scholarly journals Steroid Hormone Secretion Over the Course of the Perimenopause: Findings From the Swiss Perimenopause Study

2021 ◽  
Vol 2 ◽  
Author(s):  
Jessica Grub ◽  
Hannah Süss ◽  
Jasmine Willi ◽  
Ulrike Ehlert
Keyword(s):  
Steroid Hormone ◽  
Hormone Secretion ◽  
Group Differences ◽  
Cortisol Awakening Response ◽  
Multilevel Analyses ◽  
Significant Group ◽  
Hormone Levels ◽  
Perimenopausal Women ◽  
Estradiol Levels ◽  
Over Time

Background: Perimenopause is characterized by a decline in the steroid hormones, estradiol, and progesterone. By contrast, the steroid hormone cortisol, a marker of the hypothalamic–pituitary–adrenal (HPA) axis, increases. Recent longitudinal studies reported fluctuations in steroid hormone levels during perimenopause, and even increases in estradiol levels. To understand these confounding results, it is necessary to conduct a longitudinal, highly standardized assessment of steroid hormone secretion patterns in perimenopausal women.Methods: This longitudinal study investigated 127 perimenopausal women aged 40–56 years for 13 months. Estradiol, progesterone, and cortisol were assessed using saliva samples, which were collected for two (during months 2 and 12 for estradiol and progesterone) or three (during months 2, 7, and 12 for cortisol) non-consecutive months over the course of the study. A total of 14 saliva samples per participant were analyzed to investigate the courses of estradiol and progesterone. Cortisol awakening response and fluctuations of cortisol throughout the day were measured using a total of 11 saliva samples per participant (on awakening, +30 min, +60 min, at 12:00 p.m., and before going to bed) for months 2, 7, and 12.Results: Multilevel analyses revealed variance in intercept and slope across participants for estradiol [intercept: SD = 5.16 (95% CI: 4.28, 6.21), slope: SD = 0.50 (95% CI: 0.39, 0.64)], progesterone [intercept: SD = 34.77 (95% CI: 25.55, 47.31), slope: SD = 4.17 (95% CI: 2.91, 5.99)], and cortisol (intercept: SD = 0.18 (95% CI: 0.14, 0.23), slope: SD = 0.02 (95% CI: 0.01, 0.02)]. Time predicted cortisol levels [b = −0.02, t(979) = −6.63, p < 0.0001]. Perimenopausal status (early vs. late) did not predict estradiol [b = −0.36, t(1608) = −0.84, p = 0.400], progesterone [b = −4.55, t(1723) = −0.87, p = 0.385], or cortisol [b = 0.01, t(1124) = 0.61, p = 0.542] scores over time.Discussion: Our results are consistent with previous findings emphasizing highly individual fluctuations of estradiol and progesterone levels during perimenopause. However, our findings do not suggest a continuous decline during the observed transition phase, implying relatively stable periods of fluctuating hormone levels. Furthermore, given the lack of significant group differences, it may not be necessary to differentiate between early and late perimenopause from the standpoint of hormonal progression.

Trait and State Anxiety in People Who Stutter and People Who Do Not Stutter

2009 ◽  
Vol 19 (3) ◽  
pp. 99-105 ◽  
Author(s):  
Scott Palasik ◽  
Farzan Irani ◽  
Alexander M. Goberman
Keyword(s):  
Trait Anxiety ◽  
State Anxiety ◽  
Group Differences ◽  
Significant Group ◽  
General Anxiety ◽  
Recording Session ◽  
Situational Anxiety ◽  
Trait And State Anxiety ◽  
State And Trait Anxiety ◽  
Over Time

Abstract Previous research suggests that people who stutter (PWS) tend to have heightened general anxiety (i.e., trait anxiety) and situational anxiety (i.e., state anxiety) compared to people who do not stutter (PWDS). Most research with anxiety and stuttering utilizes self-perception scales; however, few studies have looked at anxiety over time. The current study examined self-reported state and trait anxiety in PWS and PWDS over six weeks, along with an investigation of the effects of audio-recording on anxiety. Results indicated no significant group differences in trait (general) anxiety over six weeks; however trends indicated that PWS may have increased trait anxiety compared to PWDS. Furthermore, for both groups, state (situational) anxiety was lower after a recording session compared to before.

