Time and memory: towards a pacemaker-free theory of interval timing

A popular view of interval timing in animals is that it is driven by a discrete pacemaker-accumulator mechanism that yields a linear scale for encoded time. But these mechanisms are fundamentally at odds with the Weber law property of interval timing, and experiments that support linear encoded time can be interpreted in other ways. We argue that the dominant pacemaker-accumulator theory, scalar expectancy theory (SET), fails to explain some basic properties of operant behavior on interval-timing procedures and can only accommodate a number of discrepancies by modifications and elaborations that raise questions about the entire theory. We propose an alternative that is based on principles of memory dynamics derived from the multiple-time-scale (MTS) model of habituation. The MTS timing model can account for data from a wide variety of time-related experiments: proportional and Weber law temporal discrimination, transient as well as persistent effects of reinforcement omission and reinforcement magnitude, bisection, the discrimination of relative as well as absolute duration, and the choose-short effect and its analogue in number-discrimination experiments. Resemblances between timing and counting are an automatic consequence of the model. We also argue that the transient and persistent effects of drugs on time estimates can be interpreted as well within MTS theory as in SET. Recent real-time physiological data conform in surprising detail to the assumptions of the MTS habituation model. Comparisons between the two views suggest a number of novel experiments.     

A rasch model for continuous ratings

A unidimensional latent trait model for continuous ratings is developed. This model is an extension of Andrich's rating formulation which assumes that the response process at latent thresholds is governed by the dichotomous Rasch model. Item characteristic functions and information functions are used to illustrate that the model takes ceiling and floor effects into account. Both the dichotomous Rasch model and a linear model with normally distributed error can be derived as limiting cases. The separability of the structural and incidental parameters is demonstrated and a procedure for estimating the parameters is outlined.     

Sleep duration and health correlates among university students in 26 countries

The aim of this study was to investigate sleep duration and its health correlates in university students from 26 low-, middle- and high-income countries. Using anonymous questionnaires and anthropometric measurements, data were collected from 19417 undergraduate university students (mean age 20.8, SD = 2.8) from 27 universities from 26 countries across Asia, Africa and the Americas. Results indicate that the average number of self-reported hours of sleep was 7.07 (CI = 7.04–7.09), with the prevalence of reporting ≤6, 7–8, and ≥9?h sleep duration of 39.2, 46.9, and 13.9%, respectively. Multinomial logistic regression found that sociodemographic variables, health risk behaviour and health status variables were found to be associated with short and long sleep duration.     

How many fidgets in a pretty much: A critique of behavior rating scales for identifying students with ADHD

The school psychologist's role and responsibilities for meeting the needs of students with Attention-Deficit Hyperactivity Disorder (ADHD) have been expanding in recent years. Students with this disorder present refractory problems that may involve the school psychologist in the assessment and diagnosis of ADHD. Rating scales commonly are used, sometimes in conjunction with other techniques, for assessing and diagnosing ADHD. They often are presented as an objective way to quantify the severity of a child's behavior in comparison with a normative standard. Because rating scales have become such an integral component in the identification of children with ADHD, school psychologists should understand the limitations associated with this methodology. In this article we first describe behavior rating scales and difficulties in the use of cutoff scores to identify students as ADHD. Second, we describe how problems with interobserver agreement hamper the validity of rating scales and the subsequent conclusions that can be drawn about students' behavior. Finally, we present recommendations for obtaining more reliable and valid information from rating scales.     

Behavior assessment system for children

The Behavior Assessment System for Children (BASC) is a well-designed and useful set of measures for the assessment and identification of school-age children with emotional disturbances and behavioral disorders. The BASC consists of five measures designed to gather information about a child or adolescent from a variety of sources (teachers, parents, direct observations, students, and historical records). In combining this information into an integrated system, the BASC uniquely attempts to provide a multidimensional understanding of a child. This review summarizes the technical qualities of the BASC and critiques its usefulness for practicing school psychologists. Although there are shortcomings, the BASC is made up of some of the best measures of their kind and represents an approach of choice for identifying children with emotional and behavioral disorders in schools.     

A Short Measure of the Revised Reinforcement Sensitivity Theory – RSQ17

The need for a research and practical tool, such as a short, reliable, and valid personality assessment test, suggests researchers to create shortened versions of original instruments. Reinforcement sensitivity questionnaire (RSQ) was created in line with some basic premises of revised Reinforcement sensitivity theory, which proposes three motivational and emotional systems: Behavioral inhibition system (BIS), responsible for scanning environment for potential threats, Behavioral activation system (BAS), responsible for aproaching behavior, and the Fight/Flight/Freeze system (FFFS), responsible for behavior in the present threat. RSQ comprises five scales: BIS, BAS, Fight, Flight, and Freeze. The aim of this study was to develop a short version of RSQ, which would be beneficial to both research and practical purposes. Item response theory analyses were used for item selection. The study comprised two samples of participants, whereby Sample 1 (N = 837, 34.6% male, aged 18 – 82, M = 31.63, SD = 13.54) served as the derivation sample, while Sample 2 (818 participants, 43.6% male, 18?75 years, M = 29.65, SD = 12.52) served as validation sample. Factorial validity of the short RSQ was examined on both Sample 1 and Sample 2. Convergent and divergent validity of the short RSQ was examined using RST-PQ, Jackson-5, BIS/BAS scales, and Big Five Inventory. The results point to satisfactory internal consistency, factorial validity, and construct validity of the short RSQ, suggesting that it is an adequate measure for research settings or other contexts which require the use of short personality questionnaires.     

不同认知偏好对大学生情感反应的影响：短期利益和长期代价

对99名大学生进行一个学期的追踪调查,探讨不同认知偏好对他们状态性情感反应的影响以及这种影响从长期看是利是弊的问题。结果发现：1）与其他组被试相比,积极认知偏好组产生了更少消极情感反应和更高情感反应积极性;2）认知偏好对个体情感反应的不同影响是暂时的,从长期看,既没有累积成稳定的情感健康差异也没有产生情感代价。最后对认知偏好的适应性进行了讨论。     

Reliability of Summed Item Scores Using Structural Equation Modeling: An Alternative to Coefficient Alpha

A method is presented for estimating reliability using structural equation modeling (SEM) that allows for nonlinearity between factors and item scores. Assuming the focus is on consistency of summed item scores, this method for estimating reliability is preferred to those based on linear SEM models and to the most commonly reported estimate of reliability, coefficient alpha.     

A short form of the metacognitions questionnaire: properties of the MCQ-30

The metacognitions questionnaire (MCQ) measures individual differences in a selection of metacognitive beliefs, judgments and monitoring tendencies considered important in the metacognitive model of psychological disorders. The development and properties of a shortened 30-item version of the MCQ, the MCQ-30, are reported. Construct validity was evaluated by confirmatory and exploratory factor analysis. Overall, the fit indices suggested an acceptable fit to a five-factor model consistent with the original MCQ. Exploratory factor analysis supported a five-factor structure, which was almost identical to the original solution obtained in previous studies with the full MCQ. The five factors are cognitive confidence, positive beliefs about worry, cognitive self-consciousness, negative beliefs about uncontrollability of thoughts and danger, and beliefs about need to control thoughts. The MCQ-30 showed good internal consistency and convergent validity, and acceptable to good test-retest reliability. Positive relationships between metacognitions and measures of worry and obsessive-compulsive symptoms provided further support for the validity of the measure and the metacognitive theory of intrusive thoughts. The psychometric properties of MCQ-30 suggest that the instrument is a valuable addition to the assessment of metacognitions that has the advantage of being more economical to use compared with the original MCQ.