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Children's language and world knowledge grows explosively in the preschool years. One critical contributor to this growth is their developing ability to infer relations beyond those that have been directly taught or modeled. Categorization is one type of skill commonly taught in preschool in which inference is an important aspect. This study explored the development of specific types of inferences within a categorization relation: those among naming items and categories, selecting items based on their names and categories, and answering questions that relate names and categories. Children learned names and categories for a set of unfamiliar cartoon characters through one of two training protocols: (a) Listener training involved selecting a picture upon hearing an item name or category; (b) Expressive training involved saying an item name or category upon seeing a picture. Following training, we tested whether children derived several kinds of untrained responses. Those children who received Expressive training (saying names) completed tests of listener responses (selecting pictures); similarly, those children who received Listener training (selecting pictures) completed tests of expressive responses (saying names). Next, children answered oral questions in the absence of pictures. Results show that children receiving Expressive and Listener training produce naming and question answering responses at levels above chance. However, many children failed to answer all questions correctly. The Expressive group produced naming and question answering responses at significantly higher levels than the Listener group. This suggests that Listener training is a weaker form of instruction when the goal of instruction is the production of untrained responses. However, these results are tentative because unequal proportions of children completed each type of training. Finally, we examined the relationship between naming and question answering. Few children answered questions at a higher level than they produced names. This study shows that children learn to infer responses from both Listener and Expressive trainings. This study also suggests that naming and question answering responses are related responses. The current study highlights the need for later research on teaching inference skills such as naming and question answering to those who do not develop them in the absence of specific instruction.

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Recent research has provided empirical support for counseling guidelines for pediatric gun safety and has demonstrated that some parental behaviors increase children's risk of gun injury. However, few data exist on patterns of gun-injury risks, especially for children younger than age 10, children from middle-class and non-urban families, and children of non-gun-owning vs. gun-owning parents. Part I of the study presents data on gun injury risks in a middle-SES sample of rural and suburban gun-owning and non-gun-owning parents and their 5-8-year-old children (N=60). Gun-owners (38.3% of the sample) endorsed an average of 10.57 out of 21 assessed gun injury risks, and evinced variable patterns of gun injury risks. Gun injury risks were much lower among non-gun-owners. However, a small number of non-gun-owners reported their children to have gun exposure risks more typical of gun-owners' children (e.g., child goes hunting/shooting). Part II of the study presents data on the children's responses to a crisis scenario involving a threat associated with defensive gun use (home intrusion). Children's crisis response plans were categorized as competent, passive, bold, or aggressive/gun. Competent plans were common (38.6%). However, most children generated non-competent crisis responses, including passive plans (21.1%), bold plans (19.3%), and aggressive/gun plans (21.1%). These results may help to identify styles of crisis response for targeted preventive interventions and emergency response training. The common theme in these results is that encouraging safe behavior, whether by young children responding to a crisis or by parents who own guns, requires an understanding of motivations for unsafe behavior and barriers to safer behavior. / Ph. D.

Accurate self-report assessment of psychopathology depends on individuals responding honestly and accurately. Some respondents, however, may respond in a manner not representative of their traits/symptoms. The MMPI-2-RF contains “validity” scales to detect elevations on over-reporting (OR) or under-reporting (UR) scales which typically correspond to elevations on MMPI-2-RF substantive scales and on instruments administered alongside the MMPI-2-RF. We examined effects of OR and UR on the Personality Inventory for DSM-5 (PID-5); a self-report instrument that assesses 25 pathological traits used with other diagnostic criteria to diagnose personality disorders (PDs) in Section III of the DSM-5. Using MMPI-2-RF validity scale scores, 908 students and 255 psychiatric outpatients were classified into OR, UR or within normal limit response groups. Significant group differences were found such that differences in the frequency of PD diagnosis emerged across response groups. We believe the PID-5 is vulnerable to OR and UR responding, which potentially compromises its validity.

Accurate self-report assessment of psychopathology depends on individuals responding honestly and accurately. Some respondents, however, may respond in a manner not representative of their traits/symptoms. The MMPI-2-RF contains “validity” scales to detect elevations on over-reporting (OR) or under-reporting (UR) scales which typically correspond to elevations on MMPI-2-RF substantive scales and on instruments administered alongside the MMPI-2-RF. We examined effects of OR and UR on the Personality Inventory for DSM-5 (PID-5); a self-report instrument that assesses 25 pathological traits used with other diagnostic criteria to diagnose personality disorders (PDs) in Section III of the DSM-5. Using MMPI-2-RF validity scale scores, 908 students and 255 psychiatric outpatients were classified into OR, UR or within normal limit response groups. Significant group differences were found such that differences in the frequency of PD diagnosis emerged across response groups. We believe the PID-5 is vulnerable to OR and UR responding, which potentially compromises its validity.