Constructing and measuring domain-specific emotions for affective design: a descriptive approach to deal with individual differences

Ergonomics ◽  
2020 ◽  
Vol 63 (5) ◽  
pp. 563-578
Author(s):  
Mingcai Hu ◽  
Fu Guo ◽  
Vincent G. Duffy ◽  
Zenggen Ren ◽  
Peng Yue
Keyword(s):  
Individual Differences ◽  
Affective Design ◽  
Domain Specific ◽  
Descriptive Approach

Does Stress-Related Growth Really Matter for Adolescents’ Day-to-Day Adaptive Functioning?

2016 ◽  
Vol 37 (5) ◽  
pp. 677-695 ◽  
Author(s):  
Cade D. Mansfield ◽  
Lisa M. Diamond
Keyword(s):  
Individual Differences ◽  
Social Stress ◽  
Adaptive Functioning ◽  
Social Resources ◽  
Coping Behaviors ◽  
Daily Stress ◽  
Domain Specific ◽  
Adolescent Stress ◽  
Questionnaire Measure ◽  
Empirical Demonstration

Adolescent stress-related growth refers to enhancement in an adolescent’s cognitive-affective or social resources as a result of experiencing stressors. We tested whether adolescents reporting high levels of stress-related growth showed superior adaptation outcomes on a day-to-day basis. Participants ( n = 91; females = 46, age = 14) completed a questionnaire measure of stress-related growth and kept a diary of emotional and interpersonal functioning for 10 consecutive days. Individual differences in cognitive-affective stress-related growth moderated associations between daily stress levels and adaptive coping behaviors, whereas individual differences in social stress-related growth moderated associations between daily mother-child conflict and end-of-day negative affect. This study provides the first empirical demonstration of domain-specific forms of stress-related growth during adolescence.

The Development of Self-Representations During the Transition to Early Adolescence: The Role of Gender, Puberty, and School Transition

2016 ◽  
Vol 37 (6) ◽  
pp. 774-804 ◽  
Author(s):  
Kathrin Schaffhuser ◽  
Mathias Allemand ◽  
Beate Schwarz
Keyword(s):  
Individual Differences ◽  
Early Adolescence ◽  
Pubertal Timing ◽  
School Transition ◽  
Late Childhood ◽  
Time Varying ◽  
Domain Specific ◽  
Representation Level ◽  
Over Time

The present study investigated the development of global and domain-specific self-representations in the transition from late childhood to early adolescence and tested whether gender, puberty, and school transition help explain individual differences in change. The study was based on three measurement occasions over 2 years and included 248 adolescents (average age at T1 = 10.6 years). Findings indicated both stability and change over time. Individual differences in change were partially explained by gender and school transition. It revealed that girls experienced steeper decreasing trajectories and were more negatively affected by school transition in comparison with boys. Time-varying associations between puberty and self-representations were evident in terms of perceived pubertal timing. Findings suggest that both biological (pubertal timing) and contextual factors (school transition) play a role in explaining individual differences of self-representation level as well as their development in girls’ and boys’ transition to early adolescence.

scholarly journals THE ROLE OF THE TEACHER IN THE DISTANCE LEARNING PROCESS IN LIGHT OF THE CORONA PANDEMIC AND ITS RELATIONSHIP TO TAKING INTO ACCOUNT INDIVIDUAL DIFFERENCES AMONG STUDENTS IN ARAB PRIMARY SCHOOLS

2021 ◽  
Vol 03 (04) ◽  
pp. 22-38
Author(s):  
Nadia GHALIA ◽  
Sawsan KARA
Keyword(s):  
Distance Learning ◽  
Individual Differences ◽  
Primary School ◽  
Learning Process ◽  
Primary Schools ◽  
School Principals ◽  
Green Line ◽  
Descriptive Approach ◽  
The Relationship

The study aimed to identify the role of the teacher in the distance learning process in schools within the Green Line from the perspectives of teachers and school principals in them, as well as to reveal the level of consideration of individual differences and the statement of the relationship between them. The survey descriptive approach was used, the study sample included teachers and principals in primary schools, who numbered (330) teachers and principals. The primary school was significant, and the results showed that there were no statistically significant differences attributed to the study variables about the teacher’s role in the distance learning process in light of the Corona pandemic and its relationship to taking into account individual differences among students in Arab primary schools.

