scholarly journals Individual Differences in Frequency of Inner Speech: Differential Relations with Cognitive and Non-cognitive Factors

2016 ◽  
Vol 7 ◽  
Author(s):  
Xuezhu Ren ◽  
Tengfei Wang ◽  
Christopher Jarrold
Keyword(s):  
Individual Differences ◽  
Cognitive Factors ◽  
Inner Speech ◽  
Differential Relations

scholarly journals You make all things special: Developing a scale to measure sympathetic magic in romantic relationships

2018 ◽  
Vol 39 (5) ◽  
pp. 1635-1647 ◽  
Author(s):  
Aleksandra Niemyjska ◽  
Michał Parzuchowski
Keyword(s):  
Individual Differences ◽  
Romantic Relationships ◽  
Distinctive Feature ◽  
Theoretical Basis ◽  
Construct Validation ◽  
Personal Relationships ◽  
Cognitive Factors ◽  
Attachment Behavior ◽  
Sympathetic Magic ◽  
Paranormal Beliefs

Abstract This paper describes the development and construct validation of the Romantic Sympathetic Magic Scale (RSMS). The scale measures individual differences in directing attachment behavior toward inanimate objects associated with one’s partner. We offer a theoretical basis for such behavior in the concept of sympathetic magic and test the motivational and cognitive factors involved in this tendency. Finally, we differentiate romantic sympathetic magic from similar concepts. Three studies (N = 851) showed that RSMS is related to increased experientiality as well as to motivation to increase closeness to one’s partner. The RSMS is related to, but substantially different from, paranormal beliefs, anthropomorphism for gadgets, and an overall attachment to inanimate objects. The distinctive feature of romantic sympathetic magic is that it applies specifically to objects associated with people’s loved ones and its function is to facilitate a perceived connection with them. This research contributes to our understanding of the correspondence between personal relationships and emotional connection to inanimate objects.

scholarly journals Individual differences in false memory from misinformation: Cognitive factors

Memory ◽  
2010 ◽  
Vol 18 (5) ◽  
pp. 543-555 ◽  
Author(s):  
Bi Zhu ◽  
Chuansheng Chen ◽  
Elizabeth F. Loftus ◽  
Chongde Lin ◽  
Qinghua He ◽  
...  
Keyword(s):  
Individual Differences ◽  
False Memory ◽  
Cognitive Factors

scholarly journals The Contribution of Cognitive Factors to Individual Differences in Understanding Noise-Vocoded Speech in Young and Older Adults

2017 ◽  
Vol 11 ◽  
Author(s):  
Stephanie Rosemann ◽  
Carsten Gießing ◽  
Jale Özyurt ◽  
Rebecca Carroll ◽  
Sebastian Puschmann ◽  
...  
Keyword(s):  
Older Adults ◽  
Individual Differences ◽  
Cognitive Factors ◽  
Vocoded Speech

SELF REPORTED INDIVIDUAL DIFFERENCES IN INNER SPEECH (INTERNAL MONOLOGUE AND DIALOGUE) IN ADOLESCENTS WITH SOCIAL (PRAGMATIC) COMMUNICATION DISORDER (SCD)

2019 ◽  
Vol 17 (1) ◽  
pp. 39-53
Author(s):  
Agnieszka Siedler ◽  
Tadeusz Gałkowski ◽  
Maria Pąchalska
Keyword(s):  
Individual Differences ◽  
Statistical Analysis ◽  
Inner Speech ◽  
Communication Disorder ◽  
General Ability ◽  
Dsm 5 ◽  
Internal Dialogue ◽  
Pragmatic Communication ◽  
Helsinki Declaration ◽  
Internal Speech

