Dissertations / Theses on the topic 'Individual Differences Approach'
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Payne, John. "Anglican clerics in Wales : an individual differences approach." Thesis, Bangor University, 2012. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.573103.
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The study of individual differences is well established in psychology, but has not been extensively applied to clergy. This dissertation identifies seven areas of individual differences relevant to the field of ministry studies and examines each of these areas through two perspectives. The first perspective draws together insight from the wider psychological literature. The second perspective examines new data from a survey conducted among 370 clergy currently serving in the Church in Wales. The study begins by examining the psychological type profile of clergy, drawing on Jung's model of psychological type and using the Francis Psychological Type Scales. Second, the study examines the work-related psychological health of clergy, drawing on the balanced affect model of wellbeing and using the Satisfaction in Ministry Scale and the Scale of Emotional Exhaustion in Ministry. Third, the study examines the preferred ministry styles exercised by clergy using the Payne Index of Ministry Styles. Fourth, the study examines the Emotional Intelligence of clergy using the Schutte Emotional Intelligence Scale. Fifth, the study examines the diurnal rhythms displayed by clergy using the Francis Owl Lark Index. Sixth, the study assesses the personality of clergy using the three dimensional model of personality developed by Eysenck. Finally, the study examines the ministry lifestyle modelled by clergy, using a new instrument developed for this survey.
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Armenis, Damien C. "Risky financial decision-making : an individual differences approach /." [St. Lucia, Qld.], 2002. http://www.library.uq.edu.au/pdfserve.php?image=thesisabs/absthe16836.pdf.
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Shulman, Tirza Elana. "Individual differences in cognitive performance : an affect regulatory approach /." Search for this dissertation online, 2006. http://www.lib.umi.com/cr/ksu/main.
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Capon, Alison Jayne. "Working memory and human reasoning : an individual differences approach." Thesis, University of Plymouth, 2000. http://hdl.handle.net/10026.1/348.
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Experiments 1-3 investigated the relationship between working memory and syllogistic and five-ten-n series spatial inference. A secondary aim was to replicate the findings of Shah and Miyake (1996) who suggested the use of separate central resources of working memory for spatial and verbal ability. The correlational analysis showed that the complex verbal and spatial working memory span tasks were associated together and consistently predicted reasoning performance in both verbal and visual modalities. The confirmatory factor analysis showed that three factors best accounted for the data -a verbal, a spatial, and a general resource. All the span tasks and most of the reasoning tasks significantly and consistently loaded the general factor. Experiments 4-6 investigated the relationship between working memory and a range of reasoning tasks - identified as either propositional. spatial, or quantifiable tasks. These experiments were based on the work of Stanovich and West (1998) who found that a range of reasoning tasks were predicted by cognitive ability and a reasoner's thinking style. The correlational anaylsis showed that the complex verbal and spatial working memory span tasks were associated together and consistently predicted reasoning perforinance. Two clusters of reasoning task emerged from the correlational analysis - one cluster related to the propositional and simple spatial reasoning tasks, whilst the other related to the quantifiable and complex spatial reasoning tasks. The confin-natory factor analysis showed that four factors best accounted for the data -a verbal, a spatial, a general, and a thinking style resource. All the span tasks and the reasoning tasks loaded the general factor, and most of the reasoning tasks further loaded the thinking disposition factor. These results are discussed in light of models of workino memory, theories of reasoning, and how to best characterise factor 3 (executive function) and factor 4 (thinking style) from tile factor analysis.
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Monaghan, Padraic. "Representation and strategy in reasoning : an individual differences approach." Thesis, University of Edinburgh, 2000. http://hdl.handle.net/1842/15418.
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Individual differences in reasoning have been observed in a wide variety of tasks. Descriptions of the variation in response have been framed in terms of use of different strategies that invoke different representations. This thesis argues that in order to convert descriptions into explanations of performance it is necessary to compare and combine psychometric accounts with computational accounts of the processes underlying representation selection and use. Descriptions of strategies, representations and algorithms and their inter-relationships are necessary for a full account of reasoning behaviour. Two large-scale studies of deductive reasoning are presented to illustrate this approach in action, and the inadequacy of accounts that do not provide accounts at all these levels. The first compares two theoretically motivated methods for solving categorical syllogisms, the second study assesses learning from and learning within a multimodal logic course called Hyperproof. These studies are compared to measures of spatial ability, field-independence/dependence, and serial/holist learning style. The interaction of students' styles of learning with different presentations of information generalises across the domains. This generality is best expressed when psychometric and computational accounts of reasoning are consolidated.
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Williams, Emyr. "The social capital of cathedral congregations : an individual differences approach." Thesis, Bangor University, 2008. https://research.bangor.ac.uk/portal/en/theses/the-social-capital-of-cathedral-congregations--an-individual-differences-approach(1f24c82b-eebb-43e2-a8b0-65034777951e).html.
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Saville, Christopher W. N. "Individual differences in reaction time variability : A combined psychometric and electroencephalographic approach." Thesis, Bangor University, 2010. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.529751.
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Dum, Mariam. "A Longitudinal Approach to Understanding Individual Differences Affecting the Drinking Behavior Change Process." Diss., NSUWorks, 2009. https://nsuworks.nova.edu/cps_stuetd/27.
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Most studies examining predictors of treatment outcomes among problem drinkers have used a traditional statistical approach that examines group outcomes (e.g. analysis of variance, multiple regression analysis). Contrary to traditional methods, a person-centered approach identifies commonalities among clusters of individuals and provides the opportunity to examine the relationship between multiple individual differences and outcomes in a longitudinal manner. Specifically, the person-centered approach makes it possible to cluster individuals into subgroups based on their change patterns, and to examine the relationship between those subgroups and other variables of interest (e.g., drinking problem severity). This approach allows the inclusion of a relatively large number of variables to test complex hypotheses. The present study is a secondary data analysis of early (first three-month) Timeline Followback (TLFB) post-treatment drinking data from 200 problem drinkers who completed a short outpatient intervention. Using a growth mixture modeling (GMM) analysis, the goal was to identify different outcome drinking trajectories and examine the relationship between problem severity levels, treatment modality (i.e. individual versus group format), and goal choice (i.e. low-risk drinking versus abstinence) to those trajectories. Results demonstrated the existence of different outcome subgroups among problem drinkers. In addition, problem severity level was associated with outcomes and class membership. Observed significant differences in the relationships between predictor variables and specific outcome subgroups, and evidence of different drinking fluctuation patterns in the outcomes suggest that using a person-centered approach adds value beyond traditional statistical outcome analyses. The person-centered approach can facilitate the identification of relevant variables for patient-treatment matching hypotheses for problem drinkers.
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Gershenoff, Amy Beth. "Individual Differences and Leader Emergence in a Transformational Context: An Examination of Person and Process." Diss., Virginia Tech, 2003. http://hdl.handle.net/10919/27559.
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The primary purpose of this research was to extend current knowledge of the individual differences that are traditionally associated with leadership emergence and to determine whether the individuals characterized by individual differences attributed to transformational leaders were also likely to emerge as a leader in a leaderless group. Leadership behaviors and followersâ perceptions of emergent leadership of individuals with Ross and Offermannâ s (1997) enabling and forceful personality patterns were examined in an emergence setting that facilitates transformational leadership. A secondary purpose of this research was to further our knowledge of the process of leadership. The leadership process defined by Lord and his associates (Lord, Fot & Phillips, 1982; Lord, Foti & DeVader., 1984) was expanded to include relevant elements of Mischelâ s theory of personality (Mischel, 1999). The contextual influence of the task situation and feedback from others were examined. Individuals did not differ on transformational leadership behavior, but forceful individuals did exhibit a greater proportion of initiating structure behaviors than other individuals and were rated highest on leadership. In addition, there was no evidence of changes in the leadership process due to feedback based on the perceptions of others. Limitations and implications for future research are discussed.Ph. D.
