The Role of Probabilistic Reasoning Abilities on Adolescent Risk Taking

The aim of this work was to investigate the role of the cognitive system and the affective system on adolescents’ risk taking in gambling tasks characterized as different on the basis of information given to decision makers. In Study 1, we explored the role of probabilistic reasoning and sensation seeking on decision making in a non-risky context (Non-Gambling Task) and a risky context (Gambling Task) in which no preliminary information were given to participants. Results showed that adolescents referred to probabilistic reasoning only in the Non-Gambling Task. In Study 2, we explored the role of probabilistic reasoning and sensation seeking in risky situations with preliminary information given to participants. Specifically, we compared a risky context characterized by high-emotional arousal (Game of Dice Task), in which a feedback after each decision was given, with one characterized by low-emotional arousal (Game of Dice Task – Modified version), without feedback. Probabilistic reasoning characterized adolescents’ decision making regardless of feedback. Findings showed that adolescents’ decision making was solely linked to the cognitive system in the non-risky situation, and the affective system overcomes the cognitive system in situation of risk. Moreover, providing information about the task might interfere with the imbalance between the two systems

The role of probabilistic reasoning abilities on adolescent risk taking

The aim of this work was to investigate the role of the cognitive system and the affective system on adolescents’ risk taking in gambling tasks characterized as different on the basis of information given to decision makers. In Study 1, we explored the role of probabilistic reasoning and sensation seeking on decision making in a non-risky context (Non-Gambling Task) and a risky context (Gambling Task) in which no preliminary information were given to participants. Results showed that adolescents referred to probabilistic reasoning only in the Non-Gambling Task. In Study 2, we explored the role of probabilistic reasoning and sensation seeking in risky situations with preliminary information given to participants. Specifically, we compared a risky context characterized by high-emotional arousal (Game of Dice Task), in which a feedback after each decision was given, with one characterized by low-emotional arousal (Game of Dice Task – Modified version), without feedback. Probabilistic reasoning characterized adolescents’ decision making regardless of feedback. Findings showed that adolescents’ decision making was solely linked to the cognitive system in the non-risky situation, and the affective system overcomes the cognitive system in situation of risk. Moreover, providing information about the task might interfere with the imbalance between the two systems

Measuring Problematic Facebook Use among Adolescents and Young Adults with the Bergen Facebook Addiction Scale: A Psychometric Analysis by Applying Item Response Theory

The Bergen Facebook Addiction Scale (BFAS) is widely used, but psychometric evidence by applying Item Response Theory (IRT) is lacking. Considering the advantages of this psychometric approach, the aim of study was to investigate the psychometric properties of the Italian version of the BFAS among adolescents and young adults. Participants were 1134 (50% males, Mean age = 20.7, SD = 3.5, range = 14–33 years) Italian high school students and undergraduates. The unidimensionality of the scale was confirmed (χ2/df = 2.8, CFI = 0.99, TLI = 0.98, and RMSEA = 0.04 [C.I. = 0.02–0.06]) and IRT analysis showed that the scale assesses medium and high levels of the trait, and that it is useful in order to discriminate different levels of Problematic Facebook use (PFU) within this range of trait, in which the scale is sufficiently informative. The relationships of BFAS θ scores with theoretically related constructs provided support to the validity of the scale. In accordance with previous studies, BFAS scores were positively correlated with Problematic Internet use and problematic Social Network use, negatively correlated with self-esteem, and positively related to loneliness. The Differential Item Functioning (DIF) analysis showed that BFAS is invariant across gender, and only one item had uniform and small-in-size DIF. Additionally, we tested age invariance. Since only 17% of the BFAS items were non-invariant, we determined that the BFAS exhibited minor non-invariance as a whole. An analysis of the adequacy of the polythetic and monothetic criteria to define the range of the trait indicative of problematic use was also conducted. Overall, this study offers evidence that BFAS is a valuable and useful scale for measuring high levels of PFU among Italian adolescents and young adults

The Development and Testing of a New Version of the Cognitive Reflection Test Applying Item Response Theory (IRT)

The cognitive reflection test (CRT) is a short measure of a person's ability to resist intuitive response tendencies and to produce a normatively correct response, which is based on effortful reasoning. Although the CRT is a very popular measure, its psychometric properties have not been extensively investigated. A major limitation of the CRT is the difficulty of the items, which can lead to floor effects in populations other than highly educated adults. The present study aimed at investigating the psychometric properties of the CRT applying item response theory analyses (a two-parameter logistic model) and at developing a new version of the scale (the CRT-long), which is appropriate for participants with both lower and higher levels of cognitive reflection. The results demonstrated the good psychometric properties of the original, as well as the new scale. The validity of the new scale was also assessed by measuring correlations with various indicators of intelligence, numeracy, reasoning and decision-making skills, and thinking dispositions. Moreover, we present evidence for the suitability of the new scale to be used with developmental samples. Finally, by comparing the performance of adolescents and young adults on the CRT and CRT-long, we report the first investigation into the development of cognitive reflection. Copyright (C) 2015 John Wiley & Sons, Ltd