Establishing appropriate symptomatic control groups for the eating disorders

Two symptomatic control groups for the eating disorders were defined using high and low scores on the Dietary Restraint and Disinhibition scales of the Three Factor Eating Questionnaire. Clinical subjects diagnosed with anorexia and bulimia nervosa were compared with these symptomatic control groups using measures of body weight, bulimic symptoms, and anorexic symptoms. In comparison to the high-Restraint/low-Disinhibition group, anorexic subjects scored higher on measures of eating disorder symptoms but not on Restraint and Disinhibition. The high-Restraint/high-Disinhibition group differed from bulimia nervosa subjects on measures of eating disorder symptoms but did not differ on Restraint and Disinhibition. The results suggested that a control group defined by high Restraint and low Disinhibition formed an appropriate control group for anorexia nervosa. For bulimia nervosa, the most appropriate control group was defined by high Restraint and high Disinhibition.     

Children's discrimination of oblique lines.

In three experiments using delayed-matching tasks with 5-year-old children (one of which also included 7-year-olds) no support was found for the hypothesis that children code for line orientation using a match-mismatch strategy. The hypothesis that errors in discrimination of obliques can be attributed mainly to confusion over the left-right direction of tilt was rejected in a fourth experiment. It was concluded that young children do not spontaneously encode orientation in relation to a matching environmental cue and that there is no evidence that memory for the direction of obliquity is inferior to memory for the degree of obliquity.     

Racial bias in behavioral assessment of children's social skills

The social skills of 20 second- and sixth-grade students were assessed by 20 trained raters using the Social Skills Test for Children (SST-C). Rater and child characteristics were examined to determine whether differences in social skills ratings were due to the race of the rater or the race of the children being rated or due to the interactive effects of these characteristics, which would suggest racial bias in the ratings procedure. The results showed that the race of the rater did affect some behavioral observations. Black raters gave higher scores than white raters on four behavioral categories: response latency, appropriate assertion, effective assertion, and smiling. White raters gave higher scores for head position and gestures. The results of this study replicated earlier findings of significant differences in social skills ratings due to the race and age of the child being rated. The results also showed modest racial bias effects in that black and white raters scored black and white children differentially on two behavioral categories: overall skill ratings and smiling. These results suggested that most behavioral categories of the SST-C were not systematically affected by racial bias. However, the most subjective rating, overall skill, did evidence racial bias effects. This finding is consistent with previous data showing that subjective ratings may be most affected by racial bias.     

Tennant on Knowable Truth

The paper responds to Neil Tennant's recent discussion of Fitch's so-called paradox of knowability in the context of intuitionistic logic. Tennant's criticisms of the author's earlier work on this topic are shown to rest on a principle about the assertibility of disjunctions with the absurd consequence that everything we could make true already is true. Tennant restricts the anti-realist principle that truth implies knowability in order to escape Fitch's argument, but a more complex variant of the argument is shown to elicit from his restricted principle exactly the consequences which it was intended to avoid.     

Theorizing about evidence

Philosophical Studies - The paper defends the infallibilist account of evidential support in Knowledge and its limits from Jessica Brown’s objections in her book Fallibilism: Evidence and...     

Eating disorder diagnoses: empirical approaches to classification

Decisions about the classification of eating disorders have significant scientific and clinical implications. The eating disorder diagnoses in the Diagnostic and Statistical Manual of Mental Disorders (4th ed.; DSM-IV; American Psychiatric Association, 1994) reflect the collective wisdom of experts in the field but are frequently not supported in empirical studies and do not capture the disorders of eating experienced by most people with an eating disorder. Statistical approaches to classification such as latent class analysis and taxometrics can help to create a classification system with greater scientific validity and clinical utility. The field would benefit from direct empirical comparisons of different classification schemes with various clinical and scientific validators. Such studies would enable the creators of the next DSM eating disorder classification to increase understanding of the advantages and disadvantages associated with choosing various diagnostic criteria sets for the eating disorders.     

Newborn Screening: Education,Consent, and the Residual Blood Spot. The Position of the National Society of Genetic Counselors

Newborn screening (NBS) is a minimally invasive lifesaving test. There is currently no federal mandate for NBS, thus states determine their own screening panel based on the recommendations of the Secretary’s Advisory Committee on Heritable Disorders in Newborn and Children (SACHDNC), which was recently re-chartered as the Discretionary Advisory Committee on Heritable Disorders in Newborns and Children (DACHDNC). After NBS is completed, a couple of residual blood spots remain. While some states allow these spots to be used for public health and scientific research purposes, parents are not always informed about these additional uses. This paper addresses the National Society of Genetic Counselors’ (NSGC’s) position about NBS and blood spot storage/use and the rationale for these positions. The National Society of Genetic Counselors strongly supports newborn screening for the uniform screening panel of conditions recommended by the Secretary’s Advisory Committee on Heritable Disorders in Newborns and Children. NSGC also supports storage and use of blood spot samples by newborn screening laboratories and transparent policies that govern these activities.     

Confidence–accuracy resolution in the misinformation paradigm is influenced by the availability of source cues

After witnessing an event, people often report having seen details that were merely suggested to them. Evidence is mixed regarding how well participants can use confidence judgments to discriminate between their correct and misled memory reports. We tested the prediction that the confidence–accuracy relationship for misled details depends upon the availability of source cues at retrieval. In Experiment 1, participants (N = 77) viewed a videotaped staged crime before reading a misleading narrative. After seven minutes or one week, the participants completed a cued recall test for the details of the original event. Prior to completing the test, all participants were warned that the narrative contained misleading details to encourage source monitoring. The results showed that the strength of the confidence–accuracy relationship declined significantly over the delay. We interpret our results in the source monitoring framework. After an extended delay, fewer diagnostic source details were available to participants, increasing reliance on retrieval fluency as a basis for memory and metamemory decisions. We tested this interpretation in a second experiment, in which participants (N = 42) completed a source monitoring test instead of a cued recall test. We observed a large effect of retention interval on source monitoring, and no significant effect on item memory. This research emphasizes the importance of securing eyewitness statements as soon as possible after an event, when witnesses are most able to discriminate between information that was personally seen and information obtained from secondary sources.