An Introductory Lecture on Personality Assessment

The role of personality assessment is minimized in many introductory psychology presentations for a variety of reasons. Personality assessment is an area of great breadth and is understandably formidable to those whose training has been outside this area of specialization.

The following lecture was designed to digest at least some parts of the area of personality assessment in as non-technical language as possible for use of instructors introducing its basic concepts.     

The Susceptibility of the EPPS to Faking in Simulated and Actual Employment Situations

To investigate the fakability of the Edwards Personal Preference Schedule (EPPS) 60 Ss were given the scale under standard (anonymous) instructions; a month later, a third of them were given the scale under ‘simulated’ instructions, a third under instructions to make a ‘good impression’ and a third under ‘actual employment’ conditions. Since the pattern of scores differed significantly between the standard instructions and each of the latter instructions it was concluded that the EPPS is very easily faked and hence should be used with caution outside the research setting.     

Temporal Organization and the Initial Reproductive Tendency

Assessment of approach and avoidance aspects of affiliation motivation was reviewed. Ss were 60 white male university students. Split-half reliabilities were .71 and .60. Convergent and divergent aspects of validity were investigated in terms of self-report measures. Scales that correlated significantly with Affiliative Tendency converged meaningfully in terms of both contents and intercorrelations; those with nonsignificant correlations could also have been expected to diverge. For Sensitivity to Rejection, convergent and divergent patterns appeared but were less clear. The two scores were summed to obtain a Dependency score, which showed meaningful correlations, too. Affiliative Tendency increased with increasing ordinal position.     

Deconstructing the construct: A network perspective on psychological phenomena

In psychological measurement, two interpretations of measurement systems have been developed: the reflective interpretation, in which the measured attribute is conceptualized as the common cause of the observables, and the formative interpretation, in which the measured attribute is seen as the common effect of the observables. We advocate a third interpretation, in which attributes are conceptualized as systems of causally coupled (observable) variables. In such a view, a construct like ’depression’ is not seen as a latent variable that underlies symptoms like ’lack of sleep’ or ’fatigue’, and neither as a composite constructed out of these symptoms, but as a system of causal relations between the symptoms themselves (e.g., lack of sleep → fatigue, etc.). We discuss methodological strategies to investigate such systems as well as theoretical consequences that bear on the question in which sense such a construct could be interpreted as real.     

Reflective measurement models,behavior domains,and common causes

Causal theories of measurement view test items as effects of a common cause. Behavior domain theories view test item responses as behaviors sampled from a common domain. A domain score is a composite score over this domain. The question arises whether latent variables can simultaneously constitute domain scores and common causes of item scores. One argument to the contrary holds that behavior domain theory offers more effective guidance for item construction than a causal theory of measurement. A second argument appeals to the apparent circularity of taking a domain score, which is defined in terms of a domain of behaviors, as a cause of those behaviors. Both arguments require qualification and behavior domain theory seems to rely on implicit causal relationships in two respects. Three strategies permit reconciliation of the two theories: One can take a causal structure as providing the basis for a homogeneous domain. One can construct a homogeneous domain and then investigate whether a causal structure explains the homogeneity. Or, one can take the domain score as linked to an existing attribute constrained by indirect measurement.     

Increased Error-Related Brain Activity in Six-Year-Old Children with Clinical Anxiety

Anxiety disorders are the most frequently diagnosed form of psychopathology in children and often result in chronic impairment that persists into adulthood. Identifying neurobehavioral correlates of anxiety that appear relatively early in life would inform etiological models of development and allow intervention and prevention strategies to be implemented more effectively. The error-related negativity (ERN), a negative deflection in the event-related potential at fronto-central sites approximately 50 ms following the commission of errors, has been consistently found to be larger among anxious adults. The current study sought to extend these findings to even younger individuals: the ERN was elicited by a Go/NoGo task in 48 six year-old children with a clinical anxiety disorder assessed by diagnostic interview and 48 age-matched controls. In addition to child anxiety disorder, the ERN was examined in relation to maternal history of anxiety disorder, which was previously related to a smaller ERN. Anxious children were characterized by a larger (i.e., more negative) ERN and maternal history of anxiety disorder was associated with a smaller ERN. Thus, the relationship between an increased ERN and clinical anxiety is evident by age 6, and this effect appears independent from an opposing influence of maternal anxiety history on the ERN. These findings support the ERN as a promising neurobehavioral marker of anxiety, and implications are discussed.     

A non-linear model of dynamics: A case of panic

This is a case report of a patient with panic who is on the edge of relapse into alcoholism. It is a case of general theoretical interest, because of the separate phases of containment of his desperation, involving psychopharmacology, sociotherapy, and psychotherapy. It extends the dynamic model into non-linear dynamics, an extension that allows the patient to come to face his amazement at the sudden eruption of unconscious forces, and that allows the psychotherapist to see the therapeutic path of backing up from walking forward, unwittingly, into catastrophe.