A multimethod analysis of impulsivity in nonsuicidal self-injury.

Impulsivity has been proposed as an important construct in nonsuicidal self-injury (NSSI). Yet, research on the relationship of impulsivity to NSSI has been mixed. The present study clarified this relationship using a multifaceted measure of impulsivity (i.e., UPPS Impulsive Behavior Scale), and a computer-based behavioral measure of inhibitory control (i.e., a stop-signal task). Participants were 82 confirmed self-injurers and 86 controls recruited from a college population. Self-injurers and controls performed similarly on the stop-signal task. On the UPPS, self-injurers were best distinguished by Urgency (committing rash decisions when faced with negative emotions), and distinguished to a lesser degree by lack of Premeditation (inability to delay action in order to plan) and Sensation Seeking (seeking excitement and adventure). Among self-injurers, lack of Perseverance (inability to stay with a task through completion) predicted more recent and frequent NSSI. Conceptual and clinical implications are discussed. (PsycINFO Database Record (c) 2011 APA, all rights reserved)     

A factor analysis of programmed learning and ability measures.

An oblique factor analysis of 23 tests of cognitive abilities and 6 measures of performance on a programed learning task given to 104 6th-graders, revealed 8 factors defined primarily by the tests and 2 defined by speed of performance on the programed task. 2 measures of program achievement, i.e., error frequency and posttest performance, did not define a separate factor but exhibited high loadings on 1 of the test factors, i.e., following directions. The intercorrelations among the 10 factors defined 2 2nd-order factors, verbal-numerical-educational and mental speed. Results indicate that measures of performance on a learning program may contain information about human abilities not assessed by tests of well-known cognitive factors. However, this new information is related at a more general level to the information provided by the tests. Results also provide some understanding of the abilities required to perform well on learning programs of the type employed here. (French summary) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

A comparison of some objective measures of expectancy.

4 measures of expectancy were compared. "Similarities of results in the four groups indicate that all four methods are tending to measure the same thing… There appears to be a close relationship between previous training in a specific situation and expectations for future performance." 26 references. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

A factor analysis of aptitude and proficiency measures in radiotelegraphy.

"Fourteen auditory and printed aptitude measures were administered to students prior to entry into training for radiotelegraphy. These 14 measures, together with a criterion of proficiency in learning to receive Morse Code, were subjected to factor analysis study. Five factors were identified as Visualization, Verbal Knowledge, Speed of Closure, Auditory Rhythm Perception, and Auditory Perceptual Speed. Three of these, Auditory Rhythm Perception, Auditory Perceptual Speed, and Speed of Closure, were found to contribute to the criterion of subsequent code proficiency." (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Implicit measures of association in psychopathology research.

Studies obtaining implicit measures of associations in Diagnostic and Statistical Manual of Mental Disorders (4th ed., Text Revision; American Psychiatric Association, 2000) Axis I psychopathology are organized into three categories: (a) studies comparing groups having a disorder with controls, (b) experimental validity studies, and (c) incremental and predictive validity studies. In the first category, implicit measures of disorder-relevant associations were consistent with explicit beliefs for some disorders (e.g., specific phobia), but for other disorders evidence was either mixed (e.g., panic disorder) or inconsistent with explicit beliefs (e.g., pain disorder). For substance use disorders and overeating, expected positive and unexpected negative associations with craved substances were found consistently. Contrary to expectation, implicit measures of self-esteem were consistently positive for patients with depressive disorder, social phobia, and body dysmorphic disorder. In the second category, short-term manipulations of disorder-relevant states generally affected implicit measures as expected. Therapeutic interventions affected implicit measures for one type of specific phobia, social phobia, and panic disorder, but not for alcohol use disorders or obesity. In the third category, implicit measures had predictive value for certain psychopathological behaviors, sometimes moderated by the availability of cognitive resources (e.g., for alcohol and food, only when cognitive resources were limited). The strengths of implicit measures include (a) converging evidence for dysfunctional beliefs regarding certain disorders and consistent new insights for other disorders and (b) prediction of some psychopathological behaviors that explicit measures cannot explain. Weaknesses include (a) that findings were inconsistent for some disorders, raising doubts about the validity of the measures, and (b) that understanding of the concept “implicit” is incomplete. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Dimensions of foreman performance: A factor analysis of criterion measures.

