The quantified process approach: an emerging methodology to neuropsychological assessment

An important development in the field of neuropsychological assessment is the quantification of the process by which individuals solve common neuropsychological tasks. The present article outlines the history leading to this development, the Quantified Process Approach, and suggests that this line of applied research bridges the gap between the clinical and statistical approaches to neuropsychological assessment. It is argued that the enterprise of quantifying the process approach proceeds via three major methodologies: (1) the "Satellite" Testing Paradigm: an approach by which new tasks are developed to complement existing tests so as to clarify a given test performance; (2) the Composition Paradigm: an approach by which data on a given test that have been largely overlooked are compiled and subsequently analyzed, resulting in new indices that are believed to reflect underlying constructs accounting for test performance; and (3) the Decomposition Paradigm: an approach which investigates the relationship between test items of a given measure according to underlying facets, resulting in the development of new subscores. The article illustrates each of the above paradigms, offers a critique of this new field according to prevailing professional standards for psychological measures, and provides suggestions for future research.

Vocational interests and career indecision among psychosis-prone college students

This study investigated the relationship between scores on scales that purport to measure psychosis-proneness and scores on vocational interests, identity, and differentiation scales in a sample of 233 college students who completed the Perceptual Aberration and Magical Ideation scales, the Strong Campbell Interest Inventory, and the Career Decision Scale. The present findings are consistent with prior work indicating a sex-related association of scores on measures of psychosis-proneness and vocational interests. A positive correlation between scores on vocational indecision and measures of psychosis-proneness was also found, suggesting that both men and women who score high on psychosis-proneness find it difficult to formulate long-term career goals. Finally, there was no significant correlation between scores on measures of psychosis-proneness and Holland's Vocational Differentiation Index. Present results are discussed in light of previously reported sex differences among psychosis-prone adults and diagnosed schizophrenics. The implications of the findings for vocational counselors are also addressed.

Correlations between the MMPI and the Scale for the Assessment of Positive Symptoms and the Scale for the Assessment of Negative Symptoms in schizophrenic patients

Our study examined the relationship between the Minnesota Multiphasic Personality Inventory (MMPI) and the Scale for the Assessment of Positive Symptoms (SAPS; Andreason, 1984) and the Scale for the Assessment of Negative Symptoms (SANS; Andreason, 1983) in patients who met the Diagnostic and Statistical Manual of Mental Disorders (3rd ed., rev.; American Psychiatric Association, 1987) diagnostic criteria for schizophrenia (n = 125). A significant correlation was found between the SAPS Delusions scale and Scale 6 (Paranoia), the SAPS Positive Thought Disorder Scale and Scale F (Infrequency), and the SAPS Positive Thought Disorder and Scale 9 (Hypomania). Additional analysis also shows, however, that severity of symptoms was the best predictor of MMPI scores. Consistent with previous studies, the MMPI appears useful for screening but not for the detailed evaluation of symptomatology of schizophrenic patients.

Facial recognition in hypothetically schizotypic college students. The role of generalized poor performance

This study investigated facial and facial affect recognition abilities among hypothetically schizotypic college men, defined by high scores on the perceptual aberration, magical ideation, and schizotypy scales. Groups were commensurate in age, handedness, and general intelligence. Multiple analyses of variance revealed that high-scoring subjects, relative to control subjects, made more errors on a facial affect recognition task (F = 5.32, p < .05) and on a facial recognition task (F = 8.5, p < .01). Additional multiple analyses of covariance using the face recognition scores as the covariant found no group differences. These results extend similar findings in schizophrenic individuals to hypothetically schizotypic college students, and suggest that both groups exhibit affect recognition deficits that reflect generalized attention and vigilance deficits rather than a specific emotion recognition deficit.