Stacked Sparse Autoencoder and Machine Learning Based Anxiety Classification Using EEG Signals
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Anxiety is an emotion characterized by trepidation, stress, or uneasiness that involves extreme worry or fear over future unwanted events or an actual situation. Careful analysis for anxiety is critical since approximately 2 to 4% of the general population have experienced adequate symptoms indicating an anxiety disorder. This paper aims to classify anxiety levels based on machine learning and deep learning algorithms with improved performance. This work uses the publically available DASPS Database (Database for Anxious States based on a Psychological Stimulation). The dataset consists of EEG recordings from 23 participants during anxiety elicitation through face-to-face psychological stimuli. This work uses RFECV with the classifiers to reduce redundancy between features and improve results. We achieve the highest classification accuracy of 83.93% and 70.25% using Stacked Sparse Autoencoder and Decision Tree for two-class anxiety classification.Keywords:
Autoencoder
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Background: Childhood worry is common, and yet little is known about why some children develop pathological worry and others do not. Two theories of adult worry that are particularly relevant to children are Davey's problem-solving model in which perseverative worry occurs as a result of thwarted problem-solving attempts, and Wells’ metacognitive model, in which positive and negative beliefs about worry interact to produce pathological worry. Aims: The present study aimed to test hypotheses that levels of worry in young children are associated with poor or avoidant solution generation for social problems, and poor problem-solving confidence. It also aimed to explore beliefs about worry in this age group, and to examine their relationships with worry, anxiety and age. Method: Fifty-seven young children (6–10 years) responded to open ended questions about social problem-solving situations and beliefs about worry, and completed measures of worry, anxiety and problem-solving confidence. Results: Children with higher levels of worry and anxiety reported using more avoidant solutions in social problem situations and children's low confidence in problem solving was associated with high levels of worry. Children as young as 6 years old reported both positive and negative beliefs about worry, but neither were associated with age, gender, or level of anxiety or worry. Conclusions: Results indicate similarities between adults and children in the relationships between problem-solving variables and worry, but not in relationships between beliefs about worry and worry. This may be due to developmental factors, or may be the result of measurement issues.
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Worry is a common human affliction. According to a recent survey by the UK charity Place2Be, almost two-thirds of children in Year 6 worry 'all the time' about something.1 Top concerns were family, friends and not doing well at school. Research suggests that we worry less as we get older – but we still worry, especially about our health. People worry about lots of other things as well, of course, including money, work, health, relationships and what others think of them. When worry is excessive and uncontrollable, occurring on more days than not, and causing significant distress or impairment, it may qualify for a diagnosis of Generalised Anxiety Disorder. People diagnosed with generalised anxiety disorder worry about the same things as other people, but perceive their worries as less controllable. Worry, anxiety and fear are closely related. Anxiety feels like fear, and worry is best thought of as the mental component of anxiety.
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Worry is a common human experience which, if excessive, can be associated with functional impairment. The experience of worry has been associated with a number of higher-order cognitive processes; however it is unclear how these processes relate to one another. This study was conducted with a non-clinical sample of 123 participants to explore relationships between several psychological factors in reflection of the dimensional nature of worry. Intolerance of uncertainty, the looming cognitive style, beliefs about worry and meta-worry each independently contributed to worry, accounting for 59% of the variance in worry scores when considered together. Intolerance of uncertainty and looming cognitive style were not independent predictors of worry when beliefs about worry and meta-worry were taken into consideration. Indeed, only positive beliefs about worry and meta-worry emerged as independent predictors in the full model that was explored. Of note, meta-worry mediated the relationship between negative beliefs about worry and worry. These results suggest that an integrated model of the mechanisms that underlie worry needs to take a number of cognitive constructs into account and that cognitive therapies targeting worry should have a particular emphasis on perceptions that worrisome thoughts are dangerous, harmful and growing rapidly uncontrollable.
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Background: There are widespread anxiety and fear related to contracting COVID-19 infection in the general public ever since the outbreak of COVID-19, which had now increased to a great extent due to the ever-rising number of positive cases and mortality rates associated with COVID-19. Aim: The present study aimed to evaluate the anxiety related to contracting COVID-19 infection in the public. Methodology: An online survey was conducted using the SurveyMonkey® platform-generated link in which a COVID-19 anxiety-specific questionnaire was used to assess anxiety and worry related to contracting COVID-19. A total of 462 responses were analyzed. About one-sixth (18.8%) of the responders reported anxiety in at least one domain and worry in at least one domain related to contracting COVID-19 infection. While 42.2% of the responders had anxiety in at least one domain, highest being in the domain of anxiety related to behaviors of others, about one-fourth of the responders (26.6%) expressed worry in at least one domain, more in the domain of worry related to family members going out to buy something or for work. Males and people of younger age group had significantly greater anxiety score, and those with a chronic physical illness had significantly greater worry score. Conclusion: The present study suggests that there is a heightened level of anxiety in the society due to COVID-19 and about 18.8% of the people may be having anxiety severe enough to require clinical attention. However, the survey findings should be interpreted well with regard to its limitations being circulated in few social media platforms and, therefore, may not be generalized to the entire country.
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The aims of this study were to examine age-differences regarding various worry components among younger and older adults and to characterize the relationships between worry domains and anxiety. A total of 311 younger adults (18 - 30 years) and 100 older adults (65+ years) completed seven worry and anxiety questionnaires, focusing on worry content, worry severity, and responses to worry. A series of 2 × 2 ANOVAs was computed to examine differences in worry and anxiety related to age and gender. Interaction effects indicated that gender differences among younger adults were significantly more pronounced than older adults with women reporting greater worry and anxiety than men. Main effects of age indicated that younger adults reported greater worry than older across all worry domains. Worry and anxiety measures were found to be highly correlated across all domains. Findings indicate that worry is fundamentally related to anxiety across age groups and that a variety of aspects of worry should be considered to understand the breadth of worry's influence on anxiety. Additionally, age and gender have unique relationships with worry and anxiety and interact to complicate individuals' symptom profiles. Thus, worry is a multifaceted construct that is crucial to understanding anxiety in general and warrants multifaceted assessment and intervention.
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The Impact of Worry on Academic Performance Abdalla A. M. Hamid Abstract Worry is a basic cognitive characteristic of generalized anxiety disorder. It represents an effort to engage in mental problem solving of a problem whose consequences are vague or uncertain. The main objective of this study was to examine the impact of worry on academic performance. Another objective was to examine age and gender differences in worry. A sample of 366 undergraduate students was selected from United Arab Emirates university. One hundred thirty-eight (37.7%) of the participants were male and 228 (62.3%) were female ranging in age from 18 to 30 years (mean age = 21.28 years, SD = 1.66).The Anxious Thoughts Inventory- 22 items was used to measures worry. This inventory gauges three types of worry: social worry, health worry, and meta-worry. The Grade Point Average (GPA) was used to measure academic performance. The results showed gender differences in social worry but not in health or meta-worries.No significant differences were found in academic performance in relation to age. Students who reported elevated levels of health worry and social worry (type 1 worry) had higher academic performance. Results were discussed in light of relevant literature and previous findings. Full Text: PDF DOI: 10.15640/jehd.v9n3a11
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