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Статті в журналах з теми "Individual Differences Approach"

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Автор: Grafiati

Опубліковано: 10 грудня 2022

Оновлено: 29 січня 2023

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1

Teovanovic, P. "Anchoring effect: Individual differences approach." Personality and Individual Differences 60 (April 2014): S77. http://dx.doi.org/10.1016/j.paid.2013.07.461.

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2

Stamenković, Dušan, Nicholas Ichien, and Keith J. Holyoak. "Metaphor comprehension: An individual-differences approach." Journal of Memory and Language 105 (April 2019): 108–18. http://dx.doi.org/10.1016/j.jml.2018.12.003.

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3

Kaye, Miranda P., David E. Conroy, and Angela M. Fifer. "Individual Differences in Incompetence Avoidance." Journal of Sport and Exercise Psychology 30, no. 1 (February 2008): 110–32. http://dx.doi.org/10.1123/jsep.30.1.110.

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Анотація:

This study compared the fear of failure and perfectionism constructs by analyzing their latent structure as well as their motivational antecedents and consequences. College students (N = 372) enrolled in physical activity classes completed a battery of questionnaires assessing fear of failure, perfectionism, approach and avoidance motivational temperaments, and 2 × 2 achievement goals. Structural equation modeling revealed that responses were best summarized by two correlated factors representing perfectionistic strivings and concerns. Avoidance temperament was positively associated with both forms of incompetence avoidance; however, approach temperament was positively related only to perfectionist strivings. Perfectionistic concerns were positively related to the adoption of mastery-avoidance and performance-avoidance goals and negatively related to the adoption of mastery-approach goals. Perfectionistic strivings were positively associated with both approach goals. These results indicate that strivings to avoid incompetence can be distinguished with respect to their latent structure, temperamental antecedents, and motivational consequences.

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4

Hoyos, Carlos Arturo, and César Augusto Serna. "Rewards and faculty turnover: An individual differences approach." Cogent Education 8, no. 1 (January 1, 2021): 1863170. http://dx.doi.org/10.1080/2331186x.2020.1863170.

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5

Kurtz, Daniel B., Paul R. Sheehe, Paul F. Kent, Theresa L. White, David E. Hornung, and Herbert N. Wright. "Odorant quality perception: A metric individual differences approach." Perception & Psychophysics 62, no. 5 (July 2000): 1121–29. http://dx.doi.org/10.3758/bf03212093.

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6

Hoyos, Carlos Arturo, and César Augusto Serna. "Rewards and faculty turnover: An individual differences approach." Cogent Education 8, no. 1 (January 1, 2021): 1863170. http://dx.doi.org/10.1080/2331186x.2020.1863170.

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7

Flagel, S., T. Simmons, T. Robinson, and H. Akil. "P26 INDIVIDUAL DIFFERENCES IN PAVLOVIAN CONDITIONED APPROACH BEHAVIOR." Behavioural Pharmacology 15, no. 5 (September 2004): A15—A16. http://dx.doi.org/10.1097/00008877-200409000-00066.

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8

McDermott, Kathleen B., and Christopher L. Zerr. "Individual Differences in Learning Efficiency." Current Directions in Psychological Science 28, no. 6 (October 3, 2019): 607–13. http://dx.doi.org/10.1177/0963721419869005.

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Анотація:

Most research on long-term memory uses an experimental approach whereby participants are assigned to different conditions, and condition means are the measures of interest. This approach has demonstrated repeatedly that conditions that slow the rate of learning tend to improve later retention. A neglected question is whether aggregate findings at the level of the group (i.e., slower learning tends to improve retention) translate to the level of individual people. We identify a discrepancy whereby—across people—slower learning tends to coincide with poorer memory. The positive relation between learning rate (speed of learning) and retention (amount remembered after a delay) across people is referred to as learning efficiency. A more efficient learner can acquire information faster and remember more of it over time. We discuss potential characteristics of efficient learners and consider future directions for research.

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9

Septiara, Sabgi Wulan, Vhaliesca Daffah, and Ina Magdalena. "SOURCES OF INDIVIDUAL DIFFERENCES IN EDUCATION." PROGRES PENDIDIKAN 2, no. 3 (September 24, 2021): 139–42. http://dx.doi.org/10.29303/prospek.v2i3.156.

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Анотація:

Individual differences that need to be considered in the implementation of classroom teaching are factors related to the readiness of children to receive teaching because these differences will determine the education system as a whole. These differences with other individual approach as well, but it is still realized that education is not solely aimed at developing individuals as individuals, but also in relation to the varied patterns of community life. The factors that influence individual differences are self-concept, the anxiety experienced by students, learning motivation.

