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Title: The ABC's of math: A genetic analysis of mathematics and its links with reading ability and general cognitive ability.
Creator: Hart, Sara, Petrill, Stephen, Thompson, Lee, Plomin, Robert
Abstract/Description: The goal of this first major report from the Western Reserve Reading Project Math component is to explore the etiology of the relationship among tester-administered measures of mathematics ability, reading ability and general cognitive ability. Data are available on 314 pairs of monozygotic and same-sex dizygotic twins analyzed across five waves of assessment. Univariate analyses provide a range of estimates of genetic (h²=.00-.63) and shared environmental influences (c²=.15-.52) across math...
Show moreThe goal of this first major report from the Western Reserve Reading Project Math component is to explore the etiology of the relationship among tester-administered measures of mathematics ability, reading ability and general cognitive ability. Data are available on 314 pairs of monozygotic and same-sex dizygotic twins analyzed across five waves of assessment. Univariate analyses provide a range of estimates of genetic (h²=.00-.63) and shared environmental influences (c²=.15-.52) across math calculation, fluency and problem solving measures. Multivariate analyses indicate genetic overlap between math problem solving with general cognitive ability and reading, whereas math fluency shares significant genetic overlap with reading fluency and general cognitive ability. Further, math fluency has unique genetic influences. In general, math ability has shared environmental overlap with general cognitive ability and decoding. These results indicate that aspects of math that include problem solving have different genetic and environmental influences than math calculation. Moreover, math fluency, a timed measure of calculation, is the only measured math ability with unique genetic influences.
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Date Issued: 2009
Identifier: FSU_migr_psy_faculty_publications-0008, 10.1037/a0015115
Format: Citation

Title: ADHD and working memory: the impact of central executive deficits and exceeding storage/rehearsal capacity on observed inattentive behavior.
Creator: Kofler, Michael, Rapport, Mark, Bolden, Jennifer, Sarver, Dustin, Raiker, Joseph
Abstract/Description: Inattentive behavior is considered a core and pervasive feature of ADHD; however, an alternative model challenges this premise and hypothesizes a functional relationship between working memory deficits and inattentive behavior. The current study investigated whether inattentive behavior in children with ADHD is functionally related to the domain-general central executive and/or subsidiary storage/rehearsal components of working memory. Objective observations of children's attentive behavior...
Show moreInattentive behavior is considered a core and pervasive feature of ADHD; however, an alternative model challenges this premise and hypothesizes a functional relationship between working memory deficits and inattentive behavior. The current study investigated whether inattentive behavior in children with ADHD is functionally related to the domain-general central executive and/or subsidiary storage/rehearsal components of working memory. Objective observations of children's attentive behavior by independent observers were conducted while children with ADHD (n = 15) and typically developing children (n = 14) completed counterbalanced tasks that differentially manipulated central executive, phonological storage/rehearsal, and visuospatial storage/rehearsal demands. Results of latent variable and effect size confidence interval analyses revealed two conditions that completely accounted for the attentive behavior deficits in children with ADHD: (a) placing demands on central executive processing, the effect of which is evident under even low cognitive loads, and (b) exceeding storage/rehearsal capacity, which has similar effects on children with ADHD and typically developing children but occurs at lower cognitive loads for children with ADHD.
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Date Issued: 2010
Identifier: FSU_migr_psy_faculty_publications-0017, 10.1007/s10802-009-9357-6
Format: Citation

Title: Are Episodic Buffer Processes Intact in ADHD?: Experimental Evidence and Linkage with Hyperactive Behavior.
Creator: Kofler, Michael J., Spiegel, Jamie A., Austin, Kristin E., Sarver, Dustin E., Soto, Elia F., Irwin, Lauren N
Abstract/Description: Objective: Social problems are a key area of functional impairment for children with ADHD, and converging evidence points to executive dysfunction as a potential mechanism underlying ADHD-related social dysfunction. The evidence is mixed, however, with regard to which neurocognitive abilities account for these relations. Method: A well-characterized group of 117 children ages 8-13 (M=10.45, SD=1.53; 43 girls; 69.5% Caucasian/Non-Hispanic) with ADHD (n=77) and without ADHD (n=40) were...
Show moreObjective: Social problems are a key area of functional impairment for children with ADHD, and converging evidence points to executive dysfunction as a potential mechanism underlying ADHD-related social dysfunction. The evidence is mixed, however, with regard to which neurocognitive abilities account for these relations. Method: A well-characterized group of 117 children ages 8-13 (M=10.45, SD=1.53; 43 girls; 69.5% Caucasian/Non-Hispanic) with ADHD (n=77) and without ADHD (n=40) were administered multiple, counterbalanced tests of neurocognitive functioning and assessed for social skills via multi-informant reports. Results: Bayesian linear regressions revealed strong support for working memory and cross-informant interfering behaviors (inattention, hyperactivity/impulsivity) as predictors of parent- and teacher-reported social problems. Working memory was also implicated in social skills acquisition deficits, performance deficits, and strengths based on parent and/or teacher report; inattention and/or hyperactivity showed strong correspondence with cross-informant social problems in all models. There was no evidence for, and in most models strong evidence against, effects of inhibitory control and processing speed. The ADHD group was impaired relative to the non-ADHD group on social skills (d=0.82-0.88), visuospatial working memory (d=0.89), and phonological working memory (d=0.58). In contrast, the Bayesian ANOVAs indicated that the ADHD and Non-ADHD groups were equivalent on processing speed, IQ, age, gender, and SES. There was no support for or against group differences in inhibition. Conclusions: These findings confirm that ADHD is associated with impaired social performance, and implicate working memory and core ADHD symptoms in the acquisition and performance of socially-skilled behavior.
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Date Issued: 2017-09-27
Identifier: FSU_libsubv1_scholarship_submission_1507141126_8cab5e22, 10.1007/s10802-017-0346-x
Format: Citation

Title: Buying To Blunt Negative Feelings.
Creator: Donnelly, Grant E., Ksendzova, Masha, Howell, Ryan T., Vohs, Kathleen D., Baumeister, Roy F.
Abstract/Description: We propose that escape theory, which describes how individuals seek to free themselves from aversive states of self-awareness, helps explain key patterns of materialistic people's behavior. As predicted by escape theory, materialistic individuals may feel dissatisfied with their standard of living, cope with failed expectations and life stressors less effectively than others, suffer from aversive self-awareness, and experience negative emotions as a result. To cope with negative, self...
Show moreWe propose that escape theory, which describes how individuals seek to free themselves from aversive states of self-awareness, helps explain key patterns of materialistic people's behavior. As predicted by escape theory, materialistic individuals may feel dissatisfied with their standard of living, cope with failed expectations and life stressors less effectively than others, suffer from aversive self-awareness, and experience negative emotions as a result. To cope with negative, self-directed emotions, materialistic people may enter a narrow, cognitively deconstructed mindset in order to temporarily blunt the capacity for self-reflection. Cognitive narrowing decreases inhibitions thereby engendering impulsivity, passivity, irrational thought, and disinhibited behaviors, including maladaptive consumption.
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Date Issued: 2016-09
Identifier: FSU_libsubv1_wos_000386062100007, 10.1037/gpr0000078
Format: Citation

Title: Charting The Future Of Social Psychology On Stormy Seas.
Creator: Baumeister, Roy F.
Abstract/Description: Social psychology's current crisis has prompted calls for larger samples and more replications. Building on Sakaluk's (in this issue) distinction between exploration and confirmation, I argue that this shift will increase correctness of findings, but at the expense of exploration and discovery. The likely effects on the field include aversion to risk, increased difficulty in building careers and hence more capricious hiring and promotion policies, loss of interdisciplinary influence, and...
Show moreSocial psychology's current crisis has prompted calls for larger samples and more replications. Building on Sakaluk's (in this issue) distinction between exploration and confirmation, I argue that this shift will increase correctness of findings, but at the expense of exploration and discovery. The likely effects on the field include aversion to risk, increased difficulty in building careers and hence more capricious hiring and promotion policies, loss of interdisciplinary influence, and rising interest in small, weak findings. Winners (who stand to gain from the mooted changes) include researchers with the patience and requisite resources to assemble large samples; incompetent experimenters; destructive iconoclasts; competing subfields of psychology; and lower-ranked journals, insofar as they publish creative work with small samples. The losers are young researchers; writers of literature reviews and textbooks; flamboyant, creative researchers with lesser levels of patience; and researchers at small colleges. My position is that the field has actually done quite well in recent decades, and improvement should be undertaken as further refinement of a successful approach, in contrast to the Cassandrian view that the field's body of knowledge is hopelessly flawed and radical, revolutionary change is needed. I recommend we retain the exploratory research approach alongside the new, large-sample confirmatory work. (C) 2016 Elsevier Inc All rights reserved.
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Date Issued: 2016-09
Identifier: FSU_libsubv1_wos_000381166900017, 10.1016/j.jesp.2016.02.003
Format: Citation

