Common and Unique Factors Associated with DSM-IV-TR Internalizing Disorders in Children

With the fifth edition of the Diagnostic and Statistical Manual of Mental Disorders (American Psychiatric Association. Diagnostic and statistical manual of mental disorders DSM-IV Fourth Edition-Text Revision. Author, Washington, DC. 2000) ahead, decisions will be made about the future of taxonomic conceptualizations. This study examined the factor structure of items from three internalizing disorders (Social Phobia, Generalized Anxiety Disorder, and Depression) on the Anxiety Disorders Interview Schedule for DSM-IV-Child Version (Silverman, W. K., & Albano, A. M. Anxiety disorders interview schedule for children for DSM-IV, child and parent versions. Psychological Corporation, San Antonio, 1996). Two-, three-, and four-factor models emerged in an exploratory factor analysis. Confirmatory factor analysis provided additional empirical support for the four-factor model over the two- or three-factor models. Implications for the structure of the DSM-V taxonomy in children and adolescents are discussed.     

Situation Taxonomy and Behavioral Diagnosis Using Prospective Self-Monitoring Data: Application to Dietary Adherence in Patients with Type 1 Diabetes

The goals of this study were to create a taxonomy of problem situations for diet adherence in persons with insulin-dependent diabetes mellitus (Type 1 diabetes) and a behavioral diagnosis by grouping patients together who have similar adherence problems. In study one, 29 patients with Type 1 diabetes kept food diaries for 4 weeks. Adherence was assessed using eight behavioral measures: (1) compliance with a meal plan, (2) energy intake, (3) protein, (4) carbohydrates, (5) fat, (6) self-reported overeating, (7) self-reported undereating, and (8) ratings of impulsive eating. The occurrence of each behavior was quantified in a wide range of situational contexts including meal, social context, physical location, and mood. Cluster analysis of behaviors, situations, and behaviors-in-situations was used to create a hierarchical classification model consisting of five major categories of adherence problems: (1) compliance with meal plan, (2) undereating, (3) overeating, (4) impulsive eating, and (5) lifestyle differences. Within each category, situations were associated with everyday eating habits and special circumstances such as social events, and meals in restaurants. Grouping patients based on the similarity of their adherence problems resulted in five diagnostic groups: (1) emotional binge eaters, (2) restrained eaters, (3) unrestrained eaters, (4) undereaters, and (5) cyclical diet bingers. In study two, 28 subjects kept diaries during an intervention program designed to enhance dietary adherence. Study two results were similar to study one. Situation taxonomy and behavioral diagnosis are potentially useful ways to understand the intervention needs of those attempting maintaining dietary behavior changes.     

The aggression test as a taxonomic tool: Evaluation in sympatric and allopatric populations of wood-ant species

Ant-workers of Formica lugubris and F. rufa from colonies living sympatrically (from the same area) and allopatrically (from different areas) were tested in pairs using a laboratory aggression test. The aim was to verify whether sharing the same area of origin influences the relationships among heteroeolonials between and within these species which belong to the F. rufa group. The results suggest that a similar degree of agonistic behaviour (ritualised aggression) was shown in sympatric and allopatric conspecific dyads of both species studied. The interactions between F. lugubris and F. rufa were characterised by a low level of overt aggression both in sympatric and allopatric pairs, confirming the interspecific tolerance observed in our previous studies on these wood-ant species. This reduced aggressiveness between workers of F. lugubris and F. rufa coming from the same or a different area can be interpreted on the basis of their sharing common signals, such as odours and patterns of behaviour. Therefore, their mutual tolerance and acceptance can be indicative of a phylogenetic closeness between such species. We propose that an aggression test can be a valid tool for elucidating systematic problems in this taxonomically difficult group of ants. © 1993 Wiley-Liss, Inc.     

Designing the human stress ontology: A formal framework to capture and represent knowledge about human stress

A large number of papers have been published on the topic of human stress. There is a need to organise this knowledge under a unifying framework, linking and analysing it in mutual combinations so that new knowledge can emerge. Ontology is an enriched conceptual model for representing domain knowledge. An ontology can be designed to provide a framework for knowledge about human stress. This agreed knowledge model will facilitate knowledge sharing and communications. Additionally, ontologies are machine‐readable and can enable automated programs such as data mining to intelligently access and analyse information. The purpose of this paper is to discuss and explain some of the common stress‐related terms, their definitions, classifications and possible interrelations between them. A top‐layer of the human stress ontology (HSO) model is presented, which will continue to evolve as more research contributions and knowledge become available. It is believed that this framework can be used to build powerful tools to assist researchers and therapists in evaluating stress and facilitating their communication in both research and clinical spaces.     

