Sampling Extreme Groups Invalidates Research on the Paraphilias: Implications for DSM-5 and Sex Offender Risk Assessments

Psychiatrist and Diagnostic and Statistical Manual of Mental Disorders, 4th edition (DSM-IV) text editor Michael First has criticized the addition of victim counts to criteria proposed by the Paraphilia Sub-Workgroup for inclusion in DSM-5 because they will increase false-positive diagnoses. Psychologist and Chair of the DSM-5 Paraphilia Sub-Workgroup, Ray Blanchard, responded by publishing a study of pedohebephiles and teleiophiles which seemed to show that victim counts could accurately identify pedohebephiles who were selected per self-report and phallometric testing. His analysis was flawed because it did not conform to conventional clinical practice and because he sampled groups at opposite ends of the clinical spectrum. In an analysis of his full sample, we found the false-positive rate for pedohebephilia at the recommended victim count selection points was indeed very large. Why? Because data analyses that eliminate intermediate data points will generate inflated estimates of correlation coefficients, base rates, and the discriminative capacity of predictor variables. This principle is also relevant for understanding the flaws in previous research that led Hanson and Bussiere to conclude that sexual recidivism was correlated with “sexual interest in children as measured by phallometric assessment.” The credibility of mental health professionals rests on the reliability of their research. Conducting, publishing, and citing research that reflects adequate sampling and cautious diagnostic theorizing are critical for preserving this credibility. Copyright © 2011 John Wiley & Sons, Ltd.     

In the trenches of real-world self-control: neural correlates of breaking the link between craving and smoking

Successful goal pursuit involves repeatedly engaging self-control against temptations or distractions that arise along the way. Laboratory studies have identified the brain systems recruited during isolated instances of self-control, and ecological studies have linked self-control capacity to goal outcomes. However, no study has identified the neural systems of everyday self-control during long-term goal pursuit. The present study integrated neuroimaging and experience-sampling methods to investigate the brain systems of successful self-control among smokers attempting to quit. A sample of 27 cigarette smokers completed a go/no-go task during functional magnetic resonance imaging before they attempted to quit smoking and then reported everyday self-control using experience sampling eight times daily for 3 weeks while they attempted to quit. Increased activation in right inferior frontal gyrus, pre-supplementary motor area, and basal ganglia regions of interest during response inhibition at baseline was associated with an attenuated association between cravings and subsequent smoking. These findings support the ecological validity of neurocognitive tasks as indices of everyday response inhibition.     

Individual differences methods for randomized experiments

Experiments allow researchers to randomly vary the key manipulation, the instruments of measurement, and the sequences of the measurements and manipulations across participants. To date, however, the advantages of randomized experiments to manipulate both the aspects of interest and the aspects that threaten internal validity have been primarily used to make inferences about the average causal effect of the experimental manipulation. This article introduces a general framework for analyzing experimental data to make inferences about individual differences in causal effects. Approaches to analyzing the data produced by a number of classical designs and 2 more novel designs are discussed. Simulations highlight the strengths and weaknesses of the data produced by each design with respect to internal validity. Results indicate that, although the data produced by standard designs can be used to produce accurate estimates of average causal effects of experimental manipulations, more elaborate designs are often necessary for accurate inferences with respect to individual differences in causal effects. The methods described here can be diversely applied by researchers interested in determining the extent to which individuals respond differentially to an experimental manipulation or treatment and how differential responsiveness relates to individual participant characteristics.     

Lay beliefs about competition: Scale development and gender differences

Motivation and Emotion - Women are less competitive than men in most contexts studied. This difference has been linked to the gender gap in socio-economic outcomes. To examine whether this gender...     

Accounting for the shared environment in cognitive abilities and academic achievement with measured socioecological contexts

Behavioral and molecular genetic research has established that child cognitive ability and academic performance are substantially heritable, but genetic variation does not account for all of the stratification of cognitive and academic outcomes across families. Which specific contexts and experiences contribute to these shared environmental influences on cognitive ability and academic achievement? Using an ethnically and socioeconomically diverse sample of N = 1728 twins ages 7–20 from the Texas Twin Project, we identified specific measured family, school, and neighborhood socioecological contexts that statistically accounted for latent shared environmental variance in cognitive abilities and academic skills. Composite measures of parent socioeconomic status (SES), school demographic composition, and neighborhood SES accounted for moderate proportions of variation in IQ and achievement. Total variance explained by the multilevel contexts ranged from 15% to 22%. The influence of family SES on IQ and achievement overlapped substantially with the influence of school and neighborhood predictors. Together with race, the measured socioecological contexts explained 100% of shared environmental influences on IQ and approximately 79% of shared environmental influences on both verbal comprehension and reading ability. In contrast, nontrivial proportions of shared environmental variation in math performance were left unexplained. We highlight the potential utility of constructing “polyenvironmental risk scores” in an effort to better predict developmental outcomes and to quantify children's and adolescents’ interrelated networks of experiences. A video abstract of this article can be viewed at: https://youtu.be/77E_DctFsr0     