Title: Childhood Self-control Predicts Smoking Throughout Life.
Creator: Daly, Michael, Egan, Mark, Quigley, Jody, Delaney, Liam, Baumeister, Roy F.
Abstract/Description: Objective: Low self-control has been linked with smoking, yet it remains unclear whether childhood self-control underlies the emergence of lifetime smoking patterns. We examined the contribution of childhood self-control to early smoking initiation and smoking across adulthood. Methods: 21,132 participants were drawn from 2 nationally representative cohort studies; the 1970 British Cohort Study (BCS) and the 1958 National Child Development Study (NCDS). Child self-control was teacher-rated at...
Show moreObjective: Low self-control has been linked with smoking, yet it remains unclear whether childhood self-control underlies the emergence of lifetime smoking patterns. We examined the contribution of childhood self-control to early smoking initiation and smoking across adulthood. Methods: 21,132 participants were drawn from 2 nationally representative cohort studies; the 1970 British Cohort Study (BCS) and the 1958 National Child Development Study (NCDS). Child self-control was teacher-rated at age 10 in the BCS and at ages 7 and 11 in the NCDS. Participants reported their smoking status and number of cigarettes smoked per day at 5 time-points in the BCS (ages 26-42) and 6 time-points in the NCDS (ages 23-55). Both studies controlled for socioeconomic background, cognitive ability, psychological distress, gender, and parental smoking; the NCDS also controlled for an extended set of background characteristics. Results: Early self-control made a substantial graded contribution to (not) smoking throughout life. In adjusted regression models, a 1-SD increase in self-control predicted a 6.9 percentage point lower probability of smoking in the BCS, and this was replicated in the NCDS (5.2 point reduced risk). Adolescent smoking explained over half of the association between self-control and adult smoking. Childhood self-control was positively related to smoking cessation and negatively related to smoking initiation, relapse to smoking, and the number of cigarettes smoked in adulthood. Conclusions: This study provides strong evidence that low childhood self-control predicts an increased risk of smoking throughout adulthood and points to adolescent smoking as a key pathway through which this may occur.
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Date Issued: 2016-11
Identifier: FSU_libsubv1_wos_000386448700010, 10.1037/hea0000393
Format: Citation

Title: Consequences Of Misspecifying Levels Of Variance In Cross-classified Longitudinal Data Structures.
Creator: Gilbert, Jennifer, Petscher, Yaacov, Compton, Donald L., Schatschneider, Chris
Abstract/Description: The purpose of this study was to determine if modeling school and classroom effects was necessary in estimating passage reading growth across elementary grades. Longitudinal data from 8367 students in 2989 classrooms in 202 Reading First schools were used in this study and were obtained from the Progress Monitoring and Reporting Network maintained by the Florida Center for Reading Research. Oral reading fluency (ORF) was assessed four times per school year. Five growth models with varying...
Show moreThe purpose of this study was to determine if modeling school and classroom effects was necessary in estimating passage reading growth across elementary grades. Longitudinal data from 8367 students in 2989 classrooms in 202 Reading First schools were used in this study and were obtained from the Progress Monitoring and Reporting Network maintained by the Florida Center for Reading Research. Oral reading fluency (ORF) was assessed four times per school year. Five growth models with varying levels of data (student, classroom, and school) were estimated in order to determine which structures were necessary to correctly partition variance and accurately estimate standard errors for growth parameters. Because the results illustrate that not modeling higher-level clustering inflated lower-level variance estimates and in some cases led to biased standard errors, the authors recommend the practice of including classroom cross-classification and school nesting when predicting longitudinal student outcomes.
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Date Issued: 2016-05-18
Identifier: FSU_libsubv1_wos_000375986100001, 10.3389/fpsyg.2016.00695
Format: Citation

Title: Decomposing Fear Perception.
Creator: Forscher, Emily C., Zheng, Yan, Ke, Zijun, Folstein, Jonathan, Li, Wen
Abstract/Description: Emotion perception is known to involve multiple operations and waves of analysis, but specific nature of these processes remains poorly understood. Combining psychophysical testing and neurometric analysis of event-related potentials (ERPs) in a fear detection task with parametrically varied fear intensities (N=45), we sought to elucidate key processes in fear perception. Building on psychophysics marking fear perception thresholds, our neurometric model fitting identified several putative...
Show moreEmotion perception is known to involve multiple operations and waves of analysis, but specific nature of these processes remains poorly understood. Combining psychophysical testing and neurometric analysis of event-related potentials (ERPs) in a fear detection task with parametrically varied fear intensities (N=45), we sought to elucidate key processes in fear perception. Building on psychophysics marking fear perception thresholds, our neurometric model fitting identified several putative operations and stages: four key processes arose in sequence following face presentation - fear-neutral categorization (P1 at 100 ms), fear detection (P300 at 320 ms), valuation (early subcomponent of the late positive potential/LPP at 400-500 ms) and conscious awareness (late subcomponent LPP at 500-600 ms). Furthermore, within-subject brain-behavior association suggests that initial emotion categorization was mandatory and detached from behavior whereas valuation and conscious awareness directly impacted behavioral outcome (explaining 17% and 31% of the total variance, respectively). The current study thus reveals the chronometry of fear perception, ascribing psychological meaning to distinct underlying processes. The combination of early categorization and late valuation of fear reconciles conflicting (categorical versus dimensional) emotion accounts, lending support to a hybrid model. Importantly, future research could specifically interrogate these psychological processes in various behaviors and psychopathologies (e.g., anxiety and depression). (C) 2016 Elsevier Ltd. All rights reserved.
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Date Issued: 2016-10
Identifier: FSU_libsubv1_wos_000387194200021, 10.1016/j.neuropsychologia.2016.08.018
Format: Citation

Title: Demographics As Predictors Of Suicidal Thoughts And Behaviors: A Meta-analysis.
Creator: Huang, Xieyining, Ribeiro, Jessica D., Musacchio, Katherine M., Franklin, Joseph C.
Abstract/Description: Background Certain demographic factors have long been cited to confer risk or protection for suicidal thoughts and behaviors. However, many studies have found weak or non-significant effects. Determining the effect strength and clinical utility of demographics as predictors is crucial for suicide risk assessment and theory development. As such, we conducted a meta-analysis to determine the effect strength and clinical utility of demographics as predictors. Methods We searched PsycInfo, PubMed...
Show moreBackground Certain demographic factors have long been cited to confer risk or protection for suicidal thoughts and behaviors. However, many studies have found weak or non-significant effects. Determining the effect strength and clinical utility of demographics as predictors is crucial for suicide risk assessment and theory development. As such, we conducted a meta-analysis to determine the effect strength and clinical utility of demographics as predictors. Methods We searched PsycInfo, PubMed, and GoogleScholar for studies published before January 1st, 2015. Inclusion criteria required that studies use at least one demographic factor to longitudinally predict suicide ideation, attempt, or death. The initial search yielded 2,541 studies, 159 of which were eligible. A total of 752 unique statistical tests were included in analysis. Results Suicide death was the most commonly studied outcome, followed by attempt and ideation. The average follow-up length was 9.4 years. The overall effects of demographic factors studied in the field as risk factors were significant but weak, and that of demographic factors studied as protective factors were non-significant. Adjusting for publication bias further reduced effect estimates. No specific demographic factors appeared to be strong predictors. The effects were consistent across multiple moderators. Conclusions At least within the narrow methodological constraints of the existing literature, demographic factors were statistically significant risk factors, but not protective factors. Even as risk factors, demographics offer very little improvement in predictive accuracy. Future studies that go beyond the limitations of the existing literature are needed to further understand the effects of demographics.
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Date Issued: 2017-07-10
Identifier: FSU_libsubv1_wos_000405544800077, 10.1371/journal.pone.0180793
Format: Citation

Title: Depression and delinquency covariation in an accelerated longitudinal sample of adolescents.
Creator: Kofler, Michael, McCart, Michael, Zajac, Kristyn, Ruggiero, Kenneth, Saunders, Benjamin E. (Benjamin Edward), Kilpatrick, Dean G.
Abstract/Description: OBJECTIVES: The current study tested opposing predictions stemming from the failure and acting out theories of depression-delinquency covariation. METHOD: Participants included a nationwide longitudinal sample of adolescents (N = 3,604) ages 12 to 17. Competing models were tested with cohort-sequential latent growth curve modeling to determine whether depressive symptoms at age 12 (baseline) predicted concurrent and age-related changes in delinquent behavior, whether the opposite pattern was...
Show moreOBJECTIVES: The current study tested opposing predictions stemming from the failure and acting out theories of depression-delinquency covariation. METHOD: Participants included a nationwide longitudinal sample of adolescents (N = 3,604) ages 12 to 17. Competing models were tested with cohort-sequential latent growth curve modeling to determine whether depressive symptoms at age 12 (baseline) predicted concurrent and age-related changes in delinquent behavior, whether the opposite pattern was apparent (delinquency predicting depression), and whether initial levels of depression predict changes in delinquency significantly better than vice versa. RESULTS: Early depressive symptoms predicted age-related changes in delinquent behavior significantly better than early delinquency predicted changes in depressive symptoms. In addition, the impact of gender on age-related changes in delinquent symptoms was mediated by gender differences in depressive symptom changes, indicating that depressive symptoms are a particularly salient risk factor for delinquent behavior in girls. CONCLUSION: Early depressive symptoms represent a significant risk factor for later delinquent behavior--especially for girls--and appear to be a better predictor of later delinquency than early delinquency is of later depression. These findings provide support for the acting out theory and contradict failure theory predictions.
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Date Issued: 2011
Identifier: FSU_migr_psy_faculty_publications-0015, 10.1037/a0024108
Format: Citation

