scholarly journals Cognitive and Personality Predictors of Magical Thinking during Social Maturity

2021 ◽  
pp. 146-157
Author(s):  
О.В. Суворова ◽  
П.П. Кочеганова ◽  
Е.А. Юдина
Keyword(s):  
Cognitive Abilities ◽  
Meta Analysis ◽  
Cognitive Distortion ◽  
Magical Thinking ◽  
Structured Interviews ◽  
Social Maturity ◽  
Internal Locus Of Control ◽  
Personality Predictors ◽  
Systemic Analysis ◽  
Mature Person

Целью статьи является анализ онтологических аспектов магического мышления как социально-психологического феномена, а также его когнитивно-личностных предикторов в период социального взросления. Гипотеза исследования заключается в постулировании магического мышления как копинг-стратегии, коррелирующей с комплексом когнитивно-личностных предикторов. Научная новизна исследования — в системном анализе когнитивно-личностных детерминант магического мышления взрослого человека как психологической категории. В процессе исследования использовались мета-анализ, системный анализ. В статье представлены материалы, полученные в результате проведенного авторами полустандартизированного интервью с людьми, имеющими выраженное магическое мышление, а также результаты проведенного наблюдения. Эмпирически выявлены следующие когнитивно-личностные особенности людей как предикторы магического мышления: эклектичное мировоззрение; искажение причинно-следственных связей и соблюдение принципа жесткого детерминизма; повышенная тревожность, коррелирующая с высокими показателями нейротизма и фрустрации; экстернальный и интернальный локус контроля, а также сверхконтроль; аффективное воображение и склонность к эскапизму, тенденции макиавеллизма; преобладание когнитивных искажений и резонерства при средних и высоких когнитивных способностях, а также стремлении к самореализации. The aim of the article is to analyze ontological aspects of magical thinking as social and psychological phenomenon and to investigate its cognitive and personality predictors during social maturity. The hypothesis of the research consists in the fact magical thinking is treated as a coping strategy which correlates with a complex of cognitive and personality predictors. The scientific novelty of the research consists in systemic analysis of cognitive and personality determinants of magical thinking of a mature person as a psychological category. The research uses meta analysis and systemic analysis. The article presents data collected via semi-structured interviews with people who have profound magical thinking and data collected via observation. Empirical research identifies the following cognitive and personality predictors of magical thinking: eclectic worldview; distortion of causal relationships and preservation of rigid determinism; high anxiety correlating with high neuroticism and frustration; external and internal locus of control, overcontrol; affective imagination and escapism, machiavellianism tendencies; cognitive distortion and reasoning with average and high cognitive abilities, self-realization.

The Validity of Specific Cognitive Abilities for the Prediction of Training Success in Germany

2014 ◽  
Vol 13 (3) ◽  
pp. 123-133 ◽  
Author(s):  
Wiebke Goertz ◽  
Ute R. Hülsheger ◽  
Günter W. Maier
Keyword(s):  
Cognitive Abilities ◽  
Personnel Selection ◽  
Meta Analysis ◽  
Mental Ability ◽  
Occupational Category ◽  
General Mental Ability ◽  
Training Success ◽  
Specific Cognitive Abilities ◽  
Better Than

General mental ability (GMA) has long been considered one of the best predictors of training success and considerably better than specific cognitive abilities (SCAs). Recently, however, researchers have provided evidence that SCAs may be of similar importance for training success, a finding supporting personnel selection based on job-related requirements. The present meta-analysis therefore seeks to assess validities of SCAs for training success in various occupations in a sample of German primary studies. Our meta-analysis (k = 72) revealed operational validities between ρ = .18 and ρ = .26 for different SCAs. Furthermore, results varied by occupational category, supporting a job-specific benefit of SCAs.

