Internal and External Validity of Sluggish Cognitive Tempo and ADHD Inattention Dimensions with Teacher Ratings of Nepali Children

The objective was to evaluate the validity of sluggish cognitive tempo (SCT) and ADHD-inattention (IN) symptoms in children from Nepal. Teachers rated SCT, ADHD-IN, ADHD-hyperactivity/impulsivity (HI), oppositional defiant disorder (ODD), anxiety, depression, academic impairment, social impairment, and peer rejection dimensions in 366 children (50 % girls) in first through sixth grades (M _age?=?9.35, SD _age?=?1.96) on two separate occasions separated by 4-weeks. Seven of the eight SCT symptoms and all nine ADHD-IN symptoms showed convergent validity (substantial loadings on their respective factors) and discriminant validity (higher loadings on their respective factor than the alternative factor) at both time-points. Across all three separate analyses (assessment 1, assessment 2, and from assessment 1 to assessment 2), higher SCT scores were associated with lower ADHD-HI scores and higher depression, academic impairment, and social impairment scores after controlling for ADHD-IN while higher ADHD-IN scores were associated with higher ADHD-HI, ODD, academic impairment, and peer rejection scores after controlling for SCT. Also, as hypothesized, SCT scores were not related to ODD scores after controlling for ADHD-IN. The study provides the first evidence for the internal and external validity of the SCT dimension relative to the ADHD-IN dimension with teacher ratings of children from Nepal, thereby increasing the validity of the SCT construct beyond North America, Western Europe, South America, and South Korea.     

Specific language impairment in children: A cross-linguistic study

A common profile in English-speaking specifically language-impaired children is a moderate deficit across a broad range of linguistic features and a more marked, selective impairment in using bound morphemes and components of the verb system. To gain a clearer understanding of the nature of these more serious problems, we examined the speech of monolingual Italian-speaking as well as English-speaking children with specific language impairment. The evidence suggested that phonological factors contributed significantly to these children's extraordinary problems with particular linguistic features. Contrary to expectations, other marked deficits seemed more related to the opacity of the rules involved and homonymity with other morphemes than to problems with formal grammatical devices in general or components of the verb system in particular.     

From ABLE to TAPAS: A New Generation of Personality Tests to Support Military Selection and Classification Decisions

This article discusses 3 modern forced-choice personality tests developed for the U.S Armed Services to provide resistance to faking and other forms of response distortion: the Assessment of Individual Motivation, the Navy Computerized Adaptive Personality Scales, and the Tailored Adaptive Personality Assessment System. These tests represent the transition from Likert to forced-choice formats and from static to computerized adaptive item selection to meet the challenges of large-scale, high-stakes testing environments. For each test, we briefly describe the personality constructs that are assessed, the response format and scoring methods, and selected ongoing research and development efforts. We also highlight the potential of these tests for personnel selection, classification, and diagnostic screening purposes.     

Digital Stress over the Life Span: The Effects of Communication Load and Internet Multitasking on Perceived Stress and Psychological Health Impairments in a German Probability Sample

The present study investigated the psychological health effects and motivational origins of digital stress based on a representative survey of 1,557 German Internet users between 14 and 85 years of age. Communication load resulting from private e-mails and social media messages as well as Internet multitasking were positively related to perceived stress and had significant indirect effects on burnout, depression, and anxiety. Perceived social pressure and the fear of missing out on information and social interaction were key drivers of communication load and Internet multitasking. Age significantly moderated the health effects of digital stress as well as the motivational drivers of communication load and Internet multitasking. The results, thus, underline the need to address digital stress from a life span perspective.     