Title: The Development and Validation of a Revised Version of the Math Anxiety Scale for Young Children.
Creator: Ganley, Colleen M., McGraw, Amanda L.
Abstract/Description: Although there is an extensive amount of research that examines the relation between math anxiety and math performance in adolescents and adults, little work has focused on this relation in young children. Recently more attention has been paid to the early development of math anxiety, and new measures have been created for use with this age group. In the present study, we report on the development and validation of a revised version of the Math Anxiety Scale for Young Children (MASYC; Harari...
Show moreAlthough there is an extensive amount of research that examines the relation between math anxiety and math performance in adolescents and adults, little work has focused on this relation in young children. Recently more attention has been paid to the early development of math anxiety, and new measures have been created for use with this age group. In the present study, we report on the development and validation of a revised version of the Math Anxiety Scale for Young Children (MASYC; Harari et al., 2013). We conducted cognitive interviews with the 12 MASYC items with nine children and then administered the MASYC and five newly-developed items to 296 first-, second- and third-grade children. Results from cognitive interviews show that three of the items from the original scale were being systematically misinterpreted by young children. We present a revised measure (the MASYC-R) consisting of 13 items (eight original, five newly-developed) that shows strong evidence for reliability and validity. Results also showed that a small, but meaningful, proportion of children at this age show signs of high math anxiety. Validity of the MASYC-R was supported through correlations with a number of other factors, including general anxiety, math performance, and math attitudes. In addition, results suggest that a substantial proportion of the variance in math anxiety can be explained from these other variables together. The findings suggest that the MASYC-R is appropriate for use with young children and can help researchers to answer important questions about the nature and development of math anxiety at this age.
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Date Issued: 2016-08-24
Identifier: FSU_libsubv1_wos_000381855600001, 10.3389/fpsyg.2016.01181
Format: Citation

Title: Do Children's Learning-related Behaviors Moderate The Impacts Of An Empirically-validated Early Literacy Intervention?.
Creator: Hart, Sara A., Piasta, Shayne B., Justice, Laura M.
Abstract/Description: The present study included 314 children who had been involved in Project STAR, and explored how two learning related behaviors, interest in literacy and effortful control, moderated the impact of the literacy intervention on reading outcomes. Results indicated significant associations of both learning-related behaviors with reading, with the children with the highest literacy interest and effortful control in the intervention group showing the highest reading outcomes. These results indicate...
Show moreThe present study included 314 children who had been involved in Project STAR, and explored how two learning related behaviors, interest in literacy and effortful control, moderated the impact of the literacy intervention on reading outcomes. Results indicated significant associations of both learning-related behaviors with reading, with the children with the highest literacy interest and effortful control in the intervention group showing the highest reading outcomes. These results indicate that accounting for a greater breadth of possible moderators of intervention impacts is an important area to explore. (C) 2016 Elsevier Inc. All rights reserved.
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Date Issued: 2016-08
Identifier: FSU_libsubv1_wos_000385332300009, 10.1016/j.lindif.2016.07.005
Format: Citation

Title: Do you "like" my photo?: Facebook use maintains eating disorder risk.
Creator: Mage, Annalise, Forney, K., Keel, Pamela K.
Abstract/Description: Objective
Social media sites, such as Facebook, merge two factors that influence risk for eating disorders: media and peers. Previous work has identified cross-sectional and temporal associations between Facebook use and disordered eating. This study sought to replicate and extend these findings using an experimental design.
Method
In Study 1, 960 women completed self-report surveys regarding Facebook use and disordered eating. In Study 2, 84 women were randomly assigned to...
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Objective
Social media sites, such as Facebook, merge two factors that influence risk for eating disorders: media and peers. Previous work has identified cross-sectional and temporal associations between Facebook use and disordered eating. This study sought to replicate and extend these findings using an experimental design.
Method
In Study 1, 960 women completed self-report surveys regarding Facebook use and disordered eating. In Study 2, 84 women were randomly assigned to use Facebook or to use an alternate internet site for 20 min.
Results
More frequent Facebook use was associated with greater disordered eating in a cross-sectional survey. Facebook use was associated with the maintenance of weight/shape concerns and state anxiety compared to an alternate internet activity.
Discussion
Facebook use may contribute to disordered eating by maintaining risk for eating pathology. As such, targeting Facebook use may be helpful in intervention and prevention programs. © 2014 Wiley Periodicals, Inc. (Int J Eat Disord 2014)
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Date Issued: 2014
Identifier: FSU_migr_psy_faculty_publications-0012, 10.1002/eat.22254
Format: Set of related objects

Title: The Effect of Casein Protein Prior to Sleep on Fat Metabolism in Obese Men.
Creator: Kinsey, Amber W., Cappadona, Stacy R., Panton, Lynn B., Allman, Brittany R., Contreras, Robert J., Hickner, Robert C., Ormsbee, Michael J.
Abstract/Description: We have previously shown that ingesting protein at night before sleep is either beneficial or non-detrimental to metabolism, health, and body composition in obese women. However, the overnight protein-induced lipolytic actions and mechanism for improved metabolism and body composition have not been fully established. Therefore, in a crossover design, twelve obese men (age, 27.0 +/- 2.2 years) were randomly assigned to ingest (within 30 min of sleep) casein protein (CAS, 120 kcal) or a non...
Show moreWe have previously shown that ingesting protein at night before sleep is either beneficial or non-detrimental to metabolism, health, and body composition in obese women. However, the overnight protein-induced lipolytic actions and mechanism for improved metabolism and body composition have not been fully established. Therefore, in a crossover design, twelve obese men (age, 27.0 +/- 2.2 years) were randomly assigned to ingest (within 30 min of sleep) casein protein (CAS, 120 kcal) or a non-nutritive placebo (PLA) before going to sleep. Markers of fat metabolism (lipolysis, substrate utilization, growth hormone), insulin, glucose, resting energy expenditure (REE), and appetite (questionnaire and ghrelin) were measured. During sleep and the next morning, interstitial glycerol from the subcutaneous abdominal adipose tissue (SCAAT) was measured using microdialysis. There were no differences in SCAAT glycerol (overnight: CAS, 177.4 +/- 26.7; PLA, 183.8 +/- 20.2 mu mol/L; morning: CAS, 171.6 +/- 19.1; PLA, 161.5 +/- 18.6 mu mol/L), substrate utilization, REE, or any blood markers between CAS and PLA. Desire to eat was greater for CAS compared to baseline (p = 0.03), but not different from PLA (baseline: 39 +/- 6, CAS: 62 +/- 8, PLA: 55 +/- 5 mm). CAS consumption before sleep did not affect fat or glucose metabolism, REE, or suppress appetite in hyperinsulemic obese men. CAS may be consumed before sleep without impeding overnight or morning fat metabolism in young, obese men.
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Date Issued: 2016-08
Identifier: FSU_libsubv1_wos_000380766500008, 10.3390/nu8080452
Format: Citation

Title: Examining Teachers’ Behavioral Management Charts: A Comparison of Class Dojo and Paper-Pencil Methods.
Creator: Krach, S. Kathleen, McCreery, Michael P., Rimel, Hillary
Abstract/Description: Many teachers report using behavioral management charts in their classrooms as a means of managing student behaviors, but little is known about exactly what behaviors teachers are charting, or specifically how. Misunderstanding over how real-world teachers maintain behavioral charts may cause miscommunication between the teacher and the school psychologist. This study sought to determine how teachers collect and track behavioral data. Researchers examined behavioral charts used by teachers in...
Show moreMany teachers report using behavioral management charts in their classrooms as a means of managing student behaviors, but little is known about exactly what behaviors teachers are charting, or specifically how. Misunderstanding over how real-world teachers maintain behavioral charts may cause miscommunication between the teacher and the school psychologist. This study sought to determine how teachers collect and track behavioral data. Researchers examined behavioral charts used by teachers in a Title I elementary school that reported using Positive Behavioral Intervention Supports (PBIS). Researchers evaluated charts for 10 classrooms (~150 students) and compared the type of data collected by each teacher for each child. Findings indicated that teachers either used: no system, their own systems, or a computer-based system (Class Dojo) for charting behavior. An analysis of each of these systems found that Class Dojo provided significantly more data (positive and negative notations) in general, as well as more reliable data than any other system reviewed. Discussions of these findings within a PBIS framework, as well as general concerns about the computer-based system, are provided.
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Date Issued: 2016-11-15
Identifier: FSU_libsubv1_scholarship_submission_1481300633, 10.1007/s40688-016-0111-0
Format: Citation

Title: Examining transactional influences between reading achievement and antisocially-behaving friends.
Creator: Hart, Sara, Mikolajewski, Amy, Johnson, Wendy (Psychologist), Schatschneider, Christopher, Taylor, Jeanette
Abstract/Description: The association between poorer academic outcomes and having antisocial friends is reliably demonstrated yet not well understood. Genetically sensitive designs uniquely allow for measuring genetic vulnerabilities and/or environmental risk in the association of antisocial friend behavior and poor school achievement, allowing for a better understanding of the nature of the association. This study included 233 pairs of twins from the Florida Twin Project on Reading. First, the role of antisocial...
Show moreThe association between poorer academic outcomes and having antisocial friends is reliably demonstrated yet not well understood. Genetically sensitive designs uniquely allow for measuring genetic vulnerabilities and/or environmental risk in the association of antisocial friend behavior and poor school achievement, allowing for a better understanding of the nature of the association. This study included 233 pairs of twins from the Florida Twin Project on Reading. First, the role of antisocial friends as an environmental moderator of reading comprehension was examined. Antisocial friends significantly moderated the nonshared environmental variance in reading comprehension, with increased variation at lower levels of association with antisocial friends, with niche-picking indicated. Second, the role of reading comprehension as an environmental moderator of antisocial friends was examined. Reading comprehension significantly moderated the nonshared environmental variance in associating with antisocial friends, with increased variance at lower levels of reading comprehension and indication that common genetic influences contributed to higher reading achievement and better-behaved friends. In total, these results suggested reciprocal influences between reading achievement and antisocially-behaving friends. The impact of antisocial friends appeared to be limited in the extent to which they can undermine reading achievement, and high reading achievement appeared to support less association with antisocial friends.
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Date Issued: 2014
Identifier: FSU_migr_psy_faculty_publications-0013, 10.1016/j.paid.2014.07.008
Format: Citation

