Memory and anxiety in prepubertal boys at risk for delinquency

Memory performance, oral comprehension and learning process between children with attention deficit hyperactivity disorder and children with anxiety disorder

ABSTRACT Purpose: to compare aspects of memory, learning and oral comprehension between children with Attention Deficit Hyperactivity Disorder (ADHD) and children with Anxiety Disorder (AD). Methods: thirty-two children (7-10 years) were divided into: G1 - children diagnosed with ADHD, and G2 - children diagnosed with AD. The children were not under drug treatment. The tests applied assessed working memory (phonological loop and visuospatial sketch), learning, episodic memory and oral comprehension. Results: both groups showed changes in working memory for visuospatial sketch and phonological loop (worse performance in pseudowords in the ADHD group and digit-reversed order for children with AD), and in oral comprehension. Group comparison showed a statistically significant difference regarding the most complex level of the oral comprehension test and the repetition of nonwords with three syllables. Both groups showed a suitable performance in learning ability, however, the group of children with ADHD suffered from backward interference, with no memory consolidation, showing low episodic memory performance. Conclusion: children with ADHD and anxiety disorder showed various altered cognitive skills, although group comparison revealed that children with ADHD exhibited worse cognitive performance.

Behavioral effects of Citrus paradisi in rats

Anxiety and depression adversely affect behavior though these conditions may be handled through environmental and dietary changes. Diet rich in flavonoids and vitamins may support reducing anxiety and depression. Depression is most common but serious illness making life miserable; however the usage of dietary and herbal complements to treat anxiety and depression had been grown by the time. The purpose of this investigation was to characterize the behavioral properties of Citrus paradisi in rats at diverse doses i.e. 0.1, 0.3 and 0.5 ml/kg. Anxiolytic and antidepressant actions were particularly measured twice in 15 days through elevated plus maze, open field and forced swimming tests. C. paradisi, revealed increase in the locomotor activity and the exploratory skills of the animals, as assessed in the open-field. Indeed C. paradisi had a strong anxiolytic effect in elevated plus-maze, as assessed by an augmented number of entries and the proportion of time spent in the open arms. Moreover there was decline in duration of immobility and rise in duration of climbing during forced swimming test. At the tested doses these results suggest that C. paradisi have the potential to exert a range of CNS-mediated biological activities and thus encourage more investigations in this field.

Phonemic verbal fluency is associated with pediatric anxiety disorders: evidence from a community study

BACKGROUND

Anxiety disorders typically begin in childhood and adolescence and predict risk for many problems throughout life. Although some neuropsychological correlates have been described, more research is needed, particularly in adolescents. This study compares neurocognitive characteristics of anxious adolescents with and without comorbidity to externalizing disorders to those of typically developing comparison (TDC) adolescents and adolescents with externalizing disorders alone.

METHODS

The study included 57 adolescents 12-18 years of age (TDC, n=23; anxiety, n=16; externalizing, n=11; comorbid, n=7). We used a neuropsychological battery to assess eight domains: Orientation, attention, visual perception, memory, arithmetic, language, praxis, and executive function.

RESULTS

Multivariate analysis of variance revealed a main effect of group in the neurocognitive domains evaluated (F8,48=2.32, p=0.034, ηp(2)=0.279). Post-hoc analysis revealed that executive functions score differed among groups, specifically in the task of verbal fluency (F[df=3]=5.01, p=0.004, ηp(2)=0.221), with both the anxious groups (anxiety and comorbid) presenting a lower score than the TDC and externalizing groups. This effect was independent of age, intelligence, and levels of education.

CONCLUSIONS

Verbal fluency is specifically impaired in adolescents with anxiety disorders. This extends results from neuroimaging research implicating prefrontal areas in pediatric anxiety disorder neurobiology, and has potential implications to new therapeutics.

