Correcting Too Much or Too Little? The Performance of Three Chi-Square Corrections

This simulation study investigates the performance of three test statistics, T₁, T₂, and T₃, used to evaluate structural equation model fit under non normal data conditions. T₁ is the well-known mean-adjusted statistic of Satorra and Bentler. T₂ is the mean-and-variance adjusted statistic of Sattertwaithe type where the degrees of freedom is manipulated. T₃ is a recently proposed version of T₂ that does not manipulate degrees of freedom. Discrepancies between these statistics and their nominal chi-square distribution in terms of errors of Type I and Type II are investigated. All statistics are shown to be sensitive to increasing kurtosis in the data, with Type I error rates often far off the nominal level. Under excess kurtosis true models are generally over-rejected by T₁ and under-rejected by T₂ and T₃, which have similar performance in all conditions. Under misspecification there is a loss of power with increasing kurtosis, especially for T₂ and T₃. The coefficient of variation of the nonzero eigenvalues of a certain matrix is shown to be a reliable indicator for the adequacy of these statistics.     

Discontinuities in early development of the understanding of physical causality

Research on early physical reasoning has shown surprising discontinuities in developmental trajectories. Infants possess some skills that seem to disappear and then re-emerge in childhood. It has been suggested that prediction skills required in search tasks might cause these discontinuities (Keen, 2003). We tested 3.5- to 5-year-olds’ understanding of collision events using a forced-choice paradigm with reduced prediction demands. Although the group as a whole performed at chance level, when the preschoolers were subdivided into three age groups, the oldest group performed above chance level. These findings suggest that it is unlikely to be prediction skills that affect young preschoolers’ performance on physical reasoning tasks. The findings lend support to a task-demand hypothesis, which proposes that discontinuities in developmental trajectories can be explained by differences in the extent to which cognitive processes are required by the different tasks.     

Executive Functioning and Non-Verbal Intelligence as Predictors of Bullying in Early Elementary School

Executive function and intelligence are negatively associated with aggression, yet the role of executive function has rarely been examined in the context of school bullying. We studied whether different domains of executive function and non-verbal intelligence are associated with bullying involvement in early elementary school. The association was examined in a population-based sample of 1,377 children. At age 4 years we assessed problems in inhibition, shifting, emotional control, working memory and planning/organization, using a validated parental questionnaire (the BRIEF-P). Additionally, we determined child non-verbal IQ at age 6 years. Bullying involvement as a bully, victim or a bully-victim in grades 1–2 of elementary school (mean age 7.7 years) was measured using a peer-nomination procedure. Individual bullying scores were based on the ratings by multiple peers (on average 20 classmates). Analyses were adjusted for various child and maternal socio-demographic and psychosocial covariates. Child score for inhibition problems was associated with the risk of being a bully (OR per SD?=?1.35, 95%CI: 1.09–1.66), victim (OR per SD?=?1.21, 95%CI: 1.00–1.45) and a bully-victim (OR per SD?=?1.55, 95%CI: 1.10–2.17). Children with higher non-verbal IQ were less likely to be victims (OR?=?0.99, 95%CI: 0.98–1.00) and bully-victims (OR?=?95%CI: 0.93–0.98, respectively). In conclusion, our study showed that peer interactions may be to some extent influenced by children’s executive function and non-verbal intelligence. Future studies should examine whether training executive function skills can reduce bullying involvement and improve the quality of peer relationships.     

Integration sozialarbeiterischer Kompetenz in die psychotherapeutische Versorgung

Social and socioeconomic issues are a risk factor for the development of mental health problems and have the potential to negatively impact the psychotherapeutic treatment process. In addition, mental disorders can also result in socioeconomic stress. Neither professional training nor parameters of everyday practice of medical or psychological psychotherapists are geared towards acquiring sufficient competence to adequately handle complex social problems of highly impaired patients. Especially in times of social crises, three interrelated strategies may be helpful: to enhance psychotherapists’ sensibility and competence to recognize and deal with severe social crises, to promote cooperation with clinical social workers and to incorporate sociotherapeutic elements in the overall treatment planning. Using an approach of integrated care at a university medical department as an example, this article presents examples of how to implement these strategies into everyday therapeutic practice.     

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.     

Recognition of facial expressions of emotions by 3-year-olds

Very few large-scale studies have focused on emotional facial expression recognition (FER) in 3-year-olds, an age of rapid social and language development. We studied FER in 808 healthy 3-year-olds using verbal and nonverbal computerized tasks for four basic emotions (happiness, sadness, anger, and fear). Three-year-olds showed differential performance on the verbal and nonverbal FER tasks, especially with respect to fear. That is to say, fear was one of the most accurately recognized facial expressions as matched nonverbally and the least accurately recognized facial expression as labeled verbally. Sex did not influence emotion-matching nor emotion-labeling performance after adjusting for basic matching or labeling ability. Three-year-olds made systematic errors in emotion-labeling. Namely, happy expressions were often confused with fearful expressions, whereas negative expressions were often confused with other negative expressions. Together, these findings suggest that 3-year-olds' FER skills strongly depend on task specifications. Importantly, fear was the most sensitive facial expression in this regard. Finally, in line with previous studies, we found that recognized emotion categories are initially broad, including emotions of the same valence, as reflected in the nonrandom errors of 3-year-olds.     

T?dliche Gewalt gegen die Partnerin

Crimes of passion are usually perceived mainly under the aspect of very intense affective arousal immediately before and during the act of aggression. In this paper the perception is broadened to include the inner development in the mind of the prospective aggressor. Phantasies and step-by-step decisions are often involved which lead to a deformation of the value system as preparation for the final act and only one single additional stimulus can result in transition to an assault. The question is whether the notion of responsibility can be restricted only to the mental state during this act itself.