Title: Expanding the Developmental Models of Writing: A Direct and Indirect Effects Model of Developmental Writing (DIEW).
Creator: Kim, Young-Suk, Schatschneider, Christopher
Abstract/Description: We investigated direct and indirect effects of component skills on writing (DIEW) using data from 193 children in Grade 1. In this model, working memory was hypothesized to be a foundational cognitive ability for language and cognitive skills as well as transcription skills, which, in turn, contribute to writing. Foundational oral language skills (vocabulary and grammatical knowledge) and higher-order cognitive skills (inference and theory of mind) were hypothesized to be component skills of...
Show moreWe investigated direct and indirect effects of component skills on writing (DIEW) using data from 193 children in Grade 1. In this model, working memory was hypothesized to be a foundational cognitive ability for language and cognitive skills as well as transcription skills, which, in turn, contribute to writing. Foundational oral language skills (vocabulary and grammatical knowledge) and higher-order cognitive skills (inference and theory of mind) were hypothesized to be component skills of text generation (i.e., discourse-level oral language). Results from structural equation modeling largely supported a complete mediation model among four variations of the DIEW model. Discourse-level oral language, spelling, and handwriting fluency completely mediated the relations of higher-order cognitive skills, foundational oral language, and working memory to writing. Moreover, language and cognitive skills had both direct and indirect relations to discourse-level oral language. Total effects, including direct and indirect effects, were substantial for discourse-level oral language (.46), working memory (.43), and spelling (.37), followed by vocabulary (.19), handwriting (.17), theory of mind (.12), inference (.10), and grammatical knowledge (.10). The model explained approximately 67% of variance in writing quality. These results indicate that multiple language and cognitive skills make direct and indirect contributions, and it is important to consider both direct and indirect pathways of influences when considering skills that are important to writing.
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Date Issued: 2016-05-12
Identifier: FSU_libsubv1_scholarship_submission_1462974256, 10.1037/edu0000129
Format: Citation

Title: Expanding the environment: gene × school-level SES interaction on reading comprehension.
Creator: Hart, Sara, Soden, Brook, Johnson, Wendy (Psychologist), Schatschneider, Christopher, Taylor, Jeanette
Abstract/Description: BACKGROUND: Influential work has explored the role of family socioeconomic status (SES) as an environmental moderator of genetic and environmental influences on cognitive outcomes. This work has provided evidence that socioeconomic circumstances differentially impact the heritability of cognitive abilities, generally supporting the bioecological model in that genetic influences are greater at higher levels of family SES. The present work expanded consideration of the environment, using school...
Show moreBACKGROUND: Influential work has explored the role of family socioeconomic status (SES) as an environmental moderator of genetic and environmental influences on cognitive outcomes. This work has provided evidence that socioeconomic circumstances differentially impact the heritability of cognitive abilities, generally supporting the bioecological model in that genetic influences are greater at higher levels of family SES. The present work expanded consideration of the environment, using school-level SES as a moderator of reading comprehension. METHODS: The sample included 577 pairs of twins from the Florida Twin Project on Reading, Behavior and Environment. Reading comprehension was measured by the Florida Comprehensive Achievement Test (FCAT) Reading in third or fourth grade. School-level SES was measured by the mean Free and Reduced Lunch Status (FRLS) of the schoolmates of the twins. RESULTS: The best-fitting univariate G × E moderation model indicated greater genetic influences on reading comprehension when fewer schoolmates qualified for FRLS (i.e., 'higher' school-level SES). There was also an indication of moderation of the shared environment; there were greater shared environmental influences on reading comprehension at higher school-level SES. CONCLUSIONS: The results supported the bioecological model; greater genetic variance was found in school environments in which student populations experienced less poverty. In general, 'higher' school-level SES allowed genetic and probably shared environmental variance to contribute as sources of individual differences in reading comprehension outcomes. Poverty suppresses these influences.
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Date Issued: 2013
Identifier: FSU_migr_psy_faculty_publications-0010, 10.1111/jcpp.12083
Format: Citation

Title: Exploring how nature and nurture affect the development of reading: an analysis of the Florida Twin Project on reading.
Creator: Hart, Sara, Logan, Jessica, Soden-Hensler, Brooke, Kershaw, Sarah, Taylor, Jeanette, Schatschneider, Christopher
Abstract/Description: Research on the development of reading skills through the primary school years has pointed to the importance of individual differences in initial ability as well as the growth of those skills. Additionally, it has been theorized that reading skills develop incrementally. The present study examined the genetic and environmental influences on 2 developmental models representing these parallel ideas, generalizing the findings to explore the processes of reading development. Participants were...
Show moreResearch on the development of reading skills through the primary school years has pointed to the importance of individual differences in initial ability as well as the growth of those skills. Additionally, it has been theorized that reading skills develop incrementally. The present study examined the genetic and environmental influences on 2 developmental models representing these parallel ideas, generalizing the findings to explore the processes of reading development. Participants were drawn from the Florida Twin Project on Reading, with a total of 2,370 pairs of twins representative of the state of Florida. Twins' oral reading fluency scores from school progress monitoring records collected in the fall of Grades 1-5 were used to model development. Results suggested that genetic influences on the development of reading are general, shared across the early school years, as well as novel, with new genetic influences introduced at each of the first 3 years of school. The shared environment estimates suggest a pattern of general influences only, suggesting environmental effects that are moderate and stable across development.
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Date Issued: 2013
Identifier: FSU_migr_psy_faculty_publications-0014, 10.1037/a0031348
Format: Set of related objects

Title: Exploring how symptoms of Attention‐Deficit/Hyperactivity Disorder are related to reading and mathematics performance: General genes, general environments.
Creator: Hart, Sara, Petrill, Stephen, Willcutt, Erik, Thompson, Lee, Schatschneider, Christopher, Deater-Deckard, Kirby D., Cutting, Laurie E.
Abstract/Description: Children with Attention Deficit Hyperactivity Disorder (ADHD) tend to perform more poorly on tests of reading and mathematical performance than their typical peers. Quantitative genetic analyses allow for a better understanding of the etiology among ADHD, reading and mathematics outcomes, examining the common and unique genetic and environmental influences. Analyses were based on a sample 271 pairs of 10-year-old monozygotic and dizygotic twins drawn from the Western Reserve Reading and...
Show moreChildren with Attention Deficit Hyperactivity Disorder (ADHD) tend to perform more poorly on tests of reading and mathematical performance than their typical peers. Quantitative genetic analyses allow for a better understanding of the etiology among ADHD, reading and mathematics outcomes, examining the common and unique genetic and environmental influences. Analyses were based on a sample 271 pairs of 10-year-old monozygotic and dizygotic twins drawn from the Western Reserve Reading and Mathematics Project. In general, the results suggested that the association among ADHD symptoms, reading and math outcomes was influenced by both common genetic and environmental factors. Outside of this common relationship, ADHD symptoms also suggested significant independent genetic effects. The results imply differing etiological factors underlying the relationships among ADHD, reading and mathematics. It appears that both genetic and common family and/or school environments link ADHD and academic performance.
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Date Issued: 2010
Identifier: FSU_migr_psy_faculty_publications-0009, 10.1177/0956797610386617
Format: Citation

Title: Exploring the unique and interactive roles of distress tolerance and negative urgency in obsessions.
Creator: Cougle, Jesse, Timpano, Kiara R., Goetz, Amy
Abstract/Description: Recent research has implicated relationships between emotion dysregulation and obsessions. Evidence suggests low distress tolerance and greater tendency to act impulsively in the face of negative affect (or negative urgency) are strongly related to obsessions. The current study sought to examine the unique and interactive roles of distress tolerance and negative urgency in the prediction of obsessions. A large non-clinical sample (N = 238) was administered a range of self-report measures....
Show moreRecent research has implicated relationships between emotion dysregulation and obsessions. Evidence suggests low distress tolerance and greater tendency to act impulsively in the face of negative affect (or negative urgency) are strongly related to obsessions. The current study sought to examine the unique and interactive roles of distress tolerance and negative urgency in the prediction of obsessions. A large non-clinical sample (N = 238) was administered a range of self-report measures. Results revealed that both poor distress tolerance and greater negative urgency were uniquely associated with obsessions but not other obsessive–compulsive symptoms, even when controlling for gender, depression, anxiety, and generalized anxiety disorder symptoms. Additionally, low distress tolerance and high negative urgency interacted with each other in the prediction of greater obsession symptoms. Overall, the findings help clarify the emerging literature linking emotion dysregulation to obsessions.
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Date Issued: 2011
Identifier: FSU_migr_psy_faculty_publications-0011, 10.1016/j.paid.2011.11.017
Format: Citation

