The Animal Preference Test and its relationship to behavioral problems in young children

We compared performance on the Animal Preference Test; (APT; Van Krevelen, 1955) with parental assessment of children's behavioral problems as measured by the Achenbach Child Behavior Checklist (CBCL; Achenbach & Edelbrock, 1986). Forty Black and Hispanic 6- to 12-year-old boys were asked to name the three animals they would most like to be and the three animals they would least like to be if they could not be a human being. Reasons for animal choice were categorized into one of four theme categories: aggression, autonomy, nurturance, and pleasure-beauty. Each category had a high degree (91%) of interrater reliability. When reasons for animal choice were dichotomized into aggression/autonomy versus nurturance/pleasure-beauty, children who rejected animals because of their nurturant or aesthetic qualities displayed significantly greater aggressive (p less than .001) and depressed (p less than .05) behaviors on the CBCL. The choice of animals the subjects would most like to be was not meaningfully associated with CBCL performance. Further research with this easily administered and reliably scored projective test appears warranted.     

Sex differences in aggression: Are current notions misleading?

Studied experimentally the influence of norms and sex of subjects on aggressive behaviour in same sex dyads. Two hypotheses were tested: (1) subjects will react aggressively to an unpleasant state of affairs, if they interpret it as being the result of violation of a norm on the part of another; (2) female subjects will display more aggression than male subjects under conditions of repeated provocation while male subjects will be more aggressive under conditions of infrequent or no provocation. In a 2 × 2 × 2 complete factorial design (norm violation versus norm enforcement; male versus female; low versus high reward for performance) 20 same sex pairs of students performed alternatively a sensory-motor task (victim) and a shock delivery task (aggressor). As predicted, subjects who consider other's behaviour to be a norm violation aggress more often (p <.0001). A significant interaction between sex of subject and norm violation is found in support for the second hypothesis (p <.05). It is concluded that positions grounded on the S-R paradigm are misleading for the understanding of sex differences in aggression.     

Autonomy support and preference-performance dissociation in choice-reaction time tasks

The purpose of the current study was threefold: (a) to examine the effects of participants having the autonomy to choose the practice order of two reaction time (RT) tasks – a choice-RT task and a Simon task – on performance, (b) to examine whether one order of practice is better than the other, and (c) to examine whether participants might choose a practice order that hinders their performance. The study was conducted online and participants completed the tasks on their own computer. Fifty-nine participants were randomly assigned into three groups: (a) autonomy – participants chose which task they would like to practice first, (b) choice-first – participants practiced the choice-RT task first, and (c) Simon-first – participants practiced the Simon task first. Out of these three groups we created an autonomy group (n = 17) and a no-autonomy (yoked) group (n = 17). All participants performed eight familiarization trials of each task, practiced 160 trials (8 blocks × 20 trials) of each task, and performed a post-test of 20 additional trials of each task after a three-minute rest. The main findings were that (a) participants in the autonomy group had faster RTs compared with participants in the no-autonomy group, (b) performing the choice-RT task first led to faster RTs compared with performing the Simon task first, and (c) nine of the 17 participants in the autonomy group chose to practice the Simon task first. The findings of this study suggest that providing participants with autonomy can lead to improved performance. However, there may be a dissociation between participants' preference of practice order and their performance.     

Measurement Structure of the Turkish Translation of the Child Behavior Checklist Using Confirmatory Factor Analytic Approaches to Validation of Syndromal Constructs

The new correlated 8-factor measurement structure of the Child Behavior Checklist for ages 6-18 (CBCL/6-18; T. M. Achenbach & L. A. Rescorla, 2001) derived from an American sample was used as a benchmark to evaluate its generalizability to Turkish general population (N = 5,195) and clinical (N = 963) samples. Item-level confirmatory factor analysis (CFA) was used to evaluate the adequacy of the correlated 8-factor model across 3 sample conditions (general population, clinical, and combined sample whose Total Problems scores were above the Turkish national median). The results supported the generalizability of the overall measurement structure of the CBCL to the Turkish population.     

The MAVRIC-C and MAVRIC-P: a preliminary reliability and validity study

We administered the Measure of Aggression, Violence, and Rage in Children (MAVRIC; Bass, Geenens, & Popper, 1993a, 1993b), a questionnaire assessing the severity of reactive, impulsive aggression, to 28 prepubertal psychiatrically hospitalized children and 54 prepubertal lowrisk nonpatients and their mothers. Cross-informant reliability was supported between the MAVRIC-Child Version (MAVRIC-C; Bass et al., 1993a) and MAVRIC-Parent Version (MAVRIC-P; Bass et al., 1993b), r = .62, p < .001. Convergent validity was supported with the Aggressive Behavior factor of the Child Behavior Checklist (Achenbach, 1991a) for the MAVRIC-C, r = .62, p < .001, and MAVRIC-P, r = .74, p < .001. Both versions were also associated with disruptive behavior disorders, inpatient status, and assaultive behavior. We discuss the differences in the perception of aggression as a function of informant.     