Is Earlier Better? Reading Achievement and WISC-R Stability in Earlier Vs. Later Identified Students with Learning Disabilities

1988 ◽  
Vol 11 (1) ◽  
pp. 71-79 ◽  
Author(s):  
Susan L. Weltner-Brunton ◽  
Felicisima C. Serafica ◽  
Gary R. Friedt
Keyword(s):  
Special Education ◽  
Learning Disabilities ◽  
Reading Achievement ◽  
Verbal Ability ◽  
Group Differences ◽  
Students With Learning Disabilities ◽  
Significant Group ◽  
Intelligence Scale ◽  
Iq Scores ◽  
Over Time

This study compared earlier identified (grades 2–4) to later identified (grades 5–8) students with learning disabilities on Woodcock Reading Mastery Tests (WRMT) and Wechsler Intelligence Scale for Children - Revised scores upon identification and over time in special education. Test-retest stability of WISC-R scores was also examined. No significant between-group differences were found at identification on WRMT scores, Wechsler IQ scores, Kaufman factors, or Bannatyne recategorized scores. Overall, results showed significant group mean increases in reading achievement and decreases in verbal ability. Moderate correlational stability was noted for all scores.

Speech Development of Children with Cleft Palate before and after Palatal Surgery

2003 ◽  
Vol 40 (1) ◽  
pp. 19-31 ◽  
Author(s):  
Courtney E. Jones ◽  
Kathy L. Chapman ◽  
Mary A. Hardin-Jones
Keyword(s):  
Cleft Palate ◽  
Speech Production ◽  
Educational Level ◽  
Speech Development ◽  
Group Differences ◽  
Significant Group ◽  
Before And After ◽  
Palate Repair ◽  
Palatal Surgery ◽  
Over Time

Objective This study examined the speech production abilities of children with cleft palate before and after palate repair. Participants Twenty-eight children participated in the study, 14 with cleft palate and 14 without clefts matched for age, gender, and mothers’ educational level. Main Outcome Measures Comparisons were made between the children with cleft palate before and after surgery for canonical babbling ratios, size of consonant inventories, place and manner characteristics, and early developing sounds [p, b, t, d, k, g, m, n, η]. Also, comparisons were made between the children with cleft palate and their peers without clefts at postsurgery/17 months for the measures described above. Results Paired ttests revealed differences in pre- and postsurgery performance of the children with cleft palate for production of canonical syllables and size of consonant inventories. Although no significant differences were noted for place and manner features, production of oral stops doubled from the time before surgery to that after surgery. Specifically, production of the bilabial stop [b] showed significant change over time. Results of independent t tests indicated no difference between groups for production of canonical syllables and size of consonant inventories at 17 months. However, significant group differences were noted for production of stops, oral stops, nasals, glides, and alveolars. The children without clefts produced more stops, oral stops, and alveolars. In contrast, more nasals and glides were seen in the vocalizations of the children with cleft palate. Conclusions Children with cleft palate made gains in production of canonical syllables and size of consonant inventories postsurgery; however, they continued to show deficits in production of stops and alveolar place features.

Comparison of Auditory, Language, Memory, and Attention Abilities in Children With and Without Listening Difficulties

2020 ◽  
Vol 29 (4) ◽  
pp. 710-727
Author(s):  
Beula M. Magimairaj ◽  
Naveen K. Nagaraj ◽  
Alexander V. Sergeev ◽  
Natalie J. Benafield
Keyword(s):  
Auditory Processing ◽  
Short Term Memory ◽  
Group Differences ◽  
Long Term Memory ◽  
Short Term ◽  
Significant Group ◽  
Term Memory ◽  
Memory And Attention ◽  
Speed And Accuracy

Objectives School-age children with and without parent-reported listening difficulties (LiD) were compared on auditory processing, language, memory, and attention abilities. The objective was to extend what is known so far in the literature about children with LiD by using multiple measures and selective novel measures across the above areas. Design Twenty-six children who were reported by their parents as having LiD and 26 age-matched typically developing children completed clinical tests of auditory processing and multiple measures of language, attention, and memory. All children had normal-range pure-tone hearing thresholds bilaterally. Group differences were examined. Results In addition to significantly poorer speech-perception-in-noise scores, children with LiD had reduced speed and accuracy of word retrieval from long-term memory, poorer short-term memory, sentence recall, and inferencing ability. Statistically significant group differences were of moderate effect size; however, standard test scores of children with LiD were not clinically poor. No statistically significant group differences were observed in attention, working memory capacity, vocabulary, and nonverbal IQ. Conclusions Mild signal-to-noise ratio loss, as reflected by the group mean of children with LiD, supported the children's functional listening problems. In addition, children's relative weakness in select areas of language performance, short-term memory, and long-term memory lexical retrieval speed and accuracy added to previous research on evidence-based areas that need to be evaluated in children with LiD who almost always have heterogenous profiles. Importantly, the functional difficulties faced by children with LiD in relation to their test results indicated, to some extent, that commonly used assessments may not be adequately capturing the children's listening challenges. Supplemental Material https://doi.org/10.23641/asha.12808607

