Examination of the reliability and validity of the personality assessment inventory

The reliability, discriminant validity, and construct validity of the Personality Assessment Inventory (PAI) — a multidimensional self-report measure of abnormal personality traits — were examined within the Australian context. Subjects included 151 normals, 30 alcoholics, and 30 schizophrenic patients. A subsample of 70 nonpsychiatric adults responded to the PAI items twice over a test-retest interval of 28 days. The resulting median retest coefficient was 0.7, indicating less than optimal stability. The median alpha (KR₂₁) coefficient was 0.8, suggesting somewhat narrow measurement scales. A significant multivariate main effect was obtained across groups after the effects of age and gender were removed. Multiple comparisons for each of the PAI scales revealed significant differences between the respective groups, as discussed. A higher-order scale factoring did not strongly support the purported PAI structure. In reanalyses of the correlation matrices included in the Professional Manual, the purported PAI factor structure was unable to be replicated for the standardization clinical sample (N=1246), and a confirmatory factor analysis using the normative (validation) correlational data (N=1000) revealed poor fit indices, raising further concerns about construct validity.     

Evaluation of the diagnostic interview for children and adolescents for use in general population samples

This article presents evaluative data on the use of the Diagnostic Interview for Children and AdolescentsRevised (DICAR) to classify DSM-IIIR disorders in the general population. Data for the analyses came from a probability sample (N=251) of parentchild/adolescent dyads aged 6 to 16 separately administered the DICAR on two occasions, 10 to 20 days apart, by trained lay interviewers and child psychiatrists. Data are presented on prevalence,testretest reliability, parentchild/adolescent agreement, and trained lay interviewerchild psychiatrist agreement. High prevalences of oppositional defiant disorder derived from parent assessments and overanxious disorder and dysthymia derived from adolescent assessments suggest that these disorders may be overidentified. Interview data provided by 6 to 11year olds to classify the internalizing disorders were too unreliable to be useful. Agreement between parentchild/adolescent dyads was generally low while agreement between trained lay interviewerschild psychiatrists was generally high.This work was supported by funds from the National Health Research and Development Program (grant number 6606-3760-42) and the Ontario Ministry of Community and Social Services, and was carried out by the Child Epidemiology Unit, Department of Psychiatry, McMaster University and the Child and Family Centre, Chedoke-McMaster Hospitals, Hamilton, Ontario. Dr. Boyle is supported by a William T. Grant Foundation Faculty Scholar Award; Dr. Offord by a National Health Scientist Award, Health and Welfare Canada; Dr. Szatmari by a Research Fellowship, Ontario Mental Health Foundation; and Dr. Fleming by a NARSAD Young Investigator Award. The authors wish to thank the Hamilton Board of Education, particularly Mr. Keith Reilly and Mr. Owen Jackson; principals and teachers of the Board; and parents and students for their help on this project. Our appreciation also extends to Ms. Barb Hall who assisted in the analysis of the data.     

Proof of situational sensitivity of mood states and dynamic traits—ergs and sentiments—to disturbing stimuli

A separation of state and trait factors, and an allocation of modulation values to situations, was attempted by giving the Eight State Battery (8SQ) and the Motivation Analysis Test (MAT) to two groups, each under two situations, one aversive. The difference scores between a pre- and postexposure to the mild and the severe aversive situations were significant on all 8SQ factors but mainly on ergs, not sentiments, in the MAT. The state changes, notably on Anxiety, Regression, Depression and Guilt, were greater on the more shocking stimulus, while Fear rose and Narcism fell significantly on the MAT. Changes were greater on unintegrated than integrated motivational components, confirming hypotheses by others.     

OPERANT PROCEDURES AND THE COMATOSE PATIENT

Operant procedures were tested on three patients who had been in vegetative coma for 6 months, 10 months, and 38 months. A discrete trial procedure was used to test compliance to verbal requests for three behaviors for each patient, including lateral head movement or finger movement, eye focus or eye squeeze, and mouth movement. The design for each patient consisted of multiple baselines across three behaviors with a withdrawal phase and a reinstatement phase (ABAB) for one behavior. Baseline phases were followed by contingent music phases in which 15-second taped excerpts of patients' preferred music sounded immediately following the emission of targeted behaviors. The contingent music treatment affected all three behaviors for Patient 1, but was less effective for two out of three behaviors for the second and third patients who had been in coma for more extensive periods of time. Results are discussed in terms of the potential contributions of the use of operant assessment and treatment procedures in an area of medicine where they have not been used before.     

Instructor Feedback for College Writing Assignments in Introductory Classes

We compared three instructor feedback protocols to determine whether minimal instructor feedback could improve undergraduate students' writing skills in large introductory classes. The three feedback conditions were specific feedback, nonspecific feedback, and grade only. Sixty community college students participated in the study. Sections of an Introduction to Human Services course were randomly assigned to the three feedback conditions. Students wrote 9 timed essays during the semester. Pretest data were collected from the first essay at the beginning of the semester. Posttest data were taken from the final essay. Data for each student's essays consisted of the number of words written, the number of spelling errors, and the number of syntax grammar errors. Between the pretest and the posttest, students wrote 7 timed essays during class periods. Students in the specific feedback condition received a tally of spelling and grammar errors on grade criteria sheets and the location of the errors marked on their essays. In the nonspecific feedback condition, students received a tally of the errors on their grade criteria sheets but the locations of the errors were not marked on the essays. In the grade only condition, students received feedback on the number of points they had earned for each essay. Significant differences were found for pretest–posttest difference (gain) scores for the proportion of errors to the number of words written between the specific feedback condition and the grade only condition. Specific feedback decreased the proportion of errors to words written. The grade only condition maintained the same proportion of errors to words written from pretest to posttest. Significant differences were also found between difference (gain) scores for total errors between the specific feedback condition and the grade only condition and between the nonspecific feedback condition and the grade only condition.     

An independence of mechanism in the origins of reading and classification-related semantic distance effects

Some members of prespecified classes are accepted as members more rapidly than others. This has normally been ascribed to processes operating at a stage where the members are evaluated with respect to the category. An alternative locus could be at an “encoding” stage. It is shown with two experiments that this seems most unlikely, and evidence emerges to support the idea that word-naming and classification tasks show a crucial independence of process. It would seem to be necessary to reevaluate any simplistic notions of processing stages in semantic verification tasks.     

Study Preregistration: An Evaluation of a Method for Transparent Reporting

Study preregistration promotes transparency in scientific research by making a clear distinction between a priori and post hoc procedures or analyses. Management and applied psychology have not embraced preregistration in the way other closely related social science fields have. There may be concerns that preregistration does not add value and prevents exploratory data analyses. Using a mixed-method approach, in Study 1, we compared published preregistered samples against published non-preregistered samples. We found that preregistration effectively facilitated more transparent reporting based on criteria (i.e., confirmed hypotheses and a priori analysis plans). Moreover, consistent with concerns that the published literature contains elevated type I error rates, preregistered samples had fewer statistically significant results (48%) than non-preregistered samples (66%). To learn about the perceived advantages, disadvantages, and misconceptions of study preregistration, in Study 2, we surveyed authors of preregistered studies and authors who had never preregistered a study. Participants in both samples had positive inclinations towards preregistration yet expressed concerns about the process. We conclude with a review of best practices for management and applied psychology stakeholders.