Evaluation of behavioral measures of risk taking propensity with inner city adolescents

Aklin, Will M.; Lejuez, Carl W.; Zvolensky, Michael J.; Kahler, Christopher W.; Gwadz, Marya

doi:10.1016/j.brat.2003.12.007

Cited by 274 publications

(275 citation statements)

References 35 publications

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“…A final observation concerning the adjusted ART score is that choice behavior in the ART conditions appears relatively consistent with that of the BART. The average adjusted ART scores for all four conditions were near or slightly greater than the adjusted score typically observed with the BART (M ϭ 30.3; N ϭ 448; SE ϭ 2.2; 95% confidence interval ϭ 26.0 Ͻ score Ͻ 34.6; see Aklin, Lejuez, Zvolensky, Kahler, & Gwadz, 2005;Crowley, Raymond, Mikulich-Gilbertson, Thompson, & Lejuez, 2006;Jones & Lejuez, 2005;Lejuez, Aklin, Bornovalova, & Moolchan, 2005;Lejuez, Aklin, Jones, et al, 2003;Lejuez, Aklin, Zvolensky, & Pedulla, 2003;Lejuez et al, 2002). Next I use the two versions of the BSR model to test whether respondents use the same mental representation in all four conditions or whether they adapt their mental representation to the different conditions.…”

Section: Cognitive Processes During the Artmentioning

confidence: 65%

Decision making and learning while taking sequential risks.

Pleskac

2008

Journal of Experimental Psychology: Learning, Memory, and Cogni

103

188

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A sequential risk-taking paradigm used to identify real-world risk takers invokes both learning and decision processes. This article expands the paradigm to a larger class of tasks with different stochastic environments and different learning requirements. Generalizing a Bayesian sequential risk-taking model to the larger set of tasks clarifies the roles of learning and decision making during sequential risky choice. Results show that respondents adapt their learning processes and associated mental representations of the task to the stochastic environment. Furthermore, their Bayesian learning processes are shown to interfere with the paradigm's identification of risky drug use, whereas the decision-making process facilitates its diagnosticity. Theoretical implications of the results in terms of both understanding risk-taking behavior and improving risk-taking assessment methods are discussed.Keywords: risk taking, learning, Bayesian, individual differences, cognitive psychometrics Learning and decision making are conceptually linked. Typically only after decision makers (DMs) make a decision do they observe or experience the precise outcome of that decision. For example, only after commuters select a traffic route do they determine its effectiveness, and only after athletes use a steroid do they learn about the precise properties it has on their body. These observations better inform DMs about the precise properties of their choice options and shape their next decision among the same or similar options. Despite this natural association between decision and learning processes, most decision-making theories fail to incorporate or explicate a learning component (e.g., Busemeyer & Townsend, 1993;González-Vallejo, 2002;Kahneman & Tversky, 1979). Yet, how DMs learn from experience has proven an important process in understanding risk-taking behavior. It can, for example, create an aversion toward risky alternatives in the gain domain and an attraction toward risky alternatives in the loss domain-a pattern typically attributed to how DMs evaluate outcomes (Denrell, 2007;March, 1996). The learning process can even produce the opposite pattern (Erev & Barron, 2005;Hertwig, Barron, Weber, & Erev, 2004;Weber, Shafir, & Blais, 2004).Applying theories of decision making to the Balloon Analogue Risk Task (BART; Lejuez et al., 2002) or to the Iowa Gambling Task (Bechara, Damasio, Damasio, & Anderson, 1994) also exposes the necessity of learning. Clinicians use these laboratorybased gambling tasks to study and identify people with specific clinical or neurological deficits. Cognitive models of these tasks reveal that decision and learning processes are necessary to account for choices made by both clinical and normal populations (Busemeyer & Stout, 2002;Wallsten, Pleskac, & Lejuez, 2005). Besides describing behavior during the tasks, the models also show how the populations differ on the underlying cognitive dimensions captured within the models. For example, during the BART, Wallsten et al. (2005) found that people who take un...

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Section: Cognitive Processes During the Artmentioning

confidence: 65%

Decision making and learning while taking sequential risks.

