Theory Testing Using Quantitative Predictions of Effect Size

Traditional Null Hypothesis Testing procedures are poorly adapted to theory testing. The methodology can mislead researchers in several ways, including: (a) a lack of power can result in an erroneous rejection of the theory; (b) the focus on directionality (ordinal tests) rather than more precise quantitative predictions limits the information gained; and (c) the misuse of probability values to indicate effect size. An alternative approach is proposed which involves employing the theory to generate explicit effect size predictions that are compared to the effect size estimates and related confidence intervals to test the theoretical predictions. This procedure is illustrated employing the Transtheoretical Model. Data from a sample ( N = 3,967) of smokers from a large New England HMO system were used to test the model. There were a total of 15 predictions evaluated, each involving the relation between Stage of Change and one of the other 15 Transtheoretical Model variables. For each variable, omega-squared and the related confidence interval were calculated and compared to the predicted effect sizes. Eleven of the 15 predictions were confirmed, providing support for the theoretical model. Quantitative predictions represent a much more direct, informative, and strong test of a theory than the traditional test of significance.     

Continuity Between DSM–5 Section II and III Personality Disorders in a Dutch Clinical Sample

The goal of this study was to evaluate the continuity across the Section II personality disorders (PDs) and the proposed Section III model of PDs in the Diagnostic and Statistical Manual of Mental Disorders (5th ed. [DSM–5]; American Psychiatric Association, 2013a American Psychiatric Association. (2013a). Diagnostic and statistical manual of mental disorders (5th ed.). Washington, DC: American Psychiatric Association.[Crossref] , [Google Scholar]). More specifically, we analyzed association between the DSM–5 Section III pathological trait facets and Section II PDs among 110 Dutch adults (M age = 35.8 years, range = 19–60 years) receiving mental health care. We administered the Structured Clinical Interview for DSM–IV Axis II Disorders to all participants. Participants also completed the self-report Personality Inventory for DSM–5 (PID–5) as a measure of pathological trait facets. The distributions underlying the dependent variable were modeled as criterion counts, using negative binomial regression. The results provided some support for the validity of the PID–5 and the DSM–5 Section III Alternative Model, although analyses did not show a perfect match. Both at the trait level and the domain level, analyses showed mixed evidence of significant relationships between the PID–5 trait facets and domains with the traditional DSM–IV PDs.     

Educational and interpersonal uses of home computers by adolescents with and without specific language impairment

Many uses of new media entail processing language content, yet little is known about the relationship between language ability and media use in young people. This study compares educational versus interpersonal uses of home computers in adolescents with and without a history of specific language impairment (SLI). Participants were 55 17‐year‐olds with SLI and 72 typically developing peers. Measures of frequency and ease of computer use were obtained as well as assessments of participants' psycholinguistic skills. Results showed a strong preference for interpersonal computer use in both groups. Virtually all participants engaged with interpersonal new media, finding them relatively easy to use. In contrast, one third of adolescents with SLI did not use educational applications during a typical week. Regression analyses revealed that lower frequency of educational use was associated with poorer language and literacy skills. However, in adolescents with SLI, this association was mediated by perceived ease of use. The findings show that language ability contributes to new media use and that adolescents with SLI are at a greater risk of low levels of engagement with educational technology.     

BRIEF REPORT Interpretation of death‐relevant ambiguous stimuli as a function of death threat

According to G.A. Kelly's (1955) Personal Construct Theory, people are threatened by personal death to the extent that their conceptions of death are inconsistent with their conceptions of their present selves. As an individual difference factor, death threat predicts how people respond to death‐relevant situations and stimuli. To test the hypothesis that high death‐threat (relative to low death‐threat) persons will engage in greater denial when assigning meaning to ambiguous stimuli, college students viewed inkblots and chose between a nondeath‐relevant interpretation and a death‐relevant interpretation. As hypothesised, high death‐threat participants endorsed fewer death‐relevant interpretations than did low death‐threat participants. Self‐reported conscious fear of death did not predict this avoidance. Results are discussed in the light of historical and current work on psychological responses to death.     

Long-Term Self-Regulation Moderates the Role of Internal Resources for Resilience in Positive Youth Development in Portugal

Abstract

Positive Youth Development (PYD) presents a strength-based conception of transition to adulthood that has been well-supported by literature to date. However, research is needed to integrate the pathways to PYD and the possible moderators. This study aimed to analyze the relationships between internal resources for resilience and PYD and to examine the moderating role of short-term and long-term self-regulation by gender. To reach this overall aim, a cross-sectional study was performed with a national sample of 2700 youths (73.3% girls; M_age = 21.3, SD?=?2.79) from Portugal, who completed self-report measures. Regression-based moderation models were developed. Results indicated that greater presence of internal resources for resilience was related to higher PYD. Long-term self-regulation and gender moderated this relationship, such that a greater effect was observed in men with high levels of long-term self-regulation. These results highlight the need to integrate prevention and promotion paradigms to foster healthy development in youth, as well as the importance of taking self-regulation skills and gender into account in program design.