This study investigated the neuropsychological correlates of psychopathy among adolescents. Forty-four male offenders between the ages of 15 and 18 were evaluated for level of psychopathy using the Psychopathy Checklist: Youth Version (PCL:YV). The PCL:YV results for the entire sample were then subjected to a Rasch analysis. The sample of youth were also administered a series of neuropsychological measures designed to assess functioning of the prefrontal cortex and hemispheric specialization. A questionnaire designed to assess schizotypy was also administered. All participants were assessed while in custody and had been charged or convicted of a criminal offense. Hypotheses included (1) that the PCL:YV would fit the Rasch model, (2) that youth high on psychopathy would display deficits on executive functioning measures sensitive to processing of the orbital prefrontal cortex (OPFC), but not on measures sensitive to functioning of the dorsolateral prefrontal cortex (DLPFC), (3) that the psychopathic group would display reduced hemispheric lateralization, and (4) that the psychopathic group would display elevations on measures of schizotypy. The results indicated that the PCL:YV does fit the Rasch model, but failed to support either the presence of orbitofrontal dysfunction or reduced laterality among psychopaths. Psychopaths, however, were elevated on the schizotypy measures of Social Anhedonia and Impulsivity-Nonconformity. Results are discussed in terms of the biological and developmental characteristics of psychopathy.

Three studies were conducted to examine the effects of a behavioral metacognitive technique on lessening students' illusions of learning. It was proposed that students' study time strategies, and consequently, final performance on a test, in a classroom setting, could be influenced positively by having students engage in metacognitive processing via making wagers regarding their learning. A novel metacognitive paradigm was implemented in three studies during which high school Biology students made prospective (during study, prior to test) metacognitive judgments, using a "betting" paradigm. This behavioral betting paradigm asked students to select either "high confidence" or "low confidence" based on how confident they felt that they would get a Biology concept correct if they were tested later. If a student chose "high confidence" and got the answer right on a later test, then he would gain 3 points. If he chose "high confidence" and got the answer wrong, he would lose 3 points. If a student chose "low confidence," he would gain one point, regardless of accuracy. Students then made study time allocation decisions by choosing whether they needed to study a particular concept "a lot more," "a little more," or "not at all." Afterwards, students had three minutes to study whichever terms they selected for any duration during those three minutes. Finally, a performance test was administered. The results showed that people are generally good at monitoring their own knowledge, in that students performed better on items judged with high confidence bets than on items judged with low confidence bets. Data analyses compared students' Study time Intentions, Actual Study Time, and Accuracy at final test for those who were required to bet versus those who were not. Results showed that students for whom bets were required tended to select relatively longer study than for whom no bets were required. That is, the intentions of those who bet were less overconfident than those who did not bet. However, there were no differences in actual study time or, as one would subsequently expect, in final test performance between the two conditions. The data provide partial evidence of the beneficial effects of directly implementing a non-intrusive metacognitive activity in a classroom setting. Students who completed this prospective bet judgment exhibited, at least, a greater willingness to study. That is, enforcing a betting strategy can increase the deliberative processes of the learner, which in turn can lessen people's illusions of knowing. By encouraging students to deliberate about their own learning, by making prospective bets, students' study time intentions were increased. Thus, it may be helpful to encourage students explicitly to use metacognitive strategies. It was unfortunate that students did not follow through on their intentions sufficiently during actual study, however, and a variety of reasons for this breakdown are discussed. The method used in the current study could potentially benefit students in any classroom setting. Using this non-verbal, behavioral betting paradigm, students are required to engage in metacognitive processes without having to take part in an invasive intervention. The betting paradigm would be easy for teachers to incorporate into their classrooms as it can be incorporated into class work, homework, or even tests and assessments. By asking students to make confidence bets, students may engage in metacognitive processing which they may not have done spontaneously.

Thesis (M.S.W.)--Smith College School for Social Work, Northampton, Mass., 2007 / Thesis submitted in partial fulfillment for the degree of Master of Social Work. Includes bibliographical references (leaves 69-73).

Thesis (Ph.D.)--Auburn University, 2005. / Abstract. Includes bibliographic references (ℓ. 121-127)

Thesis (Ph. D.)--Drexel University, 2004. / Includes abstract and vita. Includes bibliographical references (leaves 77-110).

Thesis (Ph. D.)--University of Rhode Island, 2005. / Typescript. Includes bibliographical references (leaves 57-68).

No description available.

Thesis (Ph. D.)--University of Texas at Austin, 2001. / Vita. Includes bibliographical references. Available also from UMI/Dissertation Abstracts International.

Violent and aggressive behavior is a subset of antisocial behavior that is of particular concern to the criminal justice system and to the general public. A challenge facing mental health professionals and the criminal justice system is to assess—with a reasonable degree of accuracy—the likelihood that a young offender will recidivate and to arrange appropriate interventions. Because of its psychometric properties and high predictive validity, the Hare Psychopathy Checklist-Revised (PCL-R) is being incorporated into risk assessment batteries for use with adults. The purpose of the study was to extend the risk paradigm to adolescent offenders, investigating the predictive validity of the Psychopathy Checklist: Youth Version (PCL:YV) from adolescence to adulthood. Subjects were 157 admissions, ages 12-18, referred to Youth Court Services for psychological or psychiatric assessment. Archival data were used to complete retrospectively the PCL:YV and to code criminal history and demographic data on each of the subjects. Follow-up criminal record data were collected, with an average follow-up time of ten years. Over the follow-up period psychopaths demonstrated a greater risk for committing violent offences than nonpsychopaths. They committed violent offences at a higher rate, earlier following their release from custody, and were more likely to escape from custody than nonpsychopaths. Further, results indicate that PCL:YV score, a difference in performance - verbal intellectual functioning (P > V Index), and history of self-harm contributed significantly to the prediction of violent outcome, over and above the contribution of a combination of criminal-history and demographic variables. Finally, background and demographic characteristics were compared between violent and nonviolent psychopaths. Findings are discussed in the context of current conceptualizations of psychopathy and adolescent antisocial behavior.

Thesis (M.A.)--University of Hawaii at Manoa, 2004. / Includes bibliographical references (leaves 65-71). / vii, 71 leaves, bound 29 cm