Psychological-state theories about significant others: implications for the content and structure of significant-other representations

Three studies tested a theory-based approach to significant-other representations. The central hypothesis was that perceivers are especially likely to possess lay theories to explain the responses of their significant others, and this is reflected in the content and structure of significant-other representations. Theories were defined in IF-THEN terms as beliefs about the psychological states (e.g., "IF Bill wants to make a good impression.") that explain others' responses (e.g., ". THEN he acts friendly"). All three studies yielded evidence indicating that the content of significant-other representations is especially likely to include such psychological-state theories (PSTs). Study 3 assessed the internal structure of PSTs-specifically, the strength of the linkages between psychological-state IFs and the THENs they are believed to elicit-and showed that such linkages are particularly strong for PSTs about significant others. Overall, the findings add to the growing literature on the role of explanatory or lay-theoretical forms of knowledge in how perceivers make sense of the social world.     

Neuropsychological differentiation of depression and anxiety

The high comorbidity of depression and anxiety is well established empirically but not well understood conceptually, in terms of either psychological or biological mechanisms. A neuropsychological model of regional brain activity in emotion provides contrasting hypotheses for depression and anxiety, with depression associated with a relative decrease and anxiety with a relative increase in right-posterior activity. These hypotheses received support in a comparison of individuals diagnosed with depression and community controls, and also in a separate study of nonpatients administered a measure of perceptual asymmetry. Hierarchical regressions revealed that depression and anxiety were uniquely and jointly associated with perceptual asymmetry. In light of consistent empirical support for the model, implications for conceptualizations of the comorbidity of depression and anxiety are discussed.     

Attributional style in aggressive adolescent boys

Past research suggests that aggressive children misattribute hostile intentions to peers during ambiguous provocative interactions. This study sought to extend the analysis of attributional differences between aggressive and nonaggressive boys to a sample of court-involved adolescents and their perceptions of interactions involving both peers and adults. Three groups of youngsters (nonoffenders, nonaggressive offenders, and aggressive offenders) participated in a structured interview and provided causal attributions for interpersonal problems commonly faced by teenagers. Results indicated that offenders were more likely than nonoffenders to attribute blame to others in ambiguous problem situations. Among offenders, external, person-centered blame attributions were significantly related to aggressiveness. This relationship was found only in ambiguous situations, and the correlation between such person-centered attributions and aggressiveness was higher in adult-oriented interactions than in peer-oriented ones. Overall, the results suggest that aggressiveness among offenders is associated with an attributional style that is characterized by the tendency to attribute blame for problems in ambiguous interactions to global, dispositional characteristics of others.     

Picture and pattern perception in the sighted and the blind: the advantage of the late blind

Two experiments are reported on the contribution of visual experience to tactile perception. In the first experiment, sighted, congenitally blind, and late blind individuals made tactual matches to tangible embossed shapes. In the second experiment, the same subjects attempted tactile identification of raised-line drawings. The three groups did not differ in the accuracy of shape matching, but both groups of blind subjects were much faster than the sighted. Late blind observers were far better than the sighted or congenitally blind at tactile picture identification. Four of the twelve pictures were correctly identified by most of the late blind subjects. The sighted and congenitally blind performed at comparable levels in picture naming. There was no evidence that visual experience alone aided the sighted in the tactile task under investigation, since they performed no better than did the early blind. The superiority of the late blind suggests that visual exposure to drawings and the rules of pictorial representation may help tactile picture identification when combined with a history of tactual experience.     

The Validity of the Child Problematic Trait Inventory in 6–12 Year Old Italian Children: Further Support and Issues of Consistency Across Different Sources of Information and Different Samples

In the present study, teacher’s ratings, mother’s ratings, and father’s ratings on the Child Problematic Trait Inventory (CPTI) were obtained on two independent samples (N?=?381 and N?=?406, respectively) of Italian school age children (age range: 6–12 years). Cronbach alpha values greater than 0.80 were observed for all CPTI scale scores based on teacher’s ratings, mother’s ratings, and father’s ratings respectively. Although intraclass correlation values suggested poor parent-teacher agreement, robust weighted least square Confirmatory Factor Analyses (WLSMV CFAs) suggested that the three-factor model of the CPTI was consistently replicated as the best fitting model across all informants. Logistic regression analysis conducted in one of the samples showed that teacher’s ratings and mother’s ratings of the CPTI, but not CPTI father’s ratings, significantly predicted child’s problem behavior at school. Multiple regression analyses showed that CPTI scores were significantly predicted by selected temperament dimensions, but with different relationships for different sources of information. Overall, our findings suggest that the CPTI is a reliable and valid measure of problematic traits with a three-factor structure, although this study indicates that multiple sources of information may prove necessary when assessing psychopathy in school-age children with the CPTI.