INDIVIDUAL DIFFERENCES AMONG REPRESSORS AND SENSITIZERS IN CONCEPTUAL SKILLS

1973 ◽  
Vol 1 (2) ◽  
pp. 144-152
Author(s):  
William H. Bergouist ◽  
John T. Lloyd ◽  
Sandra L. Johansson
Keyword(s):  
Individual Differences ◽  
Cognitive Flexibility ◽  
Concept Acquisition ◽  
Conceptual Skills ◽  
Disjunctive Concepts ◽  
Conjunctive Concepts ◽  
Better Than

Sensitizers were hypothesized to perform significantly better than repressors on eleven concept acquisition tasks. Differences between repression-sensitization (R-S) groups (n = 48), as measured by the Byrne R-S scale, were found to be significant on several of these tasks. As compared with repressors, sensitizers more rapidly acquired: (a) A disjunctive nonverbal concept, when a set for conjunctive concepts had to be broken (p < 0.05); and (b) Two verbal concepts (p < 0.05). Medium scoring subjects performed significantly better than repressors in acquiring: (a) Nonverbal disjunctive concepts (p < 0.05); and (b) Verbal concepts (p < 0.05). R-S results are discussed with reference to conceptual skills and “cognitive flexibility”.

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 On the Etiology of Self-Enhancement and Its Association With Psychological Well-Being

2019 ◽  
Vol 11 (4) ◽  
pp. 435-445
Author(s):  
Yu L. L. Luo ◽  
Constantine Sedikides ◽  
Huajian Cai
Keyword(s):  
Individual Differences ◽  
Common Core ◽  
Twin Study ◽  
Well Being ◽  
Intermediate Level ◽  
The Self ◽  
Psychological Well Being ◽  
Subjective Level ◽  
Positive Light ◽  
Better Than

Self-enhancement, the motive to view oneself in positive light, and its manifestations have received wide attention in behavioral sciences. The self-enhancement manifestations vary on a continuum from a subjective level (agentic narcissism, communal narcissism, narcissistic grandiosity) through an intermediate level (better-than-average judgments) to an objective level (overclaiming one’s knowledge). Prior research has established the heritability of self-enhancement manifestations at the subjective and intermediate levels. The present twin study demonstrated that (1) the objective level of self-enhancement manifestation is also heritable; (2) a common core, which is moderately heritable, underlies the three levels of self-enhancement manifestations; (3) the relation between self-enhancement (manifested at all three levels) and psychological well-being is partly heritable; and (4) environmental influences, either shared by or unique to family members, are evident through (1), (2), and (3). The findings deepen understanding of the etiology of individual differences in self-enhancement and their links to psychological well-being.

Development of Chinese preschoolers’ understanding of biological phenomena: Growth and aliveness

2000 ◽  
Vol 24 (1) ◽  
pp. 105-110 ◽  
Author(s):  
Liqi Zhu ◽  
Fuxi Fang
Keyword(s):  
Individual Differences ◽  
Formal Education ◽  
Age Group ◽  
Multiple Methods ◽  
Biological Phenomena ◽  
Classification Tasks ◽  
The Difference ◽  
Better Than

Chinese preschoolers’ understandings of the biological phenomena “growth” and “aliveness” were investigated. Seventy-two 4-, 5-, and 6-year-old subjects with equal numbers of boys and girls in each age group were selected from different socioeconomic backgrounds. The same children participated in the three experiments reported in this study so that both individual and intra-individual differences could be explored. Multiple methods, including picture-choice, retrieval, and classification tasks were used. The results show that 6-year-old children could distinguish living and nonliving things on both the growth and aliveness tasks, even when tested by different methods, whereas 4- and 5-year-olds’ performance varied across tasks and methods. Children whose parents had higher levels of formal education performed better than their counterparts, but the difference declined as age increased.

Individual Differences in Skilled Performance following Imagery of Bilateral Skill

1982 ◽  
Vol 55 (3) ◽  
pp. 771-780 ◽  
Author(s):  
Paul E. Turner ◽  
Robert M. Kohl ◽  
Larry W. Morris
Keyword(s):  
Individual Differences ◽  
Mental Imagery ◽  
Control Group ◽  
Dominant Hand ◽  
Eysenck Personality Inventory ◽  
Skilled Performance ◽  
Pursuit Tracking ◽  
Practice Trials ◽  
Post Hoc ◽  
Better Than

The present study examined individual differences related to imagery about bilateral skill. 100 males were pretested on the Betts and Gordon scales for competency of imagery and the Eysenck Personality Inventory (to assess introversion-extraversion), and randomly assigned to an experimental or control group. Experimental subjects were given 15 30-sec. sessions performing rotary pursuit, 5 min. rest, and 15 30-sec. trials with the non-dominant hand. Controls received identical treatment but recited the multiplication table instead of generating mental imagery. As expected, skill imagery facilitated bilateral transfer of pursuit tracking. Limited support for competency in generating imagery as a prerequisite for effective imagery of one skill was given only to the extent that subjects who could control imagery, practiced mental imagery, and were given 10 to 15 physical practice trials, performed better than those with less control. Contrary to prediction, there was no evidence of personality effects either in correlations of personality scores with performance or in a post hoc analysis of variance in which subjects were assigned to treatment versus control and extravert versus introvert groups.

Explaining ideology: Two factors are better than one

2014 ◽  
Vol 37 (3) ◽  
pp. 326-328 ◽  
Author(s):  
Philip Robbins ◽  
Kenneth Shields
Keyword(s):  
Individual Differences ◽  
Political Ideology ◽  
Psychological Factor ◽  
Empathic Concern ◽  
Negativity Bias ◽  
Two Factors ◽  
Better Than

AbstractHibbing et al. contend that individual differences in political ideology can be substantially accounted for in terms of differences in a single psychological factor, namely, strength of negativity bias. We argue that, given the multidimensional structure of ideology, a better explanation of ideological variation will take into account both individual differences in negativity bias and differences in empathic concern.

scholarly journals Stable individual differences in infants’ responses to violations of intuitive physics

2021 ◽  
Vol 118 (27) ◽  
pp. e2103805118
Author(s):  
Jasmin Perez ◽  
Lisa Feigenson
Keyword(s):  
Individual Differences ◽  
Cognitive Abilities ◽  
Prediction Errors ◽  
Expectancy Violations ◽  
Infant Research ◽  
Expected Outcome ◽  
Intuitive Physics ◽  
Violation Of Expectation ◽  
Expected Outcomes ◽  
Better Than

Infants look longer at impossible or unlikely events than at possible events. While these responses to expectancy violations have been critical for understanding early cognition, interpreting them is challenging because infants’ responses are highly variable. This variability has been treated as an unavoidable nuisance inherent to infant research. Here we asked whether the variability contains signal in addition to noise: namely, whether some infants show consistently stronger responses to expectancy violations than others. Infants watched two unrelated physical events 6 mo apart; these events culminated in either an impossible or an expected outcome. We found that infants who exhibited the strongest looking response to an impossible event at 11 mo also exhibited the strongest response to an entirely different impossible event at 17 mo. Furthermore, violation-of-expectation responses in infancy predicted children’s explanation-based curiosity at 3 y old. In contrast, there was no longitudinal relation between infants’ responses to events with expected outcomes at 11 and 17 mo, nor any link with later curiosity; hence, infants’ responses do not merely reflect individual differences in attention but are specific to expectancy violations. Some children are better than others at detecting prediction errors—a trait that may be linked to later cognitive abilities.

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