Definitions of the units radian, neper, bel and decibel

The definition of coherent derived units in the International System of Units (SI) is reviewed, and the important role of the equations defining physical quantities is emphasized in obtaining coherent derived units. In the case of the dimensionless quantity plane angle, the choice between alternative definitions is considered, leading to a corresponding choice between alternative definitions of the coherent derived unit - the radian, degree or revolution. In this case the General Conference on Weights and Measures (CGPM) has chosen to adopt the definition that leads to the radian as the coherent derived unit in the SI. In the case of the quantity logarithmic decay (or gain), also sometimes called decrement, and sometimes called level, a similar choice of defining equation exists, leading to a corresponding choice for the coherent derived unit - the neper or the bel. In this case the CGPM has not yet made a choice. We argue that for the quantity logarithmic decay the most logical choice of defining equation is linked to that of the radian, and is that which leads to the neper as the corresponding coherent derived unit. This should not prevent us from using the bel and decibel as units of logarithmic decay. However, it is an important part of the SI to establish in a formal sense the equations defining physical quantities, and the corresponding coherent derived units.

Social communication deficits: specific associations with Social Anxiety Disorder

Background Social communication deficits are prevalent amongst children with anxiety disorders; however whether they are over-represented specifically among children with Social Anxiety Disorder has not been examined. This study set out to examine social communication deficits among children with Social Anxiety Disorder in comparison to children with other forms of anxiety disorder. Methods Parents of 404 children with a diagnosed anxiety disorder completed the Social Communication Questionnaire (SCQ; Rutter, M., Bailey, A., Lord, C., 2003. The Social Communication Questionnaire – Manual. Western Psychological Services, Los Angeles, CA). Children with a diagnosis of Social Anxiety Disorder (n=262) and anxious children without Social Anxiety Disorder (n=142) were compared on SCQ total and subscale scores and the frequency of participants scoring above clinical cut-offs. Results Children with Social Anxiety Disorder scored significantly higher than anxious children without Social Anxiety Disorder on the SCQ total (t(352)=4.85, p<.001, d=.55, r=.27), Reciprocal Social Interaction (t(351)=4.73, p<.001, d=.55, r=.27), communication (t(344)=3.62, p<.001, d=.43, r=.21) and repetitive, restrictive and stereotyped behaviors subscales (t(353)=3.15, p=.002, d=.37, r=.18). Furthermore, children with Social Anxiety Disorder were three times more likely to score above clinical cut-offs. Limitations The participants were a relatively affluent group of predominantly non-minority status. The social communication difficulties measure relied on parental report which could be influenced by extraneous factors. Conclusions Treatments for Social Anxiety Disorder may benefit from a specific focus on developing social communication skills. Future research using objective assessments of underlying social communication skills is required.