Sexual arousal to rape depictions: Individual differences.

145 male undergraduates participated (a) in an orientation session in which personality variables, sexual motivations, sexual experience, and self-reported likelihood of raping were assessed and (b) in a laboratory session in which they listened to 1 of 8 audiotaped depictions of an interaction involving sexual acts between a man and a woman. The content of these depictions was systematically manipulated along the dimensions of consent, pain, and outcome. Later in the 2nd session, Ss listened to a 2nd audiotaped portrayal of either nonconsenting or consenting sex. Their sexual arousal was assessed throughout this 2nd session by penile tumescence and self-reports. Results highlight the importance of the interaction between individual differences variables and manipulations in the content of the portrayals in affecting sexual arousal to rape depictions. Support was obtained for the prediction that such arousal is not an isolated response but is associated with other measures of sexually aggressive tendencies. (44 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Individual differences in spatial working memory in relation to schizotypy.

With a delayed-response task, spatial working memory function was assessed in normal students who were selected for schizotypy. The Wisconsin Card Sorting Test was also administered. Twenty-eight undergraduate students who scored high on the Perceptual Aberration Scale (PerAb) and 23 who scored low on this scale participated in this study. High PerAb students performed less accurately compared with the low PerAb controls on the delayed-response task, and they were more than twice as likely as low PerAb students to be impaired. The groups did not differ in the number of perseverative errors or number of categories achieved on the Wisconsin Card Sorting Test, but, as predicted, high PerAb students were less able to maintain set than were the low PerAb students. Neuropsychological implications of these data are discussed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Individual differences in working memory and complex cognition.

The relations among assessments of working memory (WM) and a range of complex cognitive abilities were examined. In 2 experiments participants completed 2 WM tasks designed to assess verbal and nonverbal WM, as well as assessments of verbal intelligence, nonverbal intelligence, and academic achievement. Verbal WM had no relationship with nonverbal intelligence, whereas nonverbal WM had no relationship with verbal intelligence and academic achievement. A reanalysis of P. C. Kyllonen & R. E. Christal (see PA, Vol 78:32248; Experiment 1) is reported in which multiple indicators of WM were used to identify verbal and nonverbal WM factors; both of these WM factors were heavily saturated with a second-order factor, g (61% and 69%, respectively). Convergent and discriminant validation of the multidimensionality of WM was found in the patterns of correlations among the first-order Working Memory, General Knowledge, and Speed factors. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Adult age differences in memory in relation to availability and accessibility of knowledge-based schemas.

Three experiments investigated whether, over adulthood, the use of schemas to process and remember new information increases (developmental shift hypothesis), decreases (production deficiency hypothesis) or remains constant (age-invariance hypothesis). Effects of schema access were studied by having young, middle-aged, and old music experts and nonexperts recall information that was relevant or irrelevant to music (Experiment 1) and by comparing young and old participants' memory for prose passages when they knew or did not know the subject of the passage (Experiments 2 and 3). In each case, schema access facilitated memory equally across age levels, supporting the age-invariance hypothesis and implying that the basic structures and operations of memory do not necessarily change with age. Possible limits on the independence of age and schema utilization were considered in relation to the conditions under which each of the two alternative hypotheses might hold. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Individual differences in 16-year memory changes.

The authors analyzed the role of individual differences in age, gender, and 16-year declines in reasoning and vocabulary as predictors of 16-year changes in text and list recall and recognition in 82 adults aged 55–81 years at baseline. Declines in reasoning as well as being older at baseline predicted declines in text recall. Male gender and declining in vocabulary predicted declines in list recall. There were no reliable predictors of declines in recognition. The findings suggest that changes in abilities, as well as age and gender, predict declines on memory tasks. However, the specific predictors varied across tasks. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Individual differences in working memory: Introduction to the special section.

This special section includes a set of 5 articles that examine the nature of inter- and intraindividual differences in working memory, using working memory span tasks as the main research tools. These span tasks are different from traditional short-term memory spans (e.g., digit or word span) in that they require participants to maintain some target memory items (e.g., words) while simultaneously performing some other tasks (e.g., reading sentences). In this introduction, a brief discussion of these working memory span tasks and their characteristics is provided first. This is followed by an overview of 2 major theoretic issues that are addressed by the subsequent articles—(a) the factors influencing the inter- and intraindividual differences in working memory performance and (b) the domain generality versus domain specificity of working memory—and also of some important issues that must be kept in mind when readers try to evaluate the claims regarding these 2 theoretical issues. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Individual differences in information integration during moral judgment.