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10

Satow, Aiko. "An Ecological Approach to Mechanisms Determining Individual Differences in Perception." Perceptual and Motor Skills 62, no. 3 (June 1986): 983–98. http://dx.doi.org/10.2466/pms.1986.62.3.983.

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Анотація:

In 1982 Satow proposed four hypothetical properties determining mechanisms of individual differences in perceptions; these were supported by results of a factor analysis of responses to a 58-item check list. Present work confirmed the four properties (intense sensitivity, temporal sensitivity, sensory-motor reactivity, and possible range of total stimuli), and obtained a property, preference for intense and prolonged stimuli, from a principal component analysis of data from a 60-item list given to 316 subjects. The 60-item list is a revised version of the 58-item list which asked subjects about their subjective sensitiveness and preferences for environmental sensory stimuli (visual, auditory, olfactory, and tactile). Within subjects relationships among these properties are interindependent, since for individuals correlations of factor-score estimates between pairs of these properties were near zero. This interindependence supported a model of four hypothetical types of individuals, explaining the individual differences on the grounds of the relations among the properties.

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11

Francis, Leslie J. "Theology and Psychology in Dialogue: An Individual Differences Approach." Modern Believing 57, no. 1 (January 2016): 57–61. http://dx.doi.org/10.3828/mb.2016.06.

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12

Kennedy, Robert S., William P. Dunlap, and Janet J. Turnage. "An Individual Differences Approach to Fitness-for-Duty Assessment." Proceedings of the Human Factors Society Annual Meeting 35, no. 14 (September 1991): 1020–23. http://dx.doi.org/10.1177/154193129103501412.

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13

Del Missier, Fabio, Timo Mäntylä, and Wändi Bruine de Bruin. "Executive functions in decision making: An individual differences approach." Thinking & Reasoning 16, no. 2 (May 2010): 69–97. http://dx.doi.org/10.1080/13546781003630117.

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14

Gullickson, Terri. "Review of Blindness and Children: An Individual Differences Approach." Contemporary Psychology: A Journal of Reviews 41, no. 3 (March 1996): 287. http://dx.doi.org/10.1037/002834.

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15

Hamilton, Stephen T., and Jane V. Oakhill. "Establishing coherence across sentence boundaries: an individual differences approach." Language, Cognition and Neuroscience 29, no. 10 (December 3, 2013): 1240–48. http://dx.doi.org/10.1080/01690965.2013.863368.

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16

Salthouse, Timothy A. "Contributions of the Individual Differences Approach to Cognitive Aging." Journals of Gerontology Series B: Psychological Sciences and Social Sciences 72, no. 1 (July 2, 2016): 7–15. http://dx.doi.org/10.1093/geronb/gbw069.

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17

Deitz, Sally J. "Book Review: Blindness and Children: An Individual Differences Approach." Journal of Visual Impairment & Blindness 89, no. 5 (September 1995): 474–76. http://dx.doi.org/10.1177/0145482x9508900514.

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18

Guo, Junyu, Hualin Zheng, Binglin Li, and Guo-Zhong Fu. "A Bayesian Approach for Degradation Analysis with Individual Differences." IEEE Access 7 (2019): 175033–40. http://dx.doi.org/10.1109/access.2019.2955969.

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19

Jackson, Chris. "An individual differences approach to the halo-accuracy paradox." Personality and Individual Differences 21, no. 6 (December 1996): 947–57. http://dx.doi.org/10.1016/s0191-8869(96)00144-4.

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20

Schmeck, Ronald R., and Elke Geisler-Brenstein. "Individual differences that affect the way students approach learning." Learning and Individual Differences 1, no. 1 (January 1989): 85–124. http://dx.doi.org/10.1016/1041-6080(89)90011-3.

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21

Eysenck, H. J. "Personality, social skills, and psychopathology: An individual differences approach." Personality and Individual Differences 13, no. 7 (July 1992): 859. http://dx.doi.org/10.1016/0191-8869(92)90062-t.

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22

Petré, Peter, and Lynn Anthonissen. "Individuality in complex systems: A constructionist approach." Cognitive Linguistics 31, no. 2 (June 25, 2020): 185–212. http://dx.doi.org/10.1515/cog-2019-0033.

