Adaptation of the Mullen Scales of Early Learning for use among infants aged 5‐ to 24‐months in rural Gambia

Infants in low‐resource settings are at heightened risk for compromised cognitive development due to a multitude of environmental insults in their surroundings. However, the onset of adverse outcomes and trajectory of cognitive development in these settings is not well understood. The aims of the present study were to adapt the Mullen Scales of Early Learning (MSEL) for use with infants in a rural area of The Gambia, to examine cognitive development in the first 24‐months of life and to assess the association between cognitive performance and physical growth. In Phase 1 of this study, the adapted MSEL was tested on 52 infants aged 9‐ to 24‐months (some of whom were tested longitudinally at two time points). Further optimization and training were undertaken and Phase 2 of the study was conducted, where the original measures were administered to 119 newly recruited infants aged 5‐ to 24‐months. Infant length, weight and head circumference were measured concurrently in both phases. Participants from both phases were split into age categories of 5–9 m (N = 32), 10–14 m (N = 92), 15–19 m (N = 53) and 20–24 m (N = 43) and performance was compared across age groups. From the ages of 10–14 m, Gambian infants obtained lower MSEL scores than US norms. Performance decreased with age and was lowest in the 20–24 m old group. Differential onsets of reduced performance were observed in the individual MSEL domains, with declines in visual perception and motor performance detected as early as at 10–14 months, while reduced language scores became evident after 15–19 months of age. Performance on the MSEL was significantly associated with measures of growth.     

Exploring the factor structure of the Francis Psychological Type Scales among a sample of Anglican clergy in England

ABSTRACT

The Francis Psychological Type Scales (FPTS) were designed to provide a fresh conceptualisation and operationalisation of psychological type theory suitable for application within self-report quantitative studies in the individual differences tradition. The present study tests the factor structure of this instrument among a sample of 722 Anglican clergy. The Varimax Rotated Solution with Kaiser Normalisation recovered the hypothesised location of 74 of the 80 items across four factors with factor weightings of or above .38. The FPTS are commended for use.     

Validation of the German version of the Driver Skill Inventory (DSI) and the Driver Social Desirability Scales (DSDS)

The psychometric properties of the new German versions of the Driver Skill Inventory (DSI) and the Driver Social Desirability Scales (DSDS) were examined. The DSI is a self-report measure assessing perceptual-motor skills and the safety motive as two important aspects of driving behavior. Self-report measures, however, are susceptible to socially desirable responding (SDR) which is why both general and specific driving-related SDR scales have been developed: Based on the Balanced Inventory of Desirable Responding (BIDR), the DSDS taps Driver Impression Management and Driver Self-Deception as two important aspects of SDR. In two validation studies with less experienced (N = 130) and experienced drivers (N = 1199), both inventories showed the expected two-factor structure and satisfactory internal consistency. In Study 1, self-ratings were compared with and confirmed by peer-ratings. In both studies, we accumulated evidence of convergent and discriminant validity for the German version of the DSI by correlating it with demographic, driving-specific, and personality measures, including the Big Five, Type A behavior, and sensation seeking. The DSI seemed to be only marginally contaminated by SDR.     

The development of 3- to 9-month-old infants in two cultural contexts: Bayley longitudinal results for Cameroonian and German infants

Based on the Bayley Scales of Infant Development III, this study provides the results of a longitudinal study on the development of Cameroonian Nso farmer and German middle-class infants. Complete longitudinal data were available for 253 infants (69 from Cameroon and 184 from Germany) with Bayley assessments at 3, 6 and 9 months. The results show large differences between Cameroonian Nso and German infants with regard to gross motor and language development. The developmental sequence within each Bayley scale is more in line with the original Bayley sequence for German than for Cameroonian Nso infants as is indicated by Goodman scalogram analyses. Path analyses show some basic similarities between the developmental paths across ages for Cameroonian Nso and German infants, but more interconnections between the scales in the German sample. The results underline the need to adjust developmental scales to the cultural background of the infants to be tested.     

Predictors of early person reference development: Maternal language input,attachment and neurodevelopmental markers

In a longitudinal natural language development study in Germany, the acquisition of verbal symbols for present persons, absent persons, inanimate things and the mother–toddler dyad was investigated. Following the notion that verbal referent use is more developed in ostensive contexts, symbolic play situations were coded for verbal person reference by means of noun and pronoun use. Depending on attachment classifications at twelve months of age, effects of attachment classification and maternal language input were studied up to 36 months in four time points. Hierarchical regression analyses revealed that, except for mother absence, maternal verbal referent input rates at 17 and 36 months were stronger predictors for all referent types than any of the attachment organizations, or any other social or biological predictor variable. Attachment effects accounted for up to 9.8% of unique variance proportions in the person reference variables. Perinatal and familial measures predicted person references dependent on reference type. The results of this investigation indicate that mother-reference, self-reference and thing-reference develop in similar quantities measured from the 17-month time point, but are dependent of attachment quality.     

