Do response time limitations counteract the effect of faking on personality inventory validity?

Different models of lying on personality scales make discrepant predictions on the association between faking and item response time. The current research investigated response time restriction as a method for reducing the influence of faking on personality scale validity. In 3 assessment simulations involving 540 university undergraduates responding to 2 common, psychometrically strong personality inventories, no evidence emerged to indicate that limiting respondents' answering time can attenuate the effects of faking on validity. Results were interpreted as failing to support a simple model of personality test item response dissimulation that predicts that lying takes time. Findings were consistent with models implying that lying involves primitive cognitive processing or that lying may be associated with complex processing that includes both primitive responding and cognitive overrides.     

Advancing scientific discourse in the controversy surrounding the Comprehensive System for the Rorschach: a rejoinder to Meyer (2000)

A recent commentary by Meyer (2000) in the Journal of Personality Assessment alleged that Rorschach critic Wood and his colleagues had intentionally published information that they knew to be in error. To substantiate this contention, Meyer's commentary published information that was part of the peer review process at another journal. In this rejoinder, we present factual information that shows we have consistently acted in good faith. This rejoinder suggests that the scientific debate regarding the Comprehensive System for the Rorschach is unlikely to be advanced by speculating about the intentions of Rorschach critics, or by publishing information from the peer review process that is usually kept confidential.     

Coming to grips with negative evidence for the Comprehensive System for the Rorschach: a comment on Gacono, Loving, and Bodholdt; Ganellen; and Bornstein

The Comprehensive System (CS; Exner, 1991, 1993) for the Rorschach is currently engulfed in controversy. This comment article responds to 3 articles by Rorschach proponents in this issue of the Journal of Personality Assessment. Contrary to the claims of Gacono, Loving, and Bodholdt (this issue), CS scores do not bear a well-demonstrated relationship to psychopathy, antisocial personality disorder, or conduct disorder. Contrary to the claims of Ganellen (this issue), both the original and the revised CS Depression Index (Exner, 1993) bear little or no relationship to depression diagnoses. Furthermore, the scoring reliability of some CS scores is problematic. Although we agree with Bornstein (this issue) that Rorschach scores generally bear little or no relation to psychiatric diagnoses or self-report questionnaires, we believe this lack of relationship tends to disconfirm hypotheses concerning the validity of the Rorschach. In the spirit of the philosopher Sir Karl Popper, the Rorschach community should not minimize negative evidence or engage in post hoc arguments to immunize the CS against falsification.     

Transitioning into and out of large-effect drinking in young adulthood

As individuals age beyond the college years into young adulthood, many exhibit a tendency to moderate or "mature out of" alcohol involvement. The current study classified effect-drinking statuses in young adults and examined transitions among statuses using latent transition analysis, a latent variable state-sequential model for longitudinal data. At 3 occasions over 7 years (Years 1, 4, and 7), 443 men (47%) and women (mean age of both at baseline = 18.5 years; 51% with family history of alcoholism) responded to 3 past-30-day items assessing drinking and subjective effects of drinking: whether the respondent drank alcohol, felt high, and felt drunk. Latent statuses included abstainers (14% at Year 1), limited-effect drinkers (8%), moderate-effect drinkers (23%), and large-effect drinkers (54%). Respondents with family history of alcoholism were less likely to transition out of large-effect drinking than those without family history. Men exhibited more severe initial effect-drinking statuses and lower transition probabilities into less severe effect-drinking statuses than women.     

Future events,early experience,and mental health: clinical assessment using the anticipated life history measure

This study's goals were (a) to provide convergent validity for the Anticipated Life History measure (ALH), an instrument prompting participants to describe their future life course from their 21st birthday until their death, and (b) to assess the impact of early experience and early memories on the ALH. The ALH narratives were coded for the presence and/or absence of future life events and for five clinical features (Narrative Integrity, Depression, Fantasy Distortion, Impulsivity, and Malevolence) using a detailed scoring manuaL A sample of 285 young adults completed the ALH and a battery of cognitive, mood, and life events measures. The results confirm the utility of this new instrument: Participants whose ALH scored high on the clinical measures also had higher levels of current depression, lower quality-of-life satisfaction, reported more negative early life experiences, and recounted negative early memories.     

The Nine Box Maze Test: A measure of spatial memory development in children

This study investigates the development of visuo-spatial memory in school-aged children, as measured by the Nine Box Maze Test Child Version (NBMT-CV). This task, originally developed for adults by, utilises an allocentric framework to assess the complexities of spatial memory. Sixty children participated in this study (aged 5-12 years), which also involved administration of traditional 'non-verbal' memory tests. Results indicate that visuo-spatial memory develops across childhood and that the NBMT-CV taps distinct skills compared to other 'non-verbal' memory tasks. The theoretical, assessment and developmental issues raised by these findings are discussed.     

Sex differences in interaction style as a product of perceived sex differences in competence

Males' and females' interaction styles were observed while they worked in four-person, mixed-sex groups on a discussion task. In some groups, members were only given information about each others' names and gender. In this circumstance, men were perceived by themselves and other group members to be higher in competence than women. Further, men engaged in a greater amount of active task behavior than women (e.g., giving information, giving opinions), and women exhibited a greater amount of positive social behavior than men (e.g., agreeing, acting friendly). In other groups, members' competency-based status was manipulated by providing false feedback that they were high or low relative to their group in intellectual and moral aptitude. High status members were then perceived to be more competent than low status ones and, further, high status individuals engaged in more active task and less positive social behavior than low status ones. In this condition, no sex differences were obtained on perceived competence or on active task or positive social behavior. Overall, these findings support the idea that the gender differences obtained in interaction when status was not specified were partially a function of group members' belief that the sexes differ in competence. Direct information concerning members' intellectual and moral competence apparently blocked the perceived gender-to-competence link, and status alone affected perceived competence and interaction style.     

Long-term follow-up of a childhood amnesic syndrome

In attempting to explain observed dissociations between impaired and preserved memory functioning in amnesia, various dichotomous memory systems (e.g., procedural versus declarative, episodic versus semantic, working versus reference memory) have often been employed. In such cases, the assumption has been that memory subserved by one system is preserved, while that of the other system is impaired. Cohen and Squire have suggested that in amnesia, declarative memory is impaired, although procedural memory is preserved. Long-term follow-up of a densely amnesic patient refutes this view by demonstrating significant anterograde learning of school subjects including reading, vocabulary, spelling, and arithmetic, all of which include some component of declarative memory. It appears that the procedural/declarative dichotomy is not adequate to explain preserved memory in amnesia.