Hideki Negoro

Is aversive learning a marker of risk for anxiety disorders in children

Aversive conditioning and extinction were evaluated in children with anxiety disorders (n=23), at-risk for anxiety disorders (n=15), and controls (n=11). Participants underwent 16 trials of discriminative conditioning of two geometric figures, with (CS+) or without (CS-) an aversive tone (US), followed by 8 extinction trials (4 CS+, 4 CS-), and 8 extinction re-test trials averaging 2 weeks later. Skin conductance responses and verbal ratings of valence and arousal to the CS+/CS- stimuli were measured. Anxiety disordered children showed larger anticipatory and unconditional skin conductance responses across conditioning, and larger orienting and anticipatory skin conductance responses across extinction and extinction re-test, all to the CS+ and CS-, relative to controls. At-risk children showed larger unconditional responses during conditioning, larger orienting responses during the first block of extinction, and larger anticipatory responses during extinction re-test, all to the CS+ and CS-, relative to controls. Also, anxiety disordered children rated the CS+ as more unpleasant than the other groups. Elevated skin conductance responses to signals of threat (CS+) and signals of safety (CS-; CS+ during extinction) are discussed as features of manifestation of and risk for anxiety in children, compared to the specificity of valence judgments to the manifestation of anxiety.

Increased Acoustic Startle Responses in IBS Patients During Abdominal and Nonabdominal Threat

Background and Aims: Visceral hypersensitivity and symptom severity in Irritable Bowel Syndrome (IBS) are both exacerbated by stress. The eye-blink startle response represents a noninvasive measure of central defensive responding. Evidence for central hyperexcitability was studied in IBS patients by examining potentiation of the startle reflex to a nociceptive threat. Methods: Acoustic startle responses were examined in female IBS patients (n = 42) and healthy controls (n = 22) during cued periods in which an aversive abdominal or biceps stimulation was impossible (safe), possible (imminent threat) or anticipated (period just before the imminent threat), and during a threatening context (muscle stimulation pads attached but no cues for stimulation). Results: Both groups showed potentiation of startle responses during the imminent threat condition compared with both the anticipation and safe conditions. Compared with controls, IBS subjects showed significantly larger startle responses during anticipation and imminent threat conditions after receiving an initial aversive stimulation. There were no group differences during the context threat manipulation. Moreover, in IBS patients but not controls, higher neuroticism was associated with larger startle responses during safe and anticipation conditions but not imminent threat, whereas anxiety symptoms were negatively associated with startle magnitude during imminent threat. Conclusions: Female IBS patients show increased startle responses to threat of aversive stimulation at both abdominal and nonabdominal sites compared with controls. The data represent the first demonstration of altered threat potentiated startle in a functional pain condition and provide support for the use of these paradigms in further evaluation of affective mechanisms in these disorders. ASR = acoustic startle response; IBS = irritable bowel syndrome; GI = gastrointestinal; HADS = Hospital Anxiety and Depression Scales; EPQ-N = Neuroticism scale from the Eysenck Personality Questionnaire; EMG = electromyogram; EOG = electrooculogram; SS = startle stimulus; IGCM = individual growth curve modeling; ANOVA = analysis of variance; ANCOVA = analysis of covariance.

Minor physical anomalies in childhood and adolescent onset schizophrenia.

Abstract A modified version of the Waldrop scale (WS) was used to assess the prevalence of minor physical anomalies in schizophrenic patients (n = 71) and healthy controls (n = 65). The mean total WS score was 3.32 (SD 1.98) for the schizophrenic patients, significantly higher than that for the controls (2.19, SD 1.18). Minor physical anomalies were compared between two schizophrenic groups, divided on the basis of age at onset, early onset schizophrenia (EOS, onset under age 18 years) group and late onset schizophrenia (LOS, onset at or above age 20 years) group. The mean total WS score was 3.92 (SD 1.86) in the EOS group, significantly higher than the 2.59 (SD 1.79) in the LOS group. Minor physical anomalies are an indirect index for early prenatal central nervous system (CNS) maldevelopment; the present study indicated association between minor physical anomalies and EOS, thus a relationship between early prenatal CNS maldevelopment and EOS. These results support the hypothesis that EOS constitutes a subset of schizophrenia in which neurodevelopmental damage is largely involved.

Developmental changes in startle reactivity in school-age children at risk for and with actual anxiety disorder

The present study examined the development of elevated startle reactivity in anticipation of mild anxiogenic procedures in school-age children with current anxiety disorders and in those at-risk for their development due to parental anxiety. Startle blink reflexes and skin conductance responses were assessed in 7 to 12 year old anxious children (N=21), non-anxious children at-risk for anxiety by virtue of parental anxiety disorder status (N=16) and non-anxious control children of non-anxious parents (N=13). Responses were elicited by 28 auditory startle stimuli presented prior to undertaking mild anxiogenic laboratory procedures. Results showed that group differences in startle reactivity differed as a function of childrens age. Relative to control children for whom age had no effect, startle reflex magnitude in anticipation of anxiogenic procedures increased across the 7 to 12 years age range in children at-risk for anxiety disorders, whereas elevations in startle reactivity were already manifest from a younger age in children with anxiety disorders. These findings may suggest an underlying vulnerability that becomes manifest with development in offspring of anxious parents as the risk for anxiety disorders increases.

