Measuring Paranoid Beliefs in Adolescents:A Comparison of the Revised-Green et al.’s Paranoid Thoughts Scale (R-GPTS) and the Bird Checklist of Adolescent Paranoia (B-CAP)

Research on paranoid beliefs in adolescents is in its infancy. Valid and reliable assessments are essential to advancing the field, yet there is no current consensus as to which are optimal to use in this population. This study compared the psychometric properties of two measures of paranoia in a general population adolescent sample. A cross-sectional study with quota sampling (gender and age) recruited adolescents (14-17 years) from the UK (n=262) and USA (n=200), who completed the Revised Green et al. Paranoid Thoughts Scale (R-GPTS) and the Bird Checklist for Adolescent Paranoia (B-CAP). We assessed factor structures, intercorrelations, overlap of participants identified as at-risk for paranoid thoughts via both scales, convergent validity (scales with one another) and discriminant validity (distress, wellbeing, bullying and discrimination). Both scales performed equally well in terms of factorial validity. Intercorrelations between the subscales and with general distress were high for both measures. However, a substantial percentage of participants were identified as having paranoid beliefs according to the R-GPTS but not the B-CAP. Furthermore, the B-CAP showed a very high correlations (0.69≤r≤0.79) with self-reported bullying experiences, which bordered on multicollinearity. Findings highlight the possibility that B-CAP may risk confounding paranoid beliefs with exposure to bullying more so than R-GPTS, and that B-CAP may miss instances of elevated paranoia that are captured by the R-GPTS. Future research needs to further explore this by validating both scales with an external (e.g., interview-based) criterion for paranoia

An Analysis of the Pattern of Adaptive Emotion Regulation Associated with Low Paranoid Ideation in Healthy and Clinical Samples

Background: Research on emotion regulation and paranoid ideation has mostly focused on isolated regulation strategies and has remained largely inconclusive. According to the emotion regulation model by Berking and Whitley (in: Affect Regulation Training, Springer, New York 2014) successful modification or acceptance/tolerance of emotions requires an adequate comprehension (awareness, clarity, understanding) of emotions and adequate self-support. Method: Building on this model, we investigated whether comprehension and self-support strengthen the negative association between modification and acceptance/tolerance and paranoid ideation. In study 1, we examined the hypotheses cross-sectionally based on questionnaire data from a combined sample (N = 125) consisting of people with a psychotic disorder, people at risk of developing psychosis, and healthy controls. In study 2, we examined the same hypotheses longitudinally by employing the experience sampling method in people with clinically relevant psychopathology below diagnostic threshold (N = 138). Results: In study 1, the association between modification and paranoid ideation was not moderated by comprehension or self-support. However, comprehension and self-support moderated the association between acceptance/tolerance and paranoid ideation. In study 2, the interaction effect between comprehension and acceptance/tolerance on paranoid ideation was confirmed. Conclusion: The results indicate that comprehending and accepting/tolerating emotions could be protective against paranoid ideation

The systematic variation of task characteristics facilitates the understanding of task difficulty: A cognitive diagnostic modeling approach to complex problem solving

Since the 1960ies, when pioneering research on Item Response Theory (IRT) was published, considerable progress has been made with regard to the psychometrical quality of psychological assessment tools. One recent development building upon IRT is the introduction of Cognitive Diagnostic Modeling (CDM). The major goal of introducing CDM was to develop methods that allow for examining which cognitive processes are involved when a person is working on a specific assessment task. More precisely, CDM enables researchers to investigate whether assumed task characteristics drive item difficulty and, thus, person ability parameters. This may – at least according to the assumption inherent in CDM - allow conclusions about cognitive processes involved in assessment tasks. In this study, out of the numerous CDMs available the Least Square Distance Method (LSDM; Dimitrov, 2012) was applied to investigate psychometrical qualities of an assessment instrument measuring Complex Problem Solving (CPS) skills. For the purpose of the study, two task characteristics essential for mastering CPS tasks were identified ex-ante – degree of connectivity and presence of indirect effects by adding eigendynamics to the task. The study examined whether and how the two hypothesized task characteristics drive item difficulty of two CPS dimensions, knowledge acquisition and knowledge application. The sample consisted of 490 German high school students, who completed the computer-based CPS assessment instrument MicroDYN. The two task characteristics in MicroDYN items were varied systematically. Results obtained in LSDM indicated that the two hypothesized task characteristics, degree of connectivity and introducing indirect effects, drove item difficulty only for knowledge acquisition. Hence, other task characteristics that may determine item difficulty of knowledge application need to be investigated in future studies in order to provide a sound measurement of CPS

The prediction of problem solving assessed via microworlds. The relative importance of fluid reasoning and working memory

Abstract. In this study, we explored the network of relations between fluid reasoning, working memory, and the two dimensions of complex problem solving, rule knowledge and rule application. In doing so, we replicated the recent study by Bühner, Kröner, and Ziegler (2008) and the structural relations investigated therein [ Bühner, Kröner, &amp; Ziegler, (2008) . Working memory, visual-spatial intelligence and their relationship to problem-solving. Intelligence, 36, 672–680]. However, in the present study, we used different assessment instruments by employing assessments of figural, numerical, and verbal fluid reasoning, an assessment of numerical working memory, and a complex problem solving assessment using the MicroDYN approach. In a sample of N = 2,029 Finnish sixth-grade students of which 328 students took the numerical working memory assessment, the findings diverged substantially from the results reported by Bühner et al. Importantly, in the present study, fluid reasoning was the main source of variation for rule knowledge and rule application, and working memory contributed only a little added value. Albeit generally in line with previously conducted research on the relation between complex problem solving and other cognitive abilities, these findings directly contrast the results of Bühner et al. (2008) who reported that only working memory was a source of variation in complex problem solving, whereas fluid reasoning was not. Explanations for the different patterns of results are sought, and implications for the use of assessment instruments and for research on interindividual differences in complex problem solving are discussed. </jats:p