Comparisons of an open-ended vs. forced-choice 'mind reading' task: implications for measuring perspective-taking and emotion recognition.

Perspective-taking and emotion recognition are essential for successful social development and have been the focus of developmental research for many years. Although the two abilities often overlap, they are distinct and our understanding of these abilities critically rests upon the efficacy of existing measures. Lessons from the literature differentiating recall versus recognition memory tasks led us to hypothesize that an open-ended emotion recognition measure would be less reliant on compensatory strategies and hence a more specific measure of emotion recognition abilities than a forced-choice task. To this end, we compared an open-ended version of the Reading the Mind in the Eyes Task with the original forced-choice version in two studies: 118 typically-developing 4- to 8-year-olds (Study 1) and 139 5- to 12-year-olds; 85 typically-developing and 54 with learning disorders (Study 2). We found that the open-ended version of the task was a better predictor of empathy and more reliably discriminated typically-developing children from those with learning disorders. As a whole, the results suggest that the open-ended version is a more sensitive measure of emotion recognition specifically.

The long-term effects of birthing interventions on childhood empathy.

OBJECTIVES: birthing practices have changed drastically over the past century. It is now more common for women to birth in a hospital, receive drug interventions, and to birth via caesarean section, yet there is a paucity of research on long-term outcomes associated with practices. The research was designed to determine if there were any long-term effects of the birthing experience on child empathic behaviour. METHODS: two-hundred-and-sixty-four mother-child dyad (M(child_age)=5.92 years; SD=.85 years; 127 boys) completed either a questionnaire on birthing practices (mothers) or a modified Stickers Task to assess empathic behaviour (child). RESULTS: there was a non-significant effect (Δ=.22, p=.395) of home versus hospital birth and a small-moderate, significant (Δ=.33, p=.017) effect of the use of epidurals during, with children of mothers who did not use an epidural or who birthed at home showing greater empathic behaviour. CONCLUSIONS: the birthing location and the decision to have an epidural can have long-term consequences on children's empathy. While researchers need to further examine the mechanisms behind these findings, parents should be made aware of the potential long-term effects in order to allow them to make fully informed decisions.

Comparing two forms of a childhood perspective-taking measure using CFA and IRT.

Deficits in perspective-taking ability have been linked to social problems associated with disorders such as autism spectrum disorders (ASD) and conduct disorder. Even subtle deficits in perspective-taking are related to social adjustment and moral development. A common measure of perspective-taking abilities in children is the "Reading the Mind in the Eyes Task" ("Eyes task"; Baron-Cohen, Wheelwright, Spong, Scahill, & Lawson, 2001). The Eyes task was primarily developed for use in identifying individuals with ASDs, while its function with nonclinical populations has not been clearly addressed. Additionally, it is unknown whether the Eyes task can be used to measure specific deficits or abilities in the cognitive or emotional components of perspective-taking. In this article we assessed the structure and function of the Eyes task and an open ended or generative format of the same task (Generative Eyes Task; GET) found to measure emotional perspective-taking specifically. Confirmatory factor analyses found the traditional Eyes task to have the assumed single factor structure, while the GET has a clear 2-factor structure corresponding to emotionally valenced or neutral items. The Eyes task and the GET were also compared using item response theory. The Eyes task provided the most measurement accuracy at 2 standard deviations below the mean making it most accurate for populations with severe deficits, while the GET was most accurate at the mean level of perspective-taking. Based on these analyses, we conclude that the GET is more appropriate for use in nonclinical populations and when emotional perspective-taking abilities are of interest.

Perfectionistic self-presentation in children and adolescents: development and validation of the Perfectionistic Self-Presentation Scale--Junior Form.

Research on adults indicates that perfectionistic self-presentation, the interpersonal expression of one's perfection, is associated with a variety of psychopathological outcomes independent of trait perfectionism and Big Five traits. The current article reports on the development and evidence for the validity of the subtest score interpretations of an 18-item self-report measure of perfectionistic self-presentation for children and adolescents. Analyses conducted on data from two clinical samples and one nonclinical sample of children and adolescents found that the Perfectionistic Self-Presentation Scale--Junior Form (PSPS-Jr) reflected a multidimensional model of perfectionistic self-presentation with three subscales: Perfectionistic Self Promotion, Nondisplay of Imperfection, and Nondisclosure of Imperfection. The subscale scores were found to demonstrate internal consistency, and there was good evidence supporting the validity of the interpretation of subscale scores based on this new measure. The subscales were associated with maladaptive outcomes, but were not influenced unduly by biases that included social desirability and differential item functioning by gender. Overall, the PSPS-Jr appears to be a useful measure of the expression of perfection among youths and an important tool in attempting to understand the nature and the consequences of perfectionistic self-presentation in children and adolescents.