Deviant sexual arousal,offense history,and demographic variables as predictors of reoffense among child molesters

The present study examined selected demographic and offense history variables and deviant sexual arousal as predictors of reoffense in a group of 35 untreated child molesters. The measure of deviant sexual arousal was based on laboratory measures of sexual preference using penile plethysmography. Factor analysis of the predictor variables yielded three factors. The measure of deviant arousal, the amount of force used in the offense, whether or not the offender had intercourse with the child victim, and the number of previous victims loaded on the first factor, called Sexual Deviance. IQ and socioeconomic status loaded on the second factor, called Social Status. Age of the offender and age of the victim loaded on the third factor, called Offender Age. Entering the sets of three factor scores as predictors in a multiple correlation, over 20% of the variance in recidivism was explained, but the factor Sexual Deviance was the only significant predictor of recidivism (p < .02). Almost 30% of the variance in number of reoffenses was explained, and both Sexual Deviance (p < .01) and Social Status (p < .10) were significant predictors. A cluster analysis identified a group of offenders characterized by low SES and low IQ who also showed higher sexual deviance scores and a high rate of reoffense.     

A follow-up developmental study of hypothesis behavior among mentally retarded and nonretarded children

To clarify the roles of IQ and mental age (MA) in hypothesis behavior, MA-matched subjects at three levels of IQ (70, 100, and 130) and three levels of MA ($\text{5}\text{1}\text{2}\text{, 7}\text{1}\text{2}\text{,}\text{and}\text{9}\text{1}\text{2}\text{years}$) received blank-trial discrimination learning problems using procedures designed to discourage position-oriented responding. With position responding discouraged, earlier findings were contradicted in that no hypothesis measure showed a main effect of IQ. This suggest that previously reported IQ group differences in hypothesis behavior may not reflect cognitive deficits inherently linked to low IQ, but instead may reflect the influence of specific methodological factors. The finding and interpretation are consistent with Zigler's (American Journal of Mental Deficiency, 1969, 73, 536–556) “developmental” theory of retardation and inconsistent with the general “difference” position. In additional findings, the predictions that subjects at all three MA levels would use hypotheses, and that retarded children from special-education classes would use hypotheses more often than retarded children “mainstreamed” in classes for the nonretarded were confirmed.     

Simultaneous and successive syntheses and intelligence

Recent studies on information processing have developed an alternative model of mental abilities which constitutes an integration of Russian clinical research and North American factor analytic research. This model proposes that information may be processed in a simultaneous synthesis or a successive synthesis. The present study examines variations in these syntheses in three intelligence groups in order to identify the types of information processing characteristic of different intelligence groups. A stratified sampling of verbal and nonverbal IQ was used to select 60 boys of age 9–10 in each of three verbal IQ ranges: 71–90, 91–110, and 111–130. A battery of tests used in previous research was administered to all subjects. Multivariate analyses of variance and discriminant analyses indicated that the IQ groups differed markedly on tests used to identify simultaneous synthesis, most notably Raven's Progressive Matrices, and differed slightly less on tests of successive synthesis. Factor analyses of the test intercorrelations for each group revealed more factorial invariance across the IQ groups than had been suggested by a previous exploratory study. It was concluded that strong individual differences exist in simultaneous and successive syntheses over the major portion of the standardized intelligence range, and no high degree of specialization of information processing was characteristic of an intelligence group.     

Genetic Influence on the Variance in Coincidence Timing and its Covariance with IQ: A Twin Study

Performance measures on a coincidence timing task have previously been associated with psychometric IQ suggesting that the ability of an individual to devote processing resources at the required time may account for some of intelligence test variance. Using the twin design, this study investigates whether genetic variability explains some of the variance in coincidence timing and whether common genetic factors account for the association with intellectual functioning. Fifty-five 16-year old twin pairs (28 MZ, 27 DZ) were tested. Individual differences in number of hits (HITS), mean absolute error (MAE), and intra-individual trial-to-trial consistency (SD) were significantly influenced by genetic factors, accounting for approximately 50 percent of the variance. The correlation between coincidence timing and psychometric IQ was confirmed and ranged from 0.11 to 0.53 with a mean correlation of 0.33. In the limited sample, the correlation between IQ and the coincidence timing measures appeared to be mediated largely by a unique environmental factor, with only a small loading of SD on the genetic factor influencing IQ. However, as the confidence intervals in the other genetic cross loadings are large, we cannot exclude the possibility of a much stronger genetic influence.     

