Norman R. Schultz

Clinical significance of cognitive performance by hypertensive patients.

Fifty-four subjects with uncomplicated essential hypertension and 54 normotensive subjects were compared with regard to a widely employed clinical index of cognitive dysfunction (the Average Impairment Rating) calculated from neuropsychological tests that discriminate between brain-damaged and neurologically normal persons. Hypertensive subjects exhibited lower mean scores on this index when education was ignored, but results were not the same for highly educated and less well educated groups. There were no differences between exceptionally well educated hypertensive and normotensive subjects, but in the less well educated group, hypertensive subjects performed more poorly than normotensive subjects. The percentages of hypertensive and normotensive subjects scoring in a cognitively impaired range on the Average Impairment Rating were low and did not differ for either education group. These data indicate the important role of subtle differences in education level with respect to positive or negative findings for studies comparing hypertensive and normotensive subjects and illustrate the important role of clinical neuropsychological indices of cognitive dysfunction when one wishes to make meaningful inferences regarding cerebral cortical function in hypertensive subjects.

The Loneliness Experience of College Students Sex Differences

The present study examined sex differences among college students in the quantitative and qualitative aspects of loneliness. Measurements of loneliness, emotional reactivity, and social risk taking were administered to 112 undergraduates. Males evidenced greater self-reported loneliness than females. Generally, affective and social risk-taking measures were more highly related to loneliness among males than females. The results suggest that loneliness is more likely to be associated with negative personal and affective self-evaluations for males than for females. Males may react to loneliness more negatively than females because of a tendency to attribute loneliness to personal failure rather than external, uncontrollable causes. Evidence also suggests that having difficulty in initiating social risks may contribute to loneliness for males more than females.

Loneliness: Differences Across Three Age Levels

The present study examined differences in the loneliness experience with subjects from three age levels (high school students, college undergraduates, retirees). In accordance with social role theory and existing research, we predicted differences across these age periods in level of loneliness and the relation of loneliness to other indices of adjustment, and personal and social competency. Results indicated that the greatest loneliness and strongest loneliness correlates were among high school students, while loneliness was least associated with other variables for retirees. These results are consistent with those suggested by previous cross-study comparisons. The results also support a social role theory interpretation of loneliness that age-related changes in social demands will influence the relation among measures of adjustment, and personal and social competency.

A longitudinal study of the performance of hypertensive and normotensive subjects on the Wechsler Adult Intelligence Scale.

Performance on the Wechsler Adult Intelligence Scale was followed over two 5- to 6-year intervals for essential hypertensive Ss (EH; n = 22) free from medical complications and for normotensive Ss (N; n = 20). EH were treated with adrenergic beta-blocking drugs, diuretics, or both. Mean age was 46 years (SD = 12.6 years), initially (Time 1). Results were unaltered by adjustment for initial age. N improved modestly on the Verbal scale, from Time 1 to Time 2 only. EH neither improved nor declined on the Verbal scale. Scores remained unchanged for both EH and N Ss for the Performance scale. Overall, and at Times 2 and 3, Verbal scores were lower for the EH group. It was concluded that neither decline nor improvement in cognitive function over time are necessary outcomes of modest, carefully treated, uncomplicated hypertension in the middle years.

Anxiety and depression in young and middle aged hypertensive and normotensive subjects.

This study examined the effects of essential hypertension on measures of anxiety and depression for two age groups of hypertensive (free from hypertension-related pathology and/or cardiovascular disease) and normotensive subjects. Hypertensive subjects had significantly higher State Anxiety scores and Zung Depression scores than did normotensive subjects. These differences between the blood pressure groups were due largely to the scores of the younger hypertensive subjects. The results of the present study are consistent with previous results from our laboratory that have found that younger hypertensives differed (relative to controls) from middle aged hypertensives on measures, such as, symptoms reported on the Cornell Medical Index and WAIS Performance scores. The results of the present study were discussed within the context of age associated differences in response to hypertension and factors that might account for these differences.

Symptoms reported on the cornell medical index in relationship to hypertension and age

This study compared young and old hypertensive and normotensive subjects with respect to the number of symptoms reported on the Cornell Medical Index (CMI). The hypertensive subjects had more physical and psychological complaints than did the normotensive subjects. Differences in symptoms reported between the blood pressure groups were not concentrated in one specific category (e.g., cardiovascular) but were distributed over several categories. Age did not influence the number of symptoms reported for either blood pressure group. The results were discussed in the context of the lack of specificity of symptoms reported by hypertensive subjects, and to what extent reported symptoms on the CMI are influenced by knowledge of ones blood pressure status.

INTRAINDIVIDUAL VARIABILITY IN DIVERGENT AND CONVERGENT THINKING: ADULT AGE DIFFERENCES

The purpose of this study was to examine (a) intraindividual variability in divergent and convergent thinking, (b) the relationship of intraindividual variability to self‐reported cognitive variation, and (c) the relationship of adult age to actual variability in cognitive performance across tasks. Young adults (M = 19.6 years of age) and older adults (M=64.0 years of age) were given eight tests of divergent and convergent thinking, followed by a questionnaire asking subjects to rate themselves along several dimensions of variability and level of cognitive flexibility. Variability was found to be a consistent individual difference characteristic for divergent and convergent thinking. Actual variability and level of performance were interrelated, but subjects were unable to estimate reliably their own variability and level of performance. The interrelationships among intraindividual variability and level of performance were ability‐specific and age‐specific, suggesting the usefulness of intraindividual var...