Title: A factorial analysis of timed and untimed measures of mathematics and reading abilities in school aged twins.
Creator: Hart, Sara, Petrill, Stephen, Thompson, Lee
Abstract/Description: The present study examined the phenotypic and genetic relationship between fluency and non-fluency-based measures of reading and mathematics performance. Participants were drawn from the Western Reserve Reading and Math Project, an ongoing longitudinal twin project of same-sex MZ and DZ twins from Ohio. The present analyses are based on tester-administered measures available from 228 twin pairs (age M = 9.86yrs). Measurement models suggested four factors represented the data, namely Decoding,...
Show moreThe present study examined the phenotypic and genetic relationship between fluency and non-fluency-based measures of reading and mathematics performance. Participants were drawn from the Western Reserve Reading and Math Project, an ongoing longitudinal twin project of same-sex MZ and DZ twins from Ohio. The present analyses are based on tester-administered measures available from 228 twin pairs (age M = 9.86yrs). Measurement models suggested four factors represented the data, namely Decoding, Fluency, Comprehension, and Math. Subsequent quantitative genetic analyses of these latent factors suggested that a single genetic factor accounted for the covariance among these four latent factors. However, there were also unique genetic effects on Fluency and Math, independent from the common genetic factor. Thus, although there is significant genetic overlap among different reading and math skills, there may be independent genetic sources of variation related to measures of decoding fluency and mathematics.
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Date Issued: 2010
Identifier: FSU_migr_psy_faculty_publications-0007, 10.1016/j.lindif.2009.10.004
Format: Citation

Title: Genetic influences on language, reading, and mathematic skills in a national sample: An analysis in the National Longitudinal Survey of Youth.
Creator: Hart, Sara, Petrill, Stephen, Kamp Dush, Claire M.
Abstract/Description: Children with Attention Deficit Hyperactivity Disorder (ADHD) tend to perform more poorly on tests of reading and mathematical performance than their typical peers. Quantitative genetic analyses allow for a better understanding of the etiology among ADHD, reading and mathematics outcomes, examining the common and unique genetic and environmental influences. Analyses were based on a sample 271 pairs of 10-year-old monozygotic and dizygotic twins drawn from the Western Reserve Reading and...
Show moreChildren with Attention Deficit Hyperactivity Disorder (ADHD) tend to perform more poorly on tests of reading and mathematical performance than their typical peers. Quantitative genetic analyses allow for a better understanding of the etiology among ADHD, reading and mathematics outcomes, examining the common and unique genetic and environmental influences. Analyses were based on a sample 271 pairs of 10-year-old monozygotic and dizygotic twins drawn from the Western Reserve Reading and Mathematics Project. In general, the results suggested that the association among ADHD symptoms, reading and math outcomes was influenced by both common genetic and environmental factors. Outside of this common relationship, ADHD symptoms also suggested significant independent genetic effects. The results imply differing etiological factors underlying the relationships among ADHD, reading and mathematics. It appears that both genetic and common family and/or school environments link ADHD and academic performance.
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Date Issued: 2010
Identifier: FSU_migr_psy_faculty_publications-0005
Format: Citation

Title: Heterogeneity in ADHD: Neurocognitive predictors of peer, family, and academic functioning.
Creator: Kofler, Michael J., Sarver, Dustin E., Spiegel, Jamie A., Day, Taylor N., Harmon, Sherelle L., Wells, Erica L.
Abstract/Description: Childhood attention-deficit/hyperactivity disorder (ADHD) is associated with impairments in peer, family, and academic functioning. Although impairment is required for diagnosis, children with ADHD vary significantly in the areas in which they demonstrate clinically significant impairment. However, relatively little is known about the mechanisms and processes underlying these individual differences. The current study examined neurocognitive predictors of heterogeneity in peer, family, and...
Show moreChildhood attention-deficit/hyperactivity disorder (ADHD) is associated with impairments in peer, family, and academic functioning. Although impairment is required for diagnosis, children with ADHD vary significantly in the areas in which they demonstrate clinically significant impairment. However, relatively little is known about the mechanisms and processes underlying these individual differences. The current study examined neurocognitive predictors of heterogeneity in peer, family, and academic functioning in a well-defined sample of 44 children with ADHD aged 8–13 years (M = 10.31, SD = 1.42; 31 boys, 13 girls; 81% Caucasian). Reliable change analysis indicated that 98% of the sample demonstrated objectively-defined impairment on at least one assessed outcome measure; 65% were impaired in two or all three areas of functioning. ADHD children with quantifiable deficits in academic success and family functioning performed worse on tests of working memory (d = 0.68 to 1.09), whereas children with impaired parent-reported social functioning demonstrated slower processing speed (d = 0.53). Dimensional analyses identified additional predictors of peer, family, and academic functioning. Working memory abilities were associated with individual differences in all three functional domains, processing speed predicted social functioning, and inhibitory control predicted family functioning. These results add to a growing literature implicating neurocognitive abilities not only in explaining behavioral differences between ADHD and non-ADHD groups, but also in the substantial heterogeneity in ecologically-valid functional outcomes associated with the disorder.
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Date Issued: 2016-07-29
Identifier: FSU_libsubv1_scholarship_submission_1507140292_33c95e7a, 10.1080/09297049.2016.1205010
Format: Citation

Title: Higher Self-Control Capacity Predicts Lower Anxiety-Impaired Cognition during Math Examinations.
Creator: Bertrams, Alex, Baumeister, Roy F., Englert, Chris
Abstract/Description: We assumed that self-control capacity, self-efficacy, and self-esteem would enable students to keep attentional control during tests. Therefore, we hypothesized that the three personality traits would be negatively related to anxiety-impaired cognition during math examinations. Secondary school students (N = 158) completed measures of self-control capacity, self-efficacy, and self-esteem at the beginning of the school year. Five months later, anxiety-impaired cognition during math...
Show moreWe assumed that self-control capacity, self-efficacy, and self-esteem would enable students to keep attentional control during tests. Therefore, we hypothesized that the three personality traits would be negatively related to anxiety-impaired cognition during math examinations. Secondary school students (N = 158) completed measures of self-control capacity, self-efficacy, and self-esteem at the beginning of the school year. Five months later, anxiety-impaired cognition during math examinations was assessed. Higher self-control capacity, but neither self-efficacy nor self-esteem, predicted lower anxiety-impaired cognition 5 months later, over and above baseline anxiety-impaired cognition. Moreover, self-control capacity was indirectly related to math grades via anxiety-impaired cognition. The findings suggest that improving self-control capacity may enable students to deal with anxiety-related problems during school tests.
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Date Issued: 2016-03-31
Identifier: FSU_libsubv1_wos_000373268700003, 10.3389/fpsyci.2016.00485
Format: Citation

Title: How To Make Nothing Out Of Something: Analyses Of The Impact Of Study Sampling And Statistical Interpretation In Misleading Meta-analytic Conclusions.
Creator: Cunningham, Michael R., Baumeister, Roy F.
Abstract/Description: The limited resource model states that self-control is governed by a relatively finite set of inner resources on which people draw when exerting willpower. Once self-control resources have been used up or depleted, they are less available for other self-control tasks, leading to a decrement in subsequent self-control success. The depletion effect has been studied for over 20 years, tested or extended in more than 600 studies, and supported in an independent meta-analysis (Hagger et al., 2010)...
Show moreThe limited resource model states that self-control is governed by a relatively finite set of inner resources on which people draw when exerting willpower. Once self-control resources have been used up or depleted, they are less available for other self-control tasks, leading to a decrement in subsequent self-control success. The depletion effect has been studied for over 20 years, tested or extended in more than 600 studies, and supported in an independent meta-analysis (Hagger et al., 2010). Meta-analyses are supposed to reduce bias in literature reviews. Carter et al.'s (2015) meta-analysis, by contrast, included a series of questionable decisions involving sampling, methods, and data analysis. We provide quantitative analyses of key sampling issues: exclusion of many of the best depletion studies based on idiosyncratic criteria and the emphasis on mini meta-analyses with low statistical power as opposed to the overall depletion effect. We discuss two key methodological issues: failure to code for research quality, and the quantitative impact of weak studies by novice researchers. We discuss two key data analysis issues: questionable interpretation of the results of trim and fill and Funnel Plot Asymmetry test procedures, and the use and misinterpretation of the untested Precision Effect Test and Precision Effect Estimate with Standard Error (PEESE) procedures. Despite these serious problems, the Carter et al. (2015) meta-analysis results actually indicate that there is a real depletion effect contrary to their title.
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Date Issued: 2016-10-25
Identifier: FSU_libsubv1_wos_000386097300002, 10.3389/fpsyg.2016.01639
Format: Citation