Intelligence and the Rorschach Whole Response

Previous research on the relation between intelligence and Rorschach W responses has produced inconclusive results. The problem was re-examined with methodological improvements. Ss were 58 latency and pre-adolescent boys. Rorschach W responses were coded to Friedman's developmental scoring system, and response frequencies in these categories were correlated with WISC IQ and subtest scaled scores. IQ scores were significantly related to one of two types of developmentally advanced W responses as predicted (r = .33), and no meaningful pattern of correlations was found between the developmentally more primitive types of W responses and IQ.     

Selected linguistic and perceptual abilities of empirically derived subgroups of learning disabled readers

A battery of eight linguistic and perceptual tests chosen because of their use in previous research and in the public schools was administered to 100 school-verified verified learning disabled readers (LDR) and 50 normal readers (NR) matched for age and IQ. Standard scores, derived from a comparison of each LDR child's score with the NR group's performance on each diagnostic measure, were cluster analyzed to identify subgroups within the LDR group. Six LDR subgroups were found. Multivariate analysis of variance and discriminant analysis indicated that all LDR subgroups were significantly different from one another as well as significantly different from the NR group's performance on the diagnostic battery. In addition, significant differences were found among the six LDR subgroups on measures of oral reading, reading comprehension, and spelling skills. However, the six groups did not differ with respect to family history variables and the attainment of developmental milestones. These results were compared with those of previous studies and were examined for their implications for a more precise match between LDR learner characteristics and type of teaching method and/or materials.     

The Last-Weiss Rorschach Ego-Strength Scale as a prognostic measure for psychiatric inpatients

This study tested the hypothesis that the Last-Weiss (Last & Weiss, 1976) Rorschach Ego-Strength Scale would predict outcome among a representative sample of first-lifetime psychiatric admissions. One hundred seventeen patients were assessed with structured symptom, psychiatric history, and social data interviews at hospital admission, and 2-year follow-up. Outcome measures included a multidimensional variable involving rehospitalization time, social and work functioning, and recent symptom level and symptom measures. Unexpectedly, the Last-Weiss Sum E variable correlated significantly with negative multidimensional outcome, a result that was strengthened when any possibly confounding effects of social class, IQ, and number of Rorschach responses were partialled out. It was found that Sum E's predictive value for poorer outcome was due to the space response (S+) component of the ego-strength variable. Possible explanations of the findings and implications for the previously validated Klopfer's Rorschach Prognostic Rating Scale are discussed.     

Risk Factors for Institutional Misconduct Among Incarcerated Women: An Examination of the Criterion-Related Validity of the Personality Assessment Inventory

This study tested the hypothesis that the Last-Weiss (Last &; Weiss, 1976) Rorschach Ego-Strength Scale would predict outcome among a representative sample of first-lifetime psychiatric admissions. One hundred seventeen patients were assessed with structured symptom, psychiatric history, and social data interviews at hospital admission, and 2-year follow-up. Outcome measures included a multidimensional variable involving rehospitalization time, social and work functioning, and recent symptom level and symptom measures. Unexpectedly, the Last-Weiss Sum E variable correlated significantly with negative multidimensional outcome, a result that was strengthened when any possibly confounding effects of social class, IQ, and number of Rorschach responses were partialled out. It was found that Sum E's predictive value for poorer outcome was due to the space response (S +) component of the ego-strength variable. Possible explanations of the findings and implications for the previously validated Klopfer's Rorschach Prognostic Rating Scale are discussed.     

I. Validity of WISC-R factor scores in predicting achievement and attention for four sociocultural groups

The predictive validity of WISC-R factor scores was examined with samples from the four sociocultural groups of Anglo, Black, Chicano, and native American Papago. The Full Scale IQ and Verbal Comprehension (VC) factor scores were significantly better predictors of achievement as measured by teacher ratings and the Metropolitan Achievement Test. The Perceptual Organization and Freedom from Distractibility (FD) factor scores were also significantly related to achievement, but at a lower level than Full Scale and VC. The correlations of the WISC-R and achievement measures were nearly the same for three of the four groups (exception was native American Papago). The relationship of the FD factor score to ratings of attention was statistically significant, but relatively low. Cautions in interpreting FD as a measure of attention were recommended due to overlap of distributions and low proportion of variance in attention accounted for by FD.     

