Summary of Task Performance of Non-offenders, Violent Offenders with ASPD−P, and Violent Offenders with ASPD+P.

<p><i>Note</i>. Better performance > worse performance.</p>†<p>The performance of the ASPD+P and ASPD−P did not differ on any of the tasks.</p>#<p>Trend for group difference.</p><p>– No statistically significant group difference.</p><p>↑ Ascending condition.</p><p>↓ Descending condition.</p

Performance of the three groups on the CGT as indicated by the deliberation time by ratio (top left), quality of decision-making by ratio (top right), quality of decision-making by condition (bottom left), risk-taking by ratio (bottom right).

<p>Error bars indicate standard error of the mean. ASPD–P  =  Antisocial Personality Disorder without Psychopathy; ASPD+P  =  Antisocial Personality Disorder with Psychopathy.</p

Performance of the three groups on the Passive Avoidance Learning Task as indicated by the number of passive avoidance errors by block (top left), number of passive avoidance errors by punishment levels (top right), number of omission errors by block (bottom left), and number of omission errors by reward levels (bottom right).

<p>Error bars indicate standard error of the mean. ASPD–P  =  Antisocial Personality Disorder without Psychopathy; ASPD+P  =  Antisocial Personality Disorder with Psychopathy.</p

Comparisons of Sociodemographic, Clinical, and Behavioural Characteristics of Non-offenders, Violent Offenders with ASPD−P, and Violent Offenders with ASPD+P.

<p><i>Note</i>. Unless otherwise stated, means are presented with standard deviations in parentheses for each group. Means with different superscripts within each row indicate a significant difference. PD  =  Personality Disorder; ASPD–P  =  Antisocial Personality Disorder without Psychopathy; ASPD+P  =  Antisocial Personality Disorder with Psychopathy; n/a  =  Not Applicable; PCL–R  =  Psychopathy Checklist – Revised (Hare, 2003); RPAQ  =  Reactive Proactive Aggression Questionnaire (Raine et al., 2006). One offender with ASPD–P did not complete the RPAQ Aggression Questionnaire.</p>#<p><i>p</i><.10. ** <i>p</i><.01. *** <i>p</i><.001.</p

Respondent characteristics (validation sample) n = 160.

<p>Respondent characteristics (validation sample) n = 160.</p

Score distributions and pearson’s correlations of cognitive and executive function tests with FTPA-instrument total and subscale scores.

<p>Score distributions and pearson’s correlations of cognitive and executive function tests with FTPA-instrument total and subscale scores.</p

Regions of significantly increased fractional anisotropy in conduct disordered adolescents compared to healthy controls.

<p>Key: R-right; L- left; A-anterior; P-posterior; green indicates mean FA (fractional anisotropy) skeleton; red denotes areas of significantly greater (p < .05) FA in CD in: (i) bilateral superior cerebellar peduncle; (ii) left cerebellar white matter; (iii) right superior longitudinal fasciculus; (iv) bilateral corticopontocerebellar tract; (v) bilateral posterior limb of internal capsule; (vi) bilateral inferior cerebellar peduncle; (vii) bilateral corticospinal tract; (viii) bilateral corticopontocerebellar tract</p

Correlations between SDQ and APSD scores and fractional anisotropy in whole sample.

<p>JHU–John Hopkins University; SDQ–Strengths and Difficulties Questionnaire; APSD–Antisocial Process Screening Device; CU–callous-unemotional; r–Spearman’s correlation coefficient; p–two-tailed significance level.</p

Group characteristics.

<p>FSIQ—Full Scale Intelligence Quotient; SDQ–Strengths and Difficulties Questionnaire; APSD–Antisocial Process Screening Device; SD–standard deviation; #Excluding alcohol.</p