This paper reviews two learning theory-based models of experiential contributions to depression: response contingent positive reinforcement and learned helplessness. The authors argue that these models connect to a phenomenon that may explain why symptoms of behavioral excess (e.g. rumination) often occur in depression that is otherwise marked by symptoms of behavioral deficit (e.g. anhedonia). Specifically, the authors illustrate that that concept of schedule strain (or low rates of response contingent reinforcement giving rise to low frequencies of behavior) unites these models. Depression is more likely, or more severe, when schedule strain conditions occur in situations containing reinforcers important to the individual and/or when they simultaneously occur in a number of situations. Conditions of schedule strain are known to give rise to adjunctive behaviors: apparently irrelevant, easy behaviors that deliver immediate reinforcement. This paper suggests that, for some depressed individuals, behavioral excess symptoms like rumination and overeating might serve adjunctive functions. Implications of this hypothesis are discussed.

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The hyperactivity scale of the Conners' Teacher Rating Scale-Revised (CTRS-R) was investigated to compare teachers' use of this instrument to its use by independent classroom observers. Results of this study indicate that teacher ratings of children are highly stable over time. Independent observers agree with one another within an occasion both within a classroom and across classrooms; however, observations based on a one-hour period are not stable over time, but a composite score based on three occasions can be expected to be as stable as teacher ratings. Teachers and observers agree only slightly within a classroom, and teacher and observer classroom means are virtually independent of one another. The implications of these results for continued use of teachers' ratings are that the referents for teacher ratings should be determined, ratings should be made more objective, standardization across teachers should be demonstrated before norms are preferred, and the rating scale should be validated via observations or other objective hyperactivity measures.

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