scholarly journals Adolescent Social Anxiety and Substance Use: The Role of Susceptibility to Peer Pressure

2016 ◽  
Vol 2016 ◽  
pp. 1-8 ◽  
Author(s):  
Anke W. Blöte ◽  
Anne C. Miers ◽  
P. Michiel Westenberg
Keyword(s):  
Substance Use ◽  
Regression Analysis ◽  
Social Anxiety ◽  
Age Groups ◽  
Peer Pressure ◽  
Socially Anxious ◽  
Two Age Groups

The aim of this study was to further our understanding of the link between social anxiety and substance use in adolescents, in particular the role susceptibility to peer pressure plays in this link. The relation between social anxiety and susceptibility to peer pressure was studied in two community samples (n=534 and n=117) each consisting of two age groups (12-13 and 15–17 years). The relation of these two variables with substance use was evaluated in the second sample using regression analysis. Social anxiety was related to susceptibility to peer pressure in both groups and not related to substance use in the younger group and negatively related to substance use in the older group. Susceptibility to peer pressure acted as a suppressor in the relation between social anxiety and substance use. Results suggest that socially anxious adolescents basically avoid substance use but, if susceptible, may yield to peer pressure and start using substances. Parents, teachers, and therapists should be aware of this susceptibility to possibly negative peer pressure of socially anxious adolescents.

scholarly journals Experimental infection of rabbits with a recombinant bovine herpesvirus type 5 (BoHV-5) gI, gE and US9-negative

2009 ◽  
Vol 29 (11) ◽  
pp. 913-918 ◽  
Author(s):  
Alessandra D'Avila Silva ◽  
Ana Cláudia Franco ◽  
Paulo Augusto Esteves ◽  
Fernando Rosado Spilki ◽  
Paulo Michel Roehe
Keyword(s):  
Neurological Disease ◽  
Age Groups ◽  
Clinical Signs ◽  
Bovine Herpesvirus ◽  
Wild Type ◽  
Herpesvirus Type ◽  
Viral Genes ◽  
Bovine Herpesvirus Type 5 ◽  
Two Age Groups

Bovine herpesvirus type 5 (BoHV-5) is a major cause of viral meningoencephalitis in cattle. The expression of different viral proteins has been associated with BoHV-5 neuropathogenesis. Among these, gI, gE and US9 have been considered essential for the production of neurological disease in infected animals. To evaluate the role of gI, gE and US9 in neurovirulence, a recombinant from which the respective genes were deleted (BoHV-5 gI-/gE-/US9-) was constructed and inoculated in rabbits of two age groups (four and eight weeks-old). When the recombinant virus was inoculated through the paranasal sinuses of four weeks-old rabbits, neurological disease was observed and death was the outcome in 4 out of 13 (30.7 %) animals, whereas clinical signs and death were observed in 11/13 (84.6%) of rabbits infected with the parental virus. In eight weeks-old rabbits, the BoHV-5 gI-/gE-/US9- did not induce clinically apparent disease and could not be reactivated after dexamethasone administration, whereas wild type BoHV-5 caused disease in 55.5% of the animals and was reactivated. These findings reveal that the simultaneous deletion of gI, gE and US9 genes did reduce but did not completely abolish the neurovirulence of BoHV-5 in rabbits, indicating that other viral genes may also play a role in the induction of neurological disease.

scholarly journals Seasonal Variations of Aneurismal Subarachnoid Hemorrhage

2013 ◽  
Vol 29 (1) ◽  
pp. 15-17
Author(s):  
Subash Kanti Dey ◽  
Shakir Husain ◽  
Lipy Bakshi ◽  
Sukla Dey ◽  
Mithun Kumar Bakshi ◽  
...  
Keyword(s):  
Diabetes Mellitus ◽  
Seasonal Variation ◽  
Retrospective Study ◽  
Subarachnoid Hemorrhage ◽  
Seasonal Variations ◽  
Age Groups ◽  
Definite Diagnosis ◽  
Vascular Events ◽  
Two Age Groups

