School of Social Work and Department of Community Health, Division of Epidemiology, School of Public Health, Saint Louis University, Tegeler Hall, 3550 Lindell Boulevard, St. Louis, MO 63103, USA.
Psychiatr Q. 2011 Sep;82(3):177-90. doi: 10.1007/s11126-010-9162-y.
The current study sought to further the understanding of the linkage between maladaptive behavior and cognitive problems by examining the relations between psychopathic personality traits and reading comprehension performance. Data were derived from a study of 432 predominately African-American and Hispanic middle-school students. Dependent variables consisted of three measures of reading comprehension. Psychopathy measures included the Inventory of Callous-Unemotional traits (ICU-teacher rated) and the self-reported Youth Psychopathic traits Inventory (YPI). Findings from regression models indicated that self-report and teacher ratings of psychopathy were statistically significant inverse predictors of reading performance. Specifically, affective facets of psychopathy were potent predictors of reading comprehension over and above ADHD, IQ, and an impulsivity component of psychopathy. Study results extend the utility of psychopathy construct generally and affective traits specifically to reading achievement, which has broad implications. Findings are discussed with respect to future research and prevention.
本研究旨在通过考察精神病态人格特质与阅读理解表现之间的关系，进一步了解适应不良行为与认知问题之间的联系。研究数据来自对 432 名主要为非裔美国人和西班牙裔的中学生进行的研究。因变量包括阅读理解的三个衡量指标。精神病态的衡量指标包括无情特质量表（ICU-教师评定）和青少年精神病态特质量表（YPI）。回归模型的结果表明，精神病态的自我报告和教师评定是阅读成绩的统计学上显著的反向预测因子。具体来说，精神病态的情感方面是阅读理解的有力预测因子，超过了 ADHD、智商和精神病态的冲动性成分。研究结果扩展了精神病态结构的普遍性和情感特征的具体应用，包括阅读成就，这具有广泛的意义。研究结果与未来的研究和预防措施进行了讨论。