scholarly journals The Trust in Voting Systems (TVS) Measure

2022 ◽  
Vol 18 (1) ◽  
pp. 0-0
Keyword(s):  
Individual Differences ◽  
Voting Systems ◽  
Human Computer Interactions ◽  
Domain Specific ◽  
Trust In Technology ◽  
Mean Differences ◽  
Validated Instrument ◽  
Voting Method ◽  
Computer Interactions

It is essential to democracy that voters trust voting systems enough to participate in elections and use these systems. Unfortunately, voter trust has been found to be low in many situations, which could detrimentally impact human-computer interactions in voting. Therefore, it is important to understand the degree to which voters trust any specific voting method. Voting researchers have developed and used measures of overall trust in technology; yet researchers have long argued that trust in systems is domain-specific, implying that system-specific measures should be used instead. To address this latter point, this paper describes the development of a psychometrically reliable and validated instrument called the Trust in Voting Systems (TVS) measure. The TVS not only allows researchers to understand group mean differences in trust across voting systems; it also allows researchers to understand individual differences in trust within systems—all of which collectively serves to inform and improve voting systems.

scholarly journals What drives individual differences in statistical learning? The role of perceptual fluency and familiarity

2018 ◽  
Author(s):  
Amy Perfors ◽  
Evan Kidd
Keyword(s):  
Individual Differences ◽  
Statistical Learning ◽  
Learning Task ◽  
Perceptual Fluency ◽  
Learning Performance ◽  
Visual Modality ◽  
Learning Skills ◽  
Domain Specific ◽  
Different Levels

Humans have the ability to learn surprisingly complicated statistical information in a variety of modalities and situations, often based on relatively little input. These statistical learning (SL) skills appear to underlie many kinds of learning, but despite their ubiquity, we still do not fully understand precisely what SL is and what individual differences on SL tasks reflect. Here we present experimental work suggesting that at least some individual differences arise from variation in perceptual fluency — the ability to rapidly or efficiently code and remember the stimuli that statistical learning occurs over. We show that performance on a standard SL task varies substantially within the same (visual) modality as a function of whether the stimuli involved are familiar or not, independent of stimulus complexity. Moreover, we find that test-retest correlations of performance in a statistical learning task using stimuli of the same level of familiarity (but distinct items) are stronger than correlations across the same task with different levels of familiarity. Finally, we demonstrate that statistical learning performance is predicted by an independent measure of stimulus-specific perceptual fluency which contains no statistical learning component at all. Our results suggest that a key component of SL performance may be unrelated to either domain-specific statistical learning skills or modality-specific perceptual processing.

scholarly journals Specificity of the Effect of a Nicotinic Receptor Polymorphism on Individual Differences in Visuospatial Attention

2005 ◽  
Vol 17 (10) ◽  
pp. 1611-1620 ◽  
Author(s):  
Pamela M. Greenwood ◽  
John A. Fossella ◽  
Raja Parasuraman
Keyword(s):  
Individual Differences ◽  
Nicotinic Receptor ◽  
Receptor Gene ◽  
Visuospatial Attention ◽  
Normal Variation ◽  
Domain Specific ◽  
Specific Effects ◽  
Dopamine Beta Hydroxylase ◽  
Letter Array ◽  
Search Speed

Cortical neurotransmitter availability is known to exert domain-specific effects on cognitive performance. Hence, normal variation in genes with a role in neurotransmission may also have specific effects on cognition. We tested this hypothesis by examining associations between polymorphisms in genes affecting cholinergic and noradrenergic neurotransmission and individual differences in visuospatial attention. Healthy individuals were administered a cued visual search task which varied the size of precues to the location of a target letter embedded in a 15-letter array. Cues encompassed 1, 3, 9, or 15 letters. Search speed increased linearly with precue size, indicative of a spatial attentional scaling mechanism. The strength of attentional scaling increased progressively with the number of C alleles (0, 1, or 2) of the alpha-4 nicotinic receptor gene C1545T polymorphism (n = 104). No association was found for the dopamine beta hydroxylase gene G444A polymorphism (n = 135). These findings point to the specificity of genetic neuromodulation. Whereas variation in a gene linked to cholinergic transmission systematically modulated the ability to scale the focus of visuospatial attention, variation in a gene governing dopamine availability did not. The results show that normal variation in a gene controlling a nicotinic receptor makes a selective contribution to individual differences in visuospatial attention.