Experienced and Expected Similarity to Same-Gender Peers: Moving Toward a Comprehensive Model of Gender Segregation

Gender segregation is often explained by children being interested in interacting with other children who behave similarly to themselves. Children??s beliefs about girls and boys (i.e., their gender cognitions) may also play a role in gender segregation, but this idea has received little attention. In this study, we proposed a model of gender segregation that included similarity on gender-typed behavioral qualities (e.g., rough and tumble play) and gender cognitions concerning perceived similarity to same-gender others, and we assessed whether this more comprehensive heuristic model predicted observed peer interactions in young U.S. children (n?=?74; M age = 51 m; middle-class families). A multi-method design was employed including observations of behavior and child reports of gender cognitions. Support was found for the linkages proposed in this comprehensive model for boys; partial support was found for girls. Specifically, the inclusion of gender cognitions was supported for both genders: gender cognitions about perceived similarity related to interactional partner choices for both girls and boys, and accounted for variance in observed partner choices even after behavioral similarity was included in the model. The traditional link concerning behavioral similarity on rough-and-tumble play predicted boys?? but not girls?? interactions. The findings extend knowledge about the role of social cognitions in social behavior, and are consistent with ideas proposed by gender schema theory and other constructivist theories.     

Construct Validity of ADHD-IN,ADHD-HI,ODD toward Adults,Academic and Social Competence Dimensions with Teacher Ratings of Thai Adolescents: Additional Validity for the Child and Adolescent Disruptive Behavior Inventory

Confirmatory factor analysis was used to test the construct validity of an attention-deficit/hyperactivity disorder-inattention, attention-deficit/hyperactivity disorder-hyperactivity/impulsivity, oppositional defiant disorder toward adults, academic and social competence factor model with teacher ratings of Thai adolescents (n = 872) with the Child and Adolescent Disruptive Behavior Inventory. The five-factor model resulted in an adequate fit in an absolute sense (i.e., CFI = .960; TLI = .985; RMSEA = .065; and WRMR = .883). All the items had significant and substantial loadings on their respective factors (i.e., > .78) with the five-factors showing discriminant validity. The five-factor model also resulted in similar results for boys and girls separately as well as younger and older adolescents. The current findings with the teacher version of the measure in conjunction with earlier research with mothers’ and fathers’ ratings of Brazilian, Thai, and American children (Burns et al., Psychological Assessment, 20, 121-130, 2008) and Thai adolescents (Burns et al., Psychological Assessment, 21, 635-641, 2009) provide increasing support for the construct validity of Child and Adolescent Disruptive Behavior Inventory within multiple cultures. Procedures are also outlined to improve the content validity as well as test the construct validity of forthcoming parent and teacher DSM-V ADHD/ODD rating scales.     

Self-informant Agreement for Personality and Evaluative Person Descriptors: Comparing Methods for Creating Informant Measures

Little attention typically is paid to the way self-report measures are translated for use in self-informant agreement studies. We studied two possible methods for creating informant measures: (a) the traditional method in which self-report items were translated from the first- to the third-person and (b) an alternative meta-perceptual method in which informants were directed to rate their perception of the targets' self-perception. We hypothesized that the latter method would yield stronger self-informant agreement for evaluative personality dimensions measured by indirect item markers. We studied these methods in a sample of 303 undergraduate friendship dyads. Results revealed mean-level differences between methods, similar self-informant agreement across methods, stronger agreement for Big Five dimensions than for evaluative dimensions, and incremental validity for meta-perceptual informant rating methods. Limited power reduced the interpretability of several sparse acquaintanceship effects. We conclude that traditional informant methods are appropriate for most personality traits, but meta-perceptual methods may be more appropriate when personality questionnaire items reflect indirect indicators of the trait being measured, which is particularly likely for evaluative traits.     

On the consideration of automatic as well as controlled psychological processes in aggression

Without slighting the important role played by controlled psychological processes in human aggression, this paper recommends that considerable systematic attention should also be given to the operation of automatic processes in bringing about this behavior. The concepts of automaticity and impulsivity are discussed briefly and it is proposed that many impulsive actions, particularly antisocial ones, are due to failures of restraint after they were initiated involuntarily. A number of experiments are reviewed in which situational stimuli automatically instigated or heightened aggressive inclinations. These have to do with associations in hostility displacement, reactions to stigmatized persons, and association in aggressive reactions to media violence. The last-mentioned studies deal especially with factors affecting the selection of the target for aggression. In discussing these findings it is suggested that after the crucial situational features had automatically initiated the sequence of determinants, the aggression displayed could have been due either to a hostile appraisal of the target or the activation of aggression-related bodily reactions as well as hostile ideas. It is also hypothesized that in at least one of the studies, an experienced negative affect might have instigated the aggression independently of any appraisals.