Supplemental Material for Development and Preliminary Validation of the Constructive and Unconstructive Worry Questionnaire: A Measure of Individual Differences in Constructive Versus Unconstructive Worry

2015 ◽  
Keyword(s):  
Individual Differences ◽  
Preliminary Validation

Basic Attention Measures as Predictors of Success in Flight Training

1974 ◽  
Vol 18 (1) ◽  
pp. 50-56 ◽  
Author(s):  
Robert A. North ◽  
Daniel Gopher
Keyword(s):  
Individual Differences ◽  
Performance Testing ◽  
Reaction Time Task ◽  
Flight Training ◽  
Testing System ◽  
Student Sample ◽  
Student Pilots ◽  
Preliminary Validation ◽  
Predicting Success ◽  
Flight Instructors

A two-stage study was conducted to assess the potential of a new methodological technique for measuring individual differences in basic attention capabilities and the validity of these differences in predicting success in flight training. A performance testing system included a digit-processing reaction-time task and a one-dimensional compensatory tracking task. Comparisons were made between separate and concurrent performances of these tasks, and simultaneous performances also included comparisons involving changes in task priorities. Results indicating consistent individual differences in basic attention capabilities suggest several dimensions for their description. A preliminary validation study compared scores for a group of 11 flight instructors and with a group of 32 student pilots. In addition, the student sample was dichotomized based on performance in training. There were reliable differences for both groups on combined task performance efficiency.

scholarly journals Preliminary Validation of the Spanish Version of the Multiple Stimulus Types Ambiguity Tolerance Scale (MSTAT-II)

2010 ◽  
Vol 13 (1) ◽  
pp. 476-484 ◽  
Author(s):  
José L. Arquero ◽  
David L. McLain
Keyword(s):  
Individual Differences ◽  
Temporal Stability ◽  
Spanish Version ◽  
Ambiguity Tolerance ◽  
Adequate Measure ◽  
Preliminary Validation ◽  
Multiple Stimulus ◽  
Short Stimulus ◽  
Widespread Interest ◽  
Adequate Reliability

Despite widespread interest in ambiguity tolerance and other informationrelated individual differences, existing measures are conceptually dispersed and psychometrically weak. This paper presents the Spanish version of MSTAT-II, a short, stimulus-oriented, and psychometrically improved measure of an individual's orientation toward ambiguous stimuli. Results obtained reveal adequate reliability, validity, and temporal stability. These results support the use of MSTAT-II as an adequate measure of ambiguity tolerance.

Development and Preliminary Validation of the Stereotypic Beliefs Inventory

1998 ◽  
Vol 83 (2) ◽  
pp. 395-402 ◽  
Author(s):  
Mark H. Van Ommeren ◽  
F. Ishu Ishiyama
Keyword(s):  
Individual Differences ◽  
Personality Characteristics ◽  
Preliminary Validation ◽  
English Speaking

This paper describes the development and preliminary validation of a Stereotypic Beliefs Inventory, a measure of individual differences in the extent to which English-speaking Canadians hold Stereotypic beliefs about cultural or ethnic outgroups. A Stereotypic belief is the belief that members of cultural or ethnic outgroups differ systematically in specific personality characteristics from members of cultural or ethnic ingroups. This scale is the only currently available measure of ethnic stereotyping that has been shown to be unaffected by socially desirable responses in Canada.

Measures of Attention as Predictors of Flight Performance

1976 ◽  
Vol 18 (1) ◽  
pp. 1-14 ◽  
Author(s):  
Robert A. North ◽  
Daniel Gopher
Keyword(s):  
Individual Differences ◽  
Dual Task ◽  
Reaction Time Task ◽  
Flight Training ◽  
Testing System ◽  
Student Sample ◽  
Student Pilots ◽  
Preliminary Validation ◽  
Within Subjects ◽  
A New Technique

A new technique for measuring individual differences in basic attention capabilities and the validity of these differences in predicting success in flight training were investigated. The testing system included a digit-processing, reaction-time task and a one-dimensional compensatory tracking task. Comparisons were made between separate and concurrent performances of thesetasks, with both equal and shifting task priorities. Adaptive techniques were employed to obtain maximum performance levels for each subject in the single-task condition and to maintain dual-task difficulty within subjects. Consistent individual differences in basic attention capabilities were observed and several dimensions of attention capabilities are suggested. A preliminary validation study compared scores for flight instructors and student pilots. In addition, the student sample was dichotomized based on performance in training. There were reliable differences for both groups on dual-task performance efficiency.

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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