Item response theory analyses of adult self-ratings of the ADHD symptoms in the Current Symptoms Scale

The graded response model, which is based on item response theory, was used to evaluate the psychometric properties of adult self-ratings (N = 852) of the attention deficit/hyperactivity disorder inattention, hyperactivity, and impulsivity symptoms presented in the Current Symptoms Scale. This scale has four ordered response categories. The results for the discrimination parameters showed that all symptoms were generally good for discriminating their respective latent traits. For virtually all symptoms, their threshold values showed that they were especially good at representing the appropriate traits from around the mean trait level onward. The item information function values for most symptoms indicated reasonable reliability from approximately the mean trait level onward. All these findings are new and extend existing psychometric information for adult self-ratings of the attention deficit/hyperactivity disorder symptoms in the Current Symptoms Scale.     

Re-emergence of extinguished auditory-cued conditioned fear following a sub-conditioning procedure: effects of hippocampal and prefrontal tetanic stimulations

Post-extinction exposure of rats to a sub-conditioning procedure can evoke conditioned fear, which may correspond to fear return and/or fear learning potentiation. The aim of the present study was to clarify this issue and examine the effects of tetanic stimulation of the hippocampus (HPC) and medial prefrontal cortex (mPFC), two brain regions implicated in post-extinction modulation of conditioned fear. Rats were initially submitted to five tone-shock pairings with either a 0.7-mA or 0.1-mA shock. Tone-evoked freezing was observed only with the higher shock intensity, indicating that the 0.1-mA shock corresponded to a sub-conditioning procedure. All conditioned rats underwent fear extinction with 20 tone-alone trials. When retrained with the sub-conditioning procedure, they displayed again tone-evoked freezing, except when the initial tone was unpaired or a new tone was paired with the 0.1-mA shock, demonstrating fear return rather than fear learning potentiation. We also found that HPC and mPFC tetanic stimulations, applied 24h after the sub-conditioning procedure, similarly reduced this fear return. However, mPFC inactivation abolished temporary HPC tetanus effect, whereas HPC inactivation did not interfere with mPFC tetanus effect. These data confirm our previous findings and reveal the nature of HPC-mPFC interactions in post-extinction modulation of conditioned fear.     

Psychometric properties of the Miranda Rights Comprehension Instruments with a juvenile justice sample

This article describes the psychometric properties of the Miranda Rights Comprehension Instruments, the revised version of Grisso's Miranda instruments. The original instruments demonstrated good reliability and validity in a normative sample. The revised instruments updated the content of the original instruments and were administered to a sample of 183 youth in pre- and postadjudication facilities. Analyses were conducted to establish the psychometric properties of the revised instruments and included similar analyses to those conducted by Grisso, as well as additional calculations (e.g., standard errors of measurement, intraclass correlation coefficients, Kappa coefficients). Results revealed sound psychometric properties, similar to those observed for the original instruments.     

Asymmetrical number-space mapping in the avian brain

When trained to peck a selected position in a sagittally-oriented series of identical food containers, and then required to generalize to an identical series rotated by 90°, chicks identify as correct only the target position from the left end, while choosing the right one at chance. Here we show that when accustomed to systematic changes in inter-elements distances during training or faced with similar spatial changes at test, chicks identify as correct both the target positions from left and right ends. However, ordinal position is spontaneously encoded even when inter-element distances are kept fixed during training (in spite of the fact that distances between elements suffice for target identification without any numerical computation). We explain these findings in terms of intra-hemispheric coupling of bilateral numerical (ordinal) representation and unilateral (right hemispheric) spatial representation of the number line, producing differential allocation of attention in the left and right visual hemifields.     

Response latency as a predictor of the accuracy of children's reports

Researchers have explored various diagnostic cues to the accuracy of information provided by child eyewitnesses. Previous studies indicated that children's confidence in their reports predicts the relative accuracy of these reports, and that the confidence-accuracy relationship generally improves as children grow older. In this study, we examined the added contribution of response latency to the prediction of children's accuracy over and above that of confidence ratings. In Experiments 1 and 2, 2nd and 5th graders studied picture-event pairs and were tested using forced-choice, 2-alternative, or 5-alternative questions. In Experiment 3, children watched a slideshow depicting a story and were tested by 5-alternative questions about story details. The children indicated their confidence in each response, and response latency was measured. The results of all experiments suggested that children in both age groups relied on response latency as a cue for confidence, and this reliance contributed to the success with which they monitored the accuracy of their reports. When the test format was easy (Experiment 1), 2nd graders were as accurate as 5th graders in monitoring the accuracy of their answers, and the latency of their responses was no less predictive of accuracy. When the task was more difficult, age differences emerged. Nevertheless, in all experiments and for both age groups, response latency was found to have added value for predicting accuracy over and above that of confidence. Theoretical and practical implications of these findings for predicting the accuracy of children's reports are discussed.     

