Inter-individual differences in intra-individual variability in personality within and across contexts

This study focuses on intra-individual variability in personality at work, and how it relates to job performance. 288 professionals completed contextualised adjective-based personality assessments in work and non-work contexts, and a non-contextualised personality measure. Ratings of their personality were also obtained from colleagues, family members and friends. Supervisors provided performance ratings for 130 participants. Results indicate that personality is context- and source-dependent, and varies systematically within contexts intra-individually regardless of source. Whilst this variability was predictive of some performance criteria when based on other-ratings, overall predictive effects were small in number and size. This study adds to the relatively small body of research on personality variability and performance and contributes to the conceptualisation of personality as a dynamic construct.     

The heterogeneity of attention‐deficit/hyperactivity disorder symptoms and conduct problems: Cognitive inhibition,emotion regulation,emotionality, and disorganized attachment

This study examined the contributions of several important domains of functioning to attention‐deficit/hyperactivity disorder (ADHD) symptoms and conduct problems. Specifically, we investigated whether cognitive inhibition, emotion regulation, emotionality, and disorganized attachment made independent and specific contributions to these externalizing behaviour problems from a multiple pathways perspective. The study included laboratory measures of cognitive inhibition and disorganized attachment in 184 typically developing children (M age = 6 years, 10 months, SD = 1.7). Parental ratings provided measures of emotion regulation, emotionality, and externalizing behaviour problems. Results revealed that cognitive inhibition, regulation of positive emotion, and positive emotionality were independently and specifically related to ADHD symptoms. Disorganized attachment and negative emotionality formed independent and specific relations to conduct problems. Our findings support the multiple pathways perspective on ADHD, with poor regulation of positive emotion and high positive emotionality making distinct contributions to ADHD symptoms. More specifically, our results support the proposal of a temperamentally based pathway to ADHD symptoms. The findings also indicate that disorganized attachment and negative emotionality constitute pathways specific to conduct problems rather than to ADHD symptoms.     

Kindergarten self-control mediates the gender reading achievement gap: A population-based cohort study

Could superior self-control explain the gender difference in reading achievement favoring girls? To test this idea, we drew on a unique population-based sample (N = 11,336) where self-control was measured in kindergarten using a multimethod battery of assessments. Girls showed substantially higher levels of self-control in kindergarten (β = 0.47) and outperformed boys on standardized tests of reading achievement in third/fourth grade (β = 0.20). Further, kindergarten self-control prospectively predicted reading achievement throughout elementary school (β = 0.37). Connecting these findings, our mediation analyses revealed that the female self-control advantage in kindergarten could account for subsequent gender differences in reading achievement. Our results suggest that early gender differences in self-control may represent a key pathway through which gender disparities in reading skills, vocabulary knowledge, and reading comprehension occur.     

睡眠不足对人际交互的影响及其认知神经机制

睡眠不足会对人的认知、情感和人际交互产生诸多影响。这种影响在社会情绪层面表现为个体情绪共情和认知共情的减少,易激惹性与愤怒情绪的增加;在社会行为层面则表现为亲社会行为的减少和攻击行为的增加。在睡眠不足状态下,情绪系统和认知系统功能连接的减弱可能是这些变化的潜在机制。未来应结合生态效度较高的睡眠操作手段,系统考察睡眠不足如何导致各种高级社会情绪的改变,以及这些社会情绪的变化如何导致社会行为的变化。     

Factor invariance of the Millon Clinical Multiaxial Inventory

Several factor analyses of the Millon Clinical Multiaxial Inventory (MCMI) have resulted in very similar solutions. Interpretation of this consistency is hampered by the fact that the 20 scales of the inventory share items. Overlapping items cause the scales to be linearly dependent and may create structure in the interscale correlation matrix which is separate from the subject response patterns. A factor analysis was performed on the matrix of item-overlap coefficients which describes the underlying artifactual structure of the instrument. Data from two new subject samples were factor analyzed and compared to previously published studies. Similarity coefficients among factors across studies were calculated.     

Daily stress and anxiety and their relation to daily fluctuations of symptoms in asthma and chronic obstructive pulmonary disease (COPD) patients

Although stress and anxiety have long been assumed to play an exacerbatory role in asthma, no study has systematically documented that daily exacerbations of asthma symptoms are related to stress and/or anxiety. In this study, 24 airways obstruction patients (12 asthmatics and 12 chronic obstructive pulmonary disease patients) were instructed to monitor the severity of daily respiratory symptoms. In addition, subjects recorded their daily anxiety level and the number and perceived impact of daily stressors. The results showed that although there were differences between high- and low-stress days for both groups, there were no differences between groups on symptom severity or between high- and low-anxiety days, as measured by the State-Trait Anxiety Inventory (STAI). Thus, although the number and impact of daily stressors were found to be directly associated with the severity of asthma symptoms, anxiety does not appear to have a direct role in the exacerbation of asthma. The findings failed to support the anxiety theory of asthma but provided an explanation for the poor results obtained in previous treatment studies which employed anxiety management with asthmatics.     

ON MARTIN EGER'S "A TALE OF TWO CONTROVERSIES"

Abstract. Criticisms are presented against Eger's challenge to the demarcation between the natural sciences and ethics. Arguments are given both against his endorsement of the "new" philosophy of science and against his rejection of the fact-value dichotomy. However, his educational recommendations are reinforced rather than weakened by these criticisms     

Factor structure of the Treatment Evaluation Inventory: Implications for measurement of treatment acceptability

The Treatment Evaluation Inventory (TEI), a frequently used measure of treatment acceptability, was used by 164 undergraduates to rate the acceptability of each of the following treatments: differential reinforcement of other behavior, exclusionary time-out, overcorrection, medical restraint, contingent electric shock, and physical restraint. TEI ratings of each treatment type were grouped separately, variance-covariance matrices were formed and compared, and data were subjected to factor analysis. The results indicated that the factor structure of the TEI varied with the treatment it was used to evaluate. Item analysis of the TEI indicated a high degree of internal consistency, although item-total correlations varied between rated treatments. The findings suggest that although the TEI is a reliable instrument, sensitive assessment of the treatment acceptability construct probably requires multidimensional measurement.     

Aristotle and the tradition of rhetorical argumentation

The first part of this paper contends that argumentation is central and essential to Aristotle's Rhetoric, and recounts a number of arguments in support of that view, particularly the recognition that deliberative rhetoric or the rhetoric of counsel is the primary concern of Aristotle's work. The second part of the paper reviews the work that follows in this present volume to show that the other writers' views fit in perfectly with this thesis.     

Developmental sequences in the age of onset of disruptive child behaviors

Retrospective and prospective reports of the onset of disruptive child behaviors were analyzed in a sample of clinic-referred boys. The younger boys (ages 7–9 years), compared with the older boys (ages 10–12 years), showed the highest level of disruptive behavior and, judging from mothers' reports, had the fastest progression of onsets from less serious to more serious problem behaviors. Despite some overlap, developmental sequences in problem behavior within the domains of hyperactivity/inattention, oppositional behavior, and conduct problems were similar across the two age groups. This was also the case for developmental sequences of overt or confrontive problem behaviors and covert or concealing conduct problems. Sequences of the onset of oppositional behavior and conduct problems were validated through prospective data, based on the information from mothers, teachers, and boys themselves. The implications of the findings are discussed for the formulation of developmental pathways of behavior and the analysis of causal factors.