsychiatric subjects and one of first admission schizophrenics, were administered the Rorschach tachistoscopically. Each group was subdivided into three subgroups to permit a variation in exposure times for the blots. Intervals of 200ms, 400ms, and 600ms were used; however, the differences in exposure times did not produce significant differences within any of the groups. Thus, the data were compared by groups. The results indicate no significant differences across the groups for accuracy of from (X + %). The schizophrenic group did give significantly more Special Scores related to cognitive slippage. They also gave a much higher proportion of pure form responses and substantially more card rejections than either of the nonpsychiatric groups. The results are discussed in the context of research on information processing and the early operations in the Rorschach response process.     

The reliability of Rorschach variables for inpatients presenting symptoms of depression and/or helplessness

Fifty newly admitted patients presenting symptoms of depression and/or helplessness were recruited to participate in a study concerning depression and randomized into two groups. Rorschachs were administered shortly after admission and then three or four days later. The subjects in the experimental group were instructed to give responses different than they had in the first test. Approximately two-thirds of the responses given by the experimental group in test 2 were different from those in test 1, whereas the control subjects repeated 66% of their test 1 answers in test 2. Retest correlations for 28 variables critical to interpretation show that the two groups differed significantly for four. The retest correlations for four of five variables often used as indices of depressive features were significantly high for both groups. Unusual findings are noted in the retest correlations for FM and m for the Control group and questions are raised concerning the modest retest correlations for CF and C + Cn versus the more commonplace summation of CF + C.     

Schizophrenic, depressive, and nonpatient personality organizations described by Rorschach factor structures

Rorschachs of 155 schizophrenics, 102 depressives, and 186 nonpatients were collected and scored using the Comprehensive System. Twenty-seven Rorschach variables considered central to interpretation were selected for study. Factor analyses and partial correlations controlling for number of responses, R, were generated in order to investigate the personality organization of each of the three groups. A three factor solution was found to be optimal for each group. Patterns of personality organization were discussed within the three groups and factor structures were compared and contrasted. While similarities occur between the three groups, each group also manifests a unique personality organization. These findings support the hypothesis that schizophrenics and depressives differ from nonpatients in kind, rather than degree of disorder.     

Can genetic risk information enhance motivation for smoking cessation? An analogue study.

Protection motivation theory and the extended parallel processing model are used to predict the motivational impact of information regarding a genetic susceptibility to heart disease. One hundred ninety-eight smokers read 1 of 3 vignettes: gene positive, gene negative, or standard smoking risk information. Analyses examined whether the impact of type of risk information was moderated by smokers' self-efficacy (SE) levels. Key outcomes were intention to quit and intention to attend an information session about quitting. There were significant main effects of SE and of receiving gene-positive risk information on intentions to quit. There was a significant Risk x SE interaction on intentions to attend an information session. SE was not associated with intentions to attend the information session for smokers in the gene-positive group. Intentions to attend the session were negatively associated with SE for smokers in the lower risk groups. Implications for using genetic risk information to motivate smoking cessation are discussed.     

The effects of valence and arousal on the emotional modulation of time perception: evidence for multiple stages of processing

Previous research has demonstrated that both emotional valence and arousal can influence the subjective experience of time. The current research extends this work by (1) identifying how quickly this emotional modulation of time perception can occur and (2) examining whether valence and arousal have different effects at different stages of perception. These questions were addressed using a temporal bisection task. In each block of this task, participants are trained to distinguish between two different exposure durations. Participants are then shown stimuli presented at a number of durations that fall between the two learned times, and are asked to indicate whether the test stimulus was closer in duration to the shorter or longer learned item. In the current study, participants completed blocks of trials in which the durations were "Short" (100-300 ms) or "Long" (400-1600 ms). Stimuli consisted of neutral photographs as well as four categories of emotional images: high-arousal negative, high-arousal positive, low-arousal negative, and low-arousal positive. In Short blocks, arousing and nonarousing negative images were judged to have been shown for shorter durations than they actually were (i.e., the duration was underestimated); this effect occurred at durations as brief as 133 ms. In Long blocks, the display time for highly arousing negative items was overestimated, whereas durations were underestimated for highly arousing positive items and less arousing negative items. These data suggest that arousal and valence have different effects at different stages of perception, possibly due to the different neural structures involved at each stage of the emotional modulation of time perception.     

Effects of preshift small magnitude of reward received during goalbox placements on the negative contrast effect

During preshift, one experimental group of rats was given a large magnitude of food reward following a traversal of a straight alley and during a goalbox placement, while the other experimental group was given a small reward during goalbox placement and a large reward following a run. During postshift, all experimental groups were given a small reward of food following a traversal down the runway and during a goalbox placement. A control group was maintained on small reward during placements and following a traversal throughout the study. Only the group who received preshift large reward during placement and following a runway response ran slower to small reward during postshift than the control group maintained on small reward (negative contrast effect).     

Selective Synaptic Plasticity within the Cerebellar Cortex Following Complex Motor Skill Learning

Complex motor skill learning, but not mere motor activity, leads to an increase in synapse number within the cerebellar cortex. The present experiment used quantitative electron microscopy to determine which synapse types were altered in number. Adult female rats were allocated to either an acrobatic condition (AC), a voluntary exercise condition (VX), or an inactive condition (IC). AC animals were trained to traverse an elevated obstacle course requiring substantial motor coordination to complete. VX animals were housed with unlimited access to running wheels and IC animals received no motor training but were handled briefly each day. Results showed the AC animals to have significantly more parallel fiber to Purkinje cell synapses than both the VX and IC animals. No other synapse type was significantly altered. Thus, the learning-dependent increase in synapse number observed within the cerebellar cortex is accomplished primarily through the addition of parallel fiber synapses.     

Self-Esteem, Erotophobia, and Retention of Contraceptive and AIDS Information in the Classroom

It has been well documented that people with negative emotional reactions to sex (e.g., "erotophobia,""sex guilt") have less knowledge about contraception than do people with more positive reactions. Recent research has suggested that this deficit is not related to an inability to learn the information, but is due at least in part to the fact that erotophobics actively avoid contraceptive information. The current study was designed to examine the role of erotophobia and high self-esteem in resistance to learning sexual information. More specifically it compared pretest and posttest knowledge of contraception and AIDS in high self-esteem and low self-esteem, erotophobia, and erotophilic women in a university class on human reproduction. As expected, high self-esteem erotophobic subjects were less Likely than other subjects to retain contraceptive and AIDS information presented in the class. Implications of this study for contraceptive and AIDS educational strategies are discussed.