scholarly journals Individual Differences in Attention and Intelligence: A United Cognitive/Psychometric Approach

2021 ◽  
Vol 9 (3) ◽  
pp. 34
Author(s):  
Andrew R. A. Conway ◽  
Kristof Kovacs ◽  
Han Hao ◽  
Kevin P. Rosales ◽  
Jean-Paul Snijder
Keyword(s):  
Executive Function ◽  
Individual Differences ◽  
Cognitive Ability ◽  
Neural Development ◽  
Latent Variables ◽  
Research Progress ◽  
General Factor ◽  
Executive Attention ◽  
Domain Specific ◽  
Multiple Domain

Process overlap theory (POT) is a new theoretical framework designed to account for the general factor of intelligence (g). According to POT, g does not reflect a general cognitive ability. Instead, g is the result of multiple domain-general executive attention processes and multiple domain-specific processes that are sampled in an overlapping manner across a battery of intelligence tests. POT explains several benchmark findings on human intelligence. However, the precise nature of the executive attention processes underlying g remains unclear. In the current paper, we discuss challenges associated with building a theory of individual differences in attention and intelligence. We argue that the conflation of psychological theories and statistical models, as well as problematic inferences based on latent variables, impedes research progress and prevents theory building. Two studies designed to illustrate the unique features of POT relative to previous approaches are presented. In Study 1, a simulation is presented to illustrate precisely how POT accounts for the relationship between executive attention processes and g. In Study 2, three datasets from previous studies are reanalyzed (N = 243, N = 234, N = 945) and reveal a discrepancy between the POT simulated model and the unity/diversity model of executive function. We suggest that this discrepancy is largely due to methodological problems in previous studies but also reflects different goals of research on individual differences in attention. The unity/diversity model is designed to facilitate research on executive function and dysfunction associated with cognitive and neural development and disease. POT is uniquely suited to guide and facilitate research on individual differences in cognitive ability and the investigation of executive attention processes underlying g.

scholarly journals Serial Order Effect in Divergent Thinking in Five- to Six-Year-Olds: Individual Differences as Related to Executive Functions

2021 ◽  
Vol 9 (2) ◽  
pp. 20
Author(s):  
Honghong Bai ◽  
Paul P. M. Leseman ◽  
Mirjam Moerbeek ◽  
Evelyn H. Kroesbergen ◽  
Hanna Mulder
Keyword(s):  
Individual Differences ◽  
Selective Attention ◽  
Executive Functions ◽  
Real Time ◽  
Divergent Thinking ◽  
Serial Order ◽  
Order Effect ◽  
Executive Processes ◽  
Domain Specific ◽  
Mental Operations

This study examined the unfolding in real time of original ideas during divergent thinking (DT) in five- to six-year-olds and related individual differences in DT to executive functions (EFs). The Alternative Uses Task was administered with verbal prompts that encouraged children to report on their thinking processes while generating uses for daily objects. In addition to coding the originality of each use, the domain-specific DT processes memory retrieval and mental operations were coded from children’s explanations. Six EF tasks were administered and combined into composites to measure working memory, shifting, inhibition, and selective attention. The results replicated findings of a previous study with the same children but at age four years: (1) there was a serial order effect of the originality of uses; and (2) the process mental operations predicted the originality of uses. Next, the results revealed that both domain-general EFs and domain-specific executive processes played a role in the real-time unfolding of original ideas during DT. Particularly, the DT process mental operations was positively related to the early generation of original ideas, while selective attention was negatively related to the later generation of original ideas. These findings deepen our understanding of how controlled executive processes operate during DT.

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