Assessing ADHD and comorbid disorders in children: the Child Behavior Checklist and the Devereux Scales of Mental Disorders

Evaluated discriminant validity and clinical utility of selected subscales of the Devereux Scales of Mental Disorders (DSMD; Naglieri, LeBuffe, & Pfeiffer, 1994) and the Child Behavior Checklist (CBCL; Achenbach, 1991a) in 228 children referred to a clinic for the evaluation and treatment of attention deficit hyperactivity disorder (ADHD). The DSMD is a multiaxial behavior rating scale that measures symptomatology for a broad range of child psychopathology as described in the Diagnostic and Statistical Manual of Mental Disorders (3rd ed., rev. [DSM-R-III] and 4th ed. [DSM-IV]; American Psychiatric Association, 1987, 1994). Discriminant function analyses as well as sensitivity, specificity, and predictive power analyses were computed to evaluate the discriminant validity and clinical utility of selected DSMD and CBCL subscales for assessing ADHD, oppositional defiant disorder (ODD), and anxiety disorders. Results indicated that the DSMD compared very favorably with the CBCL in the ability to discriminate between children with ADHD and those without ADHD and between children with comorbid ODD and anxiety disorders and children who did not meet criteria for these disorders. The DSMD Attention subscale may be somewhat better at ruling in ADHD combined subtype (ADHD-C) and ADHD inattentive subtype (ADHD-I) than the CBCL Attention Problems subscale, but the CBCL Attention Problems subscale may have slightly better utility than the DSMD Attention subscale in ruling out these subtypes. Both the CBCL and DSMD were more useful for ruling out than for ruling in ODD and anxiety disorders.     

Parent-adolescent disagreement regarding psychopathology in adolescents from the general population as a risk factor for adverse outcome

This study investigated whether parent-adolescent disagreement regarding adolescents' behavioral and emotional problems predicted adverse outcome. A Dutch sample of 15- to 18-year-olds was prospectively followed across a 4-year interval. The Child Behavior Checklist (CBCL: T. M. Achenbach, 1997) and Youth Self-Report (YSR; T. M. Achenbach, 1991b) were administered at initial assessment, and the following signs of poor outcome were assessed 4 years later: police/judicial contacts, expulsion from school/job, suicidal ideation, unwanted pregnancy, suicide attempts, deliberate self-harm, referral to mental health services, report of having a behavioral or emotional problem, and feeling the need for professional help without actually receiving help. Twenty CBCL syndrome scores, 23 YSR syndrome scores, and 16 discrepancy scores were significant predictors of poor outcome. It was concluded that to determine the prognosis of psychopathology in adolescents, discrepancies between informants may be important.     

Validity of the Devereux Scales of Mental Disorders with adolescent psychiatric inpatients

Tested the validity of the Devereux Scales of Mental Disorders (DSMD; Naglieri, LeBuffe, & Pfeiffer, 1994) in a sample of 108 adolescent psychiatric inpatients. DSMD scales were compared to parent-report, interview-based, self-report and diagnostic measures. DSMD measures of conduct problems and delinquency were significantly associated with the predicted parent-report, interview-based, and diagnostic measures of conduct disorder and substance abuse and not with any measures of anxiety or depression. DSMD measures of anxiety and depression were related to other parent-report ratings of internalizing symptoms but had more limited convergent and discriminant validity. The DSMD was compared to the Child Behavior Checklist (CBCL; Achenbach, 1991) for diagnostic classification accuracy. The two measures were comparable in classifying oppositional or conduct disorder. The CBCL was superior for classification of major depression. The DSMD was superior for classification of substance abuse.     