The ‘Platforms’ for Comparing Incommensurable Taxonomies: A Cognitive-Historical Analysis

This paper examines taxonomy comparison from a cognitive perspective. Arguments are developed by drawing on the results of cognitive psychology, which reveal the cognitive mechanisms behind the practice of taxonomy comparison. The taxonomic change in 19th-century ornithology is also used to uncover the historical practice that ornithologists employed in the revision of the classification of birds. On the basis of cognitive and historical analyses, I argue that incommensurable taxonomies can be compared rationally. Using a frame model to represent taxonomy, I show how rational comparisons were achieved in the historical case through compatible contrast sets and attribute lists. Through analyzing the cognitive processes of classification and concept representation, I further explain how rival taxonomies in the historical case could be rationally compared on ‘platforms’ rooted in such cognitive mechanisms as relational assumptions and preferences for body parts in conceptual processing. This revised version was published online in August 2006 with corrections to the Cover Date.     

LINNAEUS AS A SECOND ADAM? TAXONOMY AND THE RELIGIOUS VOCATION

Swedish naturalist Carl von Linné (1707–1778) became known during his lifetime as a “second Adam” because of his taxonomic endeavors. The significance of this epithet was that in Genesis Adam was reported to have named the beasts—an episode that was usually interpreted to mean that Adam possessed a scientific knowledge of nature and a perfect taxonomy. Linnaeus's soubriquet exemplifies the way in which the Genesis narratives of creation were used in the early modern period to give religious legitimacy to scientific activities and to taxonomy in particular. Allusions to Adam's work in the Garden of Eden thus became a way of investing the vocation of the naturalist with religious significance.     

The aggression test as a possible taxonomic tool in the Formica rufa group

The intra- and interspecific aggressive behavior of Formica polyctena, a species of the Formica rufa group, was analyzed and quantified both in the laboratory and in the field. This behavior was used as a potential taxonomic tool for gaining a better understanding of the phyletic relationships among the species within the group. No overt aggression was recorded toward members of the same species. To examine interspecific relationships, F. polyctena was first confronted with F. cunicularia, to ascertain its aggressiveness toward a distantly related species. All such encounters led immediately to overt and prolonged attacks with virtually no initial mutual inspection. This suggests that recognition of strangeness of the unrelated species is almost immediate in F. polyctena, as previously observed in F. lugubris and F. rufa toward the same antagonist. Subsequently, F. polyctena was contrasted with F. lugubris and F. rufa (also belonging to the F. rufa group) in order to compare these related species. Fierce attacks accompanied by all the elements of conflict behavior were observed in all encounters. Moreover, the degree of aggression in the field was higher than in laboratory-paired ants, possibly because of a territorial effect. These data and our previous and similar research indicate that the relationships between F. lugubris and F. rufa are closer than between these two species and F. polyctena. In considering different viewpoints on this problem, the validity of the aggression test is discussed and the opportunity to compare levels of aggressiveness among strictly sympatric samples of red wood ant species gathered from the same ecological environment are considered.     

A taxonomy of approaches to teach spelling

This paper presents a comprehensive taxonomy for classifying major approaches to teach spelling. The Traditional Approach is based on linguistic theory, and is predicated on the assumption that there is regularity to the spelling of words in the English language. Many commercially-based spelling programs use the Traditional Approach. The Remedial Approach can be divided into four subcategories, two of which employ multisensory methods. Horn's remedial method combines elements of visualization, pronunciation, and spelling recall, whereas the phonovisual method is phonetically based, and stresses visual and auditory discrimination of letter sounds. Methods under the Specialized Approach can be considered discrete spelling interventions based on applied behavior analysis, direct instruction, spelling rules, cognitive behavior modification, peer tutoring, or computer applications. The authors' position is that the Specialized Approach offers the optimum combination of instructional efficiency and effectiveness consistent with the concept of the least restrictive alternative. We believe that self-correction is the best exemplar of this approach.