scholarly journals Are individual differences in cognitive abilities and stylistic preferences related to multilingual adults’ performance in explicit learning conditions?

2021 ◽  
pp. 1-22
Author(s):  
Karen Roehr-Brackin ◽  
Gabriela Adela Gánem-Gutiérrez ◽  
Lexa Olivera-Smith ◽  
María Teresa Torres-Marín
Keyword(s):  
Individual Differences ◽  
Cognitive Abilities ◽  
Explicit Learning ◽  
Learning Conditions

Individual differences, cognitive abilities, aptitude complexes and learning conditions in second language acquisition

2001 ◽  
Vol 17 (4) ◽  
pp. 368-392 ◽  
Author(s):  
Peter Robinson
Keyword(s):  
Second Language ◽  
Individual Differences ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Language Learning ◽  
Cognitive Abilities ◽  
Learning Condition ◽  
Learning Conditions ◽  
Complex Hypothesis ◽  
Acquisition Processes

Individual differences in resource availability, and the patterns of cognitive abilities they contribute to, are important to:• explaining variation between learners in the effectiveness of second language (L2) instructional treatments;• describing differences in implicit, incidental and explicit L2 learning processes; and• explaining child-adult differences in acquisition processes, and therefore to any general theory of second language acquisition (SLA).In this article I describe a framework for research into the effects of cognitive abilities on SLA which is based on four interlocking hypotheses. These hypotheses are drawn from research in psychology, education and SLA and, where possible, I present evidence to support each of them. The hypotheses are:1) the Aptitude Complex Hypothesis;2) the Ability Differentiation Hypothesis;3) the Fundamental Difference Hypothesis; and4) the Fundamental Similarity Hypothesis.The hypotheses, and the relationships between them, define an Aptitude Complex/Ability Differentiation framework for further examining the influence of individual differences in cognitive abilities on SLA, and for developing a theoretically motivated measure of language learning aptitude. I argue that such research should adopt the interactionist approach described by Snow (1994) to identifying individual difference/learning condition interactions at a number of levels. I illustrate some of these interactions.

Types of deception revealed by individual differences in cognitive abilities

2009 ◽  
Vol 4 (6) ◽  
pp. 554-569 ◽  
Author(s):  
Charity J. Morgan ◽  
Julia B. LeSage ◽  
Stephen M. Kosslyn
Keyword(s):  
Individual Differences ◽  
Cognitive Abilities

scholarly journals Changing our thinking about changing their thinking in older adulthood

2017 ◽  
Vol 29 (9) ◽  
pp. 1405-1407
Author(s):  
Viviana M. Wuthrich
Keyword(s):  
Older Adults ◽  
Individual Differences ◽  
Cognitive Flexibility ◽  
Cognitive Deficits ◽  
Processing Speed ◽  
Cognitive Abilities ◽  
Anxiety And Depression ◽  
Cognitive Changes ◽  
Older Adulthood ◽  
New Learning

It is well-established that as people age, deterioration in cognitive abilities including processing speed, memory, and cognitive flexibility occurs, although vast individual differences occur in the rate and consequences of this decline (Christensen, 2001). Anxiety and depression in late life are also associated with specific cognitive deficits in memory and executive functioning that may impact on new learning (Yochim et al., 2013). Therefore, it is possible that cognitive changes make it more difficult for older adults to learn how to change their thinking particularly in the context of psychological therapy.

scholarly journals Effects of the physical and social environment on youth cognitive performance

2020 ◽  
Author(s):  
Wesley J Meredith ◽  
Carlos Cardenas-Iniguez ◽  
Marc Berman ◽  
Monica Rosenberg
Keyword(s):  
Individual Differences ◽  
Cognitive Performance ◽  
Cognitive Abilities ◽  
Sociodemographic Factors ◽  
National Database ◽  
Brain Functioning ◽  
Unique Variance ◽  
Children's Home ◽  
And Behavior ◽  
Caregiver Report

Individual differences in children’s cognitive abilities impact life and health outcomes. What factors influence these individual differences during development? Here we test whether children’s environments predict cognitive performance, independent of well- characterized socioeconomic effects. We analyzed data from 9002 9–10-year-olds from the Adolescent Brain Cognitive Development Study, an ongoing longitudinal study with community samples across the U.S.A. Using youth- and caregiver-report questionnaires and national database registries (e.g., neighborhood crime, walkability), we defined principal components summarizing children’s home, school, neighborhood, and cultural environments. In two independent samples (ns = 3475, 5527), environmental components explained unique variance in children’s general cognitive ability, executive functioning, and learning/memory abilities. Furthermore, increased neighborhood enrichment was associated with a decreased relationship between sociodemographics and general cognitive abilities. Thus, the environment explains unique variance in cognitive performance in development and should be considered alongside sociodemographic factors to understand brain functioning and behavior.

scholarly journals Habitat and social context affect memory phenotype, exploration and covariance among these traits

2018 ◽  
Vol 373 (1756) ◽  
pp. 20170291 ◽  
Author(s):  
Sarah Dalesman
Keyword(s):  
Individual Differences ◽  
Cognitive Abilities ◽  
Lymnaea Stagnalis ◽  
Memory Formation ◽  
Long Term Memory ◽  
Wild Populations ◽  
In Captivity ◽  
Specific Trait ◽  
Context Specific

Individual differences in cognitive ability are predicted to covary with other behavioural traits such as exploration and boldness. Selection within different habitats may act to either enhance or break down covariance among traits; alternatively, changing the environmental context in which traits are assessed may result in plasticity that alters trait covariance. Pond snails, Lymnaea stagnalis , from two laboratory strains (more than 20 generations in captivity) and F1 laboratory reared from six wild populations were tested for long-term memory and exploration traits (speed and thigmotaxis) following maintenance in grouped and isolated conditions to determine if isolation: (i) alters memory and exploration; and (ii) alters covariance between memory and exploration. Populations that demonstrated strong memory formation (longer duration) under grouped conditions demonstrated weaker memory formation and reduced both speed and thigmotaxis following isolation. In wild populations, snails showed no relationship between memory and exploration in grouped conditions; however, following isolation, exploration behaviour was negatively correlated with memory, i.e. slow-explorers showing low levels of thigmotaxis formed stronger memories. Laboratory strains demonstrated no covariance among exploration traits and memory independent of context. Together these data demonstrate that the relationship between cognition and exploration traits can depend on both habitat and context-specific trait plasticity. This article is part of the theme issue ‘Causes and consequences of individual differences in cognitive abilities’.

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