Background: Rupture of aneurysm is a vascular events, it is assumed that season exerts an influence in the incidence of rupture of aneurysm. But seasonal variation on the aneurismal subarachnoid hemorrhage (ASAH) is a subject of controversy. Some previous studies reported that changes in the biometric pressure in different season modulate the occurrence of vascular events. Aims: To evaluate the role of seasons of a year on the onset of aneurismal subarachnoid hemorrhage (ASAH). Methodology: This is a retrospective study. There were 377 patients with definite diagnosis of ASAH. Patients were evaluated in two age groups of >60 and less than 60. Results: The frequency of ASAH in winter and autumn was 55.4% and spring and summer was 44.6%% respectively. This difference was statistically significant (p>o.o5). The effect of hypertension and diabetes mellitus revealed no influence on subarachnoid hemorrhage (SAH) in our study. Conclusion: There was influence of seasonal variation on the onset of ASAH and which was predominantly during winter and autumn. Bangladesh Journal of Neuroscience 2013; Vol. 29 (1) : 15-17

Comparison of Static Perspective Views and 2D Maps – the Role of Age, Spatial Abilities, and Task Nature

2020 ◽  
Author(s):  
Lukáš Hermann ◽  
Martina Faltejsková ◽  
Zdeněk Stachoň
Keyword(s):  
Spatial Ability ◽  
Perspective Taking ◽  
Age Groups ◽  
Spatial Abilities ◽  
Thematic Maps ◽  
Significant Difference ◽  
Study Participants ◽  
Two Age Groups ◽  
And Task

In this study, we focus on the usability of pseudo-3D thematic maps (static perspective views) compared with their conventional 2D equivalents. A total of 105 study participants were divided into two groups (12–19 years old and 20–27 years old). A Perspective Taking Test measured their spatial abilities and each participant solved 15 tasks using four thematic maps. We compared map variants to determine which is more suitable for individual tasks. We then examined the differences between the two age groups and tried to find any relationship between the user’s spatial abilities and the number of correct answers. We observed a significant difference regarding the map’s visualization dimension only in one particular task and significant differences between the age groups when they worked with 2D maps. We found a positive correlation between the participant’s level of spatial ability and the number of correct answers.

The Role of Social Anxiety in Social Interaction Difficulties

1977 ◽  
Vol 131 (6) ◽  
pp. 610-615 ◽  
Author(s):  
Roisin Hall ◽  
David Goldberg
Keyword(s):  
Social Interaction ◽  
Social Anxiety ◽  
Psychiatric Patients ◽  
Skills Training ◽  
Training Programme ◽  
Problem Behaviour ◽  
Socially Anxious ◽  
Common Complaint ◽  
High Social Anxiety

Social anxiety was found to be the most common complaint in a sample of psychiatric patients reporting social interaction difficulties. High social anxiety was shown to be associated with impairments to social behaviour in socially anxious psychiatric patients and non-psychiatric volunteers. A comparison was made of systematic desensitization and a form of social skills training in the treatment of social interaction difficulties associated with high social anxiety. This indicated that while both therapies were effective in the reduction of social anxiety, the training programme was the more effective in reducing problem behaviour, but desensitization appeared to lead to a wider generalization of improvement as indicated by increases in social participation.

The Effects of Age on the Rate of Learning a Second Language

1995 ◽  
Vol 17 (1) ◽  
pp. 1-16 ◽  
Author(s):  
Georgina R. Slavoff ◽  
Jacqueline S. Johnson
Keyword(s):  
United States ◽  
Second Language ◽  
Age Groups ◽  
The United States ◽  
Target Language ◽  
Native Languages ◽  
Lengths Of Stay ◽  
Rate Of Learning ◽  
Two Age Groups

The present study evaluates the role of age on the rate of acquiring English as a second language in an immersion setting. Subjects were children with native languages typologically very different from English. The children arrived in the United States between the ages of 7 and 12 years and were tested on their knowledge of English grammatical morphology and syntax at different lengths of stay in the United States, ranging from 6 months to 3 years. Subjects' performance was predicted by the length of their stay in the United States and by gender, with females outperforming males. Age of arrival played no role in predicting subjects' rate of acquisition. Performance was very similar between two age groups examined (7–9– and 10–12-year-old arrivals) throughout the 3 years measured. The present results suggest that, on certain aspects of grammar, different-aged children acquire a second language during the first 3 years of acquisition at similar rates when their native language is very different in typology from the target language.

