The Role of Complex Emotions in Inconsistent Diagnoses of Schizophrenia

Department of Psychiatry, UMDNJ-University Behavioral HealthCare and Robert Wood Johnson Medical School, Piscataway, NJ 08855-1392, USA.
The Journal of nervous and mental disease (Impact Factor: 1.69). 09/2010; 198(9):609-13. DOI: 10.1097/NMD.0b013e3181e9dca9
Source: PubMed


In the case of large-scale epidemiological studies, there is evidence of substantial disagreement when lay diagnoses of schizophrenia based on structured interviews are compared with expert diagnoses of the same patients. Reasons for this level of disagreement are investigated in the current study, which made use of advances in text-mining techniques and associated structural representations of language expressions. Specifically, the current study examined whether content analyses of transcribed diagnostic interviews obtained from 150 persons with serious psychiatric disorders yielded any discernable patterns that correlated with diagnostic inconsistencies of schizophrenia. In summary, it was found that the patterning or structure of spontaneous self-reports of emotion states in the diagnostic interview was associated with diagnostic inconsistencies of schizophrenia, irrespective of confounders; i.e., age of patient, gender, or ethnicity. In particular, complex emotion patterns were associated with greater disagreement between experts and trained lay interviewers than were simpler patterns.

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    • "For example, Chung and Pennebaker (2008) identified dimensions of people thinking about themselves by developing an automated meaning extraction method for natural language . Gara et al. (2010) investigated the reasons for disagreement in schizophrenia diagnosis by mining the textual transcripts of structured interviews. "
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    • "It is only recently that researchers have begun to examine the clinical and practical signifi cance of different emotions, such as fear, as a behaviour problem in children and adolescents, and to consider these problems as potential indicators of more long-term diffi culties whilst recognizing the developmental and theoretical implications of problem behaviour to school entry and education (Akande & Akande, 1994; Akande, 1997; Holland , Tamir & Kensinger, 2010; Yang et al., 2007). A growing body of prospective evidence indicates that fears identifi ed in the pre-school years often persist and that adolescents identifi ed as performing poorly in school work often have a history of problems that began in the pre-school years emanating from prevailing emotional climate (Akande & Akande, 1994; Akande, Akande & Odewale, 1994; Chaplin, Casey, Sinha, & Mayes, 2010; Gara et al., 2010). "
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