Loving and angry? Happy and sad? Understanding and reporting of mixed emotions in mother–child relationships by 6‐ to 12‐year‐olds

The Evaluative Space Model of emotions allows for the coactivation of positive‐appetitive and negative‐avoidant systems, but few studies have examined mixed emotions in child development. Existing research suggests children's understanding of opposite valence emotion combinations emerges by approximately 11 years of age. However, it is not yet clear whether various opposite valence combinations are understood at different ages, nor whether children can understand them in others before they have experienced such mixed emotions themselves. Semi‐structured interviews with 97 children investigated whether they regarded six combinations of opposite valence mixed emotions as possible, could provide reasons for them, and report their own experience of each in the context of mother–child relationships. Both understanding that such combinations are possible and ability to provide reasons for them increased after age 6 and up to age 11, but were still incomplete in 12‐year‐olds. Understanding of different opposite valence combinations developed at different rates. At each age, fewer children who showed understanding of these combinations in others reported having had a similar experience themselves. The findings suggest a need to systematically examine a range of mixed emotions in order to develop a comprehensive theory of the development of mixed emotion understanding. They also suggest extending research into adolescence.     

The effects of self‐explaining when learning with text or diagrams

Self‐explaining is an effective metacognitive strategy that can help learners develop deeper understanding of the material they study. This experiment explored if the format of material (i.e., text or diagrams) influences the self‐explanation effect. Twenty subjects were presented with information about the human circulatory system and prompted to self‐explain; 10 received this information in text and 10 in diagrams. Results showed that students given diagrams performed significantly better on post‐tests than students given text. Diagrams students also generated significantly more self‐explanations that text students. Furthermore, the benefits of self‐explaining were much greater in the diagrams condition. To discover why diagrams can promote the self‐explanation effect, results are interpreted with reference to the multiple differences in the semantic, cognitive and affective properties of the texts and diagrams studied.     

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.     

Constructing the exact significance level for a person fit statistic

This paper uses an extension of the network algorithm originally introduced by Mehta and Patel to construct exact tail probabilities for testing the general hypothesis that item responses are distributed according to the Rasch model. By assuming that item difficulties are known, the algorithm is applicable to the statistical tests either given the maximum likelihood ability estimate or conditioned on the total score. A simulation study indicates that the network algorithm is an efficient tool for computing the significance level of a person fit statistic based on test lengths of 30 items or less.     

The many null distributions of person fit indices

This paper deals with the situation of an investigator who has collected the scores ofn persons to a set ofk dichotomous items, and wants to investigate whether the answers of all respondents are compatible with the one parameter logistic test model of Rasch. Contrary to the standard analysis of the Rasch model, where all persons are kept in the analysis and badly fittingitems may be removed, this paper studies the alternative model in which a small minority ofpersons has an answer strategy not described by the Rasch model. Such persons are called anomalous or aberrant. From the response vectors consisting ofk symbols each equal to 0 or 1, it is desired to classify each respondent as either anomalous or as conforming to the model. As this model is probabilistic, such a classification will possibly involve false positives and false negatives. Both for the Rasch model and for other item response models, the literature contains several proposals for a person fit index, which expresses for each individual the plausibility that his/her behavior follows the model. The present paper argues that such indices can only provide a satisfactory solution to the classification problem if their statistical distribution is known under the null hypothesis that all persons answer according to the model. This distribution, however, turns out to be rather different for different values of the person's latent trait value. This value will be called ability parameter, although our results are equally valid for Rasch scales measuring other attributes.As the true ability parameter is unknown, one can only use its estimate in order to obtain an estimated person fit value and an estimated null hypothesis distribution. The paper describes three specifications for the latter: assuming that the true ability equals its estimate, integrating across the ability distribution assumed for the population, and conditioning on the total score, which is in the Rasch model the sufficient statistic for the ability parameter.Classification rules for aberrance will be worked out for each of the three specifications. Depending on test length, item parameters and desired accuracy, they are based on the exact distribution, its Monte Carlo estimate and a new and promising approximation based on the moments of the person fit statistic. Results for the likelihood person fit statistic are given in detail, the methods could also be applied to other fit statistics. A comparison of the three specifications results in the recommendation to condition on the total score, as this avoids some problems of interpretation that affect the other two specifications.The authors express their gratitude to the reviewers and to many colleagues for comments on an earlier version.     

Patterns of 4-month-old infant responses to hidden silent and sounding people and objects

Responses of 4-month-old infants to hidden people and objects were investigated with equated task demands. Twenty-one 4-month-old infants were administered a combined task, in which they were shown a sounding stimulus that continued to sound after hiding, an auditory task, in which sound was the only source of information about the position of the object in space, and a vision task, in which a silent stimulus was shown to the infants prior to hiding. Five infant behaviours were coded: reaching, gazing, body movements, vocalizations and smiles. The infants reached significantly more for hidden objects than for people, to whom they vocalized instead. They further smiled, and moved their bodies more towards their invisible mother than to the other stimuli. Thus infants responded differentially to people and objects whether the stimuli were soundless (so that there was no cue to their presence) or not. This suggested that infants appreciated (a) that an object had been hidden; (b) this object was either animate or inanimate; and (c) different procedures were appropriate for the retrieval of, or for interacting with animate and inanimate objects. Discussion centres on the underlying representational system that allows for such appreciation.     

Alexithymia as a potential source of symptom over‐reporting: An exploratory study in forensic patients and non‐forensic participants

The traditional interpretation of symptom over‐reporting is that it indicates malingering. We explored a different perspective, namely that over‐reporting of eccentric symptoms is related to deficits in articulating internal experiences (i.e., alexithymia). Given that alexithymia has been linked to sleep problems and that fatigue may fuel inattentive responding to symptom lists, we administered measures of alexithymia (TAS ‐20) and symptom over‐reporting (SIMS ), but also sleep quality (SLEEP ‐50) to forensic psychiatric outpatients (n = 40) and non‐forensic participants (n = 40). Forensic patients scored significantly higher on all three indices than non‐forensic participants. In the total sample as well as in subsamples, over‐reporting correlated positively and significantly with alexithymia, with r s being in the 0.50–0.65 range. Sleep problems were also related to over‐reporting, but in the full sample and in the forensic subsample, alexithymia predicted variance in over‐reporting over and above sleep problems. Although our study is cross‐sectional in nature, its results indicate that alexithymia as a potential source of over‐reporting merits systematic research.     

THE COMMUNITY VIEW REVISITED

Abstract: Joining a vast Wittgensteinian anti‐theoretical movement, John Canfield has argued that it is possible to read the claims that (1) “language is essentially communal” and (2) “it is conceptually possible that a Crusoe isolated from birth should speak or follow rules” in such a way that they are perfectly compatible, and, indeed, that Wittgenstein held them both at once. The key to doing this is to drain them of any theoretical content or implications that would put each claim at odds with the other. I argue here, first of all, that it is not possible to detheorize both (1) and (2) and still hope to say anything illuminating about the nature of language. In fact, Canfield himself does not succeed in detheorizing both (1) and (2) but ends up trivializing (1) and leaving (2) with quite a bit of theoretical content. I further argue, however, that this is getting the matter the wrong way around. Contra Canfield et al., it is only when we recognize this that we can appreciate how radical and innovative Wittgenstein's claims about language really are.