42 research outputs found
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
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
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Tracking the implicit acquisition of nonadjacent transitional probabilities by ERPs
The implicit acquisition of complex probabilistic regularities has been found to be crucial in numerous automatized cognitive abilities, including language processing and associative learning. However, the neurocognitive processes supporting the implicit extraction of 2nd order non-adjacent transitional probabilities have not been completely elucidated. Therefore, this study investigated the sensitivity of event-related brain potentials (ERPs) to these probabilistic regularities embedded in a sequence of visual stimuli without providing explicit information on the structure of the stimulus stream. Healthy young adults (N = 32) performed a perceptual-motor RT task that included an alternating sequential regularity between non-adjacent trials while RTs and ERPs were measured time-locked to the onset of the stimulus. RT effects indicated the rapid acquisition of transitional probabilities. The acquisition process was also tracked by the P3 component. Modulations of the P3 amplitude indicated that the more probable short-range relations could be integrated in the internal representations formed on the experienced stimulus environment. Meanwhile, the less probable short-range relations delivered possibly surprising information over the course of the task, by which the internal representations could have been updated. These results suggest that representations on the probabilistic regularities of the ongoing stimulus context are implicitly formed and constantly revised. Overall, this study (1) highlights the role of predictive processes during implicit memory formation, and (2) delineates a potential to gain further insight into the dynamics of implicit acquisition processes