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Reverse correlation is an influential psychophysical paradigm that uses a participant's responses to randomly varying images to build a classification image (CI), which is commonly interpreted as a visualization of the participant's mental representation. It is unclear, however, how to statistically quantify the amount of signal present in CIs, which limits the interpretability of these images. In this article, we propose a novel metric, infoVal, which assesses informational value relative to a resampled random distribution and can be interpreted like a z score. In the first part, we define the infoVal metric and show, through simulations, that it adheres to typical Type I error rates under various task conditions (internal validity). In the second part, we show that the metric correlates with markers of data quality in empirical reverse-correlation data, such as the subjective recognizability, objective discriminability, and test-retest reliability of the CIs (convergent validity). In the final part, we demonstrate how the infoVal metric can be used to compare the informational value of reverse-correlation datasets, by comparing data acquired online with data acquired in a controlled lab environment. We recommend a new standard of good practice in which researchers assess the infoVal scores of reverse-correlation data in order to ensure that they do not read signal in CIs where no signal is present. The infoVal metric is implemented in the open-source rcicr R package, to facilitate its adoption.

This study examined the stability of internalizing and externalizing problems from age 1.5 to 6 years, while taking into account developmental changes in the presentation of problems. The study comprised a population-based cohort of 7,206 children (50.4 % boys). At ages 1.5, 3, and 6 years, mothers reported on problem behavior using the Child Behavior Checklist/1.5-5 (CBCL/1.5-5). At each age we performed latent profile analysis on the CBCL/1.5-5 scales. Latent transition analysis (LTA) was applied to study the stability of problem behavior. Profiles of problem behavior varied across ages. At each age, 82-87 % of the children did not have problems whereas approximately 2 % showed a profile of co-occurring internalizing and externalizing problems. This profile was more severe (with higher scores) at 6 years than at earlier ages. A predominantly internalizing profile only emerged at 6 years, while a profile with externalizing problems and emotional reactivity was present at each age. LTA showed that, based on profiles at 1.5 and 3 years, it was difficult to predict the type of profile at 6 years. Children with a profile of co-occurring internalizing and externalizing problems early in life were most likely to show problem behavior at 6 years. This study shows that the presentation of problem behavior changes across the preschool period and that heterotypic continuity of problems is very common among preschoolers. Children with co-occurring internalizing and externalizing problems were most likely to show persisting problems. The use of evidence-based treatment for these young children may prevent psychiatric problems across the life course.

Whereas previous research has shown that bullying in youth is predictive of a range of negative outcomes later in life, the more proximal consequences of bullying in the context of the peer group at school are not as clear. The present three-wave longitudinal study followed children (N = 394; 53 % girls; M(age) = 10.3 at Time 1) from late childhood into early adolescence. Joint trajectory analyses were used to examine the dynamic prospective relations between bullying on the one hand, and indices tapping perceived popularity, peer-reported social acceptance, self-perceived social competence, and internalizing symptoms on the other. Results show that although young bullies may be on a developmental path that in the long run becomes problematic, from the bullies' perspective in the shorter term personal advantages outweigh disadvantages. High bullying is highly positively related to high social status as indexed by perceived popularity. Although bullies are not very high in peer-rated social acceptance, most are not very low either. Moreover, bullies do not demonstrate elevated internalizing symptoms, or problems in the social domain as indexed by self-perceived social competence. As bullying yields clear personal benefits for the bullies without strong costs, the findings underscore the need for interventions targeting mechanisms that reward bullying (198 words).