The aim of the study was to assess self-reported individual differences in the use of the inner speech of adolescents with Social (Pragmatic) Communication Disorder (SCD) and in particular to answer the questions: Do adolescent with SCD have inner speech and what is the direction of this speech? Is this a monologue and internal dialogue, i.e., do they speak to themselves (internal monologue) or to other people (internal dialogue)? We tested 22 adolescents with SCD, diagnosed according to the DSM-5 criterion. The average age was 16.48 years, SD = 2.71. The youngest patient was 12 years old and the oldest was 19 years old. The modified version of the Puchalska-Wasyl Scale of Inner Speech was used for the study. The questionnaire was tailored to the capabilities of the persons with SCD and included questions about the occurrence of internal speech and the direction of this speech, that is, internal conversations to yourself (internal monologue) or to other people (internal dialogue). The patients participating in the experiment were informed in detail about the whole procedure and they or their parents, if they were under age, provided written consent for their participation in the experiment (according to the guidelines of the Helsinki Declaration, 2008). Statistical analysis showed that in adolescents with SCD there is a statistically significant relationship in the frequency of the monologue and internal dialogue. Persons who declared a more frequent occurrence of internal dialogue also declared more frequent occurrences of internal monologue, which means that they had the general ability for inner speech. A comparison of the direction of inner speech, that is the internal monologue and internal dialogue has shown that during inner speech they more often use internal dialogue than internal monologue. It was found that in adolescents with SCD, inner speech is present, and it manifests itself in the form of an internal monologue and internal dialogue. However, far more often do they use internal dialogue than internal monologue.

scholarly journals الفروق الفردية بين المتعلّمين

2017 ◽  
Vol 18 (2) ◽  
pp. 173
Author(s):  
Dian Rizky Amalia
Keyword(s):  
Individual Differences ◽  
Learning Outcomes ◽  
Cognitive Factors ◽  
Learning Program ◽  
Successful Strategy ◽  
Emotional Factors ◽  
Significant Difference ◽  
The Individual

This article addresses the reality learning showed us that they did not agree to a significant difference in how much success end. Here psychologists assert that differences in learning outcomes need to go back to the individual differences among student. Cleared that the use of the most skilled educated is in fact different from the strategies that will be used by the least educated skill. Motivation refers to the desire to achieve aims, and effort is given in this way, and satisfaction for the task. There are ways and methods consistent with those that may not fit with the others to the presence of differences in ability and inclination, that the most successful strategy chosen by the teacher after studying and evaluating strategic wiyh all student, can even be used for the approval of a learning program learners. In accordance with the needs of society and the interests of any individual discovery and development capabilities. Keywords: individual differences, cognitive factors, emotional factors

Individual Differences in Accident Liability: A Review and Integrative Approach

1998 ◽  
Vol 40 (4) ◽  
pp. 655-671 ◽  
Author(s):  
Rebecca Lawton ◽  
Dianne Parker
Keyword(s):  
Individual Differences ◽  
Cognitive Factors ◽  
Integrative Approach ◽  
Personality Factors ◽  
History Of Research ◽  
Potential Applications ◽  
Sophisticated Model ◽  
History Of ◽  
Methodological Problems ◽  
The Impact

This paper reviews research since 1970 on the relationship between accident liability and individual differences, focusing specifically on accidents at work. The history of research into accident liability and the methodological problems associated with the research are considered. The review goes on to examine work on the impact of personality factors, cognitive factors, and social factors on the likelihood of accident involvement at work. We suggest that research into individual differences in accident liability should consider two possible routes to accident involvement via errors and/or violations. Although errors are predominantly associated with cognitive factors, violations have their origins in social psychological factors. We also consider the role of stress in mediating the personality-accident association. It is contended that individuals differ in their reactions to stress, so that although some respond by an increase in risk-taking behavior, the effect on others is to increase the likelihood of suboptimal performance in terms of information processing. Actual or potential applications of this research include the development of a more sophisticated model of individual differences in accident liability, which should be useful to organizations attempting to promote safety.

scholarly journals How and why do number-space associations co-vary in implicit and explicit magnitude processing tasks?

