Assessment of anxiety and achievement in kindergarten and first-and second-grade children

The psychometric properties of the State-Trait Anxiety Inventory for Children (STAIC) and relationships between STAIC T-Anxiety scores and standardized measures of achievement were determined for 948 kindergarten and first-and second-grade children. The T-anxiety scores of kindergarten children were lower than those of first-and second-graders. Internal consistency of the STAIC scales was higher in individual testing sessions than in small group administrations. Small but significant negative correlations were found between STAIC T-Anxiety scores and measures of school achievement. It was concluded that the STAIC is a potentially useful measure of state and trait anxiety in kindergarten through sixth-grade children, but it must be administered individually at the kindergarten and first-grade levels.The research was performed while the senior author was a senior research scientist at the Dallas Independent School District.     

How to Assess a Model's Testability and Identifiability

Formal definitions are given of the following intuitive concepts: (a) A model is quantitatively testable if its predictions are highly precise and narrow. (b) A model is identifiable if the values of its parameters can be ascertained from empirical observations. (c) A model is redundant if the values of some parameters can be deduced from others or if the values of some observables can be deduced from others. Various rules of thumb for nonredundant models are examined. The Counting Rule states that a model is quantitatively testable if and only if it has fewer parameters than observables. This rule can be safely applied only to identifiable models. If a model is unidentifiable, one must apply a generalization of the Counting Rule known as the Jacobian Rule. This rule states that a model is quantitatively testable if and only if the maximum rank (i.e., the number of linearly independent columns) of its Jacobian matrix (i.e., the matrix of partial derivatives of the function that maps parameter values to the predicted values of observables) is smaller than the number of observables. The Identifiability Rule states that a model is identifiable if and only if the maximum rank of its Jacobian matrix equals the number of parameters. The conclusions provided by these rules are only presumptive. To reach definitive conclusions, additional analyses must be performed. To illustrate the foregoing, the quantitative testability and identifiability of linear models and of discrete-state models are analyzed. Copyright 2000 Academic Press.     

The sounds of dominance.

A study was conducted to determine the effects of vocal cues on judgements of dominance in an interpersonal influence context. Physical measures of human vocal cues and participant ratings of dominance were obtained from videotapes of actors delivering short influence messages. After controlling for linguistic and visual content of messages, results indicated that mean amplitude and amplitude standard deviation were positively associated with dominance judgments, whereas speech rate was negatively associated with dominance judgments. An unexpected interaction revealed that mean fundamental frequency (F₀) was positively associated with dominance judgments for male speakers but not significantly associated with dominance judgments for female speakers. F₀ standard deviation was not significantly associated with dominance judgments. Results support the conclusion that dominance judgments are inferred from multiple sources of information and that some vocal markers of dominance are more influential than others.     

Hypothalamo-Pituitary-Adrenocortical Regulation Following Lesions of the Central Nucleus of the Amygdala

Previous reports indicate that the central nucleus of the amygdala (CeA) stimulates adrenocorticotropin and corticosterone secretion, suggesting a role for this region in central hypothalamo-pituitary-adrenocortical (HPA) stress regulation. To evaluate this hypothesis, this study assessed the impact of CeA lesion on the response of hypophysiotrophic paraventricular nucleus (PVN) neurons to acute restraint and chronic unpredictable stress exposure. In contrast to previous reports, CeA lesions did not affect corticosterone or ACTH secretion induced by acute stress. Acute restraint increased PVN corticotropin releasing hormone (CRH) mRNA expression, increased the number of parvocellular PVN neurons expressing the co-secretagogue arginine vasopressin (AVP), and induced cFOS mRNA expression in the parvocellular PVN. However, there was no additional effect of CeA lesion on any measure of PVN activation. Chronic unpredictable stress exposure induced long-term activation of the HPA axis, noted by thymic involution, adrenal hypertrophy and increased PVN CRH mRNA expression. Stress-induced changes in thymus and adrenal weights were not affected by CeA lesion. Further, CeA lesion rats did not differ from controls in post-stress CRH mRNA expression. However, basal CRH mRNA expression was increased in the PVN of CeA rats, suggesting that the CeA plays a role in long-term inhibition of the PVN. The results of these studies are not consistent with the hypothesis that the CeA is necessary for stress-induced pituitary-adrenocortical activation. Rather, this region may play a stressor-specific modulatory role in regulation of HPA function.     

