The structure of personality disorders: comparing the DSM-IV-TR Axis II classification with the five-factor model framework using structural equation modeling

Earlier factor analytical studies on the empirical validity of the DSM-IV-TR (American Psychological Association, 2000) Axis II classification have offered little support for the current three-cluster structure. In his large-scale meta-analysis of previously published personality disorder correlation matrices, O'Connor (2005) found four factors, corresponding to the neuroticism, extraversion, agreeableness, and conscientiousness domains of the five-factor model of personality. In the present study, this dimensional four-factor model and the categorical DSM three-cluster structure were fitted to the Assessment of DSM-IV Personality Disorders questionnaire (ADP-IV; Schotte & De Doncker, 1994) scale scores using structural equation modelling. The results strongly favored the dimensional model, which also resembled other well-founded four-factor proposals (Livesley, Jang, & Vernon, 1998; Widiger & Simonsen, 2005). Moreover, a multigroup confirmatory factor analysis showed that this model was highly invariant and thus generalizable across two large clinical (n = 1,029) and general population (n = 659) samples.     

The Highest Good,The Social Character of Reason,and the Anthropological Enterprise of Kant’s “Critique”: A Response to the Symposium on The Ethical Commonwealth in History

Philosophia - In response to the five essays commenting on The Ethical Commonwealth in History, I provide an exploration of three themes—the character of the highest good, the...     

Are belief‐based justifications associated with metalinguistic awareness? A cross‐sectional study in school‐age children

Previous research has consistently demonstrated that false‐belief (FB) understanding correlates with and predicts metalinguistic ability in preschoolers. Surprisingly, however, there is scant evidence on the question of whether this relation persists at later ages. The present cross‐sectional study sought to fill this gap by examining the association between FB understanding, belief‐based justifications and metalinguistic awareness. A sample of 150 children primary‐school children between 8 and 11 years of age were administered a test of receptive language, a second‐order theory‐of‐mind task and a comprehensive metalinguistic battery. The results of correlational and regression analyses showed that explicit metalinguistic awareness (in particular, performance in the Ambiguity and Phonemic Segmentation subtests) was significantly predicted by children's belief‐based responses to the justification question in the theory of mind task but only for children with small receptive vocabularies; in contrast, FB understanding made no independent contribution (either alone or in interaction with other measures). These findings complement and advance existing data by showing that, in school‐age children, the association between the 2 domains involves more mature, verbally explicit levels of FB understanding and metalinguistic awareness.

Highlights

• We examined the relation between metalinguistic awareness and theory‐of‐mind in primary‐school children.
• Metalinguistic awareness was associated to belief‐based justifications, but only for children with small vocabulary.
• In school‐age children the ability to provide verbal justifications plays a key role in the relation between theory‐of‐mind and metalinguistic awareness.

     

Adult brains don't fully overcome biases that lead to incorrect performance during cognitive development: an fMRI study in young adults completing a Piaget‐like task

A current issue in developmental science is that greater continuity in cognition between children and adults may exist than is usually appreciated in Piaget‐like (stages or ‘staircase’) models. This phenomenon has been demonstrated at the behavioural level, but never at the brain level. Here we show with functional magnetic resonance imaging (fMRI), for the first time, that adult brains do not fully overcome the biases of childhood. More specifically, the aim of this fMRI study was to evaluate whether the perceptual bias that leads to incorrect performance during cognitive development in a Piaget‐like task is still a bias in the adult brain and hence requires an executive network to overcome it. Here, we compared two numerical‐judgment tasks, one being a Piaget‐like task with number–length interference (called ‘INT’) and the other being a control task with number–length covariation (‘COV’). We also used a colour‐detection task to control for stimuli numerosity, spatial distribution, and frequency. Our behavioural results confirmed that INT remains a difficult task for young adults. Indeed, response times were significantly higher in INT than in COV. Moreover, we observed that only in INT did response times increase linearly as a function of the number of items. The fMRI results indicate that the brain network common to INT and COV shows a large rightward functional asymmetry, emphasizing the visuospatial nature of these two tasks. When INT was compared with COV, activations were found within a right frontal network, including the pre‐supplementary motor area, the anterior cingulate cortex, and the middle frontal gyrus, which probably reflect detection of the number/length conflict and inhibition of the ‘length‐equals‐number’ response strategy. Finally, activations related to visuospatial and quantitative processing, enhanced or specifically recruited in the Piaget‐like task, were found in bilateral posterior areas.     

Math in actions: Actor mode reveals the true arithmetic abilities of French-speaking 2-year-olds in a magic task

Our previous studies provide some evidence of between-language effects on arithmetic performance in 2-year-olds. French-speaking children were especially biased by the use of the word un as a cardinal value and as an article in the singular/plural opposition (1 vs. the set 2, 3, …). Here we evaluated the ability of a new action-based assessment method to avoid this bias. A total of 80 French-speaking 2- and 3-year-olds were confronted with impossible (1 + 1 = 1 or 1 + 1 = 3) and possible (1 + 1 = 2) addition problems that triggered the bias. The problems were either presented to the children by the experimenter (onlooker mode) or realized by themselves (actor mode). The 2-year-olds performed better in the actor mode than in the onlooker mode. A subtraction control with no language ambiguity (2-1 = 2 or 1) was conducted with 80 other children; both modes elicited comparable performances regardless of age. These data indicate that the actor mode is effective for assessing arithmetic ability in French-speaking 2-year-olds.     

A longitudinal examination of early communicative development: Evidence from a parent‐report questionnaire

The present research employed a longitudinal design to assess the verbal and non‐verbal communicative abilities of a sample of 104 children, using two different parent‐report instruments: the Questionnaire for Communication and Early Language (QCEL) development at 12, 16, and 20 months, and the Italian adaptation of the MacArthur–Bates Communicative Development Inventories: Words and Gestures at 23 months. The results supported and extended previous data about the validity of the QCEL, by showing that: (1) both verbal and non‐verbal variables predicted the level of language development at 23 months; (2) children classified as at‐risk with the QCEL had reduced vocabulary size and a lower number of sentences at 23 months; (3) early individual differences in the use of words and gestures were associated with later differences in linguistic abilities. It is concluded that the longitudinal use of the QCEL questionnaire can provide useful information about language development.     

Statistical power of articles published in three health psychology-related journals.

Power was calculated for 8,266 statistical tests in 187 journal articles published in the 1997 volumes of Health Psychology (HP), Addictive Behaviors (AB), and the Journal of Studies on Alcohol (JSA). Power to detect small, medium, and large effects was .34. .74. and .92 for HP; .34, .75, and .90 for AB; and .41, .81. and .92 for JSA. Mean power estimates are .36, .77, and .91, giving a good estimation for the field of health psychology. J. Cohen (1988) recommended that power to detect effects should be approximately .80. Using this criterion, the articles in these journals have adequate power to detect medium and large effects. Intervention studies have much less power to detect effects than nonintervention studies do. Results are encouraging for this field, although studies examining small effects are still very much underpowered. This issue is important, because most intervention effects in health psychology are small.