Comparing the CASI-4R and the PGBI-10 M for Differentiating Bipolar Spectrum Disorders from Other Outpatient Diagnoses in Youth

We compared 2 rating scales with different manic symptom items on diagnostic accuracy for detecting pediatric bipolar spectrum disorder (BPSDs) in outpatient mental health clinics. Participants were 681 parents/guardians of eligible children (465 male, mean age = 9.34) who completed the Parent General Behavior Inventory-10-item Mania (PGBI-10 M) and mania subscale of the Child and Adolescent Symptom Inventory-Revised (CASI-4R). Diagnoses were based on KSADS interviews with parent and youth. Receiver operating characteristic (ROC) analyses and diagnostic likelihood ratios (DLRs) determined discriminative validity and provided clinical utility, respectively. Logistic regressions tested for incremental validity in the CASI-4R mania subscale and PGBI-10 M in predicting youth BPSD status above and beyond demographic and common diagnostic comorbidities. Both CASI-4R and PGBI-10 M scales significantly distinguished BPSD (N = 160) from other disorders (CASI-4R: Area under curve (AUC) = .80, p < 0.0005; PGBI-10 M: AUC = 0.79, p < 0.0005) even though scale items differed. Both scales performed equally well in differentiating BPSDs (Venkatraman test p > 0.05). Diagnostic likelihood ratios indicated low scores on either scale (CASI: 0–5; PGBI-10 M: 0–6) cut BPSD odds to 1/5 of those with high scores (CASI DLR- = 0.17; PGBI-10 M DLR- = 0.18). High scores on either scale (CASI: 14+; PGBI-10 M: 20+) increased BPSD odds about fourfold (CASI DLR+ = 4.53; PGBI-10 M DLR+ = 3.97). Logistic regressions indicated the CASI-4R mania subscale and PGBI-10 M each provided incremental validity in predicting youth BPSD status. The CASI-4R is at least as valid as the PGBI-10 M to help identify BPSDs, and can be considered as part of an assessment battery to screen for pediatric BPSDs.     

Exploration of the Factor Structure of ADHD in Adolescence through Self,Parent, and Teacher Reports of Symptomatology

Factor analytic studies of attention-deficit/hyperactivity disorder (ADHD) in children and adults have shown that second-order and bifactor models better represent ADHD symptoms than two- or three-factor models, yet there is far less evidence for a bestfitting model of ADHD in adolescence. Thus, the current study examined the factor structure of ADHD in adolescence and further evaluated the external validity of the best fitting model. Participants were 588 adolescents (22 % female; 366 with a childhood ADHD diagnosis; mean age 15.9 years) from the 8-year assessment of the Multimodal Treatment Study of Children with ADHD (MTA). ADHD symptoms were assessed via adolescent self-report, parent report, and teacher report on the SNAP-IV scale. Potential factor structures for the 18 symptoms of ADHD were tested for each informant, which included traditional one-factor, two-factor, and three-factor models of ADHD, as well as second-order factor (specific factors loading onto general factor) and bifactor (items loading onto both specific and general factors) models. Unique associations between external criteria and the identified factors of each informant’s best fitting model were examined. Although several of the proposed models exhibited good fit, the second-order two-factor model best accounted for ADHD in adolescence according to self-report and parent report, and the second-order three-factor model was optimal according to teacher report. Several key measurement issues emerged for the hierarchical bifactor models, such as numerous Heywood cases and out-of-bound parameter estimates, which rendered them unfit as optimal representations of ADHD in adolescence. These findings and the implications of the best fitting model of ADHD in adolescence suggest that a possible reorganization of this disorder may eventually aid clinicians in the accurate diagnosis of ADHD in adolescents.     

What you see is what you want to see: Motivationally relevant stimuli can interrupt current resource allocation

Arousing stimuli, either threat-related or pleasant, may be selected for priority at different stages within the processing stream. Here we examine the pattern of processing for non-task-relevant threatening (spiders: arousing to some) and pleasant stimuli (babies or chocolate: arousing to all) by recording the gaze of a spider Fearful and Non-fearful group while they performed a simple “follow the cross” task. There was no difference in first saccade latencies. Saccade trajectories showed a general hypervigilance for all stimuli in the Fearful group. Saccade landing positions corresponded to what each group would find arousing, such that the Fearful group deviated towards both types of images whereas the Non-fearful group deviated towards pleasant images. Secondary corrective saccade latencies away from threat-related stimuli were longer for the Fearful group (difficulty in disengaging) compared with the Non-fearful group. These results suggest that attentional biases towards arousing stimuli may occur at different processing stages.     