Hippocampal tauopathy in tau transgenic mice coincides with impaired hippocampus-dependent learning and memory, and attenuated late-phase long-term depression of synaptic transmission

We evaluated various forms of hippocampus-dependent learning and memory, and hippocampal synaptic plasticity in THY-Tau22 transgenic mice, a murine tauopathy model that expresses double-mutated 4-repeat human tau, and shows neuropathological tau hyperphosphorylation and aggregation throughout the brain. Focussing on hippocampus, immunohistochemical studies in aged THY-Tau22 mice revealed prominent hyper- and abnormal phosphorylation of tau in CA1 region, and an increase in glial fibrillary acidic protein (GFAP) in hippocampus, but without signs of neuronal loss. These mice displayed spatial, social, and contextual learning and memory defects that could not be reduced to subtle neuromotor disability. The behavioral defects coincided with changes in hippocampal synaptic functioning and plasticity as measured in paired-pulse and novel long-term depression protocols. These results indicate that hippocampal tauopathy without neuronal cell loss can impair neural and behavioral plasticity, and further show that transgenic mice, such as the THY-Tau22 strain, might be useful for preclinical research on tauopathy pathogenesis and possible treatment.     

Drug awareness in adolescents attending a mental health service: analysis of longitudinal data

One of the procedures used most recently with longitudinal data is linear mixed models. In the context of health research the increasing number of studies that now use these models bears witness to the growing interest in this type of analysis. This paper describes the application of linear mixed models to a longitudinal study of a sample of Spanish adolescents attending a mental health service, the aim being to investigate their knowledge about the consumption of alcohol and other drugs. More specifically, the main objective was to compare the efficacy of a motivational interviewing programme with a standard approach to drug awareness. The models used to analyse the overall indicator of drug awareness were as follows: (a) unconditional linear growth curve model; (b) growth model with subject-associated variables; and (c) individual curve model with predictive variables. The results showed that awareness increased over time and that the variable 'schooling years' explained part of the between-subjects variation. The effect of motivational interviewing was also significant.     

Psychometric analysis of the Catalan version of the Alabama Parenting Questionnaire (APQ) in a community sample

The aim of this study was to adapt to Catalan the parents' and children's global report forms of the Alabama Parenting Questionnaire (APQ), using a community sample of 364 children between 10 and 15 years old and their families. Sociodemographic information (from parents) and the presence of externalizing problems (from parents and teachers) were collected. The results suggest a 3-factor structure corresponding to the scales of Positive Parenting Practices (PPP), Inconsistent and Negative Discipline (IND) and Poor Monitoring/Supervision (PMS). The internal consistency is acceptable in all the scales, except for the IND in the children's format. The scales also present good convergent and discriminant validity, and the relations with the external variable studied pointed in the expected direction: inefficient parenting practices are related to the presence of more behavior problems in children. To sum up, the Catalan version of the parents' and children's global report forms of the APQ are considered suitable for use in the area of children's and adolescents' behavior problems.     

Spanish version of the Body Appreciation Scale (BAS) for adolescents

The need to study the positive aspects of body image led to the design of the Body Appreciation Scale (BAS). The aim of the present study was to develop a Spanish adaptation of the BAS for adolescents, testing its factor structure, construct validity and any differences between girls and boys. Participants were 312 adolescents aged between 12 and 20; there were 148 females and 164 males. The validation analysis of the BAS revealed a one-factor structure with adequate internal consistency (Cronbach's alpha = .908) and construct validity (correlations with body mass index, influence of the body shape model, perceived stress, coping strategies, self-esteem and variables from the Eating Disorders Inventory-2), as well as significant differences between boys and girls (p < .01). The BAS is suitable for administration in a Spanish adolescent population as a way of analysing the positive aspects of body image.     

A cross-national comparison of aggressors, victims and defenders in preschools in England, Spain and Italy

There is a small, but growing, body of research investigating peer-victimisation between preschoolers, an age which has been identified as being important both theoretically and practically for the development of interventions. This study compares aggressive and defending behaviour and victim status of preschoolers in three European countries; England, Spain and Italy. The results provide further confirmation that some children behave aggressively towards their peers during preschool in each of the countries studied. There are similarities between preschool children involved in peer-victimisation in the three countries in terms of the roles taken, sex differences and the types of aggressive behaviours used and experienced by the children. There were differences in the profiles of children identified as taking the roles by teachers and peers. Overall, it was found that those children identified by peers or teachers as being aggressive were more likely to be male, rated as physically strong and more likely to be rejected by classmates. Also, in general, the targets of peer-victimisation differed depending on the reporter. Peer-nominated victims were not identifiable in terms of gender, popularity or physical strength. Teacher-nominated victims were more likely to be socially rejected and physically weak. There are several subtle differences between the countries which deserve further investigation. The findings are discussed in relation to furthering our understanding of the development of peer-victimisation in preschools and the need for interventions which address this phenomenon.