Comparison of Beck Depression Inventories-IA and-II in Psychiatric Outpatients

The study of mental representations on projective tests such as the Rorschach has made substantial contributions to our understanding of psychopathology. It is not clear, however, whether the representations of paranoid schizophrenics can be differentiated from those of normals and whether the Rorschach is the best test for such comparison. Object representations on the Rorschach and a role-playing (Johnson & Quinlan, 1980, 1985) test were studied in groups of normal (n = 31) and schizophrenic subjects (divided into paranoid [n = 16], intermediate [n = 11], and nonparanoid groups [n = 16]). Developmental levels of representation on both tests were measured with the widely used system of Blatt, Brenneis, Schimek, and Glick (1976), derived from Werner's concepts of differentiation, articulation, and integration. Generally the groups were not differentiated on these measures on the Rorschach. The role-playing test showed greater discriminatory power than the Rorschach, possibly due to its explicit demand to produce representations of humans in interaction. Results of the role-playing test showed differentiation and integration scores were negatively correlated with measures of psychotic symptoms. Nonparanoids differed from the other three groups on differentiation measures, and paranoid and normal groups scored higher on integration measures than did the intermediate and nonparanoid groups. Paranoid subjects scored higher than nonparanoids on functional articulation and higher than intermediates on perceptual articulation; however, paranoid subjects were not differentiated from normals on any developmental measure. Differences between the schizophrenic sample and normals were explained entirely by the nonparanoid subgroup, supporting the paranoid-nonparanoid distinction and raising questions regarding the nature of the deficit in paranoid schizophrenia.     

An IRT Analysis of the Reading the Mind in the Eyes Test

Relationships between intelligence level and Rorschach measures of developmental level (genetic scores) were examined in clinically normal adults, hebephrenic and catatonic schizophrenics, paranoid schizophrenics, psychoneurotics, cerebrally damaged, and a mixed group of neuropsychiatric patients. The Ss were white males with an IQ range of 79 to 146, and with a chronological age range of 19 to 70. The unaltered forms of the genetic (developmental) scores were used for correlation with primarily Wechsler IQs. Generally no statistically significant relationships were found between genetic scores and intelligence level.     

Three factors of the comprehensive system for the Rorschach and their relationship to Wechsler IQ scores in an adolescent sample

Principal axis factor analyses of the Rorschach Comprehensive System (CS) in a clinical sample of 152 adolescents yielded three clearly defined factors: Synthesized Complexity (defined by Zf, DQ+, and F%), Productivity (defined by R, D, and Dd), and Form Quality (defined by X+%, F+%, and X-%). Variables on the Synthesized Complexity and Form Quality factors were generally correlated with Wechsler Full Scale IQ, Verbal IQ, and Performance IQ scores. Overall, the factors in this adolescent sample replicated factors identified in earlier studies with adults. Implications for clinical practice are discussed.     

Level I and level II abilities in Asian,white, and black children

All the Asian-American, white, and black children in grades 2 through 6 in a California school district were given a battery of tests including measures of IQ, scholastic achievement, and short-term memory. Factor analysis of the tests yielded two main factors identified as Level I (memory) and Level II (general intelligence) in Jensen's system. The three ethnic groups were compared with one another on uncorrelated Level I and Level II factor scores. At every grade level, bivariate means of the three groups occupy distinctly different quadrants in the factor space. Asians and whites differ on Level I (A < W) but not on Level II. Asians and blacks differ on Level II (A > B) but not on Level I. Whites and blacks differ (W > B) on both Levels I and II, but the white-black difference on Level I is less than one fourth as large as the white-black difference on Level II. A similar pattern of group differences is found for scores on tests of memory and nonverbal IQ. Scholastic achievement shows much smaller correlations with the Level I than with the Level II factor.     

The Concurrent Validity of the PAT in the Selection of Tabulating Machine Operators

Summary: Thirty-five elementary school children received the WISC, Rorschach, CAT, anti Sentence Completion Test in counterbalanced order with a test-test interval of approximately 24 hours. State and trait anxiety measures were assessed immediately prior to and immediately following each test administration. Results indicated that state anxiety measures increased significantly following administration of the more ambigious and school related assessment tests, namely the Rorschach and WISC. In contrast, the more structured, less amorphous CAT and Sentence Completion Test, did not induce any significant changes in state anxiety. In all cases, trait anxiety measures remained relatively stable. Implications for assessment techniques with children were discussed.     

Cognitive processes in children's reading and attention: The role of working memory,divided attention,and response inhibition

Children experiencing attention difficulties have documented cognitive deficits in working memory (WM), response inhibition and dual tasks. Recent evidence suggests however that these same cognitive processes are also closely associated with reading acquisition. This paper therefore explores whether these variables predicted attention difficulties or reading among 123 children with and without significant attention problems sampled from the school population. Children were screened using current WM and attention task measures. Three factors explained variance in WM and attention tasks. Response inhibition tasks loaded mainly with central executive measures, but a dual processing task loaded with the visual‐spatial WM measures. Phonological loop measures loaded independently of attention measures. After controls for age, IQ and attention‐group membership, phonological loop and ‘central processing’ measures both predicted reading ability. A ‘visual memory/dual‐task’ factor predicted attention group membership after controls for age, IQ and reading ability. Results thus suggest that some of the processes previously assumed to be predictive of attention problems may reflect processes involved in reading acquisition. Visual memory and dual‐task functioning are, however, purer indices of cognitive difficulty in children experiencing attention problems.     

