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Lab-TAB FAQ

Table of Contents

Is there a charge for the manual?
Can Lab-Tab be used with clinical samples?
Is there a formal training program for Lab-TAB administration and coding?
Do we provide a coding service for those who have collected data using Lab-TAB?
Do we have information regarding the psychometric properties of Lab-TAB?
Are there published studies that have used versions of Lab-TAB?
Have researchers made changes to Lab-TAB to suit their specific research nees?

Is there a charge for the manual?

You can request a copy of the manual from our website free of charge. If you want the manual mailed, there is a $10 fee for each of the infant versions, and a $7 fee for the preschool version.

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Can Lab-Tab be used with clinical samples?

Although Lab-TAB was designed to assess typical development, it had been used with clinical or developmentally delayed samples. However, Lab-TAB was not designed for any diagnostic purposes, and investigators are advised that some episodes might be inappropriate for clinical samples, and that other episodes might require revision.

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Is there a formal training program for Lab-TAB administration and coding?

No. However, if there is sufficient demand, we may provide guidance to a limited number of researchers in a workshop setting. We have held roughly 4 workshops in the last 10 years. Also, we have a Preschool Lab-TAB administration videotape that is available upon request for $10.

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Do we provide a coding service for those who have collected data using Lab-TAB?

No. If you have specific questions about getting started with coding, we can provide some assistance.

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Do we have information regarding the psychometric properties of Lab-TAB?

At present, there is not a single source for information of psychometric properties. However, psychometric properties are reported in most of the publications and conference papers listed below. More psychometric information will eventually be posted on this website.

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Are there published studies that have used versions of Lab-TAB?

Yes.

Infant Versions

Bridges, L.J., Palmer, S.H., Morales, M., Hurtado, M., & Tsai, D. (1993). Agreement Between Affectively Based Observational and Parent-Report Measures of Temperament at Infant Age 6 Months. Infant Behavior and Development, 16, 501-506.

Buss, K.A. & Goldsmith, H. H. (1998). Fear and Anger Regulation in Infancy: Effects on the Temporal Dynamics of Affective Expression. Child Development, 69, 359-374.

Goldsmith, H. H., & Rieser-Danner, L. (1990). Assessing early temperament. In C. R. Reynolds & R. Kamphaus (Eds.), Handbook of psychological and educational assessment of children. (vol. 2) Personality, behavior, and context. (pp. 345-378). New York: Guilford Press.

Goldsmith, H., Rieser-Danner, L., & Briggs, S. (1991). Evaluating convergent and discriminant validity of temperament questionnaires for preschoolers, toddlers, and infants. Developmental Psychology, 27, No. 4, 566-579.

Kochanska, G., Coy, K., Tjebkes, T., and Husarek, S. (1998). Individual differences in emotionality in infancy. Child Development, 64, No. 2, 375-390.

Rothbart, M. & Goldsmith, H. (1991). Contemporary instruments for assessing early temperament by questionnaire and in the laboratory. In Strelau, J. & Angleitner, A., Explorations in Temperament: International Perspectives on Theory and Measurement. London: Plenum Press.

Preschool Versions

Hewitt, E., Dunn, H., & Goldsmith, H.H. (1999, April). Measuring Temperamental Distress in the Home. Poster session presented at the annual meeting of the Society for Research in Child Development Conference, Albuquerque, NM.

Pfeifer, M., Goldsmith, H.H., Davidson, R.J., & Rickman, M. (1999). Elaborating and Circumscribing the Construct of Early Behavioral Inhibition. In preparation.

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Have researchers made changes to Lab-TAB to suit their specific research nees?

Yes. Several modifications have been made to each of the Lab-TAB versions, including changes in procedures and stimuli. One such modification is described below:

Episode Original Procedure New Procedure
Stranger Approach Stranger enters room, pauses 10 seconds, walks half the distance to child (lasts about 10 seconds), says "Hello ____, I'm going to be coming a little closer to you. In fact, I am going to pick you up and hold you for a little while." Then S walks the rest of the distance to the child (10 seconds) and pauses over the high chair for 10 seconds. Next, S removes the high chair tray, kneels, and picks up the child for 10 seconds. Finally, the S returns the child back to the high chair and then leaves the room. In one modification, we lengthened the stranger approach so we could collect sufficient EEG data. In this version, the S approaches the child in the same way, but never holds the child. Once he has reached the child, he simply stares for 2 minutes and then leaves the room.

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Other Questions?

Please contact us, we would be happy to help.

 

University of Wisconsin-Madison :: Department of Psychology :: Waisman Center
University of Wisconsin, Madison
Psychology Department, University of WI, Madison
Waisman Center, UW Madison