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Martin, Jessie D. "Cognitive control and prospective memory performance: A mediation approach." Thesis, Georgia Institute of Technology, 2015. http://hdl.handle.net/1853/54324.
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The majority of memory research, and research on its cognitive underpinnings has thus far focused on retrospective memory, or memory for things learned or rehearsed in the past. More recently, however, prospective memory, or the memory for future intentions, has become a major area of research. It is theorized that prospective and retrospective memory may both rely on similar constituent parts such as working memory and selective attention; the relationship between these constructs and prospective memory is, however, significantly less clear than for retrospective memory. In this study we sought to further clarify the role that cognitive process play in prospective memory performance using an SEM approach that included monitoring as a mediating variable in addition to focal, non-focal, and time-based prospective memory task condition. Results suggest a monitoring component is important in both focal and non-focal conditions, and that the type of monitoring observed in this study is related primarily to proactive interference, and reflects participants’ ability to disengage from no longer relevant stimuli¬¬¬.
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Trottier, Haley C. "THE EFFECT OF SPEECH THERAPIST PRESENTATION STYLE ON RATINGS OF SATISFACTION WITH THERAPIST AND LIKELY ADHERENCE TO TREATMENT." Ohio University Honors Tutorial College / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=ouhonors1461332893.
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LaBuda, Jessica E. "Accuracy in Perceptions of Partner Sacrifice Motives: An Examination of Individual Differences and Daily Outcomes." Kent State University / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=kent155609593349748.
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Ambrósio, Natália Fontes Alves. "Processo adaptativo em aprendizagem motora: um estudo centrado nas diferenças individuais do desempenho da fase de estabilização e adaptação." Universidade de São Paulo, 2014. http://www.teses.usp.br/teses/disponiveis/39/39132/tde-28052014-101245/.
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O presente estudo teve como objetivo investigar a associação da trajetória e do nível de estabilização ao final da fase de estabilização no desempenho da fase de adaptação. Participaram do experimento cem sujeitos de ambos os sexos, entre 10 e 12 anos de idade. Os sujeitos realizaram uma tarefa seriada de rastreamento de sinais luminosos. O experimento constou de duas fases: estabilização (120 tentativas) e adaptação (40 tentativas). Para a fase de estabilização foi utilizada uma sequência de 5 estímulos (4-2-5-3-1) com intervalo de 800 ms entre os mesmos. Para a fase de adaptação foram alterados: o intervalo entre os estímulos (700 ms) e a ordem dos estímulos (4-2-5-1-3). As variáveis do estudo foram: a) nível de estabilização alcançado ao final da fase de estabilização, b) trajetória do desempenho individual na fase de estabilização, e c) trajetória do desempenho individual na fase de adaptação. As análises estatísticas constaram de: análise de variância não paramétrica de Friedman - para detectar as diferenças no desempenho entre os blocos de tentativas; análise de cluster - para agregar os sujeitos com desempenho semelhante tanto na fase de estabilização (final e trajetória) quanto de adaptação (trajetória); análise de correlação por meio do coeficiente de contingência - para analisar a relação entre o desempenho na adaptação e os níveis de estabilização (final e trajetória). A análise com todos os sujeitos indicou: a) melhora do desempenho a partir de 50 tentativas de prática e manutenção do novo nível de desempenho ao longo da fase de estabilização e b) com a modificação na tarefa o desempenho diminuiu, mas voltou aos mesmos patamares do final da estabilização após 30 tentativas. A partir da análise de cluster os participantes foram agrupados em 6 subgrupos para o nível de estabilização final (CO-C; 1AO; 1A-2AO; 2A-3AO; 3A; 4A-5A) e 2 subgrupos para as trajetórias ao longo da fase de estabilização (C-1A; 1A-5A). Os níveis de estabilização final e da trajetória ao longo da estabilização apresentaram-se associados ao desempenho da fase de adaptação. Mais especificamente, foi observado que o subgrupo com trajetórias apenas com respostas corretas ao longo da fase de estabilização manteve o mesmo nível de desempenho na fase de adaptação. No subgrupo com trajetórias com respostas antecipatórias ao longo da fase de estabilização, 60% dos sujeitos mantiveram o mesmo nível de desempenho na fase de adaptação e os demais apresentaram trajetórias com respostas predominantemente corretas. Além disso, considerando o nível de estabilização ao final da fase de estabilização, os resultados permitiram discutir que é necessário alcançar pelo menos três respostas antecipatórias na sequência para apresentar respostas antecipatórias na adaptação, pois os subgrupos com menos de 3RA na composição das suas sequências apresentaram apenas respostas corretas na adaptação. Com base nestes resultados, pode-se inferir que parte da heterogeneidade do desempenho apresentado na fase de adaptação esta associado às diferenças individuais, visto que sujeitos submetidos ao mesmo regime de prática apresentaram comportamentos díspares ao longo da fase de estabilização e adaptaçãoThe present study aimed to investigate the association of the trajectory and the level stabilization at the end of the stabilization phase on the performance of the adaptation phase. A hundred subjects of both gender, between 10 and 12 years old, participated in the experiment. Subjects performed a serial tracking task light signals. The experiment consisted of two phases: stabilization (120 trials) and adaptation (40 trials). For the stabilization phase a 5 stimulus sequence (4-2-5-3-1) with an interval of 800 ms between them. For the adaptation phase were changed: the interval between stimulus (700 ms) and order of stimulus (4-2-5-1-3). The variables of the study were: a) stabilization level reached at the end of the stabilization phase, b) trajectory of individual performance in the stabilization phase. These variables were based on results in the stabilization phase. Statistical analyzes consisted of: non-parametric analysis of variance Friedman - to detect differences in performance between blocks of trials, cluster analysis - to aggregate the subjects with similar performance both in the stabilization phase (final and trajectory) and adaptation (trajectory); correlation analysis through contingency coefficient - to examine the relationship between performance in adaptation and the stabilization levels (final and trajectory). The analysis with all subjects showed: a) performance improvement from 50 trials of practice and maintain the new level of performance throughout the stabilization phase and b) with changes in the task performance decreased, but returned to the same levels as the end of the stabilization after 30 attempts. From the cluster analysis participants were grouped into 6 subgroups for final stabilization level (CO-C; 1AO; 1A-2AO; 3AO-2A, 3A, 4A, 5A), and 2 subgroups for trajectories along the stabilization phase (C-1A, 1A-5A). Final stabilization level and trajectory along the stabilization presented themselves associated with the performance in the adaptation phase. More specifically, it was observed that the subgroup trajectory with only correct answers along the stabilization phase showed no change in performance in adaptation phase. In the subgroup trajectories with only anticipatory answers along the stabilization phase, maintained the same level of performance in the adaptation phase and the others presented trajectories with correct answers. Moreover, considering the level of stabilization at the end of the stabilization phase, the results allowed to discuss that is needed to achieve at least three anticipatory responses in the sequence to display anticipatory responses in adaptation, because the subgroups under 3RA in the composition of their sequences showed only correct responses in adaptation. Based on these results, can be inferred that some of the heterogeneity of performance presented in the adaptation phase is associated with the individual differences, whereas subjects submitted to the same practice regimen showed disparate behaviors during the stabilization and adaptation phase
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Gonthier, Corentin. "Cognitive control in working memory : an individual differences approach based on the Dual Mechanisms of Control framework." Thesis, Grenoble, 2014. http://www.theses.fr/2014GRENS035/document.