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Анотація:

AbstractFor a long time, linguists more or less denied the existence of individual differences in grammatical knowledge. While recent years have seen an explosion of research on individual differences, most usage-based research has failed to address this issue and has remained reluctant to study the synergy between individual and community grammars. This paper focuses on individual differences in linguistic knowledge and processing, and examines how these differences can be integrated into a more comprehensive constructionist theory of grammar. The examination is guided by the various challenges and opportunities that may be extracted from scattered research that exists across disciplines touching on these matters, while also presenting some new data that illustrate how differentiation between individuals can improve models of long-term language change. The paper also serves as the introduction to this special issue of Cognitive Linguistics, which collects seven contributions from various linguistic disciplines focusing on key aspects of individuals’ grammars.

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23

Appelt, Kirstin C., Kerry F. Milch, Michel J. J. Handgraaf, and Elke U. Weber. "The Decision Making Individual Differences Inventory and guidelines for the study of individual differences in judgment and decision-making research." Judgment and Decision Making 6, no. 3 (April 2011): 252–62. http://dx.doi.org/10.1017/s1930297500001455.

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Анотація:

AbstractIndividual differences in decision making are a topic of longstanding interest, but often yield inconsistent and contradictory results. After providing an overview of individual difference measures that have commonly been used in judgment and decision-making (JDM) research, we suggest that our understanding of individual difference effects in JDM may be improved by amending our approach to studying them. We propose four recommendations for improving the pursuit of individual differences in JDM research: a more systematic approach; more theory-driven selection of measures; a reduced emphasis on main effects in favor of interactions between individual differences and decision features, situational factors, and other individual differences; and more extensive communication of results (whether significant or null, published or unpublished). As a first step, we offer our database—the Decision Making Individual Differences Inventory (DMIDI; http://html://www.sjdm.org/dmidi), a free, public resource that categorizes and describes the most common individual difference measures used in JDM research.

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24

Lawton, Rebecca, and Dianne Parker. "Individual Differences in Accident Liability: A Review and Integrative Approach." Human Factors: The Journal of the Human Factors and Ergonomics Society 40, no. 4 (December 1998): 655–71. http://dx.doi.org/10.1518/001872098779649292.

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Анотація:

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

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25

Améndola, Lucía, Anna Ratuski, and Daniel M. Weary. "Individual differences in rat sensitivity to CO2." PLOS ONE 16, no. 1 (January 22, 2021): e0245347. http://dx.doi.org/10.1371/journal.pone.0245347.

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Feelings of fear, anxiety, dyspnea and panic when inhaling carbon dioxide (CO2) are variable among humans, in part due to differences in CO2 sensitivity. Rat aversion to CO2 consistently varies between individuals; this variation in aversion may reflect CO2 sensitivity, but other personality traits could also account for individual differences in aversion. The aims of this study were to 1) assess the stability of individual differences in rat aversion to CO2, 2) determine if individual differences in sweet reward motivation are associated with variation in aversion to CO2, and 3) assess whether variation in aversion to CO2 is related to individual differences in motivation to approach gains (promotion focus) or maintain safety (prevention focus). Twelve female Sprague Dawley rats were exposed multiple times at three different ages (3, 9 and 16 months old) to CO2 in approach-avoidance testing to assess motivation to avoid CO2 against motivation to gain sweet rewards. Rats were also tested for motivation to find hidden sweet rewards, and for their motivation to approach rewards or darkness. Tolerance to CO2 increased with repeated exposures and was higher at older ages. Individual differences in aversion to CO2 were highly repeatable but unrelated to motivation for sweet rewards or the strength of promotion and prevention focus. These results indicate that individual differences in aversion to CO2 reflect variation in CO2 sensitivity.

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26

Conzola, Vincent C., and Katherine W. Klein. "Need for Cognition: An Individual Differences Approach to Understanding Warning Effectiveness." Proceedings of the Human Factors and Ergonomics Society Annual Meeting 42, no. 11 (October 1998): 811–15. http://dx.doi.org/10.1177/154193129804201109.

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Анотація:

Research has shown that trait individual differences in need for cognition influence the evaluation of persuasive messages. Product warning instructions can be considered a form of persuasive message because a goal of warnings is to change attitudes and alter behavior. This research investigated the relationship between need for cognition scores and rating and recall measures of warning quality and effectiveness. Product warning instructions were presented with and without injury outcome statistics, which may act as a heuristic cue in the persuasion process. Results showed that individuals higher in need for cognition recalled more warnings that contained statistics and judged all types of warnings as more important. The potential for individual differences to help explain warning effectiveness is discussed.

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27

Ash, Ivan K., and Jennifer Wiley. "The nature of restructuring in insight: An individual-differences approach." Psychonomic Bulletin & Review 13, no. 1 (February 2006): 66–73. http://dx.doi.org/10.3758/bf03193814.

