BDNF and NT-3 can modulate the development and plasticity of central synaptic transmission. Although the expression of NT-3 and BDNF in the rodent hippocampus coincides during perinatal development, little is known about possible functional interactions between both neurotrophins in synaptic development. Here, we have investigated the effects of combined long-term application of NT-3 and BDNF on excitatory glutamatergic (mEPSC) and inhibitory GABAergic miniature synaptic currents (mIPSC) in cultured embryonic hippocampal neurons. Our results show that the BDNF-induced twofold increase in mEPSC frequency is abolished by pre-treatment with NT-3. In addition, the NT-3-induced twofold downregulation of mIPSC frequency is reversed by BDNF. Finally, the BDNF-induced increase in c-fos expression is reduced by 50% after pre-treatment with NT-3. In summary, these data suggest an NT-3 controlled modulation of BDNF signalling in differentiating hippocampal neurons.

The validity of the Depressive Experiences Questionnaire-Adolescent version (DEQ-A, S. in an inpatient sample (N = 823; 414 girls) was examined. Specific hypotheses addressed the distinctiveness, concurrent validity, state vs. trait properties, and predictive validity of the Interpersonal and Self-Criticism scales. Confirmatory factor analyses (CFA) showed that observed responses to a subset of items (the most discriminating of the 2 scales in the original solution) better fit a model positing separate Interpersonal and Self-Criticism factors, than one positing 1 Dysphoric Concerns factor. Cross-sectional analyses relating unit-weight Interpersonal and Self-Critical scales, developed from the CFA results, to Personality and Depressive Symptom factors supported the scales' concurrent validity. Also, analyses using data from 92 patients collected at 2 or 3 times during the hospital stay showed that the underlying constructs assessed by these scales have both state and trait properties and that antecedent measures of self-criticism can predict later measures of depression.Growing concern about the prevalence of adolescent depression has spurred efforts to identify and measure variables that make certain youth prone to hopelessness and dysphoria (Petersen et al., 1993). One promising approach, based on research with adults, distinguishes preoccupations with relatedness from preoccupations with individuality and self-definition as a way of identifying two distinct types of depression (e.g., Blatt, Quinlan, & Chevron, 1990;Robins & Luten, 1991). This study examines the validity of the Depressive Experiences Questionnaire-Adolescent version (DEQ-A; Blatt, Schaffer, Bers, & Quinlan, 1992), recently developed from an adult instrument to study these two types of depression in adolescents.The DEQ-A and its parent measure (the Depressive Experiences Questionnaire [DEQ], Blatt, D 'Afflitti, & Quinlan, 1976) assess two dimensions of presumably depressogenic concerns that Blatt and his colleagues denoted as Interpersonal (defined by fears of abandonment and anxieties over the potential loss of gratifying, protective relationships) and Self-Critical (fueled

In 15 minutes, Sam would be leaving to begin his first year in college. As he buckled the last straps on his bags, his father popped his head into the room and said, "Hey, give us a call when you arrive." Sam recognized the tone of his dad's voice. He was still uncertain about Sam's ability to cope with the challenges of college life. Sam had already decided not to call home for several weeks-not until he was completely settled into his classes and could prove his ability to handle the demands of college.Sam's thoughts drifted back to his last visit with his high school physics teacher. She was like the grandmother he had never known; she had always been there to listen to his troubles. When she asked him to call when he arrived at college, he knew it reflected her genuine interest in how he would be getting along-and she assumed he'd dojust fine.Sam patted his shirt pocket as he passed through the door to check that he had the phone number his new roommate had given to him. His roommate would be working when he showed up, so he had written to ask Sam to call when he arrived. Sam hadn't met his roommate and was a bit nervous about calling up someone he didn't know, but he was eager to call and meet his new roommate.In this hypothetical episode, three similar requests-to telephone someone when he arrives on campus-have been made of Sam, and yet each request has elicited a different reaction within him. Intriguing questions for researchers in the areas of social support and relationships are how and why ostensibly similar behavioral acts evoke such different responses within an individual. Questions like these can be and have been examined from a cognitive perspective adopting

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