A group comparison of those with hypertension and other chronic illness: A factor and item level analysis of anger and hostility

Abstract

A considerable body of research has suggested that essential hypertension is related to both expressed anger and suppressed hostility. This study suggests and provides some evidence that these reported results may simply have arisen as the result of a lack of proper statistical control and differential item functioning across the items on which the measures were based. Three groups of respondents were selected (a) those diagnosed as having hypertension (b) a group who admitted to having a chronic medical condition unrelated to hypertension and (c) individuals who did not have a chronic medical condition. A confirmatory factor model was used to test the structure of a measure of expressed anger and suppressed hostility. Differences were then examined across the three conditions at both the factor and item levels within a MIMIC structure and controlling for age and gender. Differential effects were found between females and males on two observed measures of expressed anger. Age had a direct effect on both the measure of expressed anger and suppressed hostility. After the effects of age and gender were controlled, no statistically significant group differences were found. Previous results indicating a difference on expressed anger and suppressed hostility may, as in the present analysis, be put down to a combination of lack of appropriate statistical control, and to ignoring the differential pattern of responding across the observed measures.     

The effects of stressor predictability on lymphocyte proliferation in humans

Abstract

To demonstrate the effects of predictable and unpredictable stressors on immune function, 36 male subjects were randomly assigned to complete ten trials of either a predictable or unpredictable cold pressor task or a non-stressful warm pressor control task. The predictable and no-stressor groups were given information about the duration of each pressor trial and a countdown of seconds passed from beginning to end of each trial. The unpredictable stressor group received no information. Self-report, cardiovascular, and biochemical measures were taken throughout the tasks in order to ascertain the effectiveness of the predictability and stressor manipulations. Lymphocyte proliferation to concanavalin A (Con A) and pokeweed mitogen (PWM) were measured before, during and after the tasks. Lymphocyte proliferation to Con A (10/μg/ml) was significantly reduced only in response to the unpredictable stressor suggesting that predictability buffered the effect of the stressor on immune function. Proliferation to PWM followed a similar pattern but was not statistically significant. Blood pressure responses were negatively correlated with proliferation values suggesting that stressor predictability may attenuate stress-associated immune decreases by reducing sympathetic arousal.     

Executive functioning moderates the relationship between motivation and adolescent depressive symptoms

We investigated the association between adolescent depressive symptoms and components of executive functioning (EF), including planning (Tower of London), set-shifting (Wisconsin Card Sorting Task), and inhibition (Stop Signal Task) in a community sample of 12–14 year olds. Further, EF was tested as a moderator of motivation (as operationalized by revised Reinforcement Sensitivity Theory) effects on depressive symptoms. Results suggested that planning ability was associated with depressive symptoms. Furthermore, planning ability moderated the relationship between motivation (fight-flight–freeze system; FFFS) and depressive symptoms, such that among adolescents with poor planning ability the FFFS positively predicted depressive symptoms, but among adolescents with strong planning ability the FFFS negatively predicted depressive symptoms. Neither set-shifting nor inhibition were associated with depressive symptoms. Findings highlight the need to consider multiple components of EF and to integrate motivational and executive dysfunction models to the study of depression.     

Deconstructing the tower: Parameters and predictors of problem difficulty on the Tower of London task

The Tower of London (TOL) task has been widely used in both clinical and research realms. In the current study, 104 healthy participants attempted all possible moderate- to high-difficulty TOL problems in order to determine: (1) optimal measures of problem solving performance, (2) problem characteristics, other than the minimum moves necessary to solve the problem, that determine participants’ difficulty in solving problems successfully, quickly, and efficiently, and (3) effects of increased task experience on which problem characteristics determine problem difficulty. A factor analysis of six performance measures found that, regardless of task experience, problem difficulty could be captured well either by a single factor corresponding to general quality of solution or possibly by three subordinate factors corresponding to solution efficiency, solution speed, and initial planning speed. Regression analyses predicting these performance factors revealed that in addition to a problem’s minimum moves three problem parameters were critical in determining the problem difficulty: goal position hierarchy, start position hierarchy, and number of solution paths available. The relative contributions of each of the characteristics strongly depended on which performance factor defined performance. We conclude that TOL problem performance is multifaceted, and that classifying problem difficulty using only the minimum moves necessary to solve the problem is inadequate.     

