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

Carey, Jasmine; Cassels, Tracy G.

doi:10.1037/a0032641

Cited by 13 publications

(13 citation statements)

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“…Regardless of item type children are always asked, “What is this person feeling?”. A full statistical analysis of the ET (utilizing a subset of the data herein) was conducted using Confirmatory Factor Analysis (CFA) [28] . CFA revealed that the ET was best represented by one factor.…”

Section: Method: Studymentioning

confidence: 99%

“…See Appendix S1 for the coding scheme and examples. Given it has been found that a two-factor structure (factor one representing items with an emotion valence and factor two representing items that are emotionally neutral) better fits the GET [28] , the results for both the full version of the GET and the results for the 19-item GET that includes only the emotionally-valenced items (i.e., neutral items excluded) were included herein. The 19-item and full version GET were highly correlated, r = .790, p< .001.…”

Section: Method: Studymentioning

confidence: 99%

“…First and foremost, its widespread popularity allows comparisons to be made with other research. In addition, many of the emotion recognition measures used with children utilize stories or other descriptions to elicit a response [25] – [28] requiring considerable verbal ability or vocabulary knowledge, a factor we aimed to minimize.…”

Section: Introductionmentioning

confidence: 99%

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Comparisons of an Open-Ended vs. Forced-Choice ‘Mind Reading’ Task: Implications for Measuring Perspective-Taking and Emotion Recognition

Cassels

Birch

2014

PLoS ONE

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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.

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Section: Method: Studymentioning

confidence: 99%

Section: Method: Studymentioning

confidence: 99%

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Comparisons of an Open-Ended vs. Forced-Choice ‘Mind Reading’ Task: Implications for Measuring Perspective-Taking and Emotion Recognition

Cassels

Birch

2014

PLoS ONE

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“…Perspective taking includes the abilities required for a person to differentiate his/her view from another's view and to make a right decision about the view of others based on the present information (Zhao, Wang, Su & Chan, 2010). This is a significant skill since it is related to different developmental areas and is a precursor to the development of several skills in areas such as empathy, prosocial behavior and interpersonal problem solving (Carey & Cassels, 2013;Carlo, Knight, McGinley, Goodvin & Roesch, 2010;Tan-Niam, 2003).…”

Section: Introductionmentioning

confidence: 99%

The Relationship between Perspective Taking Skills and Language Development in Preschool Children

Emen¹,

Aslan²

2019

JoEED

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Perspective taking is a fundamental skill that helps us to understand others' thoughts, feelings and perceptions. Past studies have shown that there were significant relations between young children's perspective taking abilities and age, gender, formal schooling and socioeconomic status. The present study was conducted to investigate the relationship between perspective taking skills and language development in preschool children. The study sample included 98 three to five-year-old children (53 girls and 45 boys) attending six kindergartens located at the city center of Adana, Turkey. Children came from families with similar demographic characteristics. As data collection instruments, Perspective Taking Test for Children (PTC) and Peabody Picture-Vocabulary Test were used. Data were obtained by individual interviews. Firstly, children were presented the PTC. The next day, Peabody Picture-Vocabulary Test wasapplied to the children. The results show that there was a significant and positive correlation between perspective taking skills and language development of the children. These correlations were high value for the age of three years, moderate for four years old and high for five years old. It was also determined that language development of children predicted their perspective taking skills significantly.

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“…The generative eyes task -children's version [35,36] (henceforth the GET): In this open-ended modification of [34]'s Eyes Task the participant must spontaneously generate the answer to the question 'What is this person feeling?' without any prompting terms, creating a more ecologically valid and specific measure of emotional perspective-taking [35].…”

Section: Child Tasksmentioning

confidence: 99%

Outcomes Associated with Psychopathic Traits in a Non-Clinical Sample of Children Aged 6-13

Cassels¹

2014

SOJP

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SOJ PsychologyOpen Access Research Article problems and difficulties processing specific types of emotional situations or stimuli.Previous research suggests that some children show personality traits and behaviors similar to adults identified as psychopaths, extending the concept of psychopathy downwards and using an adult definition when examining younger children [6][7]. There are also reasons to believe that the factors associated with psychopathy are relatively stable across development. For example, the callous-unemotional traits of psychopathy are potentially noticeable as early as age three [8] and may have a genetic basis [9]. Research into the stability of callousunemotional traits has found that levels of callous-unemotional traits are generally quite stable across childhood (examined as early as seven years of age) into adulthood [10][11][12][13][14][15], particularly for individuals with other concurrent diagnoses such as Conduct Disorder (e.g., [16]). Recently, Fontaine and colleagues identified four different trajectories for the presence of callous-unemotional traits from middle childhood to pre-adolescence [17]. Using a large twin dataset, the authors were able to determine that all four possible trajectories for these traits were found: stable-high, increasing, decreasing, or stable-low. The most common trajectory was stable-low (74.6% of the sample; 59.5% of which were girls) followed by decreasing (13.4%; 37.4% girls) then increasing (7.3%; 33.7% girls) and finally stable-high (4.7%; 19.5% girls). Although genetics accounted for group membership in most cases, environment played a larger role for some (particularly the stable-high females). The presence of both stable and changing trajectories and the mixed influence of genetics and environment highlights the need to better understand the role of these traits, and their outcomes, at an early age and in non-clinical samples (as some of the non-clinical children may reach clinical status with increasing levels of psychopathic traits).The results from [17] also suggest that 'psychopathy' or the presence of 'psychopathic traits' in childhood can be characterized as both dimensional and discrete. The dimensional view of psychopathy presupposes that there are meaningful individual differences both within those who reach clinical status and those that do not. For example, individuals rated as psychopathic by meeting a cutoff score will still show variability in the traits or

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

Cited by 13 publications

References 38 publications

Comparisons of an Open-Ended vs. Forced-Choice ‘Mind Reading’ Task: Implications for Measuring Perspective-Taking and Emotion Recognition

Comparisons of an Open-Ended vs. Forced-Choice ‘Mind Reading’ Task: Implications for Measuring Perspective-Taking and Emotion Recognition

The Relationship between Perspective Taking Skills and Language Development in Preschool Children

Outcomes Associated with Psychopathic Traits in a Non-Clinical Sample of Children Aged 6-13

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