Title: Improving Outcomes for Youth with ADHD: A Conceptual Framework for Combined Neurocognitive and Skill-Based Treatment Approaches.
Creator: Chacko, Anil, Kofler, Michael, Jarrett, Matthew
Abstract/Description: Attention-deficit/hyperactivity disorder (ADHD) is a prevalent and chronic mental health condition that often results in substantial impairments throughout life. Although evidence-based pharmacological and psychosocial treatments exist for ADHD, effects of these treatments are acute, do not typically generalize into non-treated settings, rarely sustain over time, and insufficiently affect key areas of functional impairment (i.e., family, social, and academic functioning) and executive...
Show moreAttention-deficit/hyperactivity disorder (ADHD) is a prevalent and chronic mental health condition that often results in substantial impairments throughout life. Although evidence-based pharmacological and psychosocial treatments exist for ADHD, effects of these treatments are acute, do not typically generalize into non-treated settings, rarely sustain over time, and insufficiently affect key areas of functional impairment (i.e., family, social, and academic functioning) and executive functioning. The limitations of current evidence-based treatments may be due to the inability of these treatments to address underlying neurocognitive deficits that are related to the symptoms of ADHD and associated areas of functional impairment. Although efforts have been made to directly target the underlying neurocognitive deficits of ADHD, extant neurocognitive interventions have shown limited efficacy, possibly due to misspecification of training targets and inadequate potency. We argue herein that despite these limitations, next-generation neurocognitive training programs that more precisely and potently target neurocognitive deficits may lead to optimal outcomes when used in combination with specific skill-based psychosocial treatments for ADHD. We discuss the rationale for such a combined treatment approach, prominent examples of this combined treatment approach for other mental health disorders, and potential combined treatment approaches for pediatric ADHD. Finally, we conclude with directions for future research necessary to develop a combined neurocognitive + skill-based treatment for youth with ADHD.
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Date Issued: 2014
Identifier: FSU_migr_psy_faculty_publications-0016, 10.1007/s10567-014-0171-5
Format: Citation

Title: Is Hyperactivity Ubiquitous In Adhd Or Dependent On Environmental Demands? Evidence From Meta-analysis.
Creator: Kofler, Michael J., Raiker, Joseph S., Sarver, Dustin E., Wells, Erica L., Soto, Elia F.
Abstract/Description: Hyperactivity, or excess gross motor activity, is considered a core and ubiquitous characteristic of ADHD. Alternate models question this premise, and propose that hyperactive behavior reflects, to a large extent, purposeful behavior to cope with environmental demands that interact with underlying neurobiological vulnerabilities. The present review critically evaluates the ubiquity and environmental modifiability of hyperactivity in ADHD through meta-analysis of 63 studies of mechanically...
Show moreHyperactivity, or excess gross motor activity, is considered a core and ubiquitous characteristic of ADHD. Alternate models question this premise, and propose that hyperactive behavior reflects, to a large extent, purposeful behavior to cope with environmental demands that interact with underlying neurobiological vulnerabilities. The present review critically evaluates the ubiquity and environmental modifiability of hyperactivity in ADHD through meta-analysis of 63 studies of mechanically measured activity level in children, adolescents, and adults with ADHD relative to typically developing groups. Random effects models corrected for publication bias confirmed elevated gross motor activity in ADHD (d = 0.86); surprisingly, neither participant age (child vs. adult) nor the proportion of each ADHD sample diagnosed with the inattentive subtype/presentation moderated this effect. In contrast, activity level assessed during high cognitive load conditions in general (d = 1.14) and high executive functioning demands in particular (d = 1.39) revealed significantly higher effect sizes than activity level during low cognitive load (d = 0.36) and in-class schoolwork (d = 0.50) settings. Low stimulation environments, more rigorous diagnostic practices, actigraph measurement of movement frequency and intensity, and ADHD samples that included fewer females were also associated with larger effects. Overall, the results are inconsistent with DSM-5 and ADHD models that a) describe hyperactivity as ubiquitous behavior, b) predict a developmental decline in hyperactivity, or c) differentiate subtypes/presentations according to perceived differences in hyperactive behavior. Instead, results suggest that the presence and magnitude of hyperactive behavior in ADHD may be influenced to a considerable extent by environmental factors in general, and cognitive/executive functioning demands in particular. (C) 2016 Elsevier Ltd. All rights reserved.
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Date Issued: 2016-06
Identifier: FSU_libsubv1_wos_000378301900002, 10.1016/j.cpr.2016.04.004
Format: Citation

Title: A latent profile analysis of math achievement, numerosity, and math anxiety in twins.
Creator: Hart, Sara, Logan, Jessica A. R., Thompson, Lee A., Kovas, Yulia, McLoughlin, Grainne, Petrill, Stephen
Abstract/Description: Underperformance in math is a problem with increasing prevalence, complex etiology, and severe repercussions. This study examined the etiological heterogeneity of math performance in a sample of 264 pairs of 12-year-old twins assessed on measures of math achievement, numerosity and math anxiety. Latent profile analysis indicated five groupings of individuals representing different patterns of math achievement, numerosity and math anxiety, coupled with differing degrees of familial...
Show moreUnderperformance in math is a problem with increasing prevalence, complex etiology, and severe repercussions. This study examined the etiological heterogeneity of math performance in a sample of 264 pairs of 12-year-old twins assessed on measures of math achievement, numerosity and math anxiety. Latent profile analysis indicated five groupings of individuals representing different patterns of math achievement, numerosity and math anxiety, coupled with differing degrees of familial transmission. These results suggest that there may be distinct profiles of math achievement, numerosity and anxiety; particularly for students who struggle in math.
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Date Issued: 2015
Identifier: FSU_migr_psy_faculty_publications-0022, 10.1037/edu0000045
Format: Citation

Title: Perceived Interpersonal Burdensomeness As A Mediator Between Nightmare Distress And Suicidal Ideation In Nightmare Sufferers.
Creator: Suh, Sooyeon, Schneider, Matthew, Lee, Ruda, Joiner, Thomas
Abstract/Description: Previous studies have supported the significant association between nightmares and suicidal ideation, but the underlying mechanisms are largely unknown. The purpose of the present study was to investigate perceived burdensomeness and thwarted belongingness as mediators in the relationship between nightmare distress and suicidal ideation. This sample consisted of 301 undergraduate students who endorsed experiencing nightmares (mean age 21.87 +/- 2.17, 78.1% female). All participants completed...
Show morePrevious studies have supported the significant association between nightmares and suicidal ideation, but the underlying mechanisms are largely unknown. The purpose of the present study was to investigate perceived burdensomeness and thwarted belongingness as mediators in the relationship between nightmare distress and suicidal ideation. This sample consisted of 301 undergraduate students who endorsed experiencing nightmares (mean age 21.87 +/- 2.17, 78.1% female). All participants completed questionnaires on nightmare distress (Nightmare Distress Questionnaire), unmet interpersonal needs (Interpersonal Needs Questionnaire), and suicidal ideation (Depressive Symptom Inventory - Suicidality Subscale). Analyses were performed using multiple mediation regression. Results indicated that nightmare distress was associated with perceived burdensomeness (r = 0.17, p < 0.001) and suicidal ideation (r = 0.24, p < 0.001), but was not related to thwarted belongingness (r = 0.10, p = 0.06). Multiple mediation analyses revealed that perceived burdensomeness partially mediated the relationship between nightmares and suicidal ideation, but thwarted belongingness did not. Additionally, this mediating relationship for perceived burdensomeness was moderated by gender, being significant only for females. These findings highlight the important role of interpersonal factors in the relationship between nightmares and suicidal ideation.
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Date Issued: 2016-11-18
Identifier: FSU_libsubv1_wos_000388022900001, 10.3389/fpsyg.2016.01805
Format: Citation

Title: Perceptual Advantage for Category-Relevant Perceptual Dimensions: The Case of Shape and Motion.
Creator: Folstein, Jonathan, Palmeri, Thomas J., Gauthier, Isabel
Abstract/Description: Category learning facilitates perception along relevant stimulus dimensions, even when tested in a discrimination task that does not require categorization. While this general phenomenon has been demonstrated previously, perceptual facilitation along dimensions has been documented by measuring different specific phenomena in different studies using different kinds of objects. Across several object domains, there is support for acquired distinctiveness, the stretching of a perceptual dimension...
Show moreCategory learning facilitates perception along relevant stimulus dimensions, even when tested in a discrimination task that does not require categorization. While this general phenomenon has been demonstrated previously, perceptual facilitation along dimensions has been documented by measuring different specific phenomena in different studies using different kinds of objects. Across several object domains, there is support for acquired distinctiveness, the stretching of a perceptual dimension relevant to learned categories. Studies using faces and studies using simple separable visual dimensions have also found evidence of acquired equivalence, the shrinking of a perceptual dimension irrelevant to learned categories, and categorical perception, the local stretching across the category boundary. These later two effects are rarely observed with complex non-face objects. Failures to find these effects with complex non-face objects may have been because the dimensions tested previously were perceptually integrated. Here we tested effects of category learning with non-face objects categorized along dimensions that have been found to be processed by different areas of the brain, shape and motion. While we replicated acquired distinctiveness, we found no evidence for acquired equivalence or categorical perception.
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Date Issued: 2014-12-01
Identifier: FSU_libsubv1_scholarship_submission_1475009655, 10.3389/fpsyg.2014.01394
Format: Citation