Data pertaining to the value of measures of foreman performance were subjected to factor analysis. 20 criterion variables, 9 ratings, and 11 objective measures were used with 102 foremen in one plant and 104 in another. "Four meaningful dimensions were identified by factor analyzing the measures separately for each plant. Relevance weights for the dimensions were derived from superintendents' relevance rankings of the 20 variables." (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

A multimethod analysis of families with a polydrug-dependent or normal adolescent daughter.

Compared behavioral interactions and perceived relationships in families of drug-dependent and normal adolescent girls. A total of 29 family triads including father, mother, and teenage daughter participated. L. S. Benjamin's (see record 1975-02991-001) structural analysis of social behavior model and methodology were used to code videotaped interactions and to rate self and other in perceived relationships. Observations of parental behavior toward their daughters did differentiate families of drug abusers from control families, but daughters' behavior did not. Parents communicated a conflictual message of both greater affirmation and condemnation of their daughter's autonomy. Both parents and daughters in the drug-dependent group blamed the daughters, despite their actual behavior, for the family's problems. The findings are interpreted as consistent with social-developmental and psychoanalytic theories of adolescent substance abuse as derailed individuation from the family. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Comparing factor structures of adolescent psychopathology.

Research on the structure of adolescent psychopathology can provide information on broad factors that underlie different forms of maladjustment in youths. Multiple studies from the literature on adult populations suggest that 2 factors, Internalizing and Externalizing, meaningfully comprise the factor structure of adult psychopathology (e.g., Krueger, 1999) and presumably represent broad vulnerability for co-occurring disorders. Though this research was partially inspired by early work with children and adolescents (e.g., Achenbach & Edelbrock, 1984), the role of substance use in these models of youth psychopathology has not been fully explored. Toward this goal, we recruited 223 youths (10–17 years of age, M = 14.2) from mental health agencies and the community. We found evidence for a 3-factor model of youth psychopathology, including Internalizing (depression, generalized anxiety), Externalizing (conduct disorder, attention deficit, oppositional defiant disorder), and Substance Use (alcohol and cannabis). The 3-factor model showed the best fit to the data relative to other factor models tested, including across subsamples of adolescents who differed on level of psychopathology (treatment vs. community samples). Implications for the structure of adolescent psychopathology, including important developmental considerations, are discussed. (PsycINFO Database Record (c) 2011 APA, all rights reserved)     

A multimethod comparison of popular and unpopular children.

Differences between 101 popular and unpopular 3rd and 4th graders were assessed by teacher reports, classroom observations, the Peabody Individual Achievement Test, the Children's Depression Inventory, ratings on role-play situations, interviews that elicited information on Ss' knowledge of social skills, and responses to hypothetical situations. Unpopular Ss were perceived as being more depressed and deviant by teachers than were popular Ss. Classroom observations indicated that unpopular Ss spent significantly less time on-task than popular Ss and engaged in significantly more negative interactions. There was a trend for popular Ss to perform at a higher academic level than unpopular Ss, and the latter Ss were more depressed than Ss in the former group. (9 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The reliability and validity of discrete and continuous measures of psychopathology: A quantitative review.