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La mémoire de travail et le contrôle cognitif sont des construits proches ; on suppose généralement qu'une forte capacité en mémoire de travail est associée à un contrôle cognitif efficace. Cette hypothèse a des implications importantes pour la cognition humaine et apporte une explication élégante à la corrélation fréquemment reportée entre mémoire de travail et intelligence fluide. En revanche, les difficultés d'opérationnalisation et de mesure du contrôle cognitif rendent l'hypothèse difficile à tester. Un modèle récent du contrôle cognitif, le modèle à Deux Mécanismes de Contrôle (DMC), offre une solution à ce problème : ce modèle propose l'existence de deux mécanismes de contrôle cognitif distincts et permet de les opérationnaliser de façon efficace. La littérature prédit que l'un de ces deux mécanismes, le contrôle proactif, devrait être lié à la mémoire de travail. L'objectif de cette thèse était de tester l'existence d'une relation entre les différences inter-individuelles en mémoire de travail et la tendance à mettre en place un mécanisme de contrôle proactif. Cette relation a été testée sous quatre axes de travail : 1) en utilisant de nouveaux paradigmes expérimentaux pour mesurer la tendance à utiliser le contrôle proactif, 2) grâce à des tâches classiques de contrôle cognitif choisies pour leur sensibilité au contrôle proactif, 3) à travers une approche par imagerie cérébrale incluant électro-encéphalographie et imagerie par résonance magnétique fonctionnelle, et 4) en tant que facteur explicatif de la relation entre mémoire de travail et intelligence fluide. Dans l'ensemble, nos résultats n'ont pas permis de soutenir l'idée que la capacité en mémoire de travail est directement liée à la tendance à utiliser un mécanisme de contrôle proactif ; les données suggèrent plutôt un avantage général en faveur des participants à forte capacité en mémoire de travail dans toutes les situationsThe constructs of working memory and cognitive control are conceptually close; a high working memory capacity is hypothesized to be associated with an efficient cognitive control. This hypothetical association has large implications for human cognition and provides an elegant explanation for the frequently reported relationship between working memory capacity and fluid intelligence. However, the difficulty in operationalizing and measuring cognitive control makes this hypothesis hard to test. One model of cognitive control, the Dual Mechanisms of Control (DMC) framework, constitutes a possible solution to this problem: the model proposes two distinct mechanisms of cognitive control which can be efficiently operationalized and studied. There is reason to believe that one of these two mechanisms, proactive control, is specifically related to working memory capacity. The objective of the present research work was to assess the relationship between individual differences in working memory capacity and the tendency to use proactive control. This relationship was tested in four steps: 1) by using innovative measures of the tendency to use proactive control, based on newly developed paradigms, 2) with classic cognitive control tasks sensitive to proactive control, 3) with a neuroimaging approach using electro-encephalography and functional magnetic resonance imaging, and 4) by testing whether the use of proactive control explains the relationship between working memory and fluid intelligence. Overall, our results did not support the idea that working memory capacity is uniquely related to the tendency to use proactive control; the data were more consistent with a general advantage of participants with a high working memory capacity in all situations
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Hawes, Janelle M. "Within-Individual Differences in Offending from Adolescence to Young Adulthood: A Modified Theoretical Approach to Understanding Academic Achievement and Delinquency." Bowling Green State University / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1460183708.
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Whitsett, Donna D. "Identifying the distress cues social-support providers use when making support-relevant judgments : a highly-repeated within-subjects approach /." Thesis, Connect to this title online; UW restricted, 2007. http://hdl.handle.net/1773/9089.
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Tarhini, Ali. "The effects of individual-level culture and demographic characteristics on e-learning acceptance in Lebanon and England : a structural equation modeling approach." Thesis, Brunel University, 2013. http://bura.brunel.ac.uk/handle/2438/11247.
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Due to the rapid growth of Internet technology, universities and higher educational institutions around the world are investing heavily in web-based learning systems to support their traditional teaching and to improve their students’ learning experience and performance. However, the success of an e-learning system depends on the understanding of certain antecedent factors that influence the students’ acceptance and usage of such e-learning systems. Previous research indicates that technology acceptance models and theories may not be applicable to all cultures as most of them have been developed in the context of developed countries and particularly in the U.S. So far little research has investigated the important role that social, cultural, organizational and individual factors may play in the use and adoption of the e-learning systems in the context of developing countries and more specifically there is almost absence of this type of research in Lebanon. This study aims to fill this gap by developing and testing an amalgamated conceptual framework based on Technology Acceptance Model (TAM) and other models from social psychology, such as Unified Theory of Acceptance and Use of Technology (UTAUT) and TAM2 that captures the salient factors influencing the user adoption and acceptance of web-based learning systems. This framework has been applied to the study of higher educational institutions in the context of developing as well as developed countries (e.g. Lebanon and UK). Additionally, the framework investigates the moderating effect of Hofstede’s four cultural dimensions at the individual level and a set of individual differences on the key determinants that affect the behavioural intention to use e-learning. A total of 1197 questionnaires were received from students who were using web-based learning systems at higher educational institutions in Lebanon and the UK with opposite scores on cultural dimensions. Confirmatory Factor Analysis (CFA) was used to perform reliability and validity checks, and Structural Equation Modeling (SEM) in conjunction with multi-group analysis method was used to test the hypothesized conceptual model. As hypothesized, the findings of this study revealed that perceived usefulness (PU), perceived ease of use (PEOU), subjective norms (SN), perceived quality of work Life (QWL), self-efficacy (SE) and facilitating conditions (FC) to be significant determinants of behavioural intentions and usage of e-learning system for the Lebanese and British students. QWL; the newly added variable; was found the most important factor in explaining the causal process in the model for both samples. Our findings proved that there are differences between Lebanese and British students in terms of PEOU, SE, SN, QWL, FC and AU; however no differences were detected in terms of PU and BI. The results of the MGA show that cultural dimensions as well as demographic factors had a partially moderated effect on user acceptance of e-learning. Overall, the proposed model achieves acceptable fit and explains for 68% of the British sample and 57% of the Lebanese sample of its variance which is higher than that of the original TAM. Our findings suggest that individual, social, cultural and organisational factors are important to consider in explaining students’ behavioural intention and usage of e-learning environments. The findings of this research contribute to the literature by validating and supporting the applicability of our extended TAM in the Lebanese and British contexts and provide several prominent implications to both theory and practice on the individual, organizational and societal levels.
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Harding, Eleanor Elizabeth [Verfasser], Sonja Akademischer Betreuer] Kotz, and Daniela [Akademischer Betreuer] [Sammler. "Neurocognitive entrainment to meter influences syntactic comprehension in music and language : an individual-differences approach / Eleanor Elizabeth Harding ; Sonja Kotz, Daniela Sammler." Potsdam : Universität Potsdam, 2016. http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-102258.
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Harding, Eleanor Elizabeth [Verfasser], Sonja [Akademischer Betreuer] Kotz, and Daniela [Akademischer Betreuer] Sammler. "Neurocognitive entrainment to meter influences syntactic comprehension in music and language : an individual-differences approach / Eleanor Elizabeth Harding ; Sonja Kotz, Daniela Sammler." Potsdam : Universität Potsdam, 2016. http://d-nb.info/1218401303/34.
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Rodríguez-Villagra, Odir Antonio Verfasser], and Reinhold [Akademischer Betreuer] [Kliegl. "Inhibition, attentional control, and causes of forgetting in working memory: a formal approach : experimental effects, age differences, and individual differences in working memory capacity / Odir Antonio Rodríguez-Villagra ; Betreuer: Reinhold Kliegl." Potsdam : Universität Potsdam, 2013. http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-76434.
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Rodríguez-Villagra, Odir Antonio [Verfasser], and Reinhold [Akademischer Betreuer] Kliegl. "Inhibition, attentional control, and causes of forgetting in working memory: a formal approach : experimental effects, age differences, and individual differences in working memory capacity / Odir Antonio Rodríguez-Villagra ; Betreuer: Reinhold Kliegl." Potsdam : Universität Potsdam, 2013. http://d-nb.info/1218399368/34.