Performance of retarded adolescents and nonretarded children on one- and two-bit logical problems

Groups of adolescents of retarded and borderline intelligence, ranging in IQ from 44 to 80 and in mean MA (mental age) from 8 to 12 yr, and groups of nonretarded children ranging in mean MA from 6 to 12 yr, were given logical problem solving tasks. In the nonretarded groups, on a one-bit problem only the kindergarten children (mean MA = 6 yr) failed to perform above chance, and were not tested further. On a two-bit problem, only the first graders (mean MA = 7 yr) failed to perform above chance.Conversely, in the low IQ groups, only the borderline group (mean MA = 12 yr) performed reliably above chance on the one-bit problem, and none performed above chance on the two-bit problem. There is a profound deficiency in low IQ individuals on certain tasks requiring logic and foresight, and MA markedly over-estimates their performance relative to the performance of nonretarded individuals.     

IQ and social class

A brief overview is given of the nature-nurture debate elicited on the basis of Arthur Jensen's article concerning group differences in IQ test results published in 1969.Sandra Scarr-Salapatek found that the contribution of genetic variance in IQ test results tended to be larger in a more stimulating environment and proportionately smaller in a disadvantaged environment. This finding has been tested on data from a Swedish twin study. A comparison of within-pair similarity for MZ and DZ twins with varying social background has been made. Genetic variance seems to account for a greater proportion of the variance in IQ test scores in social group I and II compared to social group III. This is in accordance with the conclusions drawn by Scarr-Salapatek and thus tend to support the above-mentioned hypothesis. It therefore seems as though the potentially restricting effects of working class conditions for the development of the kind of abilities measured by conventional IQ tests would tend to reduce the degree to which genetic differences are expressed. More stimulating environmental opportunities, on the other hand, tend to allow a greater range of such differences in the middle and higher social classes.     

The Validity of the Rorschach and the Minnesota Multiphasic Personality Inventory: Results from Meta-Analyses

Results from meta-analyses have been widely cited to defend the validity of the Rorschach. However, the meta-analyses have been flawed. For example, one meta-analysis included results that were obtained by calculating correlations but not results that were obtained by conducting t tests or analyses of variance. When we reanalyzed the data from the most widely cited meta-analysis (Parker, Hanson, & Hunsley, 1988), we found that for confirmatory studies (also called convergent-validity studies), the Minnesota Multiphasic Personality Inventory (MMPI) explained 23% to 30% of the variance, whereas the Rorschach explained only 8% to 13% of the variance. These results indicate that the Rorschach is not as valid as the MMPI.     

Constructive thinking: a broad coping variable with specific components

The structure of constructive thinking and the development of an instrument for measuring it, the Constructive Thinking Inventory (CTI), were discussed. Scales were derived from a factor analysis of an item domain of people's everyday automatic thinking. When the CTI and other tests were factor analyzed, separate intellective and nonintellective factors were found, with the CTI loading more strongly on the nonintellective factor than any other test. Only measures of IQ loaded on the intellective factor. The global constructive thinking scale correlated significantly with success in work, love, social relationships, and in maintaining emotional and physical well-being, but not with academic achievement, the only criterion with which the measures of IQ correlated strongly. The patterns of correlations between the CTI scales and the various criteria as well as the factor analysis demonstrated that the construct of constructive thinking is differentiated as well as integrated.     

Assessing phonological awareness in kindergarten children: Issues of task comparability

Ten different phonological awareness tasks were administered to a group of kindergarten children whose reading ability was assessed 1 year later. The extraneous cognitive requirements inherent in the tasks varied widely. The children's performance on three tasks that involved a rhyming response was at ceiling, and these tasks did not correlate with subsequent reading progress. The other seven measures were all moderately related to later reading ability and, employed in sets, were very strong predictors. The relative predictive accuracy of the phonological tasks was equal to or better than more global measures of cognitive skills such as an intelligence test and a reading readiness test. The phonological tasks had a large amount of common variance. Factor analysis revealed only one factor on which all the nonrhyming phonological tasks loaded highly. The results bolster the construct validity of phonological awareness, indicate considerable comparability and interchangeability among the tasks used to measure the construct, and are encouraging as regards the possible use of such tasks in predictive test batteries.