Multi-day Adaptation and Savings in Manual and Locomotor Tasks

Using an individual differences approach, we evaluated whether manual and locomotor adaptation are associated in terms of adaptation and savings across days, and whether they rely on shared underlying mechanisms involving visuospatial working memory or visual field dependence. Participants performed a manual and a locomotor adaptation task during 4 separate test sessions over a 3-month period. Reliable adaptation and savings were observed for both tasks. It was further found that higher visuospatial working memory performance and lower visual field dependence scores were associated with faster learning in the manual and locomotor tasks, respectively. Moreover, adaptation rates were correlated between the 2 tasks in the final test session, suggesting that people may gradually be learning something generalizable about the adaptation process.     

Establishing clinically significant change: increment of precision and the distinction between individual and group level of analysis

Some essential adaptations to the method for determining clinically significant change originally introduced by Jacobson, Follette and Revenstorf [Jacobson, N. S., Follette, W. C. & Revenstorf, D. (1984a). Psychotherapy outcome research: methods for reporting variability and evaluating clinical significance. Behavior Therapy, 15, 336-352.] are presented. One adaptation deals with the failure in the original method to distinguish between analysis at the individual versus analysis at the group level. A second adaptation entails the provision of a closer approximation of the underlying true scores. This refinement represents an enhancement in precision. Specific aspects of this refinement may be understood in terms of a correction for error-based regression to the mean. Taking into account these adaptations, new procedures are described for determining (clinically significant) change. Some guidelines for the publication of outcome findings are also presented.     

Enhanced Definitions of Intimate Partner Violence for DSM‐5 and ICD‐11 May Promote Improved Screening and Treatment

Nuanced, multifaceted, and content valid diagnostic criteria for intimate partner violence (IPV) have been created and can be used reliably in the field even by those with little‐to‐no clinical training/background. The use of such criteria such as these would likely lead to more reliable decision making in the field and more consistency across studies. Further, interrater agreement was higher than that usually reported for individual mental disorders. This paper will provide an overview of (a) IPV's scope and impact; (b) the reliable and valid diagnostic criteria that have been used and the adaptation of these criteria inserted in the latest Diagnostic and Statistical Manual of Mental Disorders (DSM) and another adaptation proposed for the forthcoming International Statistical Classification of Diseases and Related Health Problems (ICD); (c) suggestions for screening of IPV in primary care settings; (d) interventions for IPV; and (e) suggested steps toward globally accepted programs.     

Interrelationships of number-correct and limen scores for an amount-limit test

For an amount-limit test homogeneous as to content and varied as to difficulty it is established that an individual's number-right score and his limen score as estimated by the constant process are mathematically related. The experimental and the theoretic relationship between normal deviate and limen score are shown to be in good agreement. It is also found that the two methods of evaluating individual test performance yield equally reliable sets of scores for the procedures used. Accordingly where the assumptions basic to the relationship obtain, the more conveniently computed raw score may be considered to be as valid and reliable an index of individual test performance as the limen score. The concept of the dispersion parameter of the individual as a measure of change or error in test score found no experimental verification. Estimates of individual variability are unrelated to differences in score on equivalent forms.The writer gratefully acknowledges Lt. Colonel M. W. Richardson's invaluable counsel, Dr. H. Gulliksen's helpful suggestions, and Dr. H. H. Long's aid in administering the tests.     

Discussion

Some essential adaptations to the method for determining clinically significant change originally introduced by Jacobson, Follette and Revenstorf [Jacobson, N. S., Follette, W. C. & Revenstorf, D. (1984a). Psychotherapy outcome research: methods for reporting variability and evaluating clinical significance. Behavior Therapy, 15, 336-352.] are presented. One adaptation deals with the failure in the original method to distinguish between analysis at the individual versus analysis at the group level. A second adaptation entails the provision of a closer approximation of the underlying true scores. This refinement represents an enhancement in precision. Specific aspects of this refinement may be understood in terms of a correction for error-based regression to the mean. Taking into account these adaptations, new procedures are described for determining (clinically significant) change. Some guidelines for the publication of outcome findings are also presented.     