Title: Quantifying ADHD classroom inattentiveness, its moderators, and variability: a meta-analytic review.
Creator: Kofler, Michael, Rapport, Mark, Alderson, R.
Abstract/Description: BACKGROUND: Most classroom observation studies have documented significant deficiencies in the classroom attention of children with attention-deficit/hyperactivity disorder (ADHD) compared to their typically developing peers. The magnitude of these differences, however, varies considerably and may be influenced by contextual, sampling, diagnostic, and observational differences. METHODS: Meta-analysis of 23 between-group classroom observation studies using weighted regression, publication bias...
Show moreBACKGROUND: Most classroom observation studies have documented significant deficiencies in the classroom attention of children with attention-deficit/hyperactivity disorder (ADHD) compared to their typically developing peers. The magnitude of these differences, however, varies considerably and may be influenced by contextual, sampling, diagnostic, and observational differences. METHODS: Meta-analysis of 23 between-group classroom observation studies using weighted regression, publication bias, goodness of fit, best case, and original metric analyses. RESULTS: Across studies, a large effect size (ES = .73) was found prior to consideration of potential moderators. Weighted regression, best case, and original metric estimation indicate that this effect may be an underestimation of the classroom visual attention deficits of children with ADHD. Several methodological factors-classroom environment, sample characteristics, diagnostic procedures, and observational coding schema-differentially affect observed rates of classroom attentive behavior for children with ADHD and typically developing children. After accounting for these factors, children with ADHD were on-task approximately 75% of the time compared to 88% for their classroom peers (ES = 1.40). Children with ADHD were also more variable in their attentive behavior across studies. CONCLUSIONS: The present study confirmed that children with ADHD exhibit deficient and more variable visual attending to required stimuli in classroom settings and provided an aggregate estimation of the magnitude of these deficits at the group level. It also demonstrated the impact of situational, sampling, diagnostic, and observational variables on observed rates of on-task behavior.
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Date Issued: 2008
Identifier: FSU_migr_psy_faculty_publications-0018, 10.1111/j.1469-7610.2007.01809.x
Format: Citation

Title: Reaction time variability in ADHD: a meta-analytic review of 319 studies.
Creator: Kofler, Michael, Rapport, Mark, Sarver, Dustin, Raiker, Joseph, Orban, Sarah, Friedman, Lauren, Kolomeyer, Ellen
Abstract/Description: Individuals with ADHD are characterized as ubiquitously slower and more variable than their unaffected peers, and increased reaction time (RT) variability is considered by many to reflect an etiologically important characteristic of ADHD. The present review critically evaluates these claims through meta-analysis of 319 studies of RT variability in children, adolescents, and adults with ADHD relative to typically developing (TD) groups, clinical control groups, and themselves (subtype...
Show moreIndividuals with ADHD are characterized as ubiquitously slower and more variable than their unaffected peers, and increased reaction time (RT) variability is considered by many to reflect an etiologically important characteristic of ADHD. The present review critically evaluates these claims through meta-analysis of 319 studies of RT variability in children, adolescents, and adults with ADHD relative to typically developing (TD) groups, clinical control groups, and themselves (subtype comparisons, treatment and motivation effects). Random effects models corrected for measurement unreliability and publication bias revealed that children/adolescents (Hedges' g=0.76) and adults (g=0.46) with ADHD demonstrated greater RT variability relative to TD groups. This increased variability was attenuated by psychostimulant treatment (g=-0.74), but unaffected by non-stimulant medical and psychosocial interventions. Individuals with ADHD did not evince slower processing speed (mean RT) after accounting for RT variability, whereas large magnitude RT variability deficits remained after accounting for mean RT. Adolescents and adults with ADHD were indistinguishable from clinical control groups, and children with ADHD were only minimally more variable than clinical control children (g=0.25). Collectively, results of the meta-analysis indicate that RT variability reflects a stable feature of ADHD and other clinical disorders that is robust to systematic differences across studies.
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Date Issued: 2013
Identifier: FSU_migr_psy_faculty_publications-0019, 10.1016/j.cpr.2013.06.001
Format: Citation

Title: SES and CHAOS as environmental mediators of cognitive ability: A longitudinal analysis.
Creator: Hart, Sara, Petrill, Stephen, Deater-Deckard, Kirby D., Thompson, Lee
Abstract/Description: This study examined shared environmental influences on the longitudinal stability of general cognitive ability, as mediated by socioeconomic status and chaos in the home, using 287 pairs of elementary school-age twins drawn from the Western Reserve Reading Project (WRRP). General cognitive ability was evaluated at two annual assessments using the Stanford-Binet Intelligence Test. SES was examined using highest level of education achieved by the mother of the twins, and chaos by a 6-item...
Show moreThis study examined shared environmental influences on the longitudinal stability of general cognitive ability, as mediated by socioeconomic status and chaos in the home, using 287 pairs of elementary school-age twins drawn from the Western Reserve Reading Project (WRRP). General cognitive ability was evaluated at two annual assessments using the Stanford-Binet Intelligence Test. SES was examined using highest level of education achieved by the mother of the twins, and chaos by a 6-item parent-report questionnaire. Results suggest that SES and CHAOS not only account for independent sources of shared environmental influences related to general cognitive ability at a given measurement occasion, but these effects also account for a portion of the longitudinal stability of general cognitive ability in early childhood.
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Date Issued: 2007
Identifier: FSU_migr_psy_faculty_publications-0006, 10.1016/j.intell.2006.08.004
Format: Citation

Title: Social Networking Online And Personality Of Self-worth.
Creator: Liu, Dong, Baumeister, Roy F.
Abstract/Description: Social networking sites (SNSs) offer new avenues for interpersonal communication and self-presentation. We report a meta-analysis of 80 studies yielding 143 effect sizes on the effect of self-esteem, narcissism, and loneliness on SNS use. Total SNS use was higher, among people low in self-esteem, high in narcissism, and high in loneliness. Further analyses revealed high narcissism to be linked to all SNS activities (status updates, posting photographs, interacting/commenting on others, and...
Show moreSocial networking sites (SNSs) offer new avenues for interpersonal communication and self-presentation. We report a meta-analysis of 80 studies yielding 143 effect sizes on the effect of self-esteem, narcissism, and loneliness on SNS use. Total SNS use was higher, among people low in self-esteem, high in narcissism, and high in loneliness. Further analyses revealed high narcissism to be linked to all SNS activities (status updates, posting photographs, interacting/commenting on others, and total friends). High self-esteem (not low) was linked to having more online friends but no other activities. Links were stronger in studies with lower proportions of females and participants from non-Western, non-individualistic countries. We speculate that effects are somewhat diluted among females and Western samples by multiple reasons for SNS use, and further that low self-esteem participants constitute the so-called "lurkers" (i.e., people who browse but do not reveal themselves). (C) 2016 Elsevier Inc. All rights reserved.
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Date Issued: 2016-10
Identifier: FSU_libsubv1_wos_000384788400008, 10.1016/j.jrp.2016.06.024
Format: Citation

Title: There is a world outside of experimental designs: Using twins to explore causation.
Creator: Hart, Sara, Taylor, Jeanette, Schatschneider, Christopher
Abstract/Description: This study introduces a co-twin control method commonly used in the medical literature but not often within educational research. This method allows for a comparison of twins discordant for an "exposure", approximating alternative outcomes in the counterfactual model. Example analyses use data drawn from the Florida Twin Project on Reading to determine if exposure to "teacher quality", measured by growth in oral reading fluency (ORF) scores of classmates, causally affects ORF performance of...
Show moreThis study introduces a co-twin control method commonly used in the medical literature but not often within educational research. This method allows for a comparison of twins discordant for an "exposure", approximating alternative outcomes in the counterfactual model. Example analyses use data drawn from the Florida Twin Project on Reading to determine if exposure to "teacher quality", measured by growth in oral reading fluency (ORF) scores of classmates, causally affects ORF performance of twins in the subsequent years. The analysis highlights Proc Mixed in SAS, including a novel expansion to allow for nested data. Results from 2,788 twins suggested that being in classrooms with lower teacher quality in first grade leads to lower ORF scores in second and third grade with little indication of possible genetic or environmental confounding.
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Date Issued: 2013
Identifier: FSU_migr_psy_faculty_publications-0003, 10.1177/1534508412451490
Format: Citation

Title: Understanding The Structure Of Skill Through A Detailed Analysis Of Individuals' Performance On The Space Fortress Game.
Creator: Towne, Tyler J., Boot, Walter R., Ericsson, K. Anders
Abstract/Description: In this paper we describe a novel approach to the study of individual differences in acquired skilled performance in complex laboratory tasks based on an extension of the methodology of the expert-performance approach (Ericsson & Smith, 1991) to shorter periods of training and practice. In contrast to more traditional approaches that study the average performance of groups of participants, we explored detailed behavioral changes for individual participants across their development on the...
Show moreIn this paper we describe a novel approach to the study of individual differences in acquired skilled performance in complex laboratory tasks based on an extension of the methodology of the expert-performance approach (Ericsson & Smith, 1991) to shorter periods of training and practice. In contrast to more traditional approaches that study the average performance of groups of participants, we explored detailed behavioral changes for individual participants across their development on the Space Fortress game. We focused on dramatic individual differences in learning and skill acquisition at the individual level by analyzing the archival game data of several interesting players to uncover the specific structure of their acquired skill. Our analysis revealed that even after maximal values for game-generated subscores were reached, the most skilled participant's behaviors such as his flight path, missile firing, and mine handling continued to be refined and improved (Participant 17 from Boot et al., 2010). We contrasted this participant's behavior with the behavior of several other participants and found striking differences in the structure of their performance, which calls into question the appropriateness of averaging their data. For example, some participants engaged in different control strategies such as "world wrapping" or maintaining a finely-tuned circular flight path around the fortress (in contrast to Participant 17's angular flight path). In light of these differences, we raise fundamental questions about how skill acquisition for individual participants should be studied and described. Our data suggest that a detailed analysis of individuals' data is an essential step for generating a general theory of skill acquisition that explains improvement at the group and individual levels. (C) 2016 Elsevier B.V. All rights reserved.
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Date Issued: 2016-09
Identifier: FSU_libsubv1_wos_000382599700004, 10.1016/j.actpsy.2016.05.006
Format: Citation