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Vigentini, Lorenzo. "From learning to e-learning : mining educational data : a novel, data-driven approach to evaluate individual differences in students' interaction with learning technology." Thesis, University of Edinburgh, 2010. http://hdl.handle.net/1842/5532.
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In recent years, learning technology has become a very important addition to the toolkit of instructors at any level of education and training. Not only offered as a substitute in distance education, but often complementing traditional delivery methods, e-learning is considered an important component of modern pedagogy. Particularly in the last decade, learning technology has seen a very rapid growth following the large-scale development and deployment of e-learning financed by both Governments and commercial enterprises. These turned e-learning into one of the most profitable sectors of the new century, especially in recession times when education and retraining have become even more important and a need to maximise resources is forced by the need for savings. Interestingly, however, evaluation of e-learning has been primarily based on the consideration of users’ satisfaction and usability metrics (i.e. system engineering perspective) or on the outcomes of learning (i.e. gains in grades/task performance). Both of these are too narrow to provide a reliable effect of the real impact of learning technology on the learning processes and lead to inconsistent findings. The key purpose of this thesis is to propose a novel, data-driven framework and methodology to understand the effect of e-learning by evaluating the utility and effectiveness of e-learning systems in the context of higher education, and specifically, in the teaching of psychology courses. The concept of learning is limited to its relevance for students’ learning in courses taught using a mixture of traditional methods and online tools tailored to enhance teaching. The scope of elearning is intended in a blended method of delivery of teaching. A large sample of over 2000 students taking psychology courses in year 1 and year 2 was considered over a span of 5 five years, also providing the scope for the analysis of some longitudinal sub-samples. The analysis is accomplished using a psychologically grounded approach to evaluation, partially informed by a cognitive/ behavioural perspective (online usage) and a differential perspective (measures of cognitive and learning styles). Relations between behaviours, styles and academic performance are also considered, giving an insight and a direct comparison with existing literature. The methodology adopted draws heavily from data mining techniques to provide a rich characterisation of students/users in this particular context from the combination of three types of metrics: cognitive and learning styles, online usage and academic performance. Four different instruments are used to characterise styles: ASSIST (Approaches to learning, Entwistle), CSI (Cognitive Styles Inventory, Allinson & Hayes), TSI (Thinking Styles Inventory and the mental self-government theory, Sternberg) and VICS-WA (Verbal/Imager and Wholistc/Analytic Cognitive style, Riding, Peterson) which were intentionally selected to provide a varied set of tools. Online usage, spanning over the entire academic year for each student, is analysed applying web usage mining (WUM) techniques and is observed through different layers of interpretation accounting for behaviours from the single clicks to a student’s intentions in a single session. Academic performance was collated from the students’ records giving an insight in the end-of-year grades, but also into specific coursework submissions during the whole academic year allowing for a temporal matching of online use and assessment. The varied metrics used and data mining techniques applied provide a novel evaluation framework based on a rich profile of the learner, which in turn offers a valuable alternative to regression methods as a mean to interpret relations between metrics. Patterns emerging from styles and the way online material is used over time, proved to be valuable in discriminating differences in academic performance and useful in this context to identify significant group differences in both usage and academic performance. As a result, the understanding of the relations between e-learning usage, styles and academic performance has important practical implications to enhance students’ learning experience, in the automation of learning systems and to inform policymakers of the effects of learning technology has from a user and learner-centred approach to learning and studying. The success of the application of data mining methods offers an excellent starting point to explore further a data-driven approach to evaluation, support informed design processes of e-learning and to deliver suitable interventions to ensure better learning outcomes and provide an efficient system for institutions and organization to maximise the impact of learning technology for teaching and training.
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Sander, Nicolas [Verfasser]. "Inhibitory and executive functions in cognitive psychology: : An individual differences approach examining structure and overlap with working memory capacity and intelligence / Nicolas Sander." Aachen : Shaker, 2005. http://d-nb.info/1186588276/34.
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Chapman, Sarah C. E. "A cognitive approach to irritable bowel syndrome." Thesis, University of Oxford, 2012. http://ora.ox.ac.uk/objects/uuid:4f02e46b-9b50-46a3-8918-d88efe2f3426.
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Within this thesis the role of cognitive processes in irritable bowel syndrome (IBS) will be examined. A systematic review and meta-analysis of the rate of psychiatric comorbidity in IBS participants, relative to controls, was performed. Evidence supported heightened rates of psychiatric disorder. A novel hypothesis regarding overlapping cognitive vulnerability to IBS and psychiatric disorders was found to fit well with the pattern of comorbidity. Competing hypotheses and the potential moderators were examined. Overall, no single model of psychiatric morbidity in IBS could fully account for the results of the meta-analysis. The implications of this meta-analysis for a cognitive approach to IBS are discussed. Cognitive processes were directly investigated in two experiments. First, in a modified exogenous cueing task, which assessed attention to pain words, there was faster orienting towards, and engagement with pain words in IBS participants relative to controls. Next, participants completed a primed lexical decision task, which indexed interpretation biases by measuring response times to targets after ambiguous illness primes. Relative to controls, IBS participants’ responses were slower to target words presented after ambiguous illness primes, and demonstrated priming for targets related to the neutral meaning of the illness prime. In the second study, different IBS and healthy control participants completed an internet-based survey of autobiographical memory. Participants described and rated painful and emotional autobiographical events. IBS participants reported pain memories from a more observer perspective relative to controls, suggesting a possible coping strategy for pain content. Finally, three cognitive styles, alexithymia, rumination and self-blame, were evaluated using existing and novel self-report measures. Overall, when compared with healthy participants, IBS participants reported: less difficulty identifying feelings as indexed by the alexithymia measure; increased pain-focused rumination; and a general, negative self-blame. These results may imply a vigilance-avoidance model of cognitive processing in IBS.
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Trippas, Dries. "Motivated reasoning and response bias : a signal detection approach." Thesis, University of Plymouth, 2013. http://hdl.handle.net/10026.1/2853.
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The aim of this dissertation was to address a theoretical debate on belief bias. Belief bias is the tendency for people to be influenced by their prior beliefs when engaged in deductive reasoning. Deduction is the act of drawing necessary conclusions from premises which are meant to be assumed as true. Given that the logical validity of an argument is independent of its content, being influenced by your prior beliefs in such content is considered a bias. Traditional theories posit there are two belief bias components. Motivated reasoning is the tendency to reason better for arguments with unbelievable conclusions relative to arguments with believable conclusions. Response bias is the tendency to accept believable arguments and to reject unbelievable arguments. Dube et al. (2010) pointed out critical methodological problems that undermine evidence for traditional theories. Using signal detection theory (SDT), they found evidence for response bias only. We adopted the SDT method to compare the viability of the traditional and the response bias accounts. In Chapter 1 the relevant literature is reviewed. In Chapter 2 four experiments which employed a novel SDT-based forced choice reasoning method are presented, showing evidence compatible with motivated reasoning. In Chapter 3 four experiments which used the receiver operating characteristic (ROC) method are presented. Crucially, cognitive ability turned out to be linked to motivated reasoning. In Chapter 4 three experiments are presented in which we investigated the impact of cognitive ability and analytic cognitive style on belief bias, concluding that cognitive style mediated the effects of cognitive ability on motivated reasoning. In Chapter 5 we discuss our findings in light of a novel individual differences account of belief bias. We conclude that using the appropriate measurement method and taking individual differences into account are two key elements to furthering our understanding of belief bias, human reasoning, and cognitive psychology in general.
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Amdahl, Per, and Per Chaikiat. "Personas as Drivers : - an alternative approach for creating scenarios for ADAS evaluation." Thesis, Linköping University, Department of Computer and Information Science, 2007. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-8621.