Two concepts of adaptation: Darwin's and psychology's

The paper takes issue with the traditional view of Darwin's influence on psychology; namely, that it is he who passed on to psychology the concept of individual adaptation. Three arguments are presented: a) that Darwin, qua scientist, was only interested in species adaptation, an entirely different concept from that of individual adaptation, b) that Darwin's writings on individual adaptation are so unexceptional that it is inconceivable that psychologists should have been influenced by them, and c) that the two concepts are logically incompatible since species adaptation presupposes a strict hereditary determinism, while individual adaptation conceives of the organism either as free and undetermined or else as determined by the environment.     

The subjective assessment of the fear of being laughed at (gelotophobia): French adaptation of the GELOPH<15> questionnaire

This paper describes the adaptation of the French version of the GELOPH<15>, a short questionnaire (15 items) that measures the fear of being laughed at (gelotophobia). The first empirical studies revealed that gelotophobia is a valid and useful new concept that should be interpreted as an individual differences phenomenon within the range of normality. Prior studies suggested that the GELOPH<15> is reliable, and showed a one-dimensional factor solution. In order to test psychometric properties of the French version, N = 218 participants from the French part of Switzerland and N = 245 participants from Quebec (French Canada) took the test. One item that yielded a particularly high endorsement pertained to the interpretation of others’ laughter as being laughter at oneself (Switzerland); another item with the same result reflected how unease experienced while dancing is due to the conviction that one is being assessed negatively by others (Quebec). The fear of being laughed at was independent of the participants’ age, sex or marital status. Additionally, the mean gelotophobia scores in the French Canadian and Swiss samples did not differ from each other. The French version of the GELOPH<15> provides a useful and reliable instrument for the subjective assessment of gelotophobia in French-speaking countries.     

Assessing young adolescents' personality with the five-factor personality inventory

The Five-Factor Personality Inventory (FFPI) assesses a person's position on the (Dutch) psycholexically based Big Five factors: Extraversion, Agreeableness, Conscientiousness, Emotional Stability, and Autonomy. FFPI factor scores are reliable and valid if ratings are made by adults. The present study yields preliminary evidence of whether young adolescents provide reliable and valid self-ratings on this instrument or whether this depends on their cognitive ability level. The sample consisted of a large and representative cohort of youngsters with a mean age of 13 years. The adult structure of the FFPI was generally well replicated, across all ability levels represented in the study. The findings further suggest that young adolescents' factor scores are construct-valid and sufficiently reliable to be used in (group) research settings. However, for reports on individual profiles and decision making, an adolescent's cognitive ability level would need to be rather high. Even then, measuring Autonomy seems challenging.     

Influence of divergent and convergent thinking on visuomotor adaptation in young and older adults

Visuomotor adaptation declines in older age. This has been attributed to cognitive impairments. One relevant cognitive function could be creativity, since creativity is implicated as mediator of early learning. The present study therefore evaluates whether two aspects of creativity, divergent and convergent thinking, are differentially involved in the age-dependent decline of visuomotor adaptation.In 25 young and 24 older volunteers, divergent thinking was assessed by the alternative-uses-task (AUT), convergent thinking by the Intelligenz-Struktur-Test-2000 (IST), and sensorimotor-adaptation by a pointing task with 60° rotated visual feedback.Young participants outperformed older participants in all three tasks. AUT scores were positively associated with young but not older participants’ adaptive performance, whereas IST scores were negatively associated with older but not young participants’ adaptive performance. This pattern of findings could be attributed to a consistent relationship between AUT, IST and adaptation; taking this into account, adaptation deficits of older participants were no longer significant.We conclude that divergent thinking supports workaround-strategies during adaptation, but doesn’t influence visuomotor recalibration. Furthermore, the decay of divergent thinking in older adults may explain most of age-related decline of adaptive strategies. When the age-related decay of divergent thinking coincides with well-preserved convergent thinking, adaptation suffers most.     

Fundamental factors of comprehension in reading

A survey of the literature was made to determine the skills involved in reading comprehension that are deemed most important by authorities. Multiple-choice test items were constructed to measure each of nine skills thus identified as basic. The intercorrelations of the nine skill scores were factored, each skill being weighted in the initial matrix roughly in proportion to its importance in reading comprehension, as judged by authorities. The principal components were rather readily interpretable in terms of the initial variables. Individual scores in components I and II are sufficiently reliable to warrant their use for practical purposes, and useful measures of other components could be provided by constructing the required number of additional items. The results also indicate need for workbooks to aid in improving students' use of basic reading skills. The study provides more detailed information regarding the skills measured by theCooperative Reading Comprehension Tests than has heretofore been provided regarding the skills actually measured by any other widely used reading test. Statistical techniques for estimating the reliability coefficients of individual scores in principal-axes components, for determining whether component variances are greater than would be yielded by chance, and for calculating the significance of the differences between successive component variances are illustrated.On leave for military service.     

