Investigating different factor structures of the psychopathy checklist: youth version: confirmatory factor analytic findings

There has been a recent push to extend the construct of psychopathy into adolescence, primarily as a result of the impressive reliability, validity, and utility of this construct in samples of adults. The value of this work rests, however, on creating an equally reliable and valid assessment tool for adolescents. One promising measure is the Psychopathy Checklist: Youth Version (A. E. Forth, D. S. Kosson, & R. D. Hare, 2003). The current study uses a large, diverse sample of serious adolescent offenders to assess the overall fit of various underlying factor structures of this measure and to test the equivalence of these models across sex and race/ethnicity. The results suggest that either a 3- or 4-factor model provides the best overall fit and that these models are invariant across sex and race/ethnicity. The decision to use the 3- or 4-factor model will likely hinge on researchers' underlying conceptualization of psychopathy, specifically whether antisocial behavior is viewed as a core feature of this construct.     

Pigeons' discrimination of Michotte's launching effect

We trained four pigeons to discriminate a Michotte launching animation from three other animations using a go/no-go task. The pigeons received food for pecking at one of the animations, but not for pecking at the others. The four animations featured two types of interactions among objects: causal (direct launching) and noncausal (delayed, distal, and distal & delayed). Two pigeons were reinforced for pecking at the causal interaction, but not at the noncausal interactions; two other pigeons were reinforced for pecking at the distal & delayed interaction, but not at the other interactions. Both discriminations proved difficult for the pigeons to master; later tests suggested that the pigeons often learned the discriminations by attending to subtle stimulus properties other than the intended ones.     

Theory-based Bayesian models of inductive learning and reasoning

Inductive inference allows humans to make powerful generalizations from sparse data when learning about word meanings, unobserved properties, causal relationships, and many other aspects of the world. Traditional accounts of induction emphasize either the power of statistical learning, or the importance of strong constraints from structured domain knowledge, intuitive theories or schemas. We argue that both components are necessary to explain the nature, use and acquisition of human knowledge, and we introduce a theory-based Bayesian framework for modeling inductive learning and reasoning as statistical inferences over structured knowledge representations.     

Probabilistic models of cognition: conceptual foundations

Remarkable progress in the mathematics and computer science of probability has led to a revolution in the scope of probabilistic models. In particular, 'sophisticated' probabilistic methods apply to structured relational systems such as graphs and grammars, of immediate relevance to the cognitive sciences. This Special Issue outlines progress in this rapidly developing field, which provides a potentially unifying perspective across a wide range of domains and levels of explanation. Here, we introduce the historical and conceptual foundations of the approach, explore how the approach relates to studies of explicit probabilistic reasoning, and give a brief overview of the field as it stands today.     

Toward Mapping Daily Challenges of Living with ADHD: Maternal and Child Perspectives Using Electronic Diaries

Attention-deficit/hyperactivity disorder (ADHD) has an impact on the family as well as the affected child. This study developed and tested an electronic diary for mapping the challenges of everyday family life in a sample of children with ADHD being treated with pharmacotherapy. Across 7 days, mothers and children (27 ADHD; 25 non-ADHD) independently reported their moods, behaviors, and social contexts every 30 min during nonschool hours. Symptomatic behaviors and negative moods were elevated in the ADHD group, combined with maternal perceptions of lower parenting effectiveness and quality of life. Differences in the contexts of maternal anger were salient, with mothers in the ADHD group more often angry when with their children and comparison mothers more often angry when not. Although mothers' diaries were more informative, children's diaries also distinguished the two groups, especially during mornings and weekends. The need for family-wide interventions, the utility of child self-reports, and the promise of electronic diaries are discussed.     

Perception of speech and nonspeech stimuli by children with and without reading disability and attention deficit hyperactivity disorder

The auditory temporal deficit hypothesis predicts that children with reading disability (RD) will exhibit deficits in the perception of speech and nonspeech acoustic stimuli in discrimination and temporal ordering tasks when the interstimulus interval (ISI) is short. Initial studies testing this hypothesis did not account for the potential presence of attention deficit hyperactivity disorder (ADHD). Temporal order judgment and discrimination tasks were administered to children with (1) RD/no-ADHD (n=38), (2) ADHD (n=29), (3) RD and ADHD (RD/ADHD; n=32), and (4) no impairment (NI; n=43). Contrary to predictions, children with RD showed no specific sensitivity to ISI and performed worse relative to children without RD on speech but not nonspeech tasks. Relationships between perceptual tasks and phonological processing measures were stronger and more consistent for speech than nonspeech stimuli. These results were independent of the presence of ADHD and suggest that children with RD have a deficit in phoneme perception that correlates with reading and phonological processing ability. (c) 2002 Elsevier Science (USA).     

An investigation of race and sex similarity effects in interviews: a multilevel approach to relational demography

This research studied the effects of race and sex similarity on ratings in one-on-one highly structured college recruiting interviews (N = 708 interviewers and 12203 applicants for 7 different job families). A series of hierarchical linear models provided no evidence for similarity effects, although the commonly used D-score and analysis-of-variance-based interaction approaches conducted at the individual level of analysis yielded different results. The disparate results demonstrate the importance of attending to nested data structures and levels of analysis issues more broadly. Practically, the results suggest that organizations using carefully administered highly structured interviews may not need to be concerned about bias due to the mismatch between interviewer and applicant race or sex.     

Sleep and the time course of motor skill learning

Growing evidence suggests that sleep plays an important role in the process of procedural learning. Most recently, sleep has been implicated in the continued development of motor-skill learning following initial acquisition. However, the temporal evolution of motor learning before and after sleep, the effects of different training regimens, and the long-term development of motor learning across multiple nights of sleep remain unknown. Here, we report data for subjects trained and retested on a sequential finger-tapping task across multiple days. The findings demonstrate firstly that following initial training, small practice-dependent improvements are possible before, but not following the large practice-independent gains that develop across a night of sleep. Secondly, doubling the quantity of initial training does not alter the amount of subsequent sleep-dependent learning that develops overnight. Thirdly, the amount of sleep-dependent learning does not correlate with the amount of practice-dependent learning achieved during training, suggesting the existence of two discrete motor-learning processes. Finally, whereas the majority of sleep-dependent motor-skill learning develops during the first night of sleep following training, additional nights of sleep still offer continued improvements.     

Being a candidate: its impact on analytic process

Despite its crucial importance to psychoanalytic training, the control analysis has received surprisingly little scrutiny by psychoanalytic writers. How the candidate's training influences analytic process--a critical feature of the control analysis--is examined. In keeping with previous contributions, it is found that the candidate's training experience does indeed influence analytic process. It is argued, however, that focusing on the influence of training itself, as some authors have done, moves discussion away from the meanings of training for each candidate and from how these meanings bear on the interplay of transference and countertransference in the control analysis. Detailed case examples illustrate how one candidate's experience of training was drawn into his control analyses in the form of enactments, supporting the conclusion that attention to the particular ways in which training influences each candidate's analytic work is critical to the candidate's psychoanalytic education.