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Research and development on vehicle safety has lately started to direct its focus towards how to actively support the driver and make it easier for her to drive safely through letting Advanced Driver Assistance Systems (ADAS) have effect on how the driver interacts with the vehicle and the surrounding traffic. This requires research on both how the driver and vehicle perform in different situations, in terms of psychology, cognition and individual differences. In addition, physical limitations and requirements of the driver and the vehicle must be taken into account. Therefore scenarios for evaluation of these systems are required. In the area of user-centered design a rather new method, Personas, is being adopted. This thesis tries to explore if the Persona method is a viable tool for creating scenarios for such evaluations. Experiences after completing this work imply that personas indeed is a viable way to include aspects and raise issues concerning individual variability and situational context in ADAS scenarios.
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Frank, Erika. "A STATISTICAL APPROACH FOR IDENTIFICATION OF CHEMICAL GROUPINGS OF ELEMENTS IN SWEDISH ROCKS WITH SPECIAL FOCUS ON ARSENIC AND SULPHUR." Thesis, Uppsala universitet, Statistiska institutionen, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-447527.
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Groundwater analyses have revealed high concentrations of the toxic element arsenic around Stockholm and Mälardalen, a problem that often is linked to high levels of arsenic in the bedrock and which could be escalated by the many construction projects in the same region. However, it is unknown what part of the bedrock is causing the contamination. The aim of this thesis is to identify the chemical elements that associate with arsenic and study how the rock types differ in their content of elements and compounds. The highest median concentration of arsenic is found in quartz-feltspar-rich sedimentary rock, while intrusive rock types reveal the lowest levels. Using cluster analysis, arsenic is placed in a group including nine other elements, to which the strongest correlations are found with antimony, bismuth and silver. A moderate correlation with sulphur is also observed. The associations between groupings of elements are analysed using measures of dependence, which reveal relatively strong associations. Dimension reduction and ordination techniques provide further insight to the typical appearances of elements and reveal two groups of similar rock types.
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Lewandowski, Clare Marie. "The effects of guided imagery on mood and anxiety: An examination of individual difference." OpenSIUC, 2011. https://opensiuc.lib.siu.edu/theses/751.
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Guided imagery, a therapeutic technique in which a healer directs an individual to visualize a scene or sensations, has existed for millennia and is often used within healthcare settings today. A small, though growing number of studies among clinical samples demonstrate that guided imagery produces positive effects such as decreased pain and anxiety. Few studies have dismantled this intervention in order to isolate its active ingredients, and even fewer studies have determined for whom this intervention works. The current study sought to address these gaps in the literature by examining the effects of guided imagery on mood and anxiety among a college sample. The effects of a single session of non-directive guided imagery were examined through a repeated measures, pre-test post-test design with three experimental conditions. Multivariate analysis of data from 107 adults showed that following a distress induction, guided imagery significantly decreased anxiety and negative affect. However, guided imagery did not produce significantly greater changes in mood and anxiety than quiet rest or attention control conditions as hypothesized. Individual difference variables hypothesized as moderators (trait absorption, imagery vividness, imagery control) did not predict outcome; however, self-reported engagement in the experimental conditions predicted magnitude of change in outcome. The discussion outlines potential reasons for these unique findings as well as clinical implications and future directions for research.
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Clow, Kimberley A. "Developing group stereotypes from descriptions of group members, an individual difference approach." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/tape15/PQDD_0004/MQ30783.pdf.
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Luno, Dasen. "Exploration of the recency effect using individual difference and correlational approaches." Case Western Reserve University School of Graduate Studies / OhioLINK, 1993. http://rave.ohiolink.edu/etdc/view?acc_num=case1056646937.
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McLundie, Mairghread. "Beyond the formal/concrete axis : a study of individual difference in approach to design practices." Thesis, University of Glasgow, 2006. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.426538.
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Glas, Ludivine. "Développement du lexique précoce chez des enfants français monolingues : analyse des différences inter-individuelles via des approches complémentaires et une prise en compte des contextes de production." Thesis, Lyon, 2019. http://www.theses.fr/2019LYSE2098.
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L’acquisition du lexique précoce est très importante dans le développement du langage dans la mesure où les mots sont constitutifs des énoncés signifiants de l’enfant mais également car leur développement préfigure dans une certaine mesure les habiletés langagières ultérieures. Il est aujourd’hui admis que l’acquisition du lexique se fait sur la base d’étapes communes mais au sein desquelles il existe de fortes variations inter-individuelles, qui selon les chercheurs seraient d’ordre linguistiques, sociales ou idiosyncrasiques. Cependant, il reste encore des zones d’ombre, notamment sur l’influence possible des méthodes d’évaluation sur les résultats ; et malgré le fait que certains chercheurs conseillent l’utilisation conjointe de plusieurs méthodes de collecte pour éviter cette influence liée à la méthodologie, cette préconisation est peu suivie.Cette thèse vise à étudier les trajectoires développementales du lexique en production et leurs variations selon les enfants ; plus spécifiquement, il s’agit de montrer l’apport de méthodes complémentaires et l’importance de l’exploration du contexte de production des mots lors des observations spontanées en milieu naturel pour mieux interpréter les différences inter-individuelles.Des questionnaires parentaux ont été remplis pour 10 enfants français monolingues de 8;16 à 32;27 mois, que nous avons régulièrement filmé en milieu naturel (corpus TOTAL). Globalement, le développement et la composition du vocabulaire des 10 enfants évalués par l’IFDC suivent les tendances observées dans la littérature. Nous nous sommes ensuite focalisés sur 4 de ces enfants pour les stades linguistiques 15-25 ; 50 ; 70-120 mots (corpus CIBLÉ). L’utilisation des deux méthodes – questionnaires parentaux et données spontanées – a permis d’évaluer le développement lexical de manière plus fiable et complète, les avantages d’une méthode permettant de combler les limites de l’autre. Afin de mieux comprendre les divergences de certains résultats entre ces deux méthodes, nous avons poursuivi nos investigations sur les données spontanées des 4 enfants en examinant les contextes situationnels et interactionnels. Nous avons défini et catégorisé les situations présentes dans les enregistrements du corpus TOTAL. Une variation dans les durées de ces diverses situations a été trouvée entre stades linguistiques et entre enfants du corpus CIBLÉ. Des analyses croisées sur la production du vocabulaire en fonction des situations ont permis de réinterpréter les différences inter-individuelles des 4 enfants du corpus CIBLÉ. Par exemple, il est apparu que les deux enfants dont les effectifs de mots sont les moins élevés au niveau des données spontanées ont été davantage filmés en situation ludique solitaire ; situation où les analyses révèlent que le nombre d’unités lexicales produites est le plus faible. Ensuite, un autre travail a consisté à décrire le contexte interactionnel et plus précisément à comprendre les implications des enfants dans les échanges interactionnels. Beaucoup de différences inter-individuelles sont apparues, dont certaines nous permettent de clarifier les données des enfants. Ainsi, chaque analyse apporte des informations complémentaires – du vocabulaire estimé des questionnaires parentaux, au vocabulaire en usage enregistré en milieu naturel. En dépit du nombre restreint d’enfants qui composent cet échantillon, ces résultats encouragent l’utilisation de méthodes complémentaires. L’analyse des contextes situationnels et interactionnels nous semble aussi cruciale pour comprendre les mesures lexicales des enfants et mieux interpréter les différences intra et inter-individuellesThe acquisition of early lexicon is very important for the development of language considering that it is the early lexicon that builds infants’ first significant utterances and that it prefigures to a certain extent infants’ future language skills. It is well established that lexical acquisition presents common developmental trends and milestones, nevertheless a great amount of individual variation exists. This variation comes from linguistic, social and/or idiosyncratic factors. Further research should be done to investigate the possible influence of evaluation procedures on the results. Although the use of a complementary approach could limit this bias, it has rarely been used in lexical acquisition research. This work aims at describing not only the common developmental trajectories of early lexicon in French monolingual children, but also the inter-individual differences. More specifically, we want to show the importance of applying a complementary approach and of exploring word production during spontaneous interactions in real-life settings to better interpret inter-individual differences. The parents of 10 French monolingual children aged from 8;16 to 32;27 months filled out a questionnaire (IFDC) regarding their child’s vocabulary. The same children were video-recorded at home (corpus TOTAL). Overall, the development and the composition of individual lexicon, evaluated through the IFDC, follow the trends already reported in the literature. As for the spontaneous vocabulary, we focused our study on 4 children at the 15-52; 50; 70-120 word linguistic stages (corpus CIBLÉ). The integration of two complementary approaches, i.e. parental questionnaires and spontaneous observations, proved to be efficient and allowed us to reliably evaluate the lexical development and to avoid the bias linked to the use of a single method. To better understand the results variations between the two methods, we explored the situational and interactional context on the corpus CIBLÉ. We defined and categorized the different situations in the corpus TOTAL, then we focused on the corpus CIBLÉ to calculate their duration and we found variations between situations. A Cross-analysis on word production as a function of the situation helped to understand the lexical measure on linguistic stages and enabled the reinterpretation of individual variations. For example, the two children with the smallest lexicon had the longest duration of solitary play. During this activity, the number of produced words was generally very low. Next, we describe the interactional context, and more particularly, the rate and the nature of the children exchanges. The analyses revealed an important variation between measures and differences in the exchange rate among children. To a certain degree, for some children the interactional measures provide a richer interpretation of lexical measures.Our work clearly shows the advantages of combining several types of data to evaluate the early lexical development and the differences between individuals and encourages this approach. The analysis of situational and interactional contexts shows that these are crucial for understanding children lexical measures and better interpreting intra- and inter-individual differences
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Barclay, Nicola L. "Genetic and environmental influences on sleep quality : quantitative and molecular genetic approaches to an understanding of individual differences." Thesis, Goldsmiths College (University of London), 2011. http://research.gold.ac.uk/6375/.
