Absolute Pitch (AP) is commonly defined as a rare ability that allows an individual to identify any pitch by name. Most researchers use classificatory tests for AP which tracks the number of isolated correct answers. However, each researcher chooses their own procedure for what should be considered correct or incorrect in measuring this ability. Consequently, it is impossible to evaluate comparatively how the stimuli and criteria classify individuals in the same way. We thus adopted a psychometric perspective, approaching AP as a latent trait. Via the Latent Variable Model, we evaluated the consistency and validity for a measure to test for AP ability. A total of 783 undergraduate music students participated in the test. The test battery comprised 10 isolated pitches. All collected data were analyzed with two different rating criteria (perfect and imperfect) under three Latent Variable Model approaches: continuous (Item Response Theory with two and three parameters), categorical (Latent Class Analysis), and the Hybrid model. According to model fit information indices, the perfect approach (only exact pitch responses as correct) measurement model had a better fit under the trait (continuous) specification. This contradicts the usual assumption of a division between AP and non-AP possessors. Alternatively, the categorical solution for the two classes demonstrated the best solution for the imperfect approach (exact pitch responses and semitone deviations considered as correct).

The revised Olweus Bully/Victim Questionnaire (rBVQ) is an internationally used instrument to identify bullying, but due to Brazilian students’ low proficiency in reading and writing, it had to be adapted for audio-guided use through smartphones. We investigated construct validity, using Confirmatory Factor Analysis (CFA), under a two-correlated factor solution. Participated 1,742 fifth graders and 2,316 seventh graders from 30 public schools in the city of São Paulo. We found excellent fit indices models for both grades (fifth grade: CFI=0.985, RMSEA=0.020; seventh grade: CFI=0.990, RMSEA=0.015), as well as factor loading higher than 0.4 for all items, indicating their relevance to the construct. The rBVQ demonstrated excellent psychometric properties and may help future studies that aim to investigate bullying in populations with similar profiles. In addition, this study innovates by evaluating an audio-guided instrument and using mobile technology.

Allostatic load (AL) is a measure of cumulative, multisystemic chronic stress-related burden. Although widely associated with physical and mental health outcomes, AL has not yet been validated by data-driven techniques. To this end we used Covariance Based Structural Equation Models (SEM), Partial Least Squares SEM and Network analysis to investigate AL in three cohorts: the English Longitudinal Study of Ageing (ELSA) - Wave 6 (N= 2,695), the Midlife in the United States (MIDUS 2) Biomarker Project - Wave 2 (N= 1,255), and the Survey of Midlife in Japan (MIDJA) Biomarker Project - Wave 1 (N= 328). Three concepts of AL were tested: unifactorial (based on the AL index), two- (primary mediators- secondary outcomes) and four-interrelated systems (neuroendocrine, metabolic, cardiovascular, immune), with continuous and dichotomized (quartiles) data. Only 7 of the 48 possible models reached acceptable fit. We discuss the need to revisit the construct and choice of biomarkers of AL.

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Cognition is influenced by pubertal and metabolic changes independently. However, these changes co-occur in adolescence and their combined role on cognition is unclear. We used Structural Equation Modeling (SEM) to investigated the association of pubertal and metabolic status latent factors, each composed of a pool of indicators, on intelligence markers in 278 early adolescents, cross-sectionally. The SEM model, controlled for socioeconomic status, included paths between latent factors and from them to the outcomes: two subtests of Wechsler Abbreviated Intelligence Scale (Block Design; Vocabulary). Metabolic status related to pubertal status only in girls, but did not affect performance. Differently, more advanced pubertal status (controled for age) was positively associated with better verbal (Vocabulary) and non-verbal (Block Design) intelligence in both sexes.