Anxiety disorders : From bench to Bedside and Beyond

© Springer International Publishing AG, part of Springer Nature 2019. The final publication is available at Springer via https://doi.org/10.1007/978-3-319-70554-5_2The anxiety disorders are prevalent, associated with high comorbidity and cause considerable disability. Despite efficacious treatment options, they are frequently misdiagnosed, and management is often suboptimal. With the recent publication of the DSM-5 and the imminent release of the ICD-11, there have been important debates about how best to categorize and conceptualize these disorders. In addition, their underlying neurobiology is being explored at multiple levels from systems neuroscience to molecular biology and genetics-an endeavour that is delivering insights with relevance to clinical practice. Furthermore, several international anxiety disorder treatment guidelines have recently been published, and large systematic reviews and meta-analyses have addressed important questions around clinical management. All of this indicates the need for an update on advances in this rapidly developing field, and this chapter therefore provides an overview of the epidemiology and classification, cognitive-affective neuroscience and clinical management of the anxiety disorders.Final Accepted Versio

Syntactic and discourse skills in Chinese adolescent readers with dyslexia: a profiling study

This study aims to investigate the relation of syntactic and discourse skills to morphological skills, rapid naming, and working memory in Chinese adolescent readers with dyslexia and to examine their cognitive-linguistic profiles. Fifty-two dyslexic readers (mean age, 13;42) from grade 7 to 9 in Hong Kong high schools were compared with 52 typically developing readers of the same chronological age (mean age, 13;30) in the measures of word reading, 1-min word reading, reading comprehension, morpheme discrimination, morpheme production, morphosyntactic knowledge, sentence order knowledge, digit rapid naming, letter rapid naming, backward digit span, and non-word repetition. Results showed that dyslexic readers performed significantly worse than their peers on all the cognitive-linguistic tasks. Analyses of individual performance also revealed that over half of the dyslexic readers exhibited deficits in syntactic and discourse skills. Moreover, syntactic skills, morphological skills, and rapid naming best distinguished dyslexic from non-dyslexic readers. Findings underscore the significance of syntactic and discourse skills for understanding reading impairment in Chinese adolescent readers