Neuropharmacological effects of Nigerian honey in mice

Honey is a natural sweet substance that bees produce by transforming flower nectar or other sweet secretions of plants. It has widespread use in traditional medicine in various parts of the world. It has been reported to assist in building the entire central nervous system. The beneficial effects of honey have been attributed to the possible polyphenolic contents and some other constituents. The geographical locations and the sources of plant nectars may contribute to the effects of honey samples. Thus, we evaluated the neuropharmacological effects of six samples of honey (10%, 20% and 40%(V)/v, p.o.) from three geographical locations of Nigeria using the following behavioral models: Novelty-induced behaviors (NIB), learning and memory, pentobarbital-induced hypnosis, anxiolytic, anticonvulsant, analgesic and antidepressant models in mice. The results showed that honey significantly (p< 0.05) decreased locomotion and rearing behaviors in NIB and amphetamine-induced locomotor activity when compared to the control group. Exploratory behavior was significantly increased in both holeboard and elevated plus maze but had no significant effect on spatial working memory. Honey sample from Umudike has significant hypnotic and anticonvulsant effects. The antinociceptive models (hot plate and tail flick tests) showed that the honey samples significantly increased the pain reaction time and naloxone blocked these central antinociceptive effects. The force swimming test showed that only the Idanre (ID) honey sample had antidepressant effect. In conclusion, some of these honey samples have central inhibitory property, anxiolytic, antinociceptive, anticonvulsant and antidepressant effects, thus may be used as nutraceutic. It can also be inferred that some of these effects are probably mediated through dopaminergic and opioidergic systems.

Effects of anxiety on memory storage and updating in young children

The relationship between trait anxiety and memory functioning in young children was investigated. Two studies were conducted, using tasks tapping verbal and visual-spatial short-term memory (Study 1) and working memory (Study 2) in preschoolers. On the verbal storage tasks, there was a detrimental effect of anxiety on processing efficiency (duration of preparatory intervals) on Word Span. Performance effectiveness (memory span) did not differ between high-anxious and low-anxious children. In the second study, evaluating memory updating in a dual-task context, high-anxious children performed worse than low-anxious children on two verbal working memory tasks. Therefore, when simple verbal storage is required, high-anxious children show only efficiency deficits; when executive demands are higher (i.e., verbal updating) both accuracy and efficiency are impaired. However, on the visual-spatial storage and updating measures, performance did not differ between the two anxiety groups. The results are discussed in the context of the attentional control theory (Eysenck, Derakshan, Santos, & Calvo, 2007).

The role of anxiety symptoms in school performance in a community sample of children and adolescents

BACKGROUND

Anxiety symptoms are relatively common among children and adolescents and can interfere with functioning. The prevalence of anxiety and the relationship between anxiety and school performance were examined among elementary, middle, and high school students.

METHODS

Samples of elementary (N = 131, age 8-10 years), middle (N = 267, age 11-13 years), and high school (N = 80, age 14-16 years) children were recruited from four public schools in a predominantly middle-class community in Catania, Italy. Children completed the Multidimensional Anxiety Scale for Children (MASC). T-scores were computed for the MASC total scores, and considered to be in the anxious range if 65 or above. Current academic grades were obtained from school records.

RESULTS

Of the 478 children, 35 (7.3%) had a MASC T-score in the anxious range. The rate of children in the anxious range was 2.3% in elementary, 7.9% in middle, and 15.9% in high school (chi2 = 7.8, df = 2, p < 0.05), and was 14.1% among students with insufficient grades, 9.4% among those with sufficient grades, and 3.9% among those with good or very good grades (chi2 = 11.68, df = 2, p < 0.01).

CONCLUSION

In this community sample of children and adolescents attending elementary through high school, the prevalence of abnormally high self-reported levels of anxiety increased in frequency with age and was negatively associated with school performance.

Memory deficits in children with and at risk for anxiety disorders

There are limited data on the neurocognitive correlates of childhood anxiety disorders. The objective of this study was to examine whether visual and verbal memory deficits of nonemotional stimuli are (1) a shared feature of three common childhood anxiety disorders (social phobia, separation anxiety disorder, and generalized anxiety disorder) or whether these deficits are restricted to specific anxiety disorders, and (2) present in offspring who possess at least one of the following established risk factors for anxiety disorders, parental history of panic disorder (PD), or major depressive disorder (MDD). One hundred and sixty offspring, ages 9-20 years, were recruited from parents with lifetime diagnoses of PD, MDD, PD plus MDD, or neither illness. Different clinicians blindly administered semistructured diagnostic interviews to offspring and parents. Verbal and visual memory subtests of the Wide Range Assessment of Memory and Learning were administered to offspring. The results showed that offspring with ongoing social phobia demonstrated reduced visual but not verbal memory scores compared to those without social phobia when controlling for offspring IQ, separation anxiety disorder, and generalized anxiety disorder. No other offspring anxiety disorder predicted memory performance. Neither parental PD nor parental MDD was associated with offspring memory performance. These findings are relevant to understanding the phenomenology of childhood anxiety disorders and may provide insights into the neural circuits underlying these disorders.