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There are vast inter-individual differences in sleep quality in the general population – whilst some individuals sleep well with little or no sleep disturbance, others experience frequent sleep disturbances, problems which often manifest into chronic sleep disorders such as insomnia. The aim of this thesis is to explore factors accounting for these observed differences in sleep quality between individuals. Using data from a large-scale twin study this thesis uses behavioural genetic techniques to investigate genetic and environmental influences on sleep quality in a sample of 1,556 twins and siblings aged 18-27 years. The first four studies use quantitative genetic techniques to investigate 1) associations between components of sleep quality and the overlap in the genetic and environmental influences accounting for them; 2) specific non-shared environmental influences on global sleep quality; 3) the presence of gene-environment interplay between sleep quality and dependent negative life events; and 4) the association between sleep quality and diurnal preference, and the overlap in their aetiological influences. Most importantly, there was substantial genetic overlap between individual components of sleep quality (rA mostly ≥.50); sleep quality and diurnal preference (rD = .52[95% CI=.37-.70]); and sleep quality and dependent negative life events (rD = .63[.45-.83]) – the latter finding providing evidence of gene-environment correlation. In general, non-shared environmental overlap was small (rE mostly ≤.40). The final study used a candidate gene approach to investigate associations between sleep quality and diurnal preference with 5HTTLPR, PER3, and CLOCK 3111 – polymorphisms hypothesized to be implicated in sleep and/or the circadian system. An association was found between the ‘long’ allele of 5HTTLPR and poor sleep quality (β = -.34, p<.01). This thesis utilises the twin method in novel ways in the context of sleep research and advances knowledge of the genetic and environmental underpinnings of the variation in sleep quality in healthy young adults.
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O'Riordan, Siobhain. "An investigation of style and process approaches to coping with retirement : individual differences and selective attentional processing bias." Thesis, Royal Holloway, University of London, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.417851.
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Zapko-Willmes, Alexandra [Verfasser]. "Sources of Individual Differences in Sociopolitical Orientations: Findings from Combining Behavior Genetic with Multi-Rater Approaches / Alexandra Zapko-Willmes." Bielefeld : Universitätsbibliothek Bielefeld, 2018. http://d-nb.info/1173898107/34.
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Culloch, Ross. "The application of modern statistical approaches to identify consistent individual differences in the behaviour of wild postpartum female grey seals (Halichoerus grypus)." Thesis, Durham University, 2012. http://etheses.dur.ac.uk/3620/.
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Consistent individual differences (CIDs) in behaviour have been shown to occur in a large number of species. However, few studies have attempted to quantify CIDs in the behaviour of wild animals in their natural environment. Yet, in order to understand the ecological and evolutionary relevance of CIDs in behaviour, it is fundamentally important that we attempt to quantify them in wild animals, in situ. In order to address this question, a three-step analytical approach was applied to data that were collected on wild postpartum female grey seals, which were part of a ‘hands-off’ observational study. Aspects of behaviour were highly repeatable across breeding seasons. The ‘alert’ behaviour in particular, remained highly repeatable irrespective of which individuals were included in the analyses. Furthermore, these robust repeatability estimates for the ‘alert’ behaviour persisted, despite controlling for social and environmental factors that are known to influence maternal behaviour. Subsequently, the three-step analytical approach was applied to an independent dataset collected on postpartum female grey seals that are part of a long-term longitudinal study on reproductive variation. Similar patterns were observed in the results across the three steps, and once again, the ‘alert’ behaviour was one of the more repeatable behaviours. However, these highly repeatable behaviours did not explain any of the variation in commonly used proxies for short-term fitness. As a result, these preliminary findings add to the debate on whether or not CIDs in behaviour are adaptive or are a product of phenotypic and/or genotypic constraints. Consequently, the potential influence of CIDs in behaviour on fitness trade-offs, population dynamics and conservation and management practices shall be discussed. The application of the three-step analytical approach to the independent dataset did raise some important methodological considerations, which shall be discussed in relation to developing guidelines for applying this approach to other datasets.
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Michalkiewicz, Martha [Verfasser], and Rüdiger F. [Akademischer Betreuer] Pohl. "Assessing and Explaining Individual Differences within the Adaptive Toolbox Framework: New Methodological and Empirical Approaches to the Recognition Heuristic / Martha Michalkiewicz ; Betreuer: Rüdiger F. Pohl." Mannheim : Universitätsbibliothek Mannheim, 2016. http://d-nb.info/1117474526/34.
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Michalkiewicz, Martha Verfasser], and Rüdiger [Akademischer Betreuer] [Pohl. "Assessing and Explaining Individual Differences within the Adaptive Toolbox Framework: New Methodological and Empirical Approaches to the Recognition Heuristic / Martha Michalkiewicz ; Betreuer: Rüdiger F. Pohl." Mannheim : Universitätsbibliothek Mannheim, 2016. http://d-nb.info/1117474526/34.
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Thomassin, Noemylle. "La relation entre mémoire de travail et cognition de haut niveau : une approche par les stratégies." Thesis, Grenoble, 2014. http://www.theses.fr/2014GRENS028/document.