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28

Suzuki, Hiroaki, Michiko Miyazaki, and Kazuo Hiraki. "Constraint-based approach to individual differences in insight problem-solving." Japanese journal of psychology 74, no. 4 (2003): 336–45. http://dx.doi.org/10.4992/jjpsy.74.336.

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29

Kwan, Virginia S. Y., Oliver P. John, David A. Kenny, Michael H. Bond, and Richard W. Robins. "Reconceptualizing Individual Differences in Self-Enhancement Bias: An Interpersonal Approach." Psychological Review 111, no. 1 (2004): 94–110. http://dx.doi.org/10.1037/0033-295x.111.1.94.

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30

Robinson, Michael D., Benjamin M. Wilkowski, and Brian P. Meier. "Approach, avoidance, and self-regulatory conflict: An individual differences perspective." Journal of Experimental Social Psychology 44, no. 1 (January 2008): 65–79. http://dx.doi.org/10.1016/j.jesp.2007.02.008.

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31

Kossowska, Małgorzata. "Motivation towards closure and cognitive processes: An individual differences approach." Personality and Individual Differences 43, no. 8 (December 2007): 2149–58. http://dx.doi.org/10.1016/j.paid.2007.06.027.

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32

Brandstätter, Hermann, and Werner Güth. "A psychological approach to individual differences in intertemporal consumption patterns." Journal of Economic Psychology 21, no. 5 (October 2000): 465–79. http://dx.doi.org/10.1016/s0167-4870(00)00014-3.

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33

Parker, Andrew M., and Baruch Fischhoff. "Decision-making competence: External validation through an individual-differences approach." Journal of Behavioral Decision Making 18, no. 1 (January 2005): 1–27. http://dx.doi.org/10.1002/bdm.481.

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34

FOSSATI, ANDREA. "Towards an approach to mental disorders based on individual differences." World Psychiatry 10, no. 2 (June 2011): 115–16. http://dx.doi.org/10.1002/j.2051-5545.2011.tb00032.x.

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35

Karmon-Presser, Anat, and Nachshon Meiran. "A signal-detection approach to individual differences in negative feeling." Heliyon 5, no. 4 (April 2019): e01344. http://dx.doi.org/10.1016/j.heliyon.2019.e01344.

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36

MONTRUL, SILVINA, and DARREN S. TANNER. "Individual differences and retrieval interference in L2 Processing." Bilingualism: Language and Cognition 20, no. 4 (September 26, 2016): 704–5. http://dx.doi.org/10.1017/s136672891600095x.

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Анотація:

Cunnings’ keynote article outlines a novel approach to native/non-native differences in on-line language comprehension by proposing that L2 speakers are more susceptible to cue-based retrieval interference than natives. Cue-based, parallel access approaches to processing have been prominent in monolingual studies for around 15 years now, but have barely been applied to L2/bilingual processing. We are particularly excited about the possibilities that this approach offers for understanding L1, L2 and bilingual processing, as well as individual differences. In this commentary, we focus on two issues: 1) whether the existing evidence for cue-based retrial mechanisms in L2 processing support a deficit model, as Cunnings seems to claim, and 2) how individual differences may explain both similarities and differences in L1 and L2 processing.

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37

Conway, Andrew R. A., Kristof Kovacs, Han Hao, Kevin P. Rosales, and Jean-Paul Snijder. "Individual Differences in Attention and Intelligence: A United Cognitive/Psychometric Approach." Journal of Intelligence 9, no. 3 (July 2, 2021): 34. http://dx.doi.org/10.3390/jintelligence9030034.

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Анотація:

Process overlap theory (POT) is a new theoretical framework designed to account for the general factor of intelligence (g). According to POT, g does not reflect a general cognitive ability. Instead, g is the result of multiple domain-general executive attention processes and multiple domain-specific processes that are sampled in an overlapping manner across a battery of intelligence tests. POT explains several benchmark findings on human intelligence. However, the precise nature of the executive attention processes underlying g remains unclear. In the current paper, we discuss challenges associated with building a theory of individual differences in attention and intelligence. We argue that the conflation of psychological theories and statistical models, as well as problematic inferences based on latent variables, impedes research progress and prevents theory building. Two studies designed to illustrate the unique features of POT relative to previous approaches are presented. In Study 1, a simulation is presented to illustrate precisely how POT accounts for the relationship between executive attention processes and g. In Study 2, three datasets from previous studies are reanalyzed (N = 243, N = 234, N = 945) and reveal a discrepancy between the POT simulated model and the unity/diversity model of executive function. We suggest that this discrepancy is largely due to methodological problems in previous studies but also reflects different goals of research on individual differences in attention. The unity/diversity model is designed to facilitate research on executive function and dysfunction associated with cognitive and neural development and disease. POT is uniquely suited to guide and facilitate research on individual differences in cognitive ability and the investigation of executive attention processes underlying g.