Personality Predictors of Career Exploration: A Meta-Analysis

2012 ◽  
Author(s):  
Anna R. Aquino ◽  
Nathan R. Kuncel ◽  
Jo-Ida C. Hansen
Keyword(s):  
Meta Analysis ◽  
Career Exploration ◽  
Personality Predictors

scholarly journals Meta-analysis of epigenome-wide associations between DNA methylation at birth and childhood cognitive skills

2020 ◽  
Author(s):  
Doretta Caramaschi ◽  
Alexander Neumann ◽  
Andres Cardenas ◽  
Gwen Tindula ◽  
Silvia Alemany ◽  
...  
Keyword(s):  
Dna Methylation ◽  
Cord Blood ◽  
Cognitive Abilities ◽  
Cognitive Skills ◽  
Strong Predictor ◽  
Meta Analysis ◽  
Later Life ◽  
Life Outcomes ◽  
Cognitive Domains ◽  
Wide Range

ABSTRACTCognitive skills are a strong predictor of a wide range of later life outcomes. Genetic and epigenetic associations across the genome explain some of the variation in general cognitive abilities in the general population and it is plausible that epigenetic associations might arise from prenatal environmental exposures and/or genetic variation early in life. We investigated the association between cord blood DNA methylation at birth and cognitive skills assessed in children from eight pregnancy cohorts (N=2196-3798) within the Pregnancy And Childhood Epigenetics (PACE) Consortium across overall, verbal and non-verbal cognitive scores. The associations at single CpG sites were weak for all of the cognitive domains investigated. One region near DUSP22 on chromosome 6 was associated with non-verbal cognition in a model adjusted for maternal IQ. We conclude that there is little evidence to support the idea that cord blood DNA methylation at single CpGs can predict cognitive skills and further studies are needed to confirm regional differences.

scholarly journals Predictive Validity toward Job Performance of General and Specific Mental Abilities. A Validity Study across Different Occupational Groups

2018 ◽  
Vol 4 (3) ◽  
pp. 1
Author(s):  
Jaroslaw Grobelny
Keyword(s):  
Job Performance ◽  
Cognitive Abilities ◽  
Meta Analysis ◽  
Incremental Validity ◽  
Validity Study ◽  
Occupational Groups ◽  
General Mental Ability ◽  
Importance Analysis ◽  
Mental Abilities ◽  
Validity Theory

There are two main views on the role of cognitive abilities in job performance prediction. The first approach is based on meta-analysis and incremental validity analysis research and the main assumption is that general mental ability (GMA) is the best job performance predictor regardless of the occupation. The second approach, referred to as specific validity theory, assumes that job-unique weighting of different specific mental abilities (SMA) is a better predictor of job performance than GMA and occupational context cannot be ignored when job performance is predicted. The validity study of both GMA and SMA as predictors of job performance across different occupational groups (N = 4033, k = 15) was conducted. The results were analyzed by calculating observed validity coefficients and with the use of the incremental validity and the relative importance analysis. The results supports the specific validity theory – SMA proved to be a valid job performance predictor and occupational context moderated GMA validity.

scholarly journals How Much Does Education Improve Intelligence? A Meta-Analysis

2018 ◽  
Vol 29 (8) ◽  
pp. 1358-1369 ◽  
Author(s):  
Stuart J. Ritchie ◽  
Elliot M. Tucker-Drob
Keyword(s):  
Cognitive Abilities ◽  
Meta Analysis ◽  
Effect Sizes ◽  
Data Sets ◽  
Policy Changes ◽  
Compulsory Schooling ◽  
Beneficial Effects ◽  
Regression Discontinuity Designs ◽  
Intelligence Test Scores ◽  
Schooling Policy

Intelligence test scores and educational duration are positively correlated. This correlation could be interpreted in two ways: Students with greater propensity for intelligence go on to complete more education, or a longer education increases intelligence. We meta-analyzed three categories of quasiexperimental studies of educational effects on intelligence: those estimating education-intelligence associations after controlling for earlier intelligence, those using compulsory schooling policy changes as instrumental variables, and those using regression-discontinuity designs on school-entry age cutoffs. Across 142 effect sizes from 42 data sets involving over 600,000 participants, we found consistent evidence for beneficial effects of education on cognitive abilities of approximately 1 to 5 IQ points for an additional year of education. Moderator analyses indicated that the effects persisted across the life span and were present on all broad categories of cognitive ability studied. Education appears to be the most consistent, robust, and durable method yet to be identified for raising intelligence.

scholarly journals The repeatability of cognitive performance: a meta-analysis

2018 ◽  
Vol 373 (1756) ◽  
pp. 20170281 ◽  
Author(s):  
M. Cauchoix ◽  
P. K. Y. Chow ◽  
J. O. van Horik ◽  
C. M. Atance ◽  
E. J. Barbeau ◽  
...  
Keyword(s):  
Individual Differences ◽  
Cognitive Performance ◽  
Cognitive Abilities ◽  
Cognitive Task ◽  
Meta Analysis ◽  
Individual Performance ◽  
Extrinsic Factors ◽  
Widespread Occurrence ◽  
Taxonomic Class ◽  
Vast Literature