Behavioral and emotional differences between children of divorce and children from intact families: Clinical significance and mediating processes *This study is part of a dissertation () supported from the German research community.

2002 ◽  
Vol 61 (1) ◽  
pp. 5-14 ◽  
Author(s):  
Andreas Schick
Keyword(s):  
Self Esteem ◽  
Research Community ◽  
Children Of Divorce ◽  
Group Differences ◽  
Significant Group ◽  
Intact Families ◽  
Divorce Adjustment ◽  
Theoretical Assumptions ◽  
German Research ◽  
Clinically Significant

The following study is based on a sample of 241 9-13-year-old children (66 children from divorced parents, 175 children from non divorced parents). They were examined for differences regarding anxiety, self-esteem, different areas of competence, and degree of behavior problems. With a focus on the children’s experiences, the clinically significant differences were examined. Clinically significant differences, revealing more negative outcomes for the children of divorce, were only found for social anxiety and unstable performance. The frequency of clinical significant differences was independent of the length of time the parents had been separated. The perceived destructiveness of conflict between the parents one of four facets of interparental conflict in this study functioned as a central mediator of the statistically significant group differences. The children’s perception of the father’s social support was a less reliable indicator of variance. Further studies should try to make underlying theoretical assumptions about the effects of divorce more explicit, to distinguish clearly between mediating variables, and to investigate them with respect to specific divorce adjustment indicators.

Gonadal steroid hormone secretion during the juvenile period depends on host-specific microbiota and contributes to the development of odor preference

2019 ◽  
Vol 61 (5) ◽  
pp. 670-678 ◽  
Author(s):  
Itsuka Kamimura ◽  
Akiyuki Watarai ◽  
Takuma Takamura ◽  
Atsushi Takeo ◽  
Kyoko Miura ◽  
...  
Keyword(s):  
Steroid Hormone ◽  
Hormone Secretion ◽  
Gonadal Steroid ◽  
Juvenile Period ◽  
Odor Preference

scholarly journals Effects of aging on emotion recognition from dynamic multimodal expressions and vocalizations

2021 ◽  
Vol 11 (1) ◽  
Author(s):  
Diana S. Cortes ◽  
Christina Tornberg ◽  
Tanja Bänziger ◽  
Hillary Anger Elfenbein ◽  
Håkan Fischer ◽  
...  
Keyword(s):  
Older Adults ◽  
Emotion Recognition ◽  
Positive Emotions ◽  
Negative Emotions ◽  
Group Differences ◽  
Significant Group ◽  
Positivity Effect ◽  
Video Recordings ◽  
Age Related ◽  
Effects Of Aging

AbstractAge-related differences in emotion recognition have predominantly been investigated using static pictures of facial expressions, and positive emotions beyond happiness have rarely been included. The current study instead used dynamic facial and vocal stimuli, and included a wider than usual range of positive emotions. In Task 1, younger and older adults were tested for their abilities to recognize 12 emotions from brief video recordings presented in visual, auditory, and multimodal blocks. Task 2 assessed recognition of 18 emotions conveyed by non-linguistic vocalizations (e.g., laughter, sobs, and sighs). Results from both tasks showed that younger adults had significantly higher overall recognition rates than older adults. In Task 1, significant group differences (younger > older) were only observed for the auditory block (across all emotions), and for expressions of anger, irritation, and relief (across all presentation blocks). In Task 2, significant group differences were observed for 6 out of 9 positive, and 8 out of 9 negative emotions. Overall, results indicate that recognition of both positive and negative emotions show age-related differences. This suggests that the age-related positivity effect in emotion recognition may become less evident when dynamic emotional stimuli are used and happiness is not the only positive emotion under study.

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