A 2 X 2 achievement goal framework

A 2 x 2 achievement goal framework comprising mastery-approach, mastery-avoidance, performance-approach, and performance-avoidance goals was proposed and tested in 3 studies. Factor analytic results supported the independence of the 4 achievement goal constructs. The goals were examined with respect to several important antecedents (e.g., motive dispositions, implicit theories, socialization histories) and consequences (e.g., anticipatory test anxiety, exam performance, health center visits), with particular attention allocated to the new mastery-avoidance goal construct. The results revealed distinct empirical profiles for each of the achievement goals; the pattern for mastery-avoidance goals was, as anticipated, more negative than that for mastery-approach goals and more positive than that for performance-avoidance goals. Implications of the present work for future theoretical development in the achievement goal literature are discussed.     

The shame of failure: examining the link between fear of failure and shame

The present research was designed to examine hypotheses derived from the proposition that shame is the core of fear of failure. Study 1 was conducted in a naturalistic setting and demonstrated that individuals high in fear of failure reported greater shame upon a perceived failure experience than those low in fear of failure. These findings were obtained controlling for other negative emotions. Study 2 was conducted in a controlled laboratory setting and demonstrated that high fear of failure individuals reported greater shame, overgeneralization, and closeness to their mother (controlling for baseline levels of these variables) than those low in fear of failure. Those high in fear of failure also reported that they would be less likely to tell their mother and father about their failure experience and would be more likely to tell their mother and father about their success experience. The implications of these findings for acquiring a deeper understanding of fear of failure are discussed.     

Modification of performance on the Span of Apprehension Task in a group of young people with early onset psychosis

The aim of the study was to examine the effect of contingent monetary reinforcement and enhanced instructions on Span of Apprehension (SPAN) performance in a group of young people with early onset psychosis. Twenty-five participants (mean age 16.7) received a 3- and 12-letter version of the SPAN task six times: baseline, three x intervention, post-test, and 10-day follow-up. No significant effects of time were found in the 3-letter condition, indicating a ceiling effect for accuracy. In the 12-letter condition detection rates improved significantly reaching a maximum at the third intervention (p < 0.001). Performance showed a temporary decline at post-test, but performance returned to the maximum level at the 10-day follow-up. The study suggests that SPAN performance can be improved in young people with early onset psychosis using relatively simple interventions and that performance gains are relatively durable.     

The conditions for temporal tracking under interval schedules of reinforcement

On many cyclic-interval schedules, animals adjust their postreinforcement pause to follow the interval duration (temporal tracking). Six pigeons were trained on a series of square-wave (2-valued) interval schedules (e.g., 12 fixed-interval [FI] 60, 4 FI 180). Experiment 1 showed that pigeons track square-wave schedules, except those with a single long interval per cycle. Experiments 2 and 3 established that tracking and nontracking are learned and both can transfer from one cyclic schedule to another. Experiment 4 demonstrated that pigeons track a schedule with a single short interval per cycle, suggesting that a dual process--cuing and tracking--is necessary to explain behavior on these schedules. These findings suggest a potential explanation for earlier results that reported a failure to track square-wave schedules.     

The intergenerational transmission of fear of failure

The intergenerational transmission of fear of failure was examined in two studies with undergraduates and their parents. Parent-undergraduate concordance in fear of failure was documented for mothers and fathers, controlling for parents' and undergraduate's impression management and self-deceptive enhancement response tendencies. Love withdrawal was validated as a mediator of parent-undergraduate concordance in fear of failure for mothers but not for fathers. Mothers' and fathers' fear of failure was also a positive predictor of undergraduate's adoption of performance-avoidance goals in the classroom, and undergraduate's fear of failure was shown to mediate this relationship. Fathers' fear of failure was also a negative predictor of undergraduate's mastery goal adoption, and this relationship was likewise mediated by undergraduate's fear of failure. The results are discussed in terms of the reorienting of positive, appetitive achievement motivation toward negative, aversive achievement motivation.