[Correction Notice: An erratum for this article was reported in Vol 137(6) of Psychological Bulletin (see record 2011-24066-002). In the Samples section of Meta-Analysis 1: Reliability, third paragraph, the number of studies reporting data on clinical samples is incorrect. The sentence “Four studies included clinical samples, and eight studies included nonclinical samples” should read “Twenty-four studies included clinical samples, and eight studies included nonclinical samples.”] In 2 meta-analyses involving 58 studies and 59,575 participants, we quantitatively summarized the relative reliability and validity of continuous (i.e., dimensional) and discrete (i.e., categorical) measures of psychopathology. Overall, results suggest an expected 15% increase in reliability and 37% increase in validity through adoption of a continuous over discrete measure of psychopathology alone. This increase occurs across all types of samples and forms of psychopathology, with little evidence for exceptions. For typical observed effect sizes, the increase in validity is sufficient to almost halve sample sizes necessary to achieve standard power levels. With important caveats, the current results, considered with previous research, provide sufficient empirical and theoretical basis to assume a priori that continuous measurement of psychopathology is more reliable and valid. Use of continuous measures in psychopathology assessment has widespread theoretical and practical benefits in research and clinical settings. (PsycINFO Database Record (c) 2011 APA, all rights reserved)     

A behavioral analysis of effective teaching.

Characterizes classroom instruction (CRI) from a behavior analytic perspective. It is argued that effective teaching strategies also serve managerial functions through the development of stimulus control and the management of behavioral choice. The stimulus control properties of CRI are discussed, and research concerning the effects of antecedent events on children's academic performance is reviewed. A theory for predicting choices in behavior, known as matching theory, is presented that evolved out of experimental operant research. The characteristics of CRI that make it particularly suited to matching theory analysis are identified, and research applying matching theory to children's classroom behavior is reviewed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Validity of students' evaluations of college teaching: A multitrait–multimethod analysis.

College instructors in 329 classes evaluated their own teaching effectiveness with the same 35-item rating form used by their students. There was student–instructor agreement in courses taught by teaching assistants (r?=?.46), undergraduate courses taught by faculty (r?=?.41), and graduate level courses (r?=?.39). Separate factor analyses of the student and instructor ratings demonstrated that the same 9 evaluation factors (e.g., work load, organization, interaction) underlay both sets of ratings. A multitrait–multimethod analysis supported convergent and divergent validity of these rating factors. Not only were correlations between student and instructor ratings on the same factors statistically significant for each of 9 factors, but correlations between their ratings on different factors were low. Findings demonstrate student–instructor agreement on evaluation of teaching effectiveness, support the validity of student ratings for both graduate and undergraduate courses, and emphasize the importance of using multifactor rating scales derived through the application of factor analysis. (28 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Advent of objective measures of the transference concept.

Reviews research on measurement of transference that has used Q-sort questionnaires and psychotherapy process measures. The 1st type of measure, although reliable, has lacked validity information. The newer psychotherapy process measures, such as the 1st author's (1976) core conflictual relationship theme (CCRT) method, provide evidence for their reliability and validity. A study of 8 patients showed considerable comparability between data from the CCRT method and operationalized propositions from 9 of Freud's observations about transference, which concerned such issues as the uniqueness, origins, and consistency of the transference pattern. The CCRT is compared with other methods, and methodological issues and proposals that could further advance research on transference are examined. (61 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Toward the objective diagnosis of psychopathology: Generalizability of modal personality profiles.

Evaluated the representativeness of 8 previously identified personality prototypes among 282 male and 129 female alcoholic inpatients (mean ages, 44.9 and 44.4 yrs, respectively), 69 male prison inmates, 79 male and female chronic psychiatric patients (mean age, 33.0 yrs), 102 male and female short-term psychiatric patients (mean age, 26.8 yrs), and 197 male and female normal undergraduates. Classification hit rates ranged from 25.0% for the college student group to 53.6% for male prison inmates, compared with 56.0% for the derivation sample of male alcoholics. These figures were substantially greater than chance, as evidenced by an average hit rate of 4.9% using randomly generated targets. Two profiles were notably pervasive across all samples. A 2nd analysis compared group average profiles using multiple discriminant analysis. Three interpreted dimensions included (a) repression vs a rebellious, antisocial syndrome; (b) general symptom severity, and (c) a dimension differentiating male from female groups. It is concluded that the present modal profiles and proposed extensions offer considerable potential for developing more effective bases for diagnosis and treatment of psychopathology. (20 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Longitudinal stability of personality traits: A multitrait–multimethod–multioccasion analysis.