Magic Learning Pill: Ontological and Instrumental Learning in Order to Speed Up Education

The purpose of this research is to investigate the phenomenology of learning — people”s attitudes toward their learning experiences that have inherent worth in themselves (i.e., ontological learning) or have value outside of the learning itself (i.e., instrumental learning). In order to explore this topic, 58 participants from the U.S., Russia, and Brazil were interviewed with a central question derived from the science fiction writer Isaac Asimov’s short story “Profession”: whether participants would take a “Magic Learning Pill” (MLP) to avoid the process of learning, and instead magically acquire the knowledge. The MLP would guarantee the immediate learning by skipping the process of learning while achieving the same effect of gaining skills and knowledge. Almost all participants could think of some learning experiences for which they would take MLP and others for which they would not. Many participants would not take MLP for ontological learning, which is learning experiences that have inherent value for the people, while they would take MLP for instrumental learning, which is learning that mainly serves some other non-educational purposes. The main finding suggests that both instrumental and ontological types of learning are recognized by a wide range of people from diverse cultures as present and valued in their lives. This is especially significant in light of the overwhelmingly instrumental tone of public discourse about education. In the context of formal education, ontological learning was mentioned 35 times (28.0%) while instrumental learning was mentioned 74 times (60.2%). Although ontological learning was often mentioned as taking place outside of school, incorporating pedagogy supporting ontological learning at school deserves consideration.     

The AAR Teaching Series

The first seven volumes of the American Academy of Religion's “Teaching Religious Studies” series provide informative glimpses of how teachers in very different contexts understand the intellectual decisions, strategies, and actions that constitute their craft. Although individual volumes have different formats, the dominant image of good teaching that emerges is that it is founded on deep and sophisticated knowledge of the particular subject matter. Beyond that, many essays provide instructive anatomies of particular syllabi, moments in the classroom, or other aspects of teaching. Much of the material in the essays comes from reflective practitioners and there is relatively little sustained engagement with the contemporary literature on teaching and learning. Nonetheless, virtually any teacher can find in these volumes stimulating reflections on the intersections of substantive research and pedagogy in a variety of classroom contexts.     

Measuring explicit attitude toward doping: Review of the psychometric properties of the Performance Enhancement Attitude Scale

ObjectivesDoping use is seldom an accident – it is a deliberate action often requiring considerable commitment. Attitudes are known to influence this type of action and hence they are likely to be predictive of doping-related behaviours. To measure ‘doping attitude’, a valid and reliable tool is required.DesignThis paper briefly reviews methodological issues in doping attitude research, introduces the Performance Enhancement Attitude Scale (PEAS) and provides a comparative analysis of its reliability and validity as a self-reported measure of a generalized doping attitude.MethodsThe scale's reliability was examined with Cronbach's internal consistency coefficient and test–retest correlations using data from 9 independent studies encompassing 7 years. Confirmatory factor analysis was performed to assess the scale's structure. Known-groups' validation strategy was employed to examine construct validity in 4 studies.ResultsEstimates of the PEAS' internal consistency (ranged between .71 and .91 across various samples) provided good evidence of the scale's simultaneous reliability. The chi-square/df ratio in all cases was below the threshold with an average of 1.85 (ranging from 1.370 to 2.291), indicating an acceptable measurement model fit. Theoretically expected difference in doping attitudes was found between doping users and non-users with elevated PEAS scores from users, as well as predictable dynamics of PEAS scores across the repeated measures, provided support for construct validity of the scale.ConclusionThe psychometric properties of the 17-item unidimensional PEAS suggest that the scale is a useful tool for measuring self-declared attitudes toward doping, with adequate reliability and promising validity estimates. Suggestions are discussed for the continuous scale development and validation process.     

Can magical intervention affect subjective experiences? Adults' reactions to magical suggestion

In three experiments, undergraduates' subjective experiences were affected by positive magical intervention. A large number of participants accepted the offer of magical help, yet the outcomes they reported were contrary to the aims of the magical intervention. In Experiment 1, participants were offered magical help that aimed to improve their practical skills. However, in the magical‐suggestion condition, they reported no improvement significantly more frequently than in the control no‐suggestion condition. In Experiment 2, participants who accepted the offer of magical help aimed at improving their general life satisfaction reported a significant decrease in this satisfaction. Those who declined the offer of magical help reported a significant increase in satisfaction. In Experiment 3, in the magical‐suggestion condition, participants experienced bad dreams significantly more frequently than in the control condition. In conclusion, the data suggest that adult participants protect their subjective experiences against magical intervention.     

Mimics: A symbolic conflict/cooperation simulation program,with embedded protocol recording and automatic psychometric assessment

This paper describes an interactive software environment designed as a social interaction simulator with embedded comprehensive recording and flexible assessment facilities. Using schematized visual sketches similar to cross-cultural facial universals (Ekman, 1999), Mimics (Shmelyov & Aidman, 1997) employs a computer-game-like scenario that requires the subject to identify with anavatar and navigate it through a playing field inhabited byhosts who display a range of facial expressions. From these expressions (which are highly consequential), the player has to anticipate the hosts’ reactions to the avatar (which may vary from friendly to obstructing or aggressive) and choose between negotiating with a host (by altering the avatar’s facial expression), attacking it, or searching for an escape route. Comprehensive recording of player moves and interactions has enabled computation of several finegrained indices of interactive behavior, such as aggressive response styles, efficiency, and motivation in conflict/cooperation contexts. Initial validation data and potential applications of the method in the assessment of personality and social behavior are discussed.