A Short Form of the Portuguese Version of the Youth Self-Report

The youth self-report (YSR), which is theoretically based in the field of developmental psychopathology and follows a dimensional approach, is an important instrument to assess the behavioral and emotional problems and the psychosocial competencies of adolescents between the ages of 11 and 18 years in both clinical and research contexts. Our main aims were to propose a short form of the YSR, conduct a first validation study, and compare the short-form YSR with the full version of the Portuguese YSR. We conducted the first study (Study 1) in a sample of 1,266 Portuguese community adolescents between the ages of 11 and 21 years to analyze the factor structure of the YSR. We conducted the second study (Study 2) in a sample of 302 community adolescents between the ages of 11 and 21 years to validate the factor structure of the short form of the YSR, which consisted of 33 items that focused on the dimensions of internalization-depression, internalization-anxiety, externalization-destructiveness and externalization-exhibitionism. Our findings confirmed that the YSR-SF provides a good fit to the data, explains similarly the variance on several criteria compared with the longer version, and is sensitive to sex and age differences.     

The negations of conjunctions,conditionals, and disjunctions

How do reasoners understand and formulate denials of compound assertions, such as conjunctions and disjunctions? A theory based on mental models postulates that individuals enumerate models of the various possibilities consistent with the assertions. It therefore predicts a novel interaction: in affirmations, conjunctions, A and B, which refer to one possibility, should be easier to understand than disjunctions, A or B, which refer to more than one possibility; in denials, conjunctions, not(A and B), which refer to more than one possibility, should be harder to understand than disjunctions, not(A or B), which do not. Conditionals are ambiguous and they should be of intermediate difficulty. Experiment 1 corroborated this trend with a task in which the participants selected which possibilities were consistent with assertions, such as: Bob denied that he wore a yellow shirt and he wore blue pants on Tuesday. Experiment 2 likewise showed that participants' own formulations of verbal denials yielded the same trend in which denials of conjunctions were harder than denials of conditionals, which in turn were harder than denials of disjunctions.     

Effects of two types of career interventions on students with different career coping styles

Research on the efficacy of career interventions often lacks comparative analysis of the effects of different types of interventions. Additionally, little is known about the effects of interventions on diverse clients. Previous studies showed that students display different career coping styles and that these styles are relatively consistent across samples. The present study analyzes the effect of two types of career interventions (a single career information session and a six-week career intervention) on the career adaptability of students with different career coping styles. The study involved 319 students from grade 9 and grade 12 of three Portuguese public schools. Results show that although the interventions were effective for most of the students, the single informative session improved the career curiosity and confidence of only one group of students, whereas the six week career intervention revealed a more robust effect in students with insecure, pessimistic or superficial career coping styles. The theoretical and practical implications of the study are also discussed.     

Controlling the Type I error rate by using the nonparametric bootstrap when comparing means

Of the several tests for comparing population means, the best known are the ANOVA, Welch, Brown–Forsythe, and James tests. Each performs appropriately only in certain conditions, and none performs well in every setting. Researchers, therefore, have to select the appropriate procedure and run the risk of making a bad selection and, consequently, of erroneous conclusions. It would be desirable to have a test that performs well in any situation and so obviate preliminary analysis of data. We assess and compare several tests for equality of means in a simulation study, including non‐parametric bootstrap techniques, finding that the bootstrap ANOVA and bootstrap Brown–Forsythe tests exhibit a similar and exceptionally good behaviour.     

Therapeutic activities and the assimilation model: A preliminary exploratory study on the Insight stage

The assimilation model describes the process of change assuming that the self is enriched when there is a dialogue between nondominant voices or problematic experiences and the dominant voices. This dialogue is best seen in the Insight stage. The aim of this paper is to study the Insight stage during the assimilation process in relation to the main therapeutic activities performed by the therapist. All the Insights from the assimilation process of a patient, María, were analysed. In assimilation terms, María could be described through the nondominant voices of “dizziness,” “tiredness,” and “inability to cope with daily demands,” and through the dominant voices of “control,” “overcome and solve,” and “why something is happening.” María showed a successful assimilation of her problematic experiences. The therapeutic context was the Linguistic Therapy of Evaluation (LTE), a kind of cognitive therapy based on the theory of General Semantics. María was considered a good outcome case in the LTE sample. Results showed that there were some general therapeutic activities related to these Insights. A high percentage of activities pointed to one of the main issues of LTE: the development of an extensional orientation. At the same time, some of these activities were related to María’s voices. Results are discussed in relation to the relevance of the development of an extensional orientation for the assimilation process; how voices are recognized or challenged in therapy, and to the importance of considering relationship issues during the assimilation process.     