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38

Robinson, Michael D., Brian P. Meier, Maya Tamir, Benjamin M. Wilkowski, and Scott Ode. "Behavioral facilitation: A cognitive model of individual differences in approach motivation." Emotion 9, no. 1 (2009): 70–82. http://dx.doi.org/10.1037/a0014519.

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39

Ryskin, Rachel A., Aaron S. Benjamin, Jonathan Tullis, and Sarah Brown-Schmidt. "Perspective-taking in comprehension, production, and memory: An individual differences approach." Journal of Experimental Psychology: General 144, no. 5 (October 2015): 898–915. http://dx.doi.org/10.1037/xge0000093.

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40

Stilp, Christian. "An individual differences approach to acoustic context effects in speech categorization." Journal of the Acoustical Society of America 145, no. 3 (March 2019): 1788. http://dx.doi.org/10.1121/1.5101539.

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41

Lippa, Richard, and Sharon Connelly. "Gender diagnosticity: A new Bayesian approach to gender-related individual differences." Journal of Personality and Social Psychology 59, no. 5 (1990): 1051–65. http://dx.doi.org/10.1037/0022-3514.59.5.1051.

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42

McGettigan, Carolyn, Stuart Rosen, and Sophie K. Scott. "Investigating the perception of noise‐vocoded speech ‐ an individual differences approach." Journal of the Acoustical Society of America 123, no. 5 (May 2008): 3330. http://dx.doi.org/10.1121/1.2933839.

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43

Withagen, Rob. "Towards an ecological approach to emotions and the individual differences therein." New Ideas in Psychology 51 (December 2018): 21–26. http://dx.doi.org/10.1016/j.newideapsych.2018.04.004.

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44

Viarouge, Arnaud, Edward M. Hubbard, and Bruce D. McCandliss. "The Cognitive Mechanisms of the SNARC Effect: An Individual Differences Approach." PLoS ONE 9, no. 4 (April 23, 2014): e95756. http://dx.doi.org/10.1371/journal.pone.0095756.

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45

Bock, R. Darrell, and Michele F. Zimowski. "Contributions of the biometrical approach to individual differences in personality measures." Behavioral and Brain Sciences 10, no. 1 (March 1987): 17–18. http://dx.doi.org/10.1017/s0140525x00055965.

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46

Ávila, C., M. A. Parcet, and A. BarróS-Loscertales. "A cognitive neuroscience approach to individual differences in sensitivity to reward." Neurotoxicity Research 14, no. 2-3 (June 2008): 191–203. http://dx.doi.org/10.1007/bf03033810.

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47

Robazza, Claudio, Laura Bortoli, Attilio Carraro, and Maurizio Bertollo. "Approach-Avoidance Individual Differences in Changing Students' Responses to Physical Education." Perceptual and Motor Skills 104, no. 3 (June 2007): 937–46. http://dx.doi.org/10.2466/pms.104.3.937-946.

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Анотація:

The purpose of this report was to examine the effects of physical education acrobatic activities as a function of individual differences on approach-avoidance tendencies for acrobatics. The data of a study conducted by Robazza, Bortoli, Carraro, and Bertollo (2006) were analyzed after having classified students as high- or low-avoiders. Approach-avoidance tendencies and idiosyncratic emotions related to acrobatic tasks and adventurous sports were originally assessed for 72 Italian male high school students. Experimental participants engaged in acrobatic tasks of physical education for 12 lessons, while control participants were involved in team sports. Analysis showed that high-avoiders changed their emotions positively toward physical education tasks more than low-avoiders, whereas the latter modified their attitudes for adventurous sports. Approach-avoidance tendencies can be expected to moderate involvement in challenging physical activities.

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48

Saito, Satoru. "The phonological loop and memory for rhythms: An individual differences approach." Memory 9, no. 4-6 (July 2001): 313–22. http://dx.doi.org/10.1080/09658210143000164.

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Frost, Peter, Gregory Nussbaum, Taylor Loconto, Richard Syke, Casey Warren, and Christina Muise. "An individual differences approach to the suggestibility of memory over time." Memory 21, no. 3 (October 17, 2012): 408–16. http://dx.doi.org/10.1080/09658211.2012.729597.

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Hillstrom, A., and D. Patel. "How Unitary is Rapid Scene Gist Processing? An Individual Differences Approach." Journal of Vision 13, no. 9 (July 25, 2013): 1046. http://dx.doi.org/10.1167/13.9.1046.

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