The longitudinal stability of personality was investigated in a group of several hundred adults who were rated by themselves, their marriage partners, and their acquaintances in 1935-1938 and by themselves and their marriage partners in 1954-1955. For both men and women, there were very similar factorial structures in all five sources of ratings. Individual differences in neuroticism, social extraversion, and impulse control had reasonably high levels of longitudinal stability over a 19-year period. Both the synchronic and diachronic correlations converged across methods and discriminated among traits. Self-report personality inventory data available in 1935-1938 and 1954-1955 provided corroborating evidence of the longitudinal and methodological robustness of personality traits. In data gathered on the same panel in 1980-1981, the questionnaire and the life history correlates of neuroticism and social extraversion displayed patterns indicative of temporal stability, methodological convergence, and discrimination among constructs. The data of this longitudinal study carried out over five decades strongly indicate that there is a set of personality traits that are generalizable across methods of assessment and are stable throughout adulthood. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Construct validity for measures of childhood depression: Application of multitrait–multimethod methodology.

In Exp I, 24 emotionally disturbed inpatients (aged 7 yrs 1 mo to 15 yrs 8 mo) were administered a battery of measures of depression including the Children's Depression Inventory (CDI), the Piers-Harris Self-Concept Scale (P-H), a DSM-III rating scale, a measure of learned helplessness, and a peer-nomination inventory. Results show that the CDI was significantly related to the P-H and the measure of learned helplessness. In Exp II, 133 2nd–8th graders were used to investigate the convergent and discriminant validity of several measures of depression and anger in a multimethod–multitrait matrix. Measures of depression and anger were obtained from the CDI, peers, and teachers. Results show a method effect twice as large as the trait effect. Both convergent and discriminant validities were supported for the measures as a group. However, the method of measurement was as important a source of variance as was the trait being measured. (28 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

A multimethod validation of two psychiatric rating scales.

Investigated the concurrent validity of the Psychotic Inpatient Profile (PIP) and the Nurses Observational Scale for Inpatient Evaluation (NOSIE-30) with 207 18–69 yr old prechronic psychiatric inpatients. Aides and professional observers also provided behavioral observations using the Time Sample Behavioral Checklist. Results show fairly good convergent and discriminant validity across instruments and across different raters. It is concluded that psychiatric rating scales, while an important approach to assessment, may not provide appropriate data for research requiring more direct assessment of patient's behavior on the ward. (24 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Criterion validity of objective and projective dependency tests: A meta-analytic assessment of behavioral prediction.

A meta-analysis of published studies in which scores on objective (i.e., self-report) or projective measures of interpersonal dependency were used to predict some aspect of dependency-related behavior revealed that validity coefficients for projective tests (number of comparisons=32) were generally larger than validity coefficients for objective tests (number of comparisons=54). The relationships of setting in which data were collected, source of behavioral ratings, and participant classification method on observed test score–behavior correlations were also assessed. Implications of these findings for use of objective and projective dependency measures in clinical, laboratory, and field settings are discussed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Self-injurious behavior: A behavioral analysis.

Discusses the phenomenon of self-injurious behavior (SIB) in terms of its frequency of occurrence, the people whom it effects, its various topographies, some treatment methods, and a behavioral analysis of its etiology. Studies that have used the positive reinforcement of alternative behaviors, withdrawal of positive reinforcement, extinction, and punishment to control SIB are reviewed and evaluated. Some ethical and practical considerations regarding the use of punishment for SIB are discussed. A discriminative stimulus-conditioned reinforcer hypothesis and an avoidance hypothesis are proposed to explain SIB in terms of learning principles. Some of the possible aberrant organic foundations of SIB are also discussed. (43 ref.) (PsycINFO Database Record (c) 2010 APA, all rights reserved)