Cultural Adaptation and Psychometric Validation of the Ages and Stages Questionnaires for use in Georgia

Low- and middle-income countries need simple, technically sound developmental screening tools. The Ages and Stages Questionnaires, 3rd edition (ASQ-3) is widely accepted as a scientifically reliable and valid, user-friendly, and easy-to-learn and administer tool. This study documents the cultural adaptation, validation, and standardization of the Georgian ASQ-3 for children 1–66 months. The parents of 2974 children from one to 66 months completed the Georgian ASQ-3. We compared mean domain scores to the US normative sample, and performed multivariate analyses to detect variables associated with ASQ-3 cutoff scores. Cronbach's alpha values for all age groups varied from 0.643 to 0.824 across areas. We found significant differences in cutoff points between the Georgian ASQ-3 and US reference population in most domains across age groups. Child gender was associated with Communication (B, 0.453; p?=?0.01), Fine Motor (B, 0.457; p?=?0.01) and Personal–Social (B, 0.576; p?=?0.001) with scores for girls more frequently distributed above the cutoff. We found administration of the Georgian ASQ-3 was easy after adaptation. We recommend additional research to investigate sensitivity and specificity and gender differences.     

Identity adaptation is mediated and moderated by visualisation ability

Depending on the previous research one reads, face aftereffects may or may not partially transfer across viewpoints. Two experiments are reported that explore this face-identity aftereffect by varying the adaptor type. Adaptation occurs when different views of the identity are used and even when the person's name is the adaptor. Brief exposure or nationality did not produce adaptation. In a third experiment, the role of visualisation was explored. Participants with higher visualisation scores showed greater adaptation to names than those with lower scores. These findings suggest non-facial identity cues can lead to a facial adaptation effect and that visualisation may be the mechanism behind this.     

Career adaptability in Lithuania: A test of psychometric properties and a theoretical model

The Career Adapt-Abilities Scale-Lithuanian Form consists of four six-item subscales measuring concern, control, curiosity, and confidence. These are thought to be the main dimensions of career adaptability reflecting individual psychosocial resources to cope with occupational transitions, developmental tasks, and work traumas. Two studies were administered in a sample (N  =  767) of Lithuanian high school students. The results showed factor structure to be identical to that of the CAAS-International Form. Moreover, good to excellent scale internal consistency coefficients were obtained. With a slight exception, MIMIC model analysis revealed no major effects of demographic variables upon the CAAS factor or factor indicator scores. Concurrent validity analysis showed career adaptability, as measured by the CAAS-Lithuanian Form, to be significantly related to career aspirations, to the frequency of career exploration behaviors and to career decidedness. Finally, as hypothesized by the career construction model of adaptation, career exploration behaviors mediated the link between career adaptability and decidedness.     

Individual Differences in the Context‐Dependent Recruitment of Cognitive Control: Evidence From Action Versus State Orientation

The ability to flexibly adapt to deviations from optimal performance is an important aspect of self‐control. In the present study, the authors present first evidence that the personality trait action versus state orientation (Kuhl, 2000) modulates the ability of adaptive control adjustments in response to experienced conflicts. Sixty‐two German individuals with extreme scores on the action‐state dimension performed a response interference task, that is, 31 extreme action‐oriented individuals (30 females; M_age = 20.35 years) and 31 extreme state‐oriented individuals (20 females; M_age = 23.23 years), respectively. Action‐oriented individuals displayed a stronger conflict adaptation effect as evidenced by a stronger reduction of interference on trials following conflict. These results were further corroborated by a correlational analysis including a sample of 105 participants: the higher the score on the action‐state dimension, the lower the interference effect following conflict (i.e., stronger conflict adaptation). The results provide evidence that even low‐level, bottom‐up‐driven processes of self‐control such as conflict adaptation are systematically moderated by individual differences in control modes and provide insights into the cognitive mechanisms underlying action versus state orientation.     