Form follows function: Learning about function helps children learn about shape

Object functions help young children to organize new artifact categories. However, the scope of their influence is unknown. We explore whether functions highlight property dimensions that are relevant to artifact categories in general. Specifically, using a longitudinal training procedure, we assessed whether experience with functions highlights shape as important for categorization. Seventeen-month-olds were provided experience with novel categories of similarly shaped objects. In Study 1, the function group learned about the objects’ shape-based functions; a control group did not. In Study 2, 17-month-olds were trained on the same categories, but the objects’ shapes and functions were no longer causally related. Only the function group in Study 1 subsequently used shape reliably when categorizing novel objects. These results suggest that function is instrumental in establishing a ‘shape bias’ in early categorization and that it does so via conceptually based processes.     

THE EFFECTS OF FIXED‐TIME ESCAPE ON INAPPROPRIATE AND APPROPRIATE CLASSROOM BEHAVIOR

Few studies have explored the effects of fixed‐time (FT) reinforcement on escape‐maintained behavior of students in a classroom setting. We measured the effects of an FT schedule on the disruptive and appropriate academic behaviors of 2 junior high students in a public school setting. Results demonstrated that FT escape from tasks resulted in a substantial decrease in disruptive behavior and an increase in time engaged in tasks for both participants.     

Cognitive deficits of executive functions and decision‐making in obsessive‐compulsive disorder

The nature of cognitive deficits in obsessive‐compulsive disorder (OCD) is characterized by contradictory findings in terms of specific neuropsychological deficits. Selective impairments have been suggested to involve visuospatial memory, set shifting, decision‐making and response inhibition. The aim of this study was to investigate cognitive deficits in decision‐making and executive functioning in OCD. It was hypothesized that the OCD patients would be less accurate in their responses compared to the healthy controls in rational decision‐making on a version of the Cambridge gambling task (CGT) and on the color‐word interference test and on a version of the Tower of Hanoi test (tower test) of executive functioning. Thirteen participants with OCD were compared to a group of healthy controls (n = 13) matched for age, gender, education and verbal IQ. Results revealed significant differences between the OCD group and the healthy control group on quality of decision‐making on the CGT and for achievement score on the tower test. On these two tasks the OCD group performed worse than the healthy control group. The symptom‐dimension analysis revealed performance differences where safety checking patients were impaired on the tower test compared to contamination patients. Results are discussed in the framework of cognition and emotion processing and findings implicate that OCD models should address, specifically, the interaction between cognition and emotion. Here the emotional disruption hypothesis is forwarded to account for the dysfunctional behaviors in OCD. Further implications regarding methodological and inhibitory factors affecting cognitive information processing are highlighted.     

Executive function outcomes of children with traumatic brain injury sustained before three years

Traumatic brain injury (TBI) is a common cause of disability in childhood. While the outcomes of TBI sustained in school years has been heavily researched, very little is known about the impact of TBI in infants and young children. The aim of this study was to investigate the impact of TBI on executive function (EF) in children who sustained a TBI before 3 years of age. A group of 55 children, 19 with a mild TBI, 16 children with a moderate-severe TBI, and 20 uninjured comparison children participated. The EF of children aged 3 to 6 years were compared using child-based measures of attentional control and information processing. Parents completed questionnaires rating their child's EF. Severity groups differed on the child-based EF measure of attentional control with children with TBI performing below the control group. There were no significant group differences for information processing or parent-rated EF. It appears that children who sustain a TBI before the age of 3 years display impairments in some areas of attentional control 3–4 years postinjury. The findings fit with the existing EF literature for older children.     

Neuropsychological impairments on the NEPSY-II among children with FASD

Background: We examined the pattern of neuropsychological impairments of children with FASD (compared to controls) on NEPSY-II measures of attention and executive functioning, language, memory, visuospatial processing, and social perception.

Methods: Participants included 32 children with FASD and 30 typically developing control children, ranging in age from 6 to 16 years. Children were tested on the following subtests of the NEPSY-II: Attention and Executive Functioning (animal sorting, auditory attention/response set, and inhibition), Language (comprehension of instructions and speeded naming), Memory (memory for names/delayed memory for names), Visual-Spatial Processing (arrows), and Social Perception (theory of mind). Groups were compared using MANOVA.

Results: Children with FASD were impaired relative to controls on the following subtests: animal sorting, response set, inhibition (naming and switching conditions), comprehension of instructions, speeded naming, and memory for names total and delayed, but group differences were not significant on auditory attention, inhibition (inhibition condition), arrows, and theory of mind. Among the FASD group, IQ scores were not correlated with performance on the NEPSY-II subtests, and there were no significant differences between those with and without comorbid ADHD.

Conclusions: The NEPSY-II is an effective and useful tool for measuring a variety of neuropsychological impairments among children with FASD. Children with FASD displayed a pattern of results with impairments (relative to controls) on measures of executive functioning (set shifting, concept formation, and inhibition), language, and memory, and relative strengths on measures of basic attention, visual spatial processing, and social perception.