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Biomedical subjects

C Foley

Publications and source records attributed to C Foley.

27 records · Page 2Linked to original sources
PubMed1988

Cognitive training in academically deficient ADDH boys receiving stimulant medication.

This study evaluated the effectiveness of a 16-week intensive cognitive training program in stimulant-treated, academically deficient ADDH boys. Cognitive training focused exclusively on academic skills and tasks, and included attack strategy training as well as self-monitoring and self-reinforcement of problem-solving behaviors and response accuracy. Control groups included remedial tutoring plus medication, and medication alone. Despite the scope of the program, the results provided no support for the notion that academically based cognitive training ameliorates the performance and achievement of academically deficient ADDH youngsters. Further, this intervention did not enhance self-esteem or attributional perceptions of academic functioning. There was poor agreement between teacher ratings of academic competence and test score changes. The lack of concordance between measures, and the scarcity of academically deficient ADDH children are discussed.

Achievement↗
PubMed1984

The dexamethasone suppression test in adolescent psychiatric patients.

The authors administered a structured psychiatric interview, the Kiddie-SADS, and the dexamethasone suppression test (DST) to 42 adolescent psychiatric inpatients. Of the 26 adolescents diagnosed as depressed, nine (36.4%) failed to suppress cortisol, and of the 16 nondepressed adolescents, three (18.8%) also failed to suppress cortisol. There was no significant association between the diagnosis of depression and the failure to suppress cortisol during the DST. The use of the DST to diagnose endogenous major depressive illness in adolescents seems to be a premature clinical application of an important investigative finding.

Adolescent↗
PubMed1979

Attitudes and food habits--a review.

The inadequacy of a definition of attitudinal terms has complicated the interpretation of many food habit studies. This review has focused on the multidimensional character of the word "attitude" as an aid to gaining insight into food habit development and change. The five definitional categories presented (attitudes as preferences, as overt food behavior, as willingness or ability to change, as agreement among family members, and as complexity of meanings) do not preclude other definitions. Knowledge of attitude studies can foster understanding of the link between nutritional knowledge and actual behavior, as well as help practitioners to be more effective in formulating objectives and developing techniques for nutrition education. The various dimensions and meanings of attitudes indicate the need for continued research to clarify the effect of well defined attitude variables on food habits.

Adolescent↗