The Bifactor Model of the Strengths and Difficulties Questionnaire

The Strengths and Difficulties Questionnaire (SDQ) is a frequently used instrument developed for screening childhood mental health problems. The aim of this study is to clarify the structure of the Hungarian version of SDQ, to test previous measurement models, and to propose an alternative bifactor model. Data were collected from a community sample of 8–13-year-old children. We conducted a series of confirmatory factor analyses on parent (n = 383) and teacher ratings (n = 391). The classic five-factor, an alternative three-factor, and a bifactor model were estimated. In the bifactor model, specific components refer to the five SDQ-traits, and the General Problems factor refers to an impression about the problem severity of the child. For both informants, the bifactor model yielded the best fit to the data compared to other models. Childhood behavioral problems can be best described as a multidimensional construct, which has implications regarding the screening procedure in various samples

A nem verbális fluencia fejlődési mintázata 3. és 5. osztály között

Vizsgálatunk középpontjában egy végrehajtó funkciós mûködéseket igénybe vevõ kognitív képesség, a nem verbális fluencia áll, melynek kutatása hazánkban nem elterjedt, és mérése jellemzõen klinikai és összehasonlító kutatásokban fordul elõ. A tanulmány célja, hogy megvizsgálja a nem verbális fluencia lehetséges prediktív kognitív tényezõit, életkoronkénti jellemzõit egy 139 fõs, 3., 4. és 5. osztályosokból álló, tipikusan fejlõdõ iskolai mintán. A nem verbális fluenciát mérõ teszt kvalitatív jellemzõi (stratégiahasználat, ábrák komplexitása) mellett további kognitív készségek moderáló hatása kerül elemzés alá (általános fluencia készség, elemi téri munkamemória, figyelmi mûködés). Legfõbb bejósló változóknak a stratégiahasználat, a komplexitás, illetve az általános fluencia készség bizonyulnak. A stratégiahasználat az 5. osztályosoknál válik igazán fontossá, ugyanis ekkor a nem verbális fluencia teljesítménnyel még szorosabban összefonódik. A komplexitás magas foka életkortól függetlenül jelentõsen csökkenti a feladaton mutatott teljesítményt. A verbális és a nem verbális fluencia közötti együttjárás egy általános produktivitási készség szerepét feltételezi. Az eredmények rámutatnak a fejlõdõ metakognitív funkciók fontos szerepére, és a kognitív képességek lineáris fejlõdési trendjére, ami a Piaget-féle konstruktivista modellt támaszthatja alá. A nem verbális fluencia hazai iskoláskori normatív adatainak hiányában, egy tipikusan fejlõdõ mintán végzett vizsgálatunk kezdõ lépésként szolgálhat a fõ jellemzõk feltárására, mely felhasználható a fejlõdés-neuropszichológiai gyakorlatban is

Neuropsychological profiles and behavioral ratings in ADHD overlap only in the dimension of syndrome severity

Objectives. The aim of this study was to compare the cognitive neuropsychological and the behavioral rating profiles of attention deficit/hyperactivity disorder (ADHD). Methods. Forty-two children diagnosed with ADHD (M=11.5  years, SD=1.1) and 43 typically developing children (M=11.2 years, SD=1.7) participated. We measured symptom severity with behavioral rating scales, and we administered neuropsychological tasks to measure inhibitory performance, updating/working memory, and shifting ability. Results. On the basis of the three neuropsychological variables, the hierarchical cluster analytic method yielded a six-cluster structure. The clusters, according to the severity of the impairment, were labeled as follows: none or few symptoms, Moderate inhibition and mild shifting, moderate to severe shifting with moderate updating, moderate updating, severe updating with mild shifting, and severe updating with severe shifting. There were no systematic differences in inattention and hyperactive-impulsive behavior across the clusters. The comorbid learning disorder appeared more likely only in severe neuropsychological forms of ADHD. Conclusion. In sum, our results suggest that behavioral ratings and neuropsychological profiles converge only in the dimension of symptom severity and that atypicalities in executive functions may manifest in nonspecific everyday problems

Generalized lapse of responding in trait impulsivity indicated by ERPs: the role of energetic factors in inhibitory control

Impaired inhibitory control is one of the still debated underlying mechanisms of trait impulsivity. The Cognitive Energetic Model accounts for the role of energetic factors mediating task performance. The aim of the present study was to compare inhibitory control functions of adults with high and low impulsivity by using a modified Eriksen flanker task. Adults were classified as impulsive (n = 15) and control (n = 15) participants based on the Barratt Impulsiveness Scale. Flanker trials had three levels of required effort manipulated by visual degradation. We analyzed RT, accuracy, and ERPs time-locked to the flanker stimuli. Reaction time of impulsive participants was generally slower than that of controls', but accuracy was similar across groups. N2c showed that monitoring of response conflict was modulated by task requirements independent of impulsivity. The P3 latency was delayed in the impulsive group indicating slower stimulus evaluation. The P3 amplitude was reduced in the control group for moderately degraded incongruent trials suggesting that the attentional resources were employed less. The Lateralized Readiness Potential (LRP) peaked later in the impulsive group irrespective of experimental effects. The amplitude of the positive-going LRP recorded in the incongruent condition was comparable across groups, but the latency was delayed partly supporting a stronger susceptibility to stimulus interference of impulsive participants. Their delayed incongruent negative-going LRP reflected a weaker response inhibition and a slower correct response organization. In conclusion, impaired inhibitory functions in impulsivity could not be unequivocally demonstrated, but we found a generalized lapse of motor activation

Does Rare Error Count in Impulsivity? Difference in Error-Negativity

High impulsive individuals have problems with self - monitoring and learning from their mistakes. The aim of this study was to investigate whether error processing is impaired in high trait impulsivity, and how it is modulated by the task difficulty. Adults were classified as high ( n = 10) and low ( n = 10) impulsive participants based on the Barratt Impulsiveness Scale, and they participated in a modified flanker task. The flanker trials had three levels of task difficulty manipulated by visual degradation of the stimuli. We measured RTs and ERP components (Ne, Pe) related to erroneous responses. L ow impulsive participants responded significantly faster tha n high impulsive participants . The two groups did not differ in accuracy. The Ne amplitude was smaller in high than in low impulsivity in case of medium and high difficulty levels , but not at low difficulty level . However, the groups did not differ either in the amplitude or in the latency of Pe. We suggest that trait impulsivity is characterized by impaired error detection