No abstract

The common and specific symptom dimensions of anxiety and depression proposed by the tripartite (L.A. Clark & D. Watson, 1991 c) and cognitive (A.T. Beck, 1976, 1987) models were investigated in 844 psychiatric outpatients and 420 undergraduates. Principal-factor analyses with oblique rotations performed on the 42 items of the Beck Depression Inventory and Beck Anxiety Inventory for both samples revealed that there were 2 correlated factors. Depression and Anxiety. Second-order factor analyses of the interfactor correlation matrices indicated a large general distress or negative affect factor underlying the relationship between the 2 first-order factors. Specific depression and anxiety dimensions were apparent even after we controlled for negative affect. The results were consistent with both the tripartite and cognitive models, with the cognitive and motivational symptoms specific to depression and the physiological arousal symptoms unique to anxiety.

In this paper we investigate the development of interactive communication skills in 170 children aged seven to thirteen. Using a communication task that allows extended dialogues between pairs of young speakers, we are able to assess both the overall communicative success achieved by any pair; and from an analysis of the dialogues we can identify several interactive strategies that characterize older and more successful communicators. Successful communication involves the active involvement of both participants: asking and answering questions, volunteering information and responding sensitively to contributions from their partners. In contrast to the process of language acquisition, the development of these interactive skills takes place over an extended time period and subjects vary greatly in their ability to communicate effectively. For many analyses differences in the communicative success achieved by subjects differ more within than between age groups. For example, a substantial minority of our oldest subjects communicate no better than children six years younger

Young speakers in dialogue must establish mutual knowledge. Traditionally, researchers have focused on how children used indefinite and definite articles to signal novel and shared information. In this study of 170 children aged seven to thirteen, the form of introduction chosen, whether question or statement, is more significant than the type of article used. No developmental effects on article use emerge, with statement + indefinite always the least common choice. However, young speakers use question introductions significantly less than older children. There is also a developmental interaction between speakers' and listeners' behaviour. Question introduction elicit effective listener responses at all ages, but only twelve-year-olds respond reliably to statements. Unfortunately, young speakers prefer just those forms of introduction to which young listeners are least likely to provide informative feedback. Thus two separate developmental effects appear to combine to hamper young subjects' chances of achieving successful communication in dialogues.

In an open, nonblind clinical trial, clomipramine reduced adventitious movements and compulsions in five previously medicated prepubertal boys with autistic disorder and severe mental retardation. Poorly adapted rating scales, interrater variability, subject heterogeneity, different treatment histories, and environmental stresses confounded the assessment of treatment effects.