Behavioural and cognitive processes play important roles in mediating an individual's interactions with its environment. Yet, while there is a vast literature on repeatable individual differences in behaviour, relatively little is known about the repeatability of cognitive performance. To further our understanding of the evolution of cognition, we gathered 44 studies on individual performance of 25 species across six animal classes and used meta-analysis to assess whether cognitive performance is repeatable. We compared repeatability ( R ) in performance (1) on the same task presented at different times (temporal repeatability), and (2) on different tasks that measured the same putative cognitive ability (contextual repeatability). We also addressed whether R estimates were influenced by seven extrinsic factors (moderators): type of cognitive performance measurement, type of cognitive task, delay between tests, origin of the subjects, experimental context, taxonomic class and publication status. We found support for both temporal and contextual repeatability of cognitive performance, with mean R estimates ranging between 0.15 and 0.28. Repeatability estimates were mostly influenced by the type of cognitive performance measures and publication status. Our findings highlight the widespread occurrence of consistent inter-individual variation in cognition across a range of taxa which, like behaviour, may be associated with fitness outcomes. This article is part of the theme issue ‘Causes and consequences of individual differences in cognitive abilities’.

Empathy and Theory of Mind in Alzheimer’s Disease: A Meta-analysis

2020 ◽  
Vol 26 (10) ◽  
pp. 963-977
Author(s):  
Olivia P. Demichelis ◽  
Sarah P. Coundouris ◽  
Sarah A. Grainger ◽  
Julie D. Henry
Keyword(s):  
Alzheimer’S Disease ◽  
Alzheimer's Disease ◽  
Theory Of Mind ◽  
Cognitive Processing ◽  
Cognitive Abilities ◽  
Social Cognitive ◽  
Meta Analysis ◽  
Cognitive Empathy ◽  
Analytic Review ◽  
Social Cognitive Processing

AbstractObjective:A large literature now shows that Alzheimer’s disease (AD) disrupts a number of social cognitive abilities, including social perceptual function and theory of mind (ToM). However, less well understood is how the specific subcomponents of ToM as well as both the broader and specific subcomponents of empathic processing are affected.Method:The current study provides the first meta-analytic review of AD that focuses on both empathy and ToM as broad constructs, as well as their overlapping (cognitive empathy and affective ToM) and distinct (affective empathy and cognitive ToM) subcomponents.Results:Aggregated across 31 studies, the results revealed that, relative to controls, AD is associated with large-sized deficits in both cognitive ToM (g = 1.09) and affective ToM/cognitive empathy (g = 0.76). However, no statistical differences were found between the AD participants and controls on affective empathic abilities (g = 0.36).Conclusions:These data point to a potentially important disconnect between core aspects of social cognitive processing in people with AD. The practical and theoretical implications of these findings are discussed.

“Why Am I Not Taking Medications?” Barriers and Facilitators of Diabetes Medication Adherence Across Different Health Literacy Levels

2020 ◽  
Vol 30 (14) ◽  
pp. 2331-2342 ◽  
Author(s):  
Yen-Ming Huang ◽  
Kristen E. Pecanac ◽  
Olayinka O. Shiyanbola
Keyword(s):  
Medication Adherence ◽  
Health Literacy ◽  
Diabetes Management ◽  
Daily Routine ◽  
Structured Interviews ◽  
Improve Medication Adherence ◽  
Internal Locus Of Control ◽  
Tailored Interventions ◽  
The Cost

Medication adherence is important for diabetes management. Better knowledge of how patient factors relate to medication adherence allows us to develop more tailored interventions. We explore patients’ perceptions of the barriers to and facilitators of medication adherence across different levels of health literacy. Semi-structured interviews with 23 participants with type 2 diabetes (T2D) were completed, and direct content analysis identified the facilitators of and the barriers to medication adherence through the lens of the Health Literacy Pathway model. Linking medication-taking to daily routine and focusing on the internal locus of control are imperative approaches to fostering self-efficacy of medication use. Understanding patients’ life experiences and clarifying medication misinformation help patients address their concerns with medications. Lowering the cost of medications and simplifying therapy regimens can alleviate participants’ perceived barriers to medication-taking. In this study, we explore medication adherence from the experience of people with T2D and can inform tailored interventions to improve medication adherence.

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