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Les différences interindividuelles en mémoire de travail (MDT) ont un lien stable et largement documenté avec la performance dans les tâches de cognition de haut niveau. Dans la mesure où l'utilisation de stratégies efficaces joue un rôle aussi bien dans les tâches de MDT que de cognition de haut niveau, on peut faire l'hypothèse que les stratégies médiatisent le lien entre ces deux construits. De fait, certaines données suggèrent que le comportement stratégique au sein de tâches de cognition de haut niveau pourrait être en lien avec la capacité de MDT. L'objectif de ce travail de thèse était d'évaluer ce lien de façon plus poussée. Cette approche nous a conduit à deux résultats particulièrement significatifs. Le premier concerne le développement et la formalisation du paradigme de Hard Fall Effect (HFE), défini comme étant la chute de performance plus importante en situation de double tâche pour les participants avec une forte capacité de MDT. L'hypothèse sous-jacente à cet effet est que ces participants utilisent des stratégies afin d'améliorer leurs performances en situation de simple tâche, et que la situation de double tâche perturbe l'utilisation de ces stratégies. Au cours de ce travail, le HFE a notamment été mis en évidence dans une tâche de mémoire visuospatiale, et a pu être attribué à l'utilisation de stratégies d'encodage plus efficaces par les participants avec une forte capacité de MDT au sein de tâches de mémoire complexes. Notre second résultat significatif correspond au test direct de l'hypothèse de médiation du lien entre MDT et cognition de haut niveau par l'utilisation de stratégies efficaces en cognition de haut niveau. Nous avons montré que lorsqu'on contrôle la variance associée à l'utilisation de stratégies efficaces dans la tâche des Matrices Avancées de Raven, la relation entre capacité de MDT et intelligence fluide diminue. Dans l'ensemble, ces deux résultats permettent de renforcer l'idée selon laquelle le comportement stratégique impliqué dans les tâches de cognition de haut niveau intervient dans la relation entre MDT et cognition de haut niveauThe relationship between individual differences in working memory capacity (WMC) and high-level cognition has been extensively documented. Since efficient strategy use plays an important role in the performance of both working memory and high-level cognitive tasks, it could be the case that strategies mediate the WM-high-level cognition relationship. Importantly, it has been observed that the use of efficient strategies in high-level cognitive tasks is related to individual differences in WMC. The goal of this research work was to investigate this association between WMC and the use of efficient strategies in more detail. Firstly, we formalized a paradigm termed the Hard Fall Effect (HFE), defined as a larger decrease of performance in dual task conditions for high WMC individuals. The underlying interpretation of this effect is that these individuals use efficient strategies under simple task conditions to improve their performance, and these strategies are disrupted by dual tasking. The present work evidenced the HFE in a visuospatial memory task, and attributed the effect to the higher tendency of high WMC individuals to use efficient encoding strategies in complex memory tasks. Secondly, we provided evidence that efficient strategy use in high-level cognitive tasks partly mediates the WMC-high-level cognition relationship. More precisely, when statistically controlling the use of efficient strategies in Raven's Advanced Progressive Matrices, the WMC-fluid intelligence relationship was significantly reduced. Overall, these two results provide evidence that the use of efficient strategies in high-level cognitive tasks is involved in the WMC-high-level cognition relationship
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Nandagopal, Kiruthiga Ericsson K. Anders. "An expert performance approach to examining individual differences in study strategies." Diss., 2006. http://etd.lib.fsu.edu/theses/available/etd-03162006-112627.
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Thesis (M.S.)--Florida State University, 2006.Advisor: K. Anders Ericsson, Florida State University, College of Arts and Sciences, Dept. of Psychology. Title and description from dissertation home page (viewed June 7, 2006). Document formatted into pages; contains vii, 125 pages. Includes bibliographical references.
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Smider, Nancy A. "The transition to parenthood, stress, and individual differences an integrative approach /." 1993. http://catalog.hathitrust.org/api/volumes/oclc/31137699.html.
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Thesis (Ph. D.)--University of Wisconsin--Madison, 1993.Typescript. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves 92-103).
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Krueger, Lacy Elise. "An individual differences approach to study time allocation across the adult lifespan." 2009. http://wwwlib.umi.com/dissertations/fullcit/3362847.
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"An Individual Differences Approach to Identify Common Processing Limitations Underlying Multiple Paradigms of Multitasking." 2016. http://repository.lib.cuhk.edu.hk/en/item/cuhk-1292464.
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Solcz, Stephanie. "The Role of Working Memory in Deductive Reasoning: A Dual Task and Individual Differences Approach." Thesis, 2008. http://hdl.handle.net/10012/3916.
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The ‘belief bias’ effect is one of the most pervasive findings in the study of syllogistic reasoning. Here, participants respond “valid” to more believable than unbelievable conclusions, regardless of the actual validity of the conclusion. There is also an interaction characteristic of the belief bias effect, in that conclusion believability plays a greater role when conclusions are invalid than when they are valid. The experiments reported in this thesis had two goals: first, to determine how individual differences in working memory (WM) capacity influence belief bias in reasoning; and second, to indentify which WM systems are involved in syllogistic deductive reasoning. To this end, both experiments employed a dual task paradigm.
In Experiment 1, participants remembered spatial arrays whilst reasoning through syllogisms in order to load the visuospatial sketchpad. Results demonstrated that performance on the secondary spatial memory task suffered when participants reasoned through syllogisms of which the validity and believability of conclusions were incongruent (i.e., “conflict” problems), indicating that reasoning through conflict problems utilized limited visuospatial WM resources. Also, only participants with high WM capacities showed the typical belief-bias effect, with greater effects of conclusion believability on invalid than on valid conclusions. This interaction was not present for low WM span participants, because they made greater errors on problems with invalid, unbelievable conclusions.
In Experiment 2, participants remembered digit sequences whilst reasoning in order to load the phonological loop. Both of the major results from Experiment 1 were replicated. Accuracy on the secondary digit recall task was impaired when participants reasoned through conflict problems, demonstrating that limited verbal WM resources were directed toward reasoning. Again, only high WM span participant showed the interaction between conclusion validity and believability characteristic of the belief bias effect. Effects were additive for low WM span participants because they made more errors on invalid, unbelievable syllogisms.
Results from both experiments demonstrate first, that both visuospatial and verbal WM resources are involved in syllogistic reasoning, and second, that individuals with different amounts of available WM resources demonstrate differential belief bias. These results are discussed in terms of the mental models and mental logic theories of reasoning and in terms of dual process accounts of reasoning.
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Allen, Corinne. "Inhibitory control mechanisms and their role in task switching: A multi-methodological approach." Thesis, 2012. http://hdl.handle.net/1911/71128.
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Executive control allows us to ignore distraction and switch between tasks in a flexible, yet organized fashion. While a hallmark of controlled behavior, distinctions among executive control processes are not thoroughly agreed upon. The present work explored the organization of two of these executive control processes, inhibition and shifting, and their relationship to each other. There were two primary goals. The first goal was to investigate the distinction among inhibitory control processes, as “inhibition” has oftentimes been considered a unitary construct. For example, there is evidence that response-distractor inhibition, which involves resolving interference from dominant responses or distractors in the external environment, is different from resistance to proactive interference (PI), which involves overcoming interference from previously relevant representations in memory. Using aging, neuropsychology, and individual differences methodologies, I investigated the unity and diversity of inhibitory control mechanisms. The healthy aging and neuropsychological evidence supported a distinction between response-distractor inhibition and resistance to proactive interference. However, when controlling for processing speed, the individual differences work suggested a need for further specification, as only a subset of these tasks emerged in the single factor model that provided the best fit to the data. The second goal was to explore how inhibitory control processes interact with task switching, as some theoretical accounts of task switching have suggested that switch costs result from the need to overcome interference from the previously relevant task. Inconsistent with these theories, I found little relation between inhibitory control and measures of global and local task switching, and instead, working memory served as the best predictor of these shifting measures. In contrast, inhibitory control was related to the backward inhibition abilities of older adults. These findings are discussed within a theory of working memory that accounts for the patterns of results found across the different methodologies.
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Martin, Nadia. "Exploring the Mechanisms Underlying Gender Differences in Statistical Reasoning: A Multipronged Approach." Thesis, 2013. http://hdl.handle.net/10012/7303.