2017 ◽  
Vol 3 (2) ◽  
pp. 182-211 ◽  
Author(s):  
Carrie Georges ◽  
Danielle Hoffmann ◽  
Christine Schiltz
Keyword(s):  
Individual Differences ◽  
Spatial Visualization ◽  
Cognitive Factors ◽  
Snarc Effect ◽  
Spatial Coding ◽  
Magnitude Processing ◽  
Arithmetic Performance ◽  
Positive Correlations ◽  
Implicit And Explicit ◽  
Or Task

Evidence for number-space associations in implicit and explicit magnitude processing tasks comes from the parity and magnitude SNARC effect respectively. Different spatial accounts were suggested to underlie these spatial-numerical associations (SNAs) with some inconsistencies in the literature. To determine whether the parity and magnitude SNAs arise from a single predominant account or task-dependent coding mechanisms, we adopted an individual differences approach to study their correlation and the extent of their association with arithmetic performance, spatial visualization ability and visualization profile. Additionally, we performed moderation analyses to determine whether the relation between these SNAs depended on individual differences in those cognitive factors. The parity and magnitude SNAs did not correlate and were differentially predicted by arithmetic performance and visualization profile respectively. These variables, however, also moderated the relation between the SNAs. While positive correlations were observed in object-visualizers with lower arithmetic performances, correlations were negative in spatial-visualizers with higher arithmetic performances. This suggests the predominance of a single account for both implicit and explicit SNAs in the two types of visualizers. However, the spatial nature of the account differs between object- and spatial-visualizers. No relation occurred in mixed-visualizers, indicating the activation of task-dependent coding mechanisms. Individual differences in arithmetic performance and visualization profile thus determined whether SNAs in implicit and explicit tasks co-varied and supposedly relied on similar or unrelated spatial coding mechanisms. This explains some inconsistencies in the literature regarding SNAs and highlights the usefulness of moderation analyses for understanding how the relation between different numerical concepts varies between individuals.

Individual differences in second language learning

1980 ◽  
Vol 1 (1) ◽  
pp. 95-110 ◽  
Author(s):  
Fred Genesee ◽  
Else Hamayan
Keyword(s):  
Individual Differences ◽  
Language Arts ◽  
Listening Comprehension ◽  
French Language ◽  
Cognitive Factors ◽  
Reasoning Ability ◽  
Field Independence ◽  
Oral Production ◽  
English Reading ◽  
Predictor Factors

ABSTRACTThe purpose of the study was to investigate individual differences in French language achievement in a group of grade 1 anglophone students attending a total early immersion program. A number of different predictor factors were used to predict achievement in French language arts, listening comprehension and oral production; achievement in English reading was also assessed. The predictor factors included indices of the students' attitudes, personality traits, non-verbal reasoning ability, degree of field independence and school-related behavior. Multiple regression techniques were used to analyze the associations between the predictor factors and the results of the achievement tests.Teachers' ratings of the students' behavior along with the cognitive factors of field independence and non-verbal reasoning ability were found to be positively correlated with achievement in French language arts and listening comprehension. The cognitive factors were also found to correlate positively with achievement levels in English reading. No significant predictors emerged in the case of oral production. The findings are discussed further in terms of their pedagogical implications.

scholarly journals A Fading Affect Bias First: Specific Healthy Coping with Partner-Esteem for Romantic Relationship and Non-Relationship Events

2021 ◽  
Vol 18 (19) ◽  
pp. 10121
Author(s):  
Jeffrey Alan Gibbons ◽  
Spencer Dunlap ◽  
Kyle Horowitz ◽  
Kalli Wilson
Keyword(s):  
Individual Differences ◽  
Romantic Relationship ◽  
Differential Relations

The Fading Affect Bias (FAB) is the faster fading of unpleasant affect than pleasant affect. Research suggests that the FAB is an indicator of general healthy coping, but it has not shown consistent specific healthy coping via differential relations of the FAB to individual differences across event types. Although previous research did not find specific healthy coping for the FAB across romantic relationship events, these researchers did not include non-relationship control events. Therefore, we examined the relation of the FAB to various relationship variables across romantic relationship events and non-relationship control events. We found general healthy coping in the form of robust FAB effects across both event types and expected relations between relationship variables and the FAB. We also found three significant three-way interactions with the FAB showing specific healthy coping for partner-esteem, which is novel for the FAB. Rehearsal ratings mediated all the three-way interactions.

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