Depression Anxiety Stress Scales: Factor structure and differential item functioning across women and men

This study examined the factor structure, and differential item functioning of the Depression Anxiety Stress Scales (DASS; Lovibond & Lovibond, 1995) across sex. The DASS was completed by 201 women and 165 men from the general community. Confirmatory factor analysis (CFA) indicated support for the original 3-factor oblique model (factors for depression, anxiety and stress). There was however more support for a bifactor model, with four orthogonal factors: a general factor on which all the depression, anxiety and stress items load, and specific independent factors for depression, anxiety and stress items. None of the DASS items showed DIF. The practical, theoretical, research and clinical implications of the findings are discussed.     

Health Anxiety in Children: Development and Psychometric Properties of the Childhood Illness Attitude Scales

The course of severe anxiety surrounding health issues is unknown. The available literature suggests that adults who are overly anxious about health issues often interpret or misinterpret their bodily signs and symptoms to be indicative of a serious illness. The construct of health anxiety has not been examined in children and, to date, there has not been an instrument developed for this purpose. The Illness Attitude Scales is one of the most commonly used instruments for evaluating fears, beliefs, and attitudes that are associated with hypochondriasis and abnormal illness behaviour in adults. We sought to adapt the Illness Attitude Scales for use with children ages 8–15 years. The adapted Illness Attitude Scales was renamed the Childhood Illness Attitude Scales. Revisions to the adult version consisted of simplification of language, revision of Likert scale (i.e. 5-point to 3-point scale), and the addition of 7 questions to evaluate the role parents/guardians play in facilitating medical attention or treatment. Correlations between Childhood Illness Attitude Scales total scores and other self-report measures were supportive of the construct-related validity of the Childhood Illness Attitude Scales and suggested that it is a useful measure of health anxiety in school-age children. Practical and theoretical implications of the present results are discussed.     

Comparative relationships of the Wechsler Adult Intelligence Scale—Revised (WAIS-R) and the Wechsler Adult Intelligence Scale (WAIS) to the Wechsler Memory Scale (WMS)

This study investigated whether the Wechsler Adult Intelligence Scale — Revised (WAIS-R) and Wechsler Adult Intelligence Scale (WAIS) demonstrate similar patterns of relationship with the Wechsler Memory Scale (WMS). Sixty VA patients were administered the WAIS-R and WMS and 60 completed the WAIS and WMS. The groups were comparable in terms of demographic variables. Pearson correlations were computed between the subtest and IQ scores from the intelligence scales and the scores from the WMS for each group. Comparison of the resulting correlations for the WAIS-R group with those of the WAIS subjects demonstrated only four significant differences, indicating that the WAIS-R and WAIS variables covary in a similar manner with the WMS scores. Following factor analysis of the test data for both groups, coefficients of congruence indicated a high degree of similarity between the two factor solutions. Essentially the same relationships emerged between intelligence variables and the WMS regardless of which scale was administered.     

Differential validity of the Gottschalk-Gleser Anxiety Scales: is gender a moderator variable?

It can be hypothesized that affects like anxiety can be measured by content analysis of speech due to the phenomenon of mood congruent memory, which is found predominantly in females. To assess the effect of gender on the validity of the Gottschalk-Gleser Anxiety Scales, the standard procedure for obtaining verbal samples was followed and self-report measurements of comparable emotional constructs were applied concurrently. Measures of state and trait emotions were administered to 25 female and 25 male university students. In the female group 18 significant convergent validity coefficients were found. For males, content analytic anxiety scores showed four significant correlations with concurrent self-report scales. These results suggest that content analytic anxiety scores from female subjects may allow a more accurate prediction of state and trait emotions than anxiety scores from male subjects. Thus, gender might have a differential effect on the validity of the Gottschalk-Gleser Anxiety Scales.     

Predicting preschool motor and cognitive performance in appropriate-for-gestational-age children born at ≤ 32 weeks gestation

Although many follow-up studies have been performed on preterm infants, little attention has been devoted to prediction of motor skills in the preschool or school years. We studied the relationship of performance on the Bayley Scales of Infant Development at a mean corrected age of 21 months to performance on the McCarthy Scales of Children's Abilities at a mean corrected age of 44.7 months for 43 appropriate-for-gestational-age (AGA) children born at ≤ 32 weeks gestation. Motor scores were stable over time with a significant correlation between the Bayley Psychomotor Developmental Index (PDI) and the McCarthy Motor subscale (r = 0.60; p = 0.0001). Scores of cognitive abilities also showed a significant correlation between the Bayley Mental Developmental Index (MDI) and the McCarthy General Cognitive Index (r = 0.42; p = 0.009). Small-for-gestational-age (SGA), very low-birthweight (≤ 1500 grams) children scored lower on the McCarthy General Cognitive Index (p = 0.01) and on the Motor subscale (p = 0.047) than the AGA children. We concluded that motor performance of AGA children born at ≤ 32 weeks gestation is stable from toddlerhood to preschool age. We suggest that SGA children be excluded from studies of motor performance of prematurely born children.