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The past two decades have seen a substantial increase in the availability of numerical data that individuals are faced with on a daily basis. In addition, research uncovering the multiple facets of statistical reasoning has become increasingly prominent. Both gender differences and the effect of experience or training have emerged as two key factors that influence performance in statistics. Surprisingly, though, the combined effects of these two variables have not been studied. This gap in understanding the joint effect of gender and experience on statistical reasoning is addressed in the present dissertation with six studies. In Study 1 (N = 201), participants with various levels of experience in statistics were asked to complete the Statistical Reasoning Assessment (SRA; Garfield, 2003). Although the performance of both genders improved with experience, the gender gap persisted across all experience levels. Multiple measures of individual differences were used in a confirmatory structural equation model. This model supported the idea that differences in statistical reasoning are not uniquely a matter of cognitive ability. In fact, gender was found to influence statistical reasoning directly, as well as indirectly through its influence on thinking dispositions. In Studies 2 (N = 67), 3 (N = 157), and 4 (N = 206), the role of stereotype threat was examined as a potential cause of the persisting gender gap in statistics, and value affirmation was tested as an intervention to overcome stereotype threat. Despite the fact that many women believed negative stereotypes about the ability of women in statistics, value affirmation had no significant impact on performance. To help explain this lack of effect, and in keeping with the results of the structural equation model suggesting a multi-pronged approach, efforts were turned towards a different (and potentially richer) cognitive factor. Specifically, mental representations were explored to help shed light on the root causes of those conceptual understanding differences in statistics. In Studies 5 and 6, gender differences in mental representations of statistical features were examined using a categorization paradigm. In Study 5 (N = 219), extending some of the key findings in Studies 1, 3 and 4, it was established that two courses in statistics are necessary to create a significant difference in the quality of mental representations of statistical concepts. More importantly, Study 6 (N = 208) demonstrated how constraining the task format particularly benefits women in that the quality of their reasoning significantly improved, where that of men was equal across tasks. Theoretical and practical implications of these findings are discussed.
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Clouter, Andrew. "The effects of dual n-back training on the components of working memory and fluid intelligence: An individual differences approach." 2013. http://hdl.handle.net/10222/36238.
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Measures of working memory capacity are associated with performance on a variety of cognitive tasks. A number of recent studies have provided evidence that training working memory can lead to improvements in fluid intelligence and performance on other untrained tasks. However, many of these studies suffer from design limitations. The aim of this study was to investigate the effects of working memory training on measures of fluid intelligence, reasoning, working memory, and attentional control by comparing a training group with an active control group. The training group improved more than the active control group on some, but not all outcome measures. Differential improvement for the training group was observed on fluid intelligence, working memory capacity, and response times on conflict trials in the Stroop task. In addition, individual differences in pre-training fluid intelligence scores and initial performance on the training task explain some of the variance in outcome measure improvements.
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Li, Kuei-Yuan, and 李魁元. "The Effects of Mosston’s inclusion style on Junior High Students’ Learning Underhand Volleyball Serve and on Individual Differences: An Action Research Approach." Thesis, 2013. http://ndltd.ncl.edu.tw/handle/02660429053734576715.
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碩士國立臺中教育大學
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The purpose of this research was to study the effect of inclusion style, in terms of Mosston’s teaching spectrum, on eighth graders’ learning underhand volleyball serve. The study also evaluated how these students made their decisions. After evaluating the obstacles encountered during practicing inclusion style, I proffered solutions thereof. Research sample consisted of 30 eighth graders, 15 males and 15 females, from the same class from a junior high school in Taichung. These students underwent 12 volleyball classes, within six weeks, on the spirits and characteristics of inclusion style; on designing volleyball classes; and on varying difficulties of volleyball serve. Quantitatively, this research conducted paired-sample t-test and one-way ANCOVA analyses using pre- and post-training skills as variables. Qualitatively, the materials analyzed in this research were teachers’ diaries, student interviews, and surveys. Results of the present study were the followings. First, students all benefited from the inclusion style and statistically significantly improved their volleyball underhand serve skills. Gender and pre-training skill did not statistically significantly predict improvement level. Secondly, students with high pre-training skills would consider own skills before making decisions; and students from the middle- and low-ability groups would consider their own skills and make decisions only after they became familiar with class contents and the learning environment. Male students, relatively to their female counterparts, could better evaluate their abilities when making decisions. Males also were more active and not afraid to practice. The research concluded that inclusion style offered students with opportunities to make their own decisions and environments conducive to independent learning, which in turn made them feel a sense of achievement, understand their abilities, and actively participate in curriculums. The third result of the research is that teachers practiced inclusion style were able to change instruments used in practice and the ways students were paired, which made students more likely to succeed and provided students with more interaction among themselves. This way, students with lower abilities would see an increased chance of success. Keywords: Mosston’s teaching spectrum, inclusion style, self determination
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Baldassari, Mario J. "Two approaches to assessing eyewitness accuracy." Thesis, 2017. https://dspace.library.uvic.ca//handle/1828/8909.
Full textAbstract:
This dissertation presents two individual-difference measures that could be used to assess the validity of eyewitness identification decisions. We designed a non-forced two-alternative face recognition task (consisting of mini-lineup test pairs, half of which included a studied face and half of which did not). In three studies involving a total of 583 subjects, proclivity to choose on pairs with two unstudied faces weakly predicted mistaken identifications on culprit-absent lineups, with varying correlation coefficients that failed to reach the value r = 0.4 found in Baldassari, Kantner, and Lindsay (under review). The likelihood of choosing correctly on pairs that included a studied face was only weakly predictive of correct identifications in culprit-present lineups (mean r of .2). We discuss ways of improving standardized measures of both proclivity to choose and likelihood to be correct when choosing.
The second measure is based on the Guilty Knowledge Test (GKT), a lie detection method that utilizes an oddball paradigm to evoke the P300 component when a witness sees the culprit. This GKT-based lineup was intended to postdict identification accuracy regardless of witnesses’ overt responses, thus faces are used as stimuli. Half of participants were instructed to respond as if they knew the culprit and wanted to falsely exonerate him. P300 amplitudes evoked by the culprit were indistinguishable from those evoked by a different learned face but were larger than P3s evoked by unfamiliar faces in both the described lying condition and the group of participants who intentionally told the truth.Graduate
2018-12-05
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Lu, Yi-An, and 呂宜諳. "An individual difference approach to the mindful effectof Ya-Yue: Investigating the effect of listening Sujecheon on reducing mind wandering." Thesis, 2016. http://ndltd.ncl.edu.tw/handle/2mudbg.
Full textAbstract:
碩士國立臺灣大學
心理學研究所
104
Background & Objective: Ya-yue is a traditional music highly admired by Confucius followers in East Asian countries. Previous study found that after listening "Sujecheon", a piece of Korean traditional court music belongs to ya-yue, undergraduate participants outperformed those who listened to instruction for relaxation in the sustained attention response task (SART). In addition, neuroimaging studies showed that the functional connectivity between brain areas associated to top-down control and mind wandering are enhanced during rest after listening to "Sujecheon". As these pioneering but few studies showed, listening to "Sujecheon" is effective on reducing mind wandering. Following the above finding, this study intended to investigate whether the presence of "Sujecheon effect" depend on listeners’ working memory capacities and personality related to mind wandering. Method: One hundred undergraduate participants were randomly assigned into two groups and tested individually: one group sit at rest while listening to "Sujecheon" for 17 minutes (50 people), the other group simply sit at rest without listening to anything (50 people). All participants then performed SART for 12 minutes, during which 12 thought probes were introduced to know participants’ awareness of mind wandering, if any. Participants’ working memory capacities, mindfulness traits and personality were measured in order before the resting period.Result: The results showed that, participants who had low working memory capacities, high neuroticism and high conscientiousness had lower reaction time variability,indicating a better sustain attention and less mind wandering tendency, after listening to "Sujecheon", compared to the control group. Discussion: The findings partially surpported the hypothesis that people who have characteristics in cognition and personality associated to high mind wandering tendency can benefit from listening "Sujecheon " better than those who do not. This study replicated the "Sujecheon effect" on temporarily reducing listeners’ tendency of mind wandering, like the effect of mindfulness induction and further clarified who are potentially the beneficiaries.