External focus and autonomy support: Two important factors in motor learning have additive benefits

We examined whether the combination of two factors that have consistently been found to enhance motor learning – an external focus (EF) of attention and autonomy support (AS) – would produce additive benefits. Participants practiced throwing with their non-dominant arm. In a 2 × 2 design, they were or were not asked to focus externally (i.e., on the target), and were or were not given a choice (autonomy support). The latter involved choosing 2 5-trials blocks during practice on which they used their dominant arm. All four groups – EF/AS, EF, AS, and C (control) – completed a practice phase consisting of 60 trials. The distance to the target (bull’s eye) was 7.5 m. One day later, participants performed retention (same target distance) and transfer tests (8.5 m). Both external focus instructions and autonomy support enhanced retention and transfer performance. Importantly, the combination of these factors resulted in additive learning advantages. The EF/AS group showed the greatest throwing accuracy, and the EF and AS groups outperformed the C group. In addition, self-efficacy measured after practice and before retention and transfer was increased by both factors. Thus, promoting an external focus of attention and supporting learners’ need for autonomy seem to independently influence learning.     

A PSYCHOLOGICAL NEEDS ANALYSIS OF MALE AND FEMALE SEX TRAIT STEREOTYPES IN MALAYSIA

As part of a cross-cultural project, 100 Malaysian university students completed Gough and Heilbrun's (1965) Adjective Check List to assess existing stereotypes of males and females. After the construction of 100 item stereotypes for males and females the data were analyzed in terms of Murray's (1938) personality theory of psychological needs. Analysis revealed that the male “personality” reflected high needs in autonomy, aggression and exhibition, but low needs for deference and nurturance. By contrast, female needs were strong in succorance and abasement but weak in dominance. These results were contrasted with those of 21 other countries and findings discussed in terms of Malaysia's multi-racial composition and influence of traditional customs and religious beliefs.     

External focus of attention and autonomy support have additive benefits for motor performance in children

ObjectivesThe purpose of this study was to examine the combined effects of external focus instructions and autonomy support on motor performance of children. In addition, we sought to provide evidence for an increased focus on the task goal under the external focus condition by using an inattentional blindness manipulation.DesignWithin-participant design.MethodThirty-six children (mean age = 8.5 ± 1.3 years) were asked to perform a bowling task with their dominant hand. Each participant performed 8 trials under external focus (path of the ball), internal focus (hand), or control conditions. In each attentional focus condition, they performed half of the trials under a choice (autonomy support) condition, in which they were able to choose among 4 bowling balls, and a no-choice condition (white ball).ResultsThe external focus instruction resulted in greater bowling accuracy (i.e., more pins knocked down) than internal focus and no instructions (control). Furthermore, choice resulted in more effective performance than no choice. Thus, both factors had additive benefits for performance. There was some evidence for an increased task focus in the external condition.ConclusionsThe present results show that, within the same individuals, instructions to adopt an external focus and the provision of a small choice contributed independently to enhance motor performance in children.     

Neuroticism in Marriage: II. The Incidence of Neuroticism (Continued)

Abstract

The purpose of the experiment was to demonstrate whether men are more aggressive when disappointed by a woman whom they like rather than dislike. First, 78 men, 19 to 24 years of age, were recruited by using a newspaper advertisement. They were then placed in one of the two conditions: They were confronted by a female confederate that they either liked or did not like; they then received either positive or negative personal evaluations by the particular confederate in relation to prose-reading tasks. Dependent measures on blood pressure, use of bogus electric shock on a person, and evaluation of the confederate were taken as measures of aggression. The following predictions were made: (a) Negative evaluations by the liked confederate would result in more aggression than by either a disliked confederate or by a liked confederate giving a positive evaluation, and (b) subjects would be more aggressive when the female confederate gave them a negative rather than a positive evaluation or when she was disliked rather than liked. Predictions were supported on all the measures of aggression.     

Aggression and Heat: The Mediating Role of Negative Affect1

Sixty-four undergraduate males received either very postive or very negative personal evaluations from an attitudinally similar or dissimilar stranger, and were then given an opportunity to aggress against this person by means of electric shock. Half were exposed to these stimuli under comfortably cool environmental conditions, while half were so treated under uncomfortably hot conditions. It was predicted that aggression toward the victim would increase as the degree of negative affect induced among subjects by the experimental conditions increased up to moderate levels, but that beyond this point, further increments in negative affect would actually tend to inhibit such behavior. A significant (p < .007) curvilinear relationship between negative affect and aggression supported these predictions, and suggested that such affect mediates the influence of high ambient temperatures on human aggression.     

