Mild differences in the role of somatic symptoms in depression networks in pregnancy and postpartum: A comparison with women outside peripartum.

Depression is one of the most prevalent mental ailments in pregnancy. Many authors have discussed the appropriateness of somatic symptoms for depression assessment in pregnancy and postpartum. However, no study has examined the role of somatic symptoms in networks of pregnant and postpartum women compared to women outside peripartum. Here, we show that somatic symptoms are essential to depression assessment during pregnancy and postpartum. We compared networks of the nine PHQ-9 items across pregnant women (n = 894, Mage = 29.29), women in postpartum (n = 586, Mage = 29.83) and women outside peripartum (n = 1029, Mage = 24.87). While three of the five somatic symptoms in PHQ-9 were more present in pregnant women than in those outside the peripartum, the three networks were highly similar regarding the position of the somatic symptoms and their relation to the emotional-cognitive symptoms. Most depression symptoms in pregnant women were predicted by other depression symptoms to a lesser extent than in postpartum and outside peripartum. Other external variables are therefore needed to explain these sensations in pregnancy. In addition to the incidence of somatic symptoms, practitioners should ask pregnant women about their attributions of these.

Faster ≠ Smarter: Children with Higher Levels of Ability Take Longer to Give Incorrect Answers, Especially When the Task Matches Their Ability.

The stereotype that children who are more able solve tasks quicker than their less capable peers exists both in and outside education. The F > C phenomenon and the distance-difficulty hypothesis offer alternative explanations of the time needed to complete a task; the former by the response correctness and the latter by the relative difference between the difficulty of the task and the ability of the examinee. To test these alternative explanations, we extracted IRT-based ability estimates and task difficulties from a sample of 514 children, 53% girls, M(age) = 10.3 years; who answered 29 Piagetian balance beam tasks. We used the answer correctness and task difficulty as predictors in multilevel regression models when controlling for children's ability levels. Our results challenge the 'faster equals smarter' stereotype. We show that ability levels predict the time needed to solve a task when the task is solved incorrectly, though only with moderately and highly difficult items. Moreover, children with higher ability levels take longer to answer items incorrectly, and tasks equal to children's ability levels take more time than very easy or difficult tasks. We conclude that the relationship between ability, task difficulty, and answer correctness is complex, and warn education professionals against basing their professional judgment on students' quickness.