Me,Myself, and Mobility: The Relevance of Region for Young Adults' Identity Development

As residential mobility is a common life event that particularly affects young adults, regional identity may be relevant for young adults. We therefore extended the three‐dimensional identity model to the regional domain. The development of regional identity was studied using a prospective design over six months with a sample of 1,795 post‐secondary graduates (71% female, mean age of 24.54 years), containing both movers and non‐movers. Latent profile analyses and latent profile transition analyses revealed three main findings: First, solutions with four regional identity statuses—moratorium, searching moratorium, closure, and achievement—were found to be most interpretable. Second, the emergent statuses differed substantially in terms of Big Five personality traits and life satisfaction, as well as with moving experience. Third, the stability of identity status membership across a period of six months was highest for the non‐movers group. Comparatively less stability across time was found for the movers, underscoring the relevance of transitions for identity development. Taken together, these findings show that even in a mobile world, region matters in identity development. Copyright © 2016 European Association of Personality Psychology     

Defining Elemental Imitation Mechanisms: A Comparison of Cognitive and Motor-Spatial Imitation Learning Across Object- and Computer-Based Tasks

During the first 5 years of life, the versatility, breadth, and fidelity with which children imitate change dramatically. Currently, there is no model to explain what underlies such significant changes. To that end, the present study examined whether task-independent but domain-specific—elemental—imitation mechanism explains performance across imitation tasks or domains. Preschool-age children (n = 156) were tested on 4 imitation tasks, 2 object-based (animal, puzzle box) and 2 computer-based (cognitive, motor-spatial). All tasks involved 3 serial actions. The animal task involved making an animal face, and the puzzle box task involved manipulating a box to retrieve a reward. The cognitive task involved responding to 3 different pictures in a specific picture order, and the motor-spatial task involved responding to 3 identical pictures in a specific spatial order. A principal component analysis including performance on all 4 tasks produced 2 components: “cognitive imitation” (cognitive and animal tasks) and “motor-spatial imitation” (motor-spatial and puzzle box tasks). Regression analyses replicated these results. These findings provide preliminary support for the hypothesis that underlying performance across these different tasks involves multiple—elemental—imitation mechanisms for learning and copying domain-specific information across tasks.     

Assessing DSM–5 Level of Personality Functioning From Videotaped Clinical Interviews: A Pilot Study With Untrained and Clinically Inexperienced Students

Several authors have raised the concern that the DSM–5 Level of Personality Functioning Scale (LPFS) is relatively complex and theory laden, and thus might put high requirements on raters. We addressed this concern by having 22 untrained and clinically inexperienced students assess the personality functioning of 10 female psychotherapy inpatients from videotaped clinical interviews, using a multi-item version of the LPFS. Individual raters’ LPFS total scores showed acceptable interrater reliability, and were significantly associated with 2 distinct expert-rated measures of the severity of personality pathology. These findings suggest that, contrary to the previously mentioned concerns, successfully applying the LPFS to clinical cases might require neither extensive clinical experience nor training.