Why Keep a Dog and Bark Yourself? Making Choices for Non‐Human Animals

Animals are usually considered to lack the status of autonomous agents. Nevertheless, they do appear to make ostensible choices. This article considers whether, and how, I should respect animals' choices. I propose a concept of volitionality which can be respected if, and insofar as, doing so is in the best interests of the animal. Applying that concept, I (we) will argue that an animals' choices be respected when the relevant human decision maker's capacities to decide are potentially challenged or compromised. For example, it will be best to respect the animals' choice when the human decision maker: (1) lacks accurate knowledge of the animal's subjective experiences; (2) does not know what will lead to desirable experiences or allow for the avoidance of undesirable ones; (3) is biased; (4) is less aware of the animal's specific situation; (5) cannot appreciate all elements comprehensively, including considering any (content‐neutral) value to the animal being allowed to make and implement a choice, such as where a lack of control or liberty would be unpleasant or where an animal would usefully learn from the process of choice‐making; and (6) when the animal's choice is achievable. This additionally suggests that we may often beneficially choose to set up situations that empower animals to make better choices.     

OPTIMAL practice conditions enhance the benefits of gradually increasing error opportunities on retention of a stepping sequence task

IntroductionPhysical therapists should implement practice conditions that promote motor skill learning after neurological injury. Errorful and errorless practice conditions are effective for different populations and tasks. Errorful learning provides opportunities for learners to make task-relevant choices. Enhancing learner autonomy through choice opportunities is a key component of the Optimizing Performance through Intrinsic Motivation and Attention for Learning (OPTIMAL) theory of motor learning. The objective of this study was to evaluate the interaction between error opportunity frequency and OPTIMAL (autonomy-supportive) practice conditions during stepping sequence acquisition in a virtual environment.MethodsForty healthy young adults were randomized to autonomy-supportive or autonomy-controlling practice conditions, which differed in instructional language, focus of attention (external vs internal) and positive versus negative nature of verbal and visual feedback. All participants practiced 40 trials of 4, six-step stepping sequences in a random order. Each of the 4 sequences offered different amounts of choice opportunities about the next step via visual cue presentation (4 choices; 1 choice; gradually increasing [1-2-3-4] choices, and gradually decreasing [4-3-2-1] choices). Motivation and engagement were measured by the Intrinsic Motivation Inventory (IMI) and the User Engagement Scale (UES). Participants returned 1–3 days later for retention tests, where learning was measured by time to complete each sequence. No choice cues were offered on retention.ResultsParticipants in the autonomy-supportive group outperformed the autonomy-controlling group at retention on all sequences (mean difference 2.88s, p < .005, t[6835] = 3.42). Participants in both groups had the most difficulty acquiring the decreasing choice (4-3-2-1) sequence (p < .001, t[6835] = −4.26) and performed most poorly on the errorful (4 choice) sequence (p < .034, t[6835] = 2.65) at retention. Participants in the autonomy-supportive group performed best at retention on the increasing choice (1-2-3-4) sequence (p < .033, t[6835] = −2.7). Participants in both groups who reported greater attention to the task on the UES Average Focused Attention subscale during acquisition had poorer retention performance, particularly for the decreasing choice (4-3-2-1) sequence (p < .005, t(6835) = 3.39). Participants in the autonomy-supportive group reported significantly higher overall motivation (p = .007, t(38) = 0.728, d = 0.248) on the IMI as compared to the autonomy-controlling group.ConclusionIndividual benefits of errorless learning and autonomy-supportive practice conditions, with an interaction effect for practice that begins errorless but adds increasing error opportunities over time, suggest that participants relied on implicit learning strategies for this full body task and that feedback about successes minimized errors and reduced their potential information-processing benefits. Subsequent work will continue to examine how assigning a positive versus a negative quality to error provision influences the benefits of errorful learning in a variety of tasks.     

Unidimensionality and Developmental Trajectory of Aggressive Behavior in Clinically-Referred Boys: A Rasch Analysis

A majority of research investigating aggression and its development in children relies on rating scales such as the Child Behavior Checklist (CBCL). These scales typically are developed using a conventional factor analytic approach for the selection and retention of scale items, but may contain insufficient items to assess the unidimensionality and developmental trajectory of youths’ aggressive behavior. Rasch analysis was employed to determine the extent to which CBCL Aggressive and Delinquent clinical syndrome scale items reflect the unidimensionality and expected developmental trajectory of aggressive behavior based on parent endorsements of 455, 6 to 16 year old boys referred to community mental health centers. The two scales showed considerable promise as a unidimensional aggression scale and mimic the expected developmental pattern of aggressive behavior in extant literature. Future development of an aggressive CBCL dimensional subscale, however, must eliminate redundant and non-contributing items, and include severe aggressive behavior items exhibited by persistently aggressive youths.     

