The benefits of long-term oxygen therapy (LTOT) on mood in Chronic Obstructive Pulmonary Disease (COPD) are unproven. Longitudinal studies are affected by disease progression, the increased package of care (with LTOT) and may not control for known confounders on mood. We compared the point prevalence and severity of mood disturbance in patients with severe COPD, not on LTOT (the -LTOT group) to those with COPD on LTOT (the +LTOT group). We mailed the Hospital Anxiety and Depression (HAD) Score to 182 consecutive patients with severe COPD, identified from respiratory case notes in three UK Hospitals. We compared 57 patients not prescribed LTOT to 57 patients on LTOT, and used stratified sampling to match the groups as far as possible for age, gender, lung function and other possible confounders on mood. Or these, 25% of patients in both groups scored in the 'definite' case range for anxiety (HAD score >or= 11). 37% of the -LTOT group and 33% of the +LTOT group scored in the 'definite' range for depression (HAD score >or= 11) (p=N.S). In both groups, only 11% of responders were prescribed anxiolytics and/or antidepressants. Further multiregression analysis confirmed that socio-demographic variables (e.g., lives alone, feels isolated or recent life events) were stronger predictors of mood than the prescription of LTOT or other traditionally accepted factors such as co-morbidity or the use of antidepressants or anxiolytics. High levels of anxiety and depression are present in severe COPD and appear under-treated. The +LTOT and -LTOT patients had a similar high prevalence of anxiety and depression.
Performance on a football knowledge questionnaire correlated very highly (r = 0.81) with the number of football scores correctly recalled immediately following their broadcast. This better acquistion by football enthusiasts did not result from knowledgeable guessing, since correct prior predictions of the results did not correlate significantly with the questionnaire. Football enthusiasts showed especially good recall of the English First Division. It is suggested that their better performance results from the knowledge they possess being activated in drawing the implications of the result, which leads to a richer encoding. In everyday life, knowledge already possessed may be an important determinant of new learning.Do experts in and enthusiasts for a particular subject acquire new information about their special interest more easily than novices? If so, what processes allow this more rapid acquisition? The preoccupation with artificial tasks which has marked the history of the experimental study of memory has meant that little research has been directed to these questions, even though they are obviously of great importance to the understanding of the use of memory in the real world. There has recently been an increase in the interest shown by psychologists in practical and applied aspects of memory (see e.g. Gruneberg & Morris, 1979;Gruneberg et al., 1979). For a proper understanding of the role of memory in the everyday world it will be necessary to know how individual differences in knowledge and skills will affect future learning. positions of chess pieces by expert and novice players (de Groot, 1965;Chase & Simon, 1973). Following a few seconds exposure to a particular configuration chess experts are far superior at reconstructing the layout, provided the pieces are in positions which could occur in a real game. With random positioning of the pieces, experts are no better than novices at remembering the layout. This has generally been explained as resulting from the experts grouping the pieces into higher-order memory units, in terms of attack, threat, etc., when normal games are presented. Random positioning destroys these higher-order relationships, and consequently prevents better performance by the chess master.The present study was prompted by the informal observation that enthusiasts for association football, as well as being knowledgeable about the sport, were apparently able to remember many of the scores having heard the results just once. The paired-associate task of learning word-digit pairs is a difficult one, and if a list of 120 words randomly paired with the digits 0-4 (with the occasionally higher digit) was read to subjects at the rate of one pair every 2s, very little recall would be anticipated. Yet football enthusiasts apparently learned many results under just these conditions. The first purpose of the experiment was, therefore, to examine the relationship between knowledge about football and the ease with which new results were memorized. Knowledge about football was measured by a quest...
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