Title: Who Are We Missing? Nondisclosure In Online Suicide Risk Screening Questionnaires.
Creator: Podlogar, Matthew C., Rogers, Megan L., Chiurliza, Bruno, Hom, Melanie A., Tzoneva, Mirela, Joiner, Thomas
Abstract/Description: The use of self-report surveys for suicide risk screening is a key first step in identifying currently suicidal individuals and connecting them with appropriate follow-up assessment and care. Online methods for suicide risk screening are becoming more common, yet they present a number of complexities compared with traditional methods. This study aimed to assess whether forcing item responses may unintentionally hide or misrepresent otherwise useful missing suicide risk data. We investigated...
Show moreThe use of self-report surveys for suicide risk screening is a key first step in identifying currently suicidal individuals and connecting them with appropriate follow-up assessment and care. Online methods for suicide risk screening are becoming more common, yet they present a number of complexities compared with traditional methods. This study aimed to assess whether forcing item responses may unintentionally hide or misrepresent otherwise useful missing suicide risk data. We investigated in secondary analyses of 3 independent samples of undergraduates (ns = 1,306; 694; 172) whether participants who chose not to respond specifically to current suicide risk screening items (i.e., Nondisclosers) scored significantly different from other risk response groups (i.e., Deniers, Lower-Risk Endorsers, and Higher-Risk Endorsers) on auxiliary measures related to suicidality. Multivariate Analysis of Variance (MANOVA) tests for each sample revealed that Nondisclosers were rare (ns = 7, 6, 7) and scored significantly higher than Deniers and similarly to Endorsers on suicide risk related measures. In 1 sample, Nondisclosers tended to score higher than all groups on suicide risk related measures. These findings suggest that nondisclosure for suicide risk screening questions is a preferred option for a distinct group of respondents who are likely at elevated suicide risk. Allowing for and flagging Nondisclosers for follow-up suicide risk assessment may be an ethical and feasible way to enhance the sensitivity of online suicide risk screenings for weary respondents, who if forced, may choose to underreport their suicide risk and misrepresent data.
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Date Issued: 2016-08
Identifier: FSU_libsubv1_wos_000381706400010, 10.1037/pas0000242
Format: Citation

Title: Who Is Having More And Better Sex? The Big Five As Predictors Of Sex In Marriage.
Creator: Meltzer, Andrea L., McNulty, James K.
Abstract/Description: Prior research has been somewhat inconsistent in demonstrating links between personality and sexual functioning. We pooled the data from three independent daily-diary studies of newlywed couples to examine the association between individuals' Big Five traits and the probability of sex on a given day; we also pooled the data from the two studies that assessed satisfaction with sex to examine the association between these traits and individuals' satisfaction with sex when it occurred. Couples...
Show morePrior research has been somewhat inconsistent in demonstrating links between personality and sexual functioning. We pooled the data from three independent daily-diary studies of newlywed couples to examine the association between individuals' Big Five traits and the probability of sex on a given day; we also pooled the data from the two studies that assessed satisfaction with sex to examine the association between these traits and individuals' satisfaction with sex when it occurred. Couples with wives high in agreeableness engaged in more frequent sex. Husbands low in openness or neuroticism and wives low in neuroticism reported increased satisfaction with sex when it occurred. Partner personality was unrelated to satisfaction with sex when it occurred. (C) 2016 Elsevier Inc. All rights reserved.
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Date Issued: 2016-08
Identifier: FSU_libsubv1_wos_000380972900008, 10.1016/j.jrp.2016.05.010
Format: Citation

Title: Working memory and intraindividual variability as neurocognitive indicators in ADHD: examining competing model predictions.
Creator: Kofler, Michael, Alderson, R., Raiker, Joseph, Bolden, Jennifer, Sarver, Dustin, Rapport, Mark
Abstract/Description: OBJECTIVE: The current study examined competing predictions of the default mode, cognitive neuroenergetic, and functional working memory models of attention-deficit/hyperactivity disorder (ADHD) regarding the relation between neurocognitive impairments in working memory and intraindividual variability. METHOD: Twenty-two children with ADHD and 15 typically developing children were assessed on multiple tasks measuring intraindividual reaction time (RT) variability (ex-Gaussian: tau, sigma) and...
Show moreOBJECTIVE: The current study examined competing predictions of the default mode, cognitive neuroenergetic, and functional working memory models of attention-deficit/hyperactivity disorder (ADHD) regarding the relation between neurocognitive impairments in working memory and intraindividual variability. METHOD: Twenty-two children with ADHD and 15 typically developing children were assessed on multiple tasks measuring intraindividual reaction time (RT) variability (ex-Gaussian: tau, sigma) and central executive (CE) working memory. Latent factor scores based on multiple, counterbalanced tasks were created for each construct of interest (CE, tau, sigma) to reflect reliable variance associated with each construct and remove task-specific, test-retest, and random error. RESULTS: Bias-corrected, bootstrapped mediation analyses revealed that CE working memory accounted for 88% to 100% of ADHD-related RT variability across models, and between-group differences in RT variability were no longer detectable after accounting for the mediating role of CE working memory. In contrast, RT variability accounted for 10% to 29% of between-group differences in CE working memory, and large magnitude CE working memory deficits remained after accounting for this partial mediation. Statistical comparison of effect size estimates across models suggests directionality of effects, such that the mediation effects of CE working memory on RT variability were significantly greater than the mediation effects of RT variability on CE working memory. CONCLUSIONS: The current findings question the role of RT variability as a primary neurocognitive indicator in ADHD and suggest that ADHD-related RT variability may be secondary to underlying deficits in CE working memory.
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Date Issued: 2014
Identifier: FSU_migr_psy_faculty_publications-0020, 10.1037/neu0000050
Format: Citation

Title: Working Memory and Organizational Skills Problems in ADHD.
Creator: Kofler, Michael J., Sarver, Dustin E., Harmon, Sherelle L., Moltisanti, Allison, Aduen, Paula A., Soto, Elia F., Ferretti, Nicole
Date Issued: 2017-07-17
Identifier: FSU_libsubv1_scholarship_submission_1507138446_b645b061, 10.1111/jcpp.12773
Format: Citation

Title: Working memory deficits and social problems in children with ADHD.
Creator: Kofler, Michael, Rapport, Mark, Bolden, Jennifer, Sarver, Dustin, Raiker, Joseph, Alderson, R.
Abstract/Description: Social problems are a prevalent feature of ADHD and reflect a major source of functional impairment for these children. The current study examined the impact of working memory deficits on parent- and teacher-reported social problems in a sample of children with ADHD and typically developing boys (N=39). Bootstrapped, bias-corrected mediation analyses revealed that the impact of working memory deficits on social problems is primarily indirect. That is, impaired social interactions in children...
Show moreSocial problems are a prevalent feature of ADHD and reflect a major source of functional impairment for these children. The current study examined the impact of working memory deficits on parent- and teacher-reported social problems in a sample of children with ADHD and typically developing boys (N=39). Bootstrapped, bias-corrected mediation analyses revealed that the impact of working memory deficits on social problems is primarily indirect. That is, impaired social interactions in children with ADHD reflect, to a significant extent, the behavioral outcome of being unable to maintain a focus of attention on information within working memory while simultaneously dividing attention among multiple, on-going events and social cues occurring within the environment. Central executive deficits impacted social problems through both inattentive and impulsive-hyperactive symptoms, whereas the subsidiary phonological and visuospatial storage/rehearsal systems demonstrated a more limited yet distinct relationship with children's social problems.
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Date Issued: 2011
Identifier: FSU_migr_psy_faculty_publications-0021, 10.1007/s10802-011-9492-8
Format: Citation

Department of Psychology (42)	+ -
Department of Nutrition, Food and Exercise Sciences (1)	+ -
Florida Center for Reading Research (1)	+ -
School of Teacher Education (1)	+ -

Psychology (19)	+ -
Clinical psychology (1)	+ -
Developmental psychology (1)	+ -

text (42)	+ -
journal article (4)	+ -

Hart, Sara (10)	+ -
Kofler, Michael (7)	+ -
Baumeister, Roy F. (6)	+ -
Petrill, Stephen (6)	+ -
Schatschneider, Christopher (6)	+ -

Rapport, Mark (5)	+ -
Kofler, Michael J. (4)	+ -
Raiker, Joseph (4)	+ -
Sarver, Dustin (4)	+ -
Sarver, Dustin E. (4)	+ -
Taylor, Jeanette (4)	+ -
Thompson, Lee (4)	+ -
Alderson, R. (3)	+ -
Bolden, Jennifer (3)	+ -
Soto, Elia F. (3)	+ -
Deater-Deckard, Kirby D. (2)	+ -
Folstein, Jonathan (2)	+ -
Harmon, Sherelle L. (2)	+ -
Johnson, Wendy (Psychologist) (2)	+ -
Joiner, Thomas (2)	+ -
Spiegel, Jamie A. (2)	+ -
Wells, Erica L. (2)	+ -
Aduen, Paula A. (1)	+ -
Allman, Brittany R. (1)	+ -
Austin, Kristin E. (1)	+ -
Bertrams, Alex (1)	+ -
Boot, Walter R. (1)	+ -
Cappadona, Stacy R. (1)	+ -
Chacko, Anil (1)	+ -
Chiurliza, Bruno (1)	+ -

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