Linking extreme response style to response processes: A cross‐cultural mixed methods approach

The aim of this study is to contribute to a better understanding of extreme response style in cross‐cultural research by integrating quantitative and qualitative evidence in a mixed methods design. In the quantitative phase, indexes of extreme response style, derived from quality of life measures from different international studies, were compared between Spain and the Netherlands. Results indicated that extreme responding was more common among Spanish than among Dutch in endorsement of items, but that the opposite was found for frequency scales including never as a response anchor. In the qualitative phase, cognitive interviews were conducted with 25 participants in each country. The integration of quantitative results and qualitative findings suggests that country differences in extreme response style may stem from various sources, including the more independent evaluation of each item by Dutch, the stronger connotations of never for Spanish and stronger emotions triggered by specific topics such as work satisfaction that was more strongly associated with insecurity for Spanish. It is concluded that the integration of quantitative and qualitative evidence can help to understand cross‐cultural similarities and differences in extreme response style.     

Utility of a statistical model of cognitive styles in attention deficit hyperactivity disorder

The purpose of this study was to determine the best statistical model of cognitive styles, based on the MFFT-20, CEFT and Stroop tests to predict attention deficit hyperactivity disorder (ADHD), analyzing the validity of the model for the diagnosis of the disease. We studied 100 ADHD cases (DSM-IV criteria) and 100 controls, age ranging between 7 and 11 years. Controls were randomly recruited and matched in age, gender and sociodemographic area with ADHD cases. On average, ADHD cases showed more impulsiveness (d: 1.28), less cognitive flexibility (d: 0.91) and more field dependence (d: 1.62) than controls. The logistic regression model that predicts ADHD best is made up of age, CEFT, MFFT-20 and Stroop tests and the formula derived from the model shows 85% sensitivity and 85% specificity for ADHD, regarding the DSM-IV criteria as the standard. The statistical model of cognitive styles presents valid indicators to diagnose ADHD, contributing to an increase in the objectivity of its analysis.     

Indecision on decisional separability

The theoretical framework of General Recognition Theory (GRT; Ashby & Townsend, Psychological Review, 93, 154-179, 1986) coupled with the empirical analysis tools of Multidimensional Signal Detection Analysis (MSDA; Kadlec & Townsend, Multidimensional models of perception and recognition, pp. 181-228, 1992) have become one important method for assessing dimensional interactions in perceptual decision-making. In this article, we critically examine MSDA and characterize cases where it is unable to discriminate two kinds of dimensional interactions: perceptual separability and decisional separability. We performed simulations with known instances of violations of perceptual or decisional separability, applied MSDA to the data generated by these simulations, and evaluated MSDA on its ability to accurately characterize the perceptual versus decisional source of these simulated dimensional interactions. Critical cases of violations of perceptual separability are often mischaracterized by MSDA as violations of decisional separability.     

The costs of switching attentional sets

People prioritize those aspects of the visual environment that match their attentional set. In the present study, we investigated whether switching from one attentional set to another is associated with a cost. We asked observers to sequentially saccade toward two color-defined targets, one on the left side of the display, the other on the right, each among a set of heterogeneously colored distractors. The targets were of the same color (no attentional set switch required) or of different colors (switch of attentional sets necessary), with each color consistently tied to a side, to allow observers to maximally prepare for the switch. We found that saccades were less accurate and slower in the switch condition than in the no-switch condition. Furthermore, whenever one of the distractors had the color associated with the other attentional set, a substantial proportion of saccades did not end on the target, but on this distractor. A time course analysis revealed that this distractor preference turned into a target preference after about 250-300 ms, suggesting that this is the time required to switch attentional sets.