Neuropsychological functioning in adolescent children of mothers with a history of bipolar or major depressive disorders

BACKGROUND

Growing evidence demonstrates an association of neuropsychological deficits with mood disorders, but it is not yet clear whether these deficits are risk factors or are concomitant with the symptoms. This study examines the neuropsychological functioning of a group of adolescent offspring who are at risk for a mood disorder by virtue of being raised by mothers who have been diagnosed with major depressive disorder (MDD) or bipolar disorder (BPD).

METHODS

Adolescent offspring of mothers with BPD (n = 43) or MDD (n = 72) and of psychiatrically well parents (n = 50) completed a battery of neuropsychological tests to assess executive functioning, memory, and attention.

RESULTS

Children of mothers with BPD showed deficits in executive functioning and selective deficits in spatial memory and attention, in comparison with children of well mothers. Deficits were not found for children of MDD mothers.

CONCLUSIONS

Knowledge of these neurocognitive processes could aid ultimately in determining whether neurocognitive deficits precede BPD, whether unique profiles are associated with various types of mood disorders, and who may benefit from interventions.

Anxiety Disorders in Childhood: Casting a Nomological Net

Empirical research highlights the need for improving the childhood anxiety disorder diagnostic classification system. In particular, inconsistencies in the stability estimates of childhood anxiety disorders and high rates of comorbidity call into the question the utility of the current DSM criteria. This paper makes a case for utilizing a nomological net model for advancing the understanding of childhood anxiety disorders. In this article, we discuss measurement and assessment issues related to improving the childhood anxiety disorder diagnostic system and show how these issues can be addressed by employing the nomological net of childhood anxiety. Because employing the nomological net involves drawing from etiological process theories to facilitate classification and assessment, an integrative model of childhood anxiety disorders is presented as a tentative heuristic. Then evidence for the existing symptom sets is discussed in the context of how process theory mechanisms may be utilized to improve classification and assessment. Testable hypotheses are presented. Measurement, disorder definition, treatment, and policy implications are also discussed.

Memory and learning in pediatric bipolar disorder

OBJECTIVE

To test the hypothesis that patients with pediatric bipolar disorder (PBPD) would demonstrate impairment relative to diagnosis-free controls of comparable age, gender, and IQ on measures of memory functioning.

METHOD

The authors administered a battery of verbal and visuospatial memory tests to 35 outpatients with PBPD and 20 healthy controls who participated as volunteers in this study. Groups did not differ on age, gender, or IQ.

RESULTS

Consistent with findings in adults with BPD, patients with PBPD performed more poorly than controls on measures of verbal learning/memory and delayed facial recognition memory. Impaired memory was particularly evident in patients with comorbid PBPD/attention-deficit/hyperactivity disorder or acute mood symptoms.

CONCLUSIONS

These findings suggest that deficits in verbal learning and memory, as well as some aspects of visuospatial memory, characterize patients with narrow phenotype PBPD. Further research is needed, however, to clarify the roles of comorbid attention-deficit/hyperactivity disorder and acute mood state in the emergence of these deficits. Given the apparent continuity in memory dysfunction between adult BPD and narrow phenotype PBPD, research aimed at elucidating underlying neural mechanisms for this set of deficits is warranted.

Anxiolytic effect of berberine on exploratory activity of the mouse in two experimental anxiety models: interaction with drugs acting at 5-HT receptors

The aim of this study was to assess the anxiolytic effect of berberine (abbrev. BER) using two experimental anxiety models in the mouse. In the black and white test of anxiety, berberine (100, 500 mg/kg) produced an increase in the first time entry, time spent in the white section, and total changes between two compartments. On the other hand, in the elevated plus-maze test, berberine (100, 500 mg/kg) produced an increase in the time spent and arm entries in the open arms, and a decrease in the time spent and arm entries in the closed arms. Berberine (500 mg/kg) decreased locomotor activity in mice. Furthermore, BER at 100, 500 mg/kg decreased concentrations of NE, DA and 5-HT, and increased the concentrations of VMA, HVA and 5-HIAA in the brain stem. BER also attenuated the anxiogenic effect of WAY-100635, 8-OH DPAT and DOI and enhanced the anxiolytic effect of BUS, p-MPPI and RIT in the elevated plus-maze. These results suggested that berberine at 100 mg/kg had a significant anxiolytic-like effect, which was similar to that observed with 1 mg/kg diazepam and 2 mg/kg buspirone. The anxiolytic mechanism of BER might be related to the increase in turnover rates of monoamines in the brain stem and decreased serotonergic system activity. Moreover, BER decreased serotonergic system activity via activation of somatodendritic 5-HT1A autoreceptors and inhibition of postsynaptic 5-HT1A and 5-HT2 receptors.

