The goal was to examine the nature of social anhedonia using two validated measures and study their relationship to scores on the NEO-Five Factor Inventory (NEO-FFI). Nearly 1,900 college-aged participants completed the Chapman Revised Social Anhedonia Scale (RSAS), Anticipatory and Consummatory Interpersonal Pleasure Scale (ACIPS), and the NEO-FFI. Although both the RSAS and ACIPS were associated with the NEO-FFI domains of Extraversion, Agreeableness, and Neuroticism, linear regression analyses revealed that the RSAS and ACIPS were differentially predicted by NEO-FFI item clusters. The RSAS scores were predicted by Sociability, Nonantagonistic Orientation, Positive Affect, and Activity item clusters. The ACIPS scores were predicted by Sociability, Prosocial Orientation, Activity, and Positive Affect item clusters in addition to gender. In summary, it appears that social anhedonia is multidimensional, associated with various personality domains encompassing social approach and withdrawal.

Background Psychopathology and risky behaviors increase during adolescence, and understanding which adolescents are most at risk informs prevention and intervention efforts. Pubertal timing relative to same‐sex, same‐age peers is a known correlate of adolescent outcomes among both boys and girls. However, it remains unclear whether this relation is better explained by a plausible causal process or unobserved familial liability. Methods We extended previous research by examining associations between pubertal timing in early adolescence (age 14) and outcomes in later adolescence (age 17) in a community sample of 2,510 twins (49% boys, 51% girls). Results Earlier pubertal timing was associated with more substance use, risk behavior, internalizing and externalizing problems, and peer problems in later adolescence; these effects were small, consistent with previous literature. Follow‐up co‐twin control analyses indicated that within‐twin‐pair differences in pubertal timing were not associated with within‐twin‐pair differences in most adolescent outcomes after accounting for shared familial liability, suggesting that earlier pubertal timing and adolescent outcomes both reflect familial risk factors. Biometric models indicated that associations between earlier pubertal timing and negative adolescent outcomes were largely attributable to shared genetic liability. Conclusions Although earlier pubertal timing was associated with negative adolescent outcomes, our results suggests that these associations did not appear to be caused by earlier pubertal timing but were likely caused by shared genetic influences.

Individuals with Mathematics Learning Disabilities have persistent mathematics underperformance but vary with respect to their cognitive profiles. The present study examined mathematics ability and achievement, and associated mathematics-specific numerical skills and domain-general cognitive abilities, in young children with Turner syndrome compared to their matched peers. We utilized two independent peer groups so that group comparisons would account for verbal skills, a hypothesized strength of girls with Turner syndrome, and nonsymbolic magnitude comparison skills, a hypothesized difference of girls with Turner syndrome. This individual matching approach afforded characterization of mathematics profiles of girls with Turner syndrome and girls without Turner syndrome that share potential key features of the Turner syndrome phenotype. Results indicated differences in mathematics ability and nonsymbolic magnitude comparison tasks between girls with Turner syndrome and peers with similar levels of verbal skill. Mathematics ability and mathematics achievement scores of girls with Turner syndrome did not differ significantly from their peers with similar levels of accuracy on a nonsymbolic magnitude comparison task. Cognitive correlates of mathematics outcomes showed disparate patterns across groups. These quantitative and qualitative differences across profiles enhance our understanding of variation in mathematics ability in early childhood and inform how mathematics skills develop in young children with or without Turner syndrome.

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