The factor structure of the state-trait anxiety inventory for children: Kindergarten through the fourth grades

The A-State and A-Trait scales of Spielberger's State-Trait Anxiety Inventory for Children (STAIC) were administered to a total of 1786 kindergarten, 1st-, 2nd-, 3rd- and 4th-grade disadvantaged black children. For the K-2 groups, the STAIC A-State scale was administered twice; it was administered only once in the 3rd–4th grades. The A-Trait scale was administered once to all 10 groups of children. A series of factor analyses, computed separately by sex and grade level, identified 3 factors: trait anxiety and 2 distinct state anxiety factors corresponding to the anxiety-present and anxiety-absent content of the A-State items. Similar 3-factor patterns were observed for both males and females for all five grade levels. Other factor solutions were examined but considered less satisfactory in terms of simple structure and psychological meaningfulness. The results were interpreted as providing strong evidence for the state-trait distinction in anxiety research with children.     

Psychometric characteristics and norms for disadvantaged third and fourth grade children on the State-Trait Anxiety Inventory for Children

The STAIC was administered to 1,522 third and fourth grade Black disadvantaged children from a large metropolitan school district. Although A-State scores were equivalent to the original normative sample, A-Trait levels for boys and girls were found to be higher. Similar alpha coefficients were observed for the A-State scale; the A-Trait scale yielded slightly lower alpha coefficients than the original sample. Norms for the STAIC scales were extended to the third grade level. The small differences between the present study and the original normative study were attributed to differences in population. The STAIC provides a valid and reliable means to measure trait and state anxiety in children of elementary school age.Portions of these data were presented at the meeting of the American Psychological Association, New Orleans, August 1974. The authors wish to express their appreciation to Charles D. Spielberger for substantial contributions to earlier versions of this paper.     

Persuasion and the structure of affect.

Participants viewed eight PSAs, providing data on their cognitive and emotional responses to each, as well as judgments of the perceived effectiveness of the messages. They also responded to Carver and White's (1994) BIS/BAS scales designed to measure individual differences in the behavioral inhibition and behavioral activation systems. Consistent with dual‐systems theories of affect, the BIS scales predicted arousal of negative emotions, while BAS was associated with the elicitation of positive emotions. However, when predicting perceived message effectiveness, the positive affects showed variation in the sign and magnitude of the coefficients, as did the negative affects. This latter finding supports a discrete‐emotions perspective. Knowledge that the two affect structures are appropriate to different conceptual domains (i.e., elicitation vs. effect) should enable researchers to formulate more precise questions regarding the role of affect in persuasion.     

Effects of anxiety on communication tasks for children in traditional and individualized-multiage classrooms

The effects of anxiety on concept acquisition were evaluated for first and second grade children enrolled in either a traditional or in an individualized or multiage learning program, the latter specifically designed to reduce anxiety during the learning process. Regardless of their learning environment, first graders who scored high on trait anxiety, measured by the State-Trait Anxiety Inventory for Children, performed more poorly than those with low trait anxiety. Individualized-multiage second grade children scored lower on state anxiety than children in the traditional group. The largest reduction in anxiety occurred at the second grade, suggesting that anxiety reduction was cumulative for the individualized-multiage program children during the first two years of their primary grade education. However, the individualized-multiage environment was detrimental to performance of second graders on the easier concrete concept acquisition test, suggesting that some anxiety is needed during learning to enhance attention and facilitate performance.     

Expansion of Genetic Services Utilizing a General Genetic Counseling Clinic

We established a general genetic counseling clinic (GCC) to help reduce long wait times for new patient appointments and to enhance services for a subset of patients. Genetic counselors, who are licensed in Tennessee, were the primary providers and MD geneticists served as medical advisors. This article describes the clinic referral sources, reasons for referral and patient dispositions following their GCC visit(s). We obtained patients by triaging referrals made to our medical genetics division. Over 24 months, our GCC provided timely visits for 321 patients, allowing the MD geneticists to focus on patients needing a clinical exam and/or complex medical management. Following their GCC visit(s), over 80 % of patients did not need additional appointments with an MD geneticist. The GCC allowed the genetic counselor to spend more time with patients than is possible in our traditional medical genetics clinic. Patient satisfaction surveys (n?=?30) were very positive overall concerning the care provided. Added benefits for the genetic counselors were increased professional responsibility, autonomy and visibility as health care providers. We conclude that genetic counselors are accepted as health care providers by patients and referring providers for a subset of clinical genetics cases. A GCC can expand genetic services, complement more traditional genetic clinic models and utilize the strengths of the genetic counselor health care provider.