The effect of task and maternal verbosity on compliance in toddlers

The purpose of the study was to examine the relationship between compliance in toddlers and maternal verbosity as well as the type of task. Mothers and their toddlers completed a warm‐up task, a proactive toy clean‐up task, and a prohibitive forbidden objects task. Mothers were assigned to one of two verbosity conditions (high versus low) and to one of two nurturance conditions (high versus low) where the rates of verbosity and nurturance were experimentally manipulated. It was hypothesized that toddlers would demonstrate higher noncompliance when given high levels of verbosity than toddlers given low levels of verbosity. It was expected that toddlers would demonstrate higher noncompliance when given low levels of nurturance than toddlers given high levels of nurturance. It was also expected that toddlers would demonstrate more noncompliance in the prohibitive task than they would in the proactive task. Results indicated that the rates of child compliance were related to the level of maternal verbosity with greater noncompliance being exhibited by children who received high levels of verbosity than those who received low levels of verbosity. Child compliance rates were also related to the type of task, with greater noncompliance exhibited in the proactive task versus the prohibitive task. Excessive detail about what children should or should not do appears to be related to child behavior and supports Patterson's premise of ‘nattering’. Child behavior also was related to the type of task in which the child was engaged. These findings have direct implications for individuals working with or raising very young children. Copyright © 2009 John Wiley & Sons, Ltd.     

Autonomy facilitates repeated maximum force productions

Performer autonomy (or self-control) has consistently been shown to enhance motor learning, and it can also provide immediate benefits for motor performance. Autonomy is also a key variable in the OPTIMAL theory of motor learning (Wulf & Lewthwaite, 2016). It is assumed to contribute to enhanced expectancies and goal-action coupling, affecting performance effectiveness and efficiency. The purpose of the present study was to examine whether providing autonomy support by giving performers choices would enhance their ability to maintain maximum force levels. Participants were asked to repeatedly produce maximum forces using a hand dynamometer. After 2 initial trials with the dominant and non-dominant hand, stratified randomization was used to assign participants with the same average maximum force to one of two groups, choice or yoked control groups. Choice group participants were able to choose the order of hands (dominant, non-dominant) on the remaining trials (3 per hand). For control group participants, hand order was determined by choice-group counterparts. Maximum forces decreased significantly across trials in the control group, whereas choice group participants were able to maintain the maximum forces produced on the first trial. We interpret these findings as evidence that performer autonomy promotes movement efficiency. The results are in line with the view that autonomy facilitates the coupling of goals and actions (Wulf & Lewthwaite, 2016).     

Intraspecific aggression in male hamsters is inhibited by intrahypothalamic vasopressin-receptor antagonist

The present study examines the effect of the arginine vasopressin (AVP) receptor antagonist, d(CH₂)₅Tyr(Me)AVP, on intraspecific aggression between pairs of male Golden hamsters in a neutral territory. Subjects drawn from a group of 24 animals were paired once each with novel partners from the group under each of three experimental conditions: 1) both members of a pair were microinjected into the anterior hypothalamus with saline (S/S), 2) one member of a pair was microinjected with AVP-receptor antagonist and its partner with saline (A/S), and 3) both members of a pair were microinjected with AVP-receptor antagonist (A/A). There were significantly (P < .01) fewer attacks during encounters between pairs of hamsters in the A/A condition compared to pairs in the A/S condition. Similarly, pairs in the A/S condition attacked significantly (P < .025) less often than pairs of hamsters in the S/S condition. These results confirm our earlier work showing that AVP-receptor antagonist reduces intraspecific aggression. In addition, saline-treated hamsters initiated significantly (P < .001) fewer attacks toward antagonist treated hamsters than would have been predicted if their opponent was not drug treated. These latter results suggest that hamsters microinjected into the anterior hypothalamus with an AVP-receptor antagonist also elicit less aggression from conspecifics.     

The normative development of child and adolescent problem behavior

The aim of this study was to identify normative developmental trajectories of parent-reported problems assessed with the Child Behavior Checklist (CBCL; T. M. Achenbach, 1991) in a representative sample of 2,076 children aged 4 to 18 years from the general population. The trajectories were determined by multilevel growth curve analyses on the CBCL syndromes in a Longitudinal multiple birth-cohort sample that was assessed 5 times with 2-year intervals. Most syndromes showed a linear increase or decrease with age or a curvilinear trajectory, except for thought problems. Trajectories for most syndromes differed for boys versus girls, except those for withdrawn, social problems, and thought problems. These normative developmental trajectories provide information against which developmental deviance in childhood and adolescence can be detected.