Startle reactivity and anxiety disorders: aversive conditioning, context, and neurobiology

The aim of this article is to review studies on human anxiety using the startle reflex methodology and to apply the literature on context conditioning in rats to interpret the results. A distinction is made between cued fear (as in specific phobia), a phasic response to an explicit threat cue, and anxiety, a more sustained and future-oriented response not linked to a specific discrete cue. Experimentally, contextual fear, as opposed to cued fear, may best reflect the feeling of aversive expectation about potential future dangers that characterizes anxiety. Following a brief description of the neurobiology of cued fear and context conditioning, evidence is presented showing that anxious patients are overly sensitive to threatening contexts. It is then argued that the degree to which contextual fear is prompted by threat depends on whether the danger is predictable or unpredictable. Consistent with animal data, unpredictable shocks in humans result in greater context conditioning compared to predictable shocks. Because conditioning promotes predictability, it is proposed to use conditioning procedures to study the development of appropriate and inappropriate aversive expectations. Cued fear learning is seen as an adaptive process by which undifferentiated fear becomes cue-specific. Deficits in cued fear learning lead to the development of nonadaptive aversive expectancies and an attentional bias toward generalized threat. Lacking a cue for threat, the organism cannot identify periods of danger and safety and remains in a chronic state of anxiety. Factors that may affect conditioning are discussed.

Neuropsychological performance in DSM-IV ADHD subtypes: an exploratory study with untreated adolescents

OBJECTIVE

To explore neuropsychological performance in untreated Brazilian adolescents suffering from attention-deficit hyperactivity disorder (ADHD).

METHOD

We assessed 30 untreated adolescents with ADHD and 60 healthy control subjects, aged 12 to 16 years, using a neuropsychological battery including the Wisconsin Card-Sorting Test (WCST), the Stroop Test (ST), the Digit Span, and the Word Span.

RESULTS

We found neuropsychological differences among the DSM-IV ADHD subtypes. Adolescents with the predominantly inattentive subtype (ADHD-I) performed more poorly than did control subjects on both the Digit Span and the ST. On both the Digit Span and the WCST, adolescents with the combined subtype (ADHD-C) presented significantly more impairments than did control subjects. Adolescents with the predominantly hyperactive-impulsive type (ADHD-HI) did not differ significantly from the control subjects in any measure assessed, but had a better performance than did those with ADHD-C on both the Digit Span and the WCST. In addition, adolescents with ADHD-HI performed better on the ST than did adolescents with ADHD-I.

CONCLUSIONS

These findings suggest cognitive differences among ADHD subtypes, supporting the diagnostic distinction among them. Adolescents with ADHD-HI do not seem to have significant cognitive deficits.

Affective neuroscience and the development of social anxiety disorder

Recent studies on the familial distribution and longitudinal outcome of SAD emphasize developmental aspects of the syndrome, consistent with the developmental psychopathology perspective. Key questions in this area concern factors that mediate familial transmission and that predict outcome. Prior studies provide incomplete answers to these questions. Recent studies in affective neuroscience suggest potential avenues for answering these questions. As reviewed in the current article, fMRI studies of face processing provide examples of such potentially informative research directions.

Affect regulation, brain development, and behavioral/emotional health in adolescence

This paper addresses the importance of affect regulation (AR) in relation to a broad range of behavioral and emotional health problems that emerge during adolescence. AR is defined as the adaptive modulation of emotional experience to serve a goal or purpose. This conceptualization of AR emphasizes the use of cognitive skills to guide, inhibit, or modify emotion and behavior, including the expression of emotional responses, in learned, strategic ways-skills that ultimately underpin adult levels of social maturity and the ability to show "responsible" behavior across a range of emotional situations. Neurobehavioral systems that subserve these AR skills include areas of the inferior and orbital prefrontal cortex (PFC), with rich interconnections to several limbic structures and other cortical areas, including the dorsolateral PFC. Adolescence represents an important developmental period in the functional maturation of adult AR skills; it is also a critical time in the development of clinical disorders of AR (eg, rates of depression increase dramatically and gender differences in depression emerge). Maturational changes in AR that occur during adolescence-particularly with respect to the role of emotions influencing responsible decision making-are also relevant to understanding key aspects of the developmental pathways of some behavioral health problems, such as alcohol use and nicotine dependence. A strong case is made for developmental research in affective neuroscience aimed at this important maturational period, particularly the kind of transdisciplinary research leading toward mechanistic understanding of the development of adolescent-onset disorders. Improving understanding in these areas could ultimately lead to the development of early interventions in targeted high-risk populations, and has enormous clinical and social policy relevance.