scholarly journals "Individual differences in frequency and saliency of speech-accompanying gestures: The role of cognitive abilities and empathy": Correction to Chu et al. (2013).

2014 ◽  
Vol 143 (2) ◽  
pp. 709-709
Keyword(s):  
Individual Differences ◽  
Cognitive Abilities

Individual Differences in Pilot Performance

1976 ◽  
Vol 20 (17) ◽  
pp. 403-409
Author(s):  
Miles R. Murphy
Keyword(s):  
Decision Making ◽  
Individual Differences ◽  
Cognitive Abilities ◽  
Pilot Performance ◽  
Research Areas ◽  
Decision Making Processes ◽  
Research Decision ◽  
Glide Slope ◽  
Pilot Behavior

Selected literature on individual differences in pilot performance is reviewed in order to indicate a possible direction for research. Decision-making performance in contingency situations is seen as a potentially fruitful area for study of individual differences, although information on the relative roles of experience and cognitive abilities, styles, and strategies are needed in all research areas. The role of cognitive styles in pilot performance is essentially unexplored; however, the identification of individual pilot behavior differences that have been attributed to style differences and the results of automobile driver behavior research suggest considerable potential. Approaches to studying pilot decision-making processes are discussed, with emphasis given to the wrong-model approach in which accident and incident data, or “process tracing” provide experimental computational structures. Analysis of data from a simulator experiment on V/STOL zero-visibility landing performance suggests that the order of ranking of individual pilot's effectiveness varies with particular situations defined by combinations of tracking requirements (e.g., glide slope, localizer) and glide-slope segment, or speed requirements; the data are being further analyzed.

Intelligence and Cognitive Abilities at Work

2009 ◽  
Author(s):  
Adrian Furnham
Keyword(s):  
Individual Differences ◽  
Cognitive Abilities ◽  
Intelligence Testing ◽  
Evidence Based ◽  
Educational Settings ◽  
Academic Researchers ◽  
Considerable Debate ◽  
History Of ◽  
Political Differences

Few areas of psychology attract as much discussion and debate as the topic of intelligence, more particularly, the use of intelligence tests in selection at work. More academic researchers have been attacked, hounded, sacked, and vilified for what they have written about intelligence than about any other topic. There is also still considerable debate about the role of intelligence testing in the educational settings. However, the science and the practice of intelligence testing remain far apart because of the history of misunderstanding, misapplications, and political differences. It remains difficult, even with supposedly disinterested scientists, to have an evidence-based debate about the origin of individual differences in intelligence, the measurement of intelligence, and the application of tests in commercial and educational settings.

scholarly journals Declarative and Procedural Memory as Individual Differences in Second Language Aptitude

2018 ◽  
Author(s):  
Joshua Buffington ◽  
Kara Morgan-Short
Keyword(s):  
Second Language ◽  
Individual Differences ◽  
Second Language Acquisition ◽  
Cognitive Abilities ◽  
Memory Systems ◽  
Procedural Memory ◽  
Future Research ◽  
Language Aptitude

Domain-general approaches to second language acquisition (SLA) have considered how individual differences in cognitive abilities contribute to foreign language aptitude. Here, we specifically consider the role of two, long-term, cognitive memory systems, i.e., declarative and procedural memory, as individual differences in SLA. In doing so, we define and review evidence for the long-term declarative and procedural memory systems, consider theories that address a role for declarative and procedural memory in L2 acquisition, discuss evidence in support of the claims that these theories make, and conclude with discussion of important directions and questions for future research on the role of declarative and procedural memory as individual differences in assessing L2 aptitude.

scholarly journals Working Memory Beats Age: Evidence of the Influence of Working Memory on the Production of Children’s Emotional False Memories

2021 ◽  
Vol 12 ◽  
Author(s):  
Chiara Mirandola ◽  
Francesca Pazzaglia
Keyword(s):  
Working Memory ◽  
Individual Differences ◽  
Cognitive Abilities ◽  
False Memories ◽  
Emotional Valence ◽  
Negative Events ◽  
Positive Events ◽  
Current Article ◽  
Children First

Emotional valence and working memory ability (WM) affect false memories’ production in adults. Whereas a number of studies have investigated the role of emotional valence in children’s tendency to produce spontaneous false memories, individual differences in WM have not been previously included. In the current article, we were interested in investigating whether emotion and WM would interact in influencing the propensity to incur inferential false memories for scripted events. Ninety-eight typically developing children (first-, third-, and eighth- graders) were administered the Emotional false memory paradigm – allowing to study false memories for negative, positive, and neutral events – and a WM task. Results showed that regardless of age, valence influenced false memories’ production, such that positive events protected against incurring distortions. Furthermore, WM interacted with valence, such that children with higher WM abilities produced fewer false memories for negative events. Concerning confidence judgments, only the youngest group of children claimed to be overconfident when committing false memories for negative and neutral events. Results are discussed in terms of the role of individual differences in higher cognitive abilities interacting with the emotional content of to-be-remembered events.

The Effectiveness of Training in Task Switching

2019 ◽  
pp. 508-538 ◽  
Author(s):  
Jutta Kray ◽  
Sandra Dörrenbächer
Keyword(s):  
Individual Differences ◽  
Task Switching ◽  
Cognitive Abilities ◽  
Older Age ◽  
Transfer Effects ◽  
Training Interventions ◽  
Selection Processes ◽  
Effectiveness Of Training ◽  
The Impact

The authors of this chapter describe changes in task-switching abilities over the life span. In particular, task maintenance and selection processes decline in older age. The authors summarize conditions under which the flexibility and plasticity of these processes can be improved such as external and internal prompts to behavior and intensive practice. The effectiveness of task-switching training interventions is evaluated by highlighting conditions under which transfer effects to other cognitive abilities are more likely to occur such as training variability. The author also discuss the usefulness of strategy-based interventions, the impact of inter-individual differences in baseline performance, and the specific role of motivation on the success of training in task switching.

scholarly journals A review of the role of elementary verbal processes on the expression of verbal intellectual ability

Psihologija ◽  
2005 ◽  
Vol 38 (3) ◽  
pp. 279-294 ◽  
Author(s):  
Dejan Lalovic
Keyword(s):  
Individual Differences ◽  
Cognitive Processing ◽  
Cognitive Abilities ◽  
Verbal Ability ◽  
Intellectual Ability ◽  
Review Of The Literature ◽  
Verbal Processes

A review of the literature was conducted to examine the role of elementary verbal processes on the expression of psychometrically assessed verbal intellectual ability. The review was organized with respect to level of language organization, so that the importance of the role of individual differences in elementary cognitive processing of sublexical and lexical language elements, as well as of sentences and discourse, respectively, on verbal intellectual ability was examined. It was concluded that further study of the role of elementary verbal processes on verbal intellectual ability appears to be a promising means, though certainly not the only means by which, to more fully understand complex cognitive abilities like verbal ability.

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