Predicting eye-movement characteristics across multiple tasks from working memory and executive control

Individual differences in working memory (WM) and executive control are stable, related to cognitive task performance, and clinically predictive. Between-participant differences in eye movements are also highly reliable (Carter & Luke, Journal of Experimental Psychology: Human Perception and Performance, 2018; Henderson & Luke, Journal of Experimental Psychology: Human Perception and Performance, 40(4), 1390–1400, 2014). However, little is known about how higher order individual differences in cognition are related to these eye-movement characteristics. In the present study, healthy college-age participants performed several individual difference tasks to measure WM span and executive control. Participants also performed three eye-movement tasks: reading, visual search, and scene viewing. Across all tasks, higher WM scores were related to reduced skewness in fixation duration distributions. In reading, higher WM scores predicted longer saccades. In scene viewing, higher WM scores predicted longer fixations. Theoretical and clinical implications of these findings are discussed.     

An examination of interrater reliability for scoring the Rorschach Comprehensive System in eight data sets

In this article, we describe interrater reliability for the Comprehensive System (CS; Exner. 1993) in 8 relatively large samples, including (a) students, (b) experienced re- searchers, (c) clinicians, (d) clinicians and then researchers, (e) a composite clinical sample (i.e., a to d), and 3 samples in which randomly generated erroneous scores were substituted for (f) 10%, (g) 20%, or (h) 30% of the original responses. Across samples, 133 to 143 statistically stable CS scores had excellent reliability, with median intraclass correlations of.85, .96, .97, .95, .93, .95, .89, and .82, respectively. We also demonstrate reliability findings from this study closely match the results derived from a synthesis of prior research, CS summary scores are more reliable than scores assigned to individual responses, small samples are more likely to generate unstable and lower reliability estimates, and Meyer's (1997a) procedures for estimating response segment reliability were accurate. The CS can be scored reliably, but because scoring is the result of coder skills clinicians must conscientiously monitor their accuracy.     

The Application of the Temperament and Character Inventory (TCI) in Predicting General Social Adaptation and Specific Social Behaviors in a Dyadic Interaction

The goal of this study was to evaluate the ability of the harm avoidance (HA) and cooperativeness (C) dimensions of the Temperament and Character Inventory (TCI) to predict general social adaptation as measured by the Social Adaptation Self-Evaluation scale and specific social behaviors during a dyadic social interaction. A sample of 58 healthy volunteers participated in a social interaction with confederates. Social adaptation was negatively associated with HA scores (β= -.49), but positively associated with C scores (β= - .46). Eye-contact patterns were predicted by C scores based on general linear modeling (GLM) analysis. The results suggest that TCI should be included for the evaluation of treatment effects on social functioning.     

Evaluating the integration hypothesis: A meta-analysis of the ICSEY project data using two new methods

The Integration Hypothesis states that acculturating migrants who adopt the integration strategy (i.e. being doubly engaged, in both their heritage culture and in the larger national society) will have better psychological and socio-cultural adaptation than those who adopt any other strategy (Assimilation, Separation or Marginalization). This hypothesis was supported in the original evaluation of the ICSEY project data, using the mean adaptation scores for individuals in the four acculturation clusters. This conclusion was further supported by an analysis that used scores that were derived from the two underlying dimensions. This paper further evaluates this hypothesis meta-analytically using two new methods: Cultural Involvement and Cultural Preference; and Euclidean Distance. The results showed that these two methods provided support for the integration hypothesis, for both psychological adaptation and socio-cultural adaptation. The pattern of relationships was stronger for positive than for negative indicators of adaptation. Theoretical and practical implications of the results are discussed.     

Increasing the reliability of Wechsler Intelligence Scale for Children--Third Edition difference scores with reliable component analysis

Wechsler Intelligence Scale for Children--Third Edition index score differences are generally interpreted cautiously, if at all, primarily because of their poor reliability. On the basis of prior analyses with the Wechsler Adult Intelligence Scale--Third Edition (J. C. Caruso & N. Cliff, 1999), it was hypothesized that differences between scores defined by reliable component analysis would have higher reliability than those defined by traditional equal weighting. Differences between the reliable component scores showed substantially higher reliability than equally weighted score differences. The differences between reliable component scores were also substantially more reliable than those derived from the weighted scores suggested by K. C. H. Parker and L. Atkinson (1994). Using the weights provided in this article will allow researchers and practitioners to compute the RCA scores and have the assurance of high reliability with its attractive consequences.