Role of cyclins D1 and D3 in vestibular schwannoma

2015 ◽  
Vol 130 (S1) ◽  
pp. S2-S10 ◽  
Author(s):  
J Jabbour ◽  
P Earls ◽  
N Biggs ◽  
G Gracie ◽  
P Fagan ◽  
...  
Keyword(s):  
Vestibular Schwannoma ◽  
Age Groups ◽  
Vestibular Schwannomas ◽  
Proliferation Index ◽  
Cyclin D ◽  
Age Group ◽  
Ki 67 ◽  
Younger Age ◽  
Two Age Groups

AbstractBackground:Vestibular schwannomas in younger patients have been observed to be larger in size and grow more quickly.Objective:This study aimed to evaluate the expression of three important cell cycle proteins, cyclin D1, cyclin D3and Ki-67, in vestibular schwannoma patients separated into two age groups: ≤40 years or >40 years.Method:Immunohistochemical detection of cyclin D1, cyclin D3and Ki-67 was undertaken in 180 surgically resected vestibular schwannomas.Results:The proliferation index of vestibular schwannomas was statistically higher in the ≤40 years age group compared to that in the >40 years age group (mean of 4.52vs3.27, respectively;p = 0.01). Overexpression of cyclin D1and cyclin D3was found in 68 per cent and 44 per cent of tumours, respectively.Conclusion:There was an increased Ki-67 proliferation index in the younger age group that appears to correlate with clinical behaviour. Vestibular schwannomas in both age groups show increased expression of cyclin D1and cyclin D3.

scholarly journals Self-Focused Cognition in Social Anxiety: A Review of the Theoretical and Empirical Literature

2016 ◽  
Vol 33 (1) ◽  
pp. 44-64 ◽  
Author(s):  
Alice R. Norton ◽  
Maree J. Abbott
Keyword(s):  
Social Anxiety ◽  
Cognitive Processes ◽  
Empirical Literature ◽  
Similar Process ◽  
Negative Effects ◽  
Social Situations ◽  
Socially Anxious ◽  
Substantial Body ◽  
Growing Body

Social anxiety disorder (SAD) is characterised by a marked and persistent fear of social or performance situations. Cognitive models suggest that self-focused cognitive processes play a crucial role in generating and maintaining social anxiety, and that self-focused cognition occurs prior to, during, and following social situations (Clark & Wells, 1995; Rapee & Heimberg, 1997). There is a substantial body of empirical evidence demonstrating that socially anxious individuals engage in self-focused cognition during and following a social or performance situation. A smaller but growing body literature suggests that a similar process occurs prior to such situations, and that these three processes are interdependent. Furthermore, the vast majority of research to date indicates that self-focused cognitive processes are detrimental, and that they generate and maintain social anxiety in a variety of ways. However, there remains considerable scope for research to further explicate the role of these processes in the maintenance of SAD, and to enhance interventions designed to ameliorate their negative effects.

scholarly journals Ingroup/Outgroup Attitudes and Group Evaluations: The Role of Competition in British Classroom Settings

2016 ◽  
Vol 2016 ◽  
pp. 1-10 ◽  
Author(s):  
Virginia L. Lam ◽  
Jodi-Ann Seaton
Keyword(s):  
Age Groups ◽  
Self Esteem ◽  
Intergroup Bias ◽  
Ingroup Bias ◽  
Negative Bias ◽  
Group Setting ◽  
Minimal Group ◽  
Ingroup Outgroup ◽  
Two Age Groups