Pleskac

2008

Journal of Experimental Psychology: Learning, Memory, and Cogni

103

188

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“…(2010). We found no sex‐difference in risk‐taking development, which contrasted the observational study of Morrongiello and Rennie (1998) but concurred with other studies using the BART to asses risk‐taking (Aklin et al., 2005; Lejuez et al., 2002; MacPherson et al., 2010). …”

Section: Discussionmentioning

confidence: 99%

“…Although the negative consequences of childhood antisocial behaviour are known, knowledge about factors that are associated with the development of childhood antisocial behaviour is still a topic of investigation (Hinshaw, 2002). In adolescents and adults, one factor that has been linked with both covert and overt forms of antisocial behaviour is risk‐taking behaviour (Aklin, Lejuez, Zvolensky, Kahler, & Gwadz, 2005; Crowley, Raymond, Mikulich‐Gilbertson, Thompson, & Lejuez, 2006; Fairchild et al., 2009; Leather, 2009). However, in childhood, studies into risk‐taking behaviour are scarce.…”

Section: Introductionmentioning

confidence: 99%

“…Interestingly, factors that are thought to underlie risk‐taking are shared with antisocial behaviour. Risk‐taking behaviour is defined as voluntary behaviour that involves a certain chance on negative outcomes, such as danger, harm or loss of resources, but also provides the opportunity to obtain a reward (Aklin et al., 2005; Leigh, 1999). According to theoretical and empirical work, risk‐taking follows from the interplay between youth's socioemotional tendencies (i.e.…”

Section: Introductionmentioning

confidence: 99%

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Elementary school children's associations of antisocial behaviour with risk‐taking across 7–11 years

Tieskens

Buil

Koot

et al. 2018

Child Psychology Psychiatry

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BackgroundThe impact of childhood antisocial behaviour on future maladaptation has been acknowledged. Risk‐taking has been associated with antisocial behaviour in adolescents and adults, but its association with childhood antisocial behaviour is understudied. In this study, we explored the association of children's risk‐taking with antisocial behaviour in mainstream elementary schoolchildren studied longitudinally across 7–11 years.MethodsOne thousand and eighty‐six children (51% boys) were assessed in three annual waves. Antisocial behaviours (aggressive, covert antisocial and oppositional defiant behaviour) were assessed using teacher‐ and peer‐reports. Risk‐taking was measured using the Balloon Analogue Risk Task (BART). The association of antisocial behaviour with risk‐taking was analysed using parallel growth models.ResultsChildren with higher levels of risk‐taking at age 7 showed increased growth in peer‐reported aggression from age 7 to 11. Risk‐taking, that is increased levels at age 7 in boys and increased growth in girls, predicted increased growth in peer‐reported oppositional defiant behaviour. Associations of risk‐taking with teacher‐reported aggression and covert antisocial behaviour were at trend level.ConclusionsResults indicated that already in childhood, among typically developing children, risk‐taking is associated with the development of antisocial behaviour. Future research focused on antisocial behaviour, but also school mental health workers and clinicians should take into account that already in childhood, risk‐taking might affect antisocial behaviour development.

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“…Following this work, the BART was extended to middle adolescents (ages 14-17). Studies indicated that riskiness on the BART was related to a variety of real world self-reported risk behaviors including substance use, gambling, delinquency behaviors, and risky sexual behavior (Aklin, Lejuez, Zvolensky, Kahler, & Gwadz, 2005;Lejuez et al, 2005;Lejuez et al, 2007).…”

Section: Introductionmentioning

confidence: 99%

Searching for predictors of the risk decision-making process in social situations in the adolescence

Padrón

López

Rodríguez³

2015

R Est Inv Psico y Educ

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This study examined how well self-reported sensation seeking, empathy and resistance to peer influence, and performance on the computer-based measure to evaluate risk-taking behavior (Balloon Analogue Risk Task, BART) predicted the risk decision-making process on the computer-based Social Context Decision Task (SCDT). Participants were 256 early, mid- and late adolescents and young adults, distributed by age and gender. Early adolescents scored lower on sensation seeking and empathy than late adolescents and young adults. Men scored higher on sensation seeking whereas women scored higher on empathy and resistance to peer influence. Regression models showed that riskiness on the BART was positively related to the percentage of risk elections and shorter decision times in the SCDT task, with the BART parameters accounting for variance in these measures beyond that accounted for by age, gender and Disinhibition. These results contributed to a more comprehensive multimethod assessment of the process of risk decision making in social situations.

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Evaluation of behavioral measures of risk taking propensity with inner city adolescents

Cited by 274 publications

References 35 publications

Decision making and learning while taking sequential risks.

Decision making and learning while taking sequential risks.

Elementary school children's associations of antisocial behaviour with risk‐taking across 7–11 years

Searching for predictors of the risk decision-making process in social situations in the adolescence

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