The Moderating Influence of Disorder on Coached Overreporting Using the MMPI-2-RF

Overreporting has always been a concern within psychological evaluations. The Minnesota Multiphasic Personality Inventory-2-Restructured Form (Ben-Porath &; Tellegen, 2008/2011 Ben-Porath, Y. S., &; Tellegen, A. (2008/2011). MMPI-2-RF (Minnesota Multiphasic Personality Inventory—2 Restructured Form): Manual for administration, scoring, and interpretation. Minneapolis, MN: University of Minnesota Press. [Google Scholar]) contains validity scales designed for detecting noncredible responses. In this study, 270 undergraduates were instructed to feign either schizophrenia, posttraumatic stress disorder (PTSD) or generalized anxiety disorder (GAD); some participants were coached on symptoms and validity scales. Results at both the individual protocol and mean validity scale score levels suggest that each feigned disorder moderates the effectiveness of coaching on validity scale detection. One finding of this study suggests that schizophrenia is generally more difficult to successfully feign than PTSD or GAD. Another finding suggests that the majority of individuals able to avoid detection as symptom overreporters are able to successfully endorse at least some disorder-relevant symptoms. We suggest that future research focus on the systematic exploration of other factors influencing the effectiveness of validity scales as well as the development of validity scales designed to detect the overreporting of internalizing forms of psychopathology.     

Opportunities for learning and social interaction in infant sitting: Effects of sitting support,sitting skill,and gross motor delay

The development of independent sitting changes everyday opportunities for learning and has cascading effects on cognitive and language development. Prior to independent sitting, infants experience the sitting position with physical support from caregivers. Why does supported sitting not provide the same input for learning that is experienced in independent sitting? This question is especially relevant for infants with gross motor delay, who require support in sitting for many months after typically developing infants sit independently. We observed infants with typical development (n = 34, ages 4–7 months) and infants with gross motor delay (n = 128, ages 7–16 months) in early stages of sitting development, and their caregivers, in a dyadic play observation. We predicted that infants who required caregiver support for sitting would spend more time facing away from the caregiver and less time contacting objects than infants who could sit independently. We also predicted that caregivers of supported sitters would spend less time contacting objects because their hands would be full supporting their infants. Our first two hypotheses were confirmed; however, caregivers spent surprisingly little time using both hands to provide support, and caregivers of supported sitters spent more time contacting objects than caregivers of independent sitters. Similar patterns were seen in the group of typically developing infants and the infants with motor delay. Our findings suggest that independent sitting and supported sitting provide qualitatively distinct experiences with different implications for social interaction and learning opportunities.

Highlights

• During seated free play, supported sitters spent more time facing away from their caregivers and less time handling objects than independent sitters.
• Caregivers who spent more time supporting infants with both hands spent less time handling objects; however, caregivers mostly supported infants with one or no hands.
• A continuous measure of sitting skill did not uniquely contribute to these behaviors beyond the effect of binary sitting support (supported vs. independent sitter).
• The pattern of results was similar for typically developing infants and infants with gross motor delay, despite differences in age.

     

On the autonomy of the divine

International Journal for Philosophy of Religion -     

The unwelcoming experience of abusive supervision and the impact of leader characteristics: turning employees into poor organizational citizens and future quitters

ABSTRACT

Over three studies (i.e., two 2 × 2 experiments and a multi-source field study), we examine the relationship between abusive supervision, leader characteristics, and organizational inclusion on employee outcomes. Drawing on the group value theory of organizational justice and multiple needs theory of organizational justice, we argue that abusive supervision is counterproductive to making employees feel welcome. Specifically, we demonstrate that abusive supervision demoralizes employees’ feelings of organizational inclusion. Additionally, we draw upon research that suggests that the display of hostility inherent in abusive supervision can be perceived differently when it comes from a strategic versus impulsive source. We build upon this reasoning to examine and explain how leader characteristics might alter the effect of abusive supervision on organizational inclusion. More specifically, we suggest that leader political skill (i.e., strategic source) and leader neuroticism (i.e., impulsive source) act as moderators of the relationship between abusive supervision and organizational inclusion. We integrate organizational justice and inclusion theories to demonstrate that abusive supervision can be interpreted as an unwelcoming experience that ultimately has the ability to turn employees into poor organizational citizens (i.e., decrease engagement of OCBs) and future quitters (i.e., increase of turnover intentions). Theoretical and practical implications are discussed.     

Role of stimulus and response feature overlap in between-task logical recoding

Psychological Research - The reversal logical recoding rule (i.e., “respond opposite”) induced by an incompatible task (e.g., a task requiring to respond to red or green stimuli by...