Children’s intergroup bias is one of the consequences of their readiness to categorise people into ingroups and outgroups, even when groups are assigned arbitrarily. The present study examined the influence of intergroup competition on children’s ingroup and outgroup attitudes developed within the minimal-group setting in British classrooms. One hundred and twelve children in two age groups (6-7- and 9-10-year-olds) were assessed on classification skills and self-esteem before being allocated to one of two colour “teams.” In the experimental condition, children were told that the teams would have a competition after two weeks and teachers made regular use of these teams to organise activities. In the control condition, where no competition ensued, teachers did not refer to “teams.” Then children completed trait attributions to their own-team (ingroup) and other-team (outgroup) members and group evaluations. It was found that children developed positive ingroup bias across conditions, but outgroup negative bias was shown only by 6-7-year-olds in the experimental condition, particularly if they lost the competition, where they evaluated their team more critically. Better classification skills were associated with less negativity towards the outgroup in the experimental condition. Findings are discussed in relation to relevant theoretical premises and particulars of the intergroup context.

Eye-Tracking Evidence of a Maintenance Bias in Social Anxiety

2017 ◽  
Vol 46 (1) ◽  
pp. 66-83 ◽  
Author(s):  
Catarina Fernandes ◽  
Susana Silva ◽  
Joana Pires ◽  
Alexandra Reis ◽  
Antónia Jimenez Ros ◽  
...  
Keyword(s):  
Social Anxiety ◽  
Eye Tracking ◽  
Dwell Time ◽  
Time Course ◽  
Personality Structure ◽  
Socially Anxious ◽  
Dynamic Measures ◽  
High Social Anxiety ◽  
Depressive Personality

Background: The mechanisms and triggers of the attentional bias in social anxiety are not yet fully determined, and the modulating role of personality traits is being increasingly acknowledged. Aims: Our main purpose was to test whether social anxiety is associated with mechanisms of hypervigilance, avoidance (static biases), vigilance-avoidance or the maintenance of attention (dynamic biases). Our secondary goal was to explore the role of personality structure in shaping the attention bias. Method: Participants with high vs low social anxiety and different personality structures viewed pairs of faces (free-viewing eye-tracking task) representing different emotions (anger, happiness and neutrality). Their eye movements were registered and analysed for both whole-trial (static) and time-dependent (dynamic) measures. Results: Comparisons between participants with high and low social anxiety levels did not yield evidence of differences in eye-tracking measures for the whole trial (latency of first fixation, first fixation direction, total dwell time), but the two groups differed in the time course of overt attention during the trial (dwell time across three successive time segments): participants with high social anxiety were slower in disengaging their attention from happy faces. Similar results were obtained using a full-sample, regression-based analysis. Conclusion: Our results speak in favour of a maintenance bias in social anxiety. Preliminary results indicated that personality structure may not affect the maintenance (dynamic) bias of socially anxious individuals, although depressive personality structures may favour manifestations of a (static) hypervigilance bias.

Feedback in Meertalige Kleutergroepen

1997 ◽  
Vol 56 ◽  
pp. 105-116
Author(s):  
Marty van Rijen
Keyword(s):  
Young Children ◽  
Native Speakers ◽  
Age Groups ◽  
Target Language ◽  
Language Classroom ◽  
Feedback Strategies ◽  
Points Of View ◽  
High Degree ◽  
Two Age Groups

In the second-language classroom the teacher determines to a high degree the input and feedback L2-learners receive. Feedback informs learners of the accuracy of their production, after which they may alter their hypotheses about the target language. The role of feedback has been investigated from different theoretical points of view and there has been some research on its effect. However, most of these studies concern adults; hardly any research has focused on young children. In this article, I will discuss some of the literature about which feedback strategies are suitable for the SLA by non-native children in kindergarten. I will also summarize the results of the analysis of 18 lessons in kindergarten groups in which more than 90% of the children are non-native speakers, to determine which strategies teachers actually use. I will compare twelve different teachers, two age groups, two different vocabulary methods and two kinds of lessons.

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