Effects of osmotic-release methylphenidate in attention-deficit/hyperactivity disorder as measured by event-related potentials

Aim:  Attention‐deficit/hyperactivity disorder (ADHD) is a relatively common central nervous system disorder in school‐age children, which may involve a specific disorder in cognition and/or information processing. Event‐related potentials (ERP) are commonly used as physiological measures of cognitive function as they are easily measured and non‐invasive. Thus, in the present study, we examined the effects of osmotic‐release methylphenidate (MPH) (Concerta), a common treatment for childhood attention‐deficit/hyperactivity disorder (ADHD), in ADHD children as measured by ERP.

Association between minor physical anomalies and lateral ventricular enlargement in childhood and adolescent onset schizophrenia

Objective: The primary purpose of this study was to investigate the association between morphological abnormalities of brain and minor physical anomalies (MPAs) in childhood and adolescent onset schizophrenia.

Comparison of pervasive developmental disorder and schizophrenia by the Japanese version of the National Adult Reading Test

Abstract Objective. In adults, it is sometimes difficult to discriminate between pervasive developmental disorder (PDD) and schizophrenia (SCH) when positive symptoms are not outstanding. We examined whether the Japanese version of the National Adult Reading Test (JART), is a valid scale for evaluating pre-morbid intelligence quotient (IQ) in patients with SCH, and the Wechsler Adult Intelligence Scale-Revised (WAIS-R) are useful for helping to discriminate between PDD and SCH. Methods. Sixteen patients with adult PDD and 16 age-, education- and sex-matched patients with SCH participated in the present study. In addition, two groups were matched for JART and GAF scores. All subjects were scored on the JART and WAIS-R after informed consent on the aim of this study. Examiners who were blind to the diagnoses measured JART and WAIS-R. Results. Significant diagnosis-by-IQ examination interactions were found (F[1,30] = 10.049, P = 0.003). Furthermore, WAIS-R scores of the PDD group were higher than those of the SCH group (P = 0.002) considering two groups were matched for JART. Conclusions. The comparison of IQ in the PDD group and in the SCH group by JART and WAIS-R might be an easy and useful method for helping to discriminate between PDD and SCH.

Pervasive developmental disorder with attention deficit hyperactivity disorder-like symptoms and mismatch negativity

The present study examined the correlation between the attention deficit hyperactivity disorder (ADHD) Rating Scale‐IV Japanese version (ADHD RS‐IV‐J) score and mismatch negativity (MMN), in 10 pervasive developmental disorder (PDD) children with ADHD‐like symptoms, and examined whether MMN become the objective measure to assess the severity of ADHD‐like symptoms in PDD children. Consequently, score of ADHD RS‐IV‐J had a positive correlative tendency with MMN latency and had a significant strong negative correlation with MMN amplitude. Therefore, MMN may become an objective measure to assess the severity of ADHD‐like symptoms in PDD children.

Embodied conversational agents for multimodal automated social skills training in people with autism spectrum disorders

Social skills training, performed by human trainers, is a well-established method for obtaining appropriate skills in social interaction. Previous work automated the process of social skills training by developing a dialogue system that teaches social communication skills through interaction with a computer avatar. Even though previous work that simulated social skills training only considered acoustic and linguistic information, human social skills trainers take into account visual and other non-verbal features. In this paper, we create and evaluate a social skills training system that closes this gap by considering the audiovisual features of the smiling ratio and the head pose (yaw and pitch). In addition, the previous system was only tested with graduate students; in this paper, we applied our system to children or young adults with autism spectrum disorders. For our experimental evaluation, we recruited 18 members from the general population and 10 people with autism spectrum disorders and gave them our proposed multimodal system to use. An experienced human social skills trainer rated the social skills of the users. We evaluated the system’s effectiveness by comparing pre- and post-training scores and identified significant improvement in their social skills using our proposed multimodal system. Computer-based social skills training is useful for people who experience social difficulties. Such a system can be used by teachers, therapists, and social skills trainers for rehabilitation and the supplemental use of human-based training anywhere and anytime.

Teaching Social Communication Skills Through Human-Agent Interaction

There are a large number of computer-based systems that aim to train and improve social skills. However, most of these do not resemble the training regimens used by human instructors. In this article, we propose a computer-based training system that follows the procedure of social skills training (SST), a well-established method to decrease human anxiety and discomfort in social interaction, and acquire social skills. We attempt to automate the process of SST by developing a dialogue system named the automated social skills trainer, which teaches social communication skills through human-agent interaction. The system includes a virtual avatar that recognizes user speech and language information and gives feedback to users. Its design is based on conventional SST performed by human participants, including defining target skills, modeling, role-play, feedback, reinforcement, and homework. We performed a series of three experiments investigating (1) the advantages of using computer-based training systems compared to human-human interaction (HHI) by subjectively evaluating nervousness, ease of talking, and ability to talk well; (2) the relationship between speech language features and human social skills; and (3) the effect of computer-based training using our proposed system. Results of our first experiment show that interaction with an avatar decreases nervousness and increases the users subjective impression of his or her ability to talk well compared to interaction with an unfamiliar person. The experimental evaluation measuring the relationship between social skill and speech and language features shows that these features have a relationship with social skills. Finally, experiments measuring the effect of performing SST with the proposed application show that participants significantly improve their skill, as assessed by separate evaluators, by using the system for 50 minutes. A user survey also shows that the users thought our system is useful and easy to use, and that interaction with the avatar felt similar to HHI.