Individual Differences in Vigilance Performance

1989 ◽  
pp. 31-40 ◽  
Author(s):  
Michael W. Eysenck
Keyword(s):  
Individual Differences ◽  
Vigilance Performance

scholarly journals Exploring Sex Differences in Vigilance Performance with Knowledge of Results

2019 ◽  
Vol 63 (1) ◽  
pp. 1321-1325
Author(s):  
Grace E. Waldfogle ◽  
Michaela R. Hagerty-Koller ◽  
Lindsey R. Lane ◽  
Allison E. Garibaldi ◽  
James L. Szalma
Keyword(s):  
Sex Differences ◽  
Individual Differences ◽  
Sustained Attention ◽  
Vigilance Task ◽  
Task Structure ◽  
False Alarms ◽  
Vigilance Performance ◽  
Knowledge Of Results ◽  
Sex Influence

Vigilance, also referred to as sustained attention, is the ability to maintain attention for extended periods of time while monitoring for, oftentimes, critical signals. In attempt to aid performance decrements in vigilance tasks, previous research has examined the effects of knowledge of results (KR). In essence, KR provides feedback on performance, and is argued to enhance the understanding of task structure and motivation to complete the task successfully. However, relatively little is known about how individual differences, such as observer sex, influence KR effects in vigilance. In the present study, 73 observers completed a 25-minute vigilance task in which they were required to monitor flight paths. Observers were randomly assigned to either a KR condition, in which feedback was given for correct detections, false alarms, and misses, or a control condition, where no feedback was provided. The results indicated that small sex differences were found for correct detections and false alarms, as a function of KR.

Individual Differences in Achievement Motivation are related to Vigilance Performance

2017 ◽  
Vol 61 (1) ◽  
pp. 1298-1302
Author(s):  
Alexis R. Neigel ◽  
Yu Miao ◽  
Nicole Montagna ◽  
Cristina A. Chirino ◽  
James L. Szalma
Keyword(s):  
Individual Differences ◽  
Individual Difference ◽  
Achievement Motivation ◽  
Sustained Attention ◽  
Vigilance Task ◽  
False Alarms ◽  
Vigilance Performance ◽  
Human Motivation ◽  
Attention Tasks ◽  
Attention Performance

Vigilance, or sustained attention, tasks require observers to attend to information over a prolonged period of time. One individual difference that may be associated with sustained attention performance is achievement motivation, given recent findings in the literature that indicate a relationship between human motivation and attention. Fifty-nine participants were randomly assigned to either a cognitive or sensory vigilance task. The present study indicated that individuals high in achievement motivation detected more critical signals and made fewer false alarms in the cognitive vigilance task. Participants high in achievement motivation in the cognitive condition also demonstrated some of the highest distress and worry scores post-task. Implications for sustained attention tasks are discussed.

The challenge of accounting for individual differences in folk-economic beliefs

2018 ◽  
Vol 41 ◽  
Author(s):  
Benjamin C. Ruisch ◽  
Rajen A. Anderson ◽  
David A. Pizarro
Keyword(s):  
Individual Differences ◽  
Individual Variation ◽  
Political Ideologies ◽  
Economic Beliefs ◽  
Existing Data

AbstractWe argue that existing data on folk-economic beliefs (FEBs) present challenges to Boyer & Petersen's model. Specifically, the widespread individual variation in endorsement of FEBs casts doubt on the claim that humans are evolutionarily predisposed towards particular economic beliefs. Additionally, the authors' model cannot account for the systematic covariance between certain FEBs, such as those observed in distinct political ideologies.

Individual differences, social attention, and the history of the social motivation hypotheses of autism

2019 ◽  
Vol 42 ◽  
Author(s):  
Peter C. Mundy
Keyword(s):  
Individual Differences ◽  
Early Development ◽  
Emotional Development ◽  
Social Motivation ◽  
Social Attention ◽  
Social Emotional Development ◽  
Social Emotional ◽  
Precise Understanding ◽  
The Social ◽  
History Of

Abstract The stereotype of people with autism as unresponsive or uninterested in other people was prominent in the 1980s. However, this view of autism has steadily given way to recognition of important individual differences in the social-emotional development of affected people and a more precise understanding of the possible role social motivation has in their early development.

Elaborating the role of reflection and individual differences in the study of folk-economic beliefs

2018 ◽  
Vol 41 ◽  
Author(s):  
Kevin Arceneaux
Keyword(s):  
Decision Making ◽  
Individual Differences ◽  
Cognitive Processes ◽  
Evolutionary History ◽  
Behavioral Responses ◽  
History Of ◽  
Economic Beliefs

AbstractIntuitions guide decision-making, and looking to the evolutionary history of humans illuminates why some behavioral responses are more intuitive than others. Yet a place remains for cognitive processes to second-guess intuitive responses – that is, to be reflective – and individual differences abound in automatic, intuitive processing as well.

Inter-individual variation shapes the human microbiome

2019 ◽  
Vol 42 ◽  
Author(s):  
Emily F. Wissel ◽  
Leigh K. Smith
Keyword(s):  
Individual Differences ◽  
Individual Variation ◽  
Human Microbiome ◽  
Individual Variability ◽  
Microbiota Composition ◽  
Target Article ◽  
Microbiome Research

Abstract The target article suggests inter-individual variability is a weakness of microbiota-gut-brain (MGB) research, but we discuss why it is actually a strength. We comment on how accounting for individual differences can help researchers systematically understand the observed variance in microbiota composition, interpret null findings, and potentially improve the efficacy of therapeutic treatments in future clinical microbiome research.

Why Speech-Language Clinicians Should Be in the Classroom

1991 ◽  
Vol 22 (4) ◽  
pp. 277-277 ◽  
Author(s):  
Sharon L. Wadle
Keyword(s):  
Individual Differences ◽  
Task Analysis ◽  
Regular Classroom ◽  
Classroom Setting ◽  
Therapy Room

Lack of training is only an excuse for not collaborating outside of the therapy room. With our present training, speech-language clinicians have many skills to share in the regular classroom setting. This training has provided skills in task analysis, a language focus, an appreciation and awareness of individual differences in learning, and motivational techniques.

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