Tested an ethical ideologies model based on relativism and idealism. 64 undergraduates judged the morality of an individual who produced a mildly or extremely positive or negative consequence by conforming to or violating a common moral norm. As predicted, an averaging model with differential weights accounted for situationists' (high relativism and idealism) and absolutists' (low relativism and high idealism) judgments; conformity to norms was discounted when the consequence was extremely negative or positive. In contrast, subjectivists' (high relativism and low idealism) judgments conformed to an averaging model; a mildly positive consequence lowered moral judgments of conforming actions, whereas a mildly negative consequence tended to raise moral judgments of nonconforming actions. Exceptionists' (low relativism and idealism) judgments were influenced equally by conformity and consequence. These Ss generally combined data in a strictly linear, additive fashion. The more positive the consequence or the greater the conformity of the action to a moral norm, the more positive was the moral judgment. (23 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Valence focus and arousal focus: Individual differences in the structure of affective experience.

The structure of affect is well represented as a circumplex. The results of a within-subject longitudinal study of self-reported mood indicate individual differences in the circumplex structure of affective experience. These differences can be captured by two constructs: valence focus and arousal focus. Valence focus is the degree to which individuals attend the hedonic component of their affective experience; arousal focus is the degree to which individuals attend the arousal component of their affective experience. In this study, differences in individuals' attention to the hedonic and arousal components of affective experience were related to observed correlations between specific affective elements, such as (a) ratings of anxious and depressed mood and (b) "Negative Affect" and "Positive Affect." (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Individual differences in working memory capacity predict retrieval-induced forgetting.

Selectively retrieving a subset of previously studied information enhances memory for the retrieved information but causes forgetting of related, nonretrieved information. Such retrieval-induced forgetting (RIF) has often been attributed to inhibitory executive-control processes that supposedly suppress the nonretrieved items' memory representation. Here, we examined the role of working memory capacity (WMC) in young adults' RIF. WMC was assessed by means of the operation span task. Results revealed a positive relationship between WMC and RIF, with high-WMC individuals showing more RIF than low-WMC individuals. In contrast, individuals showed enhanced memory for retrieved information regardless of WMC. The results are consistent with previous individual-differences work that suggests a close link between WMC and inhibitory efficiency. In particular, the finding supports the inhibitory executive-control account of RIF. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Individual differences in executive processing predict susceptibility to interference in verbal working memory.

Recent theories have suggested that resistance to interference is a unifying principle of executive function and that individual differences in interference may be explained by executive function (M. J. Kane & R. W. Engle, 2002). Measures of executive function, memory, and perceptual speed were obtained from 121 older adults (ages 63-82). We used structural equation modeling to investigate the relationships of these constructs with interference in a working memory task. Executive function was best described as two related subcomponent processes: shifting and updating goal-relevant representations and inhibition of proactive interference. These subcomponents were distinct from verbal and visual memory and speed. Individual differences in interference susceptibility and recollection were best predicted by shifting and updating and by resistance to proactive interference, and variability in familiarity was predicted by resistance to proactive interference and speed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Individual differences in perceptual information processing and their relation to automobile accident involvement.

Used a perceptual-information-processing model of driver decision making as a framework to select and devise predictors of accident involvement. 75 commercial drivers were tested in a driving simulator and were given the Embedded Figures Test, Selective Attention Test, and rod-and-frame test. The predictors of field dependence, selective attention, and complex reaction time significantly related to accident involvement. Initial, simple, and choice reaction time did not relate to accident rate. The visual measures of field dependence and the auditory measure of selective attention were related in the predicted direction, with the field-independent drivers making fewer errors in selective perception. This finding lends support to the importance of the further development of an information-processing model of the driving task. Since evidence is accumulating that stable individual differences in information processing relate to accident involvement, consideration should be given to devising techniques to develop these skills. (16 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Individual differences in integrating and coordinating multiple sources of information.

This study examined individual differences in the abilities to integrate and coordinate multiple sources of information. In 2 experiments, participants performed complex tasks that required the simultaneous processing of 2 sources of information, visuospatial and verbal, which were either related (for integration tasks) or unrelated (for coordination tasks). They also performed the component tasks (i.e., visuospatial and verbal tasks) by themselves. Experiment 1 demonstrated that the integration and coordination tasks each require an additional ability beyond the abilities to perform component tasks individually and that these integration and coordination abilities are closely related to each other. Experiment 2, which manipulated the stimulus onset asynchronies between visuospatial and verbal stimuli, further supported these conclusions and also demonstrated that the integration and coordination abilities are closely linked to the processing overlap of the 2 information sources. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Working memory capacity and categorization: Individual differences and modeling.

Working memory is crucial for many higher-level cognitive functions, ranging from mental arithmetic to reasoning and problem solving. Likewise, the ability to learn and categorize novel concepts forms an indispensable part of human cognition. However, very little is known about the relationship between working memory and categorization, and modeling in category learning has thus far been largely uninformed by knowledge about people's memory processes. This article reports a large study (N = 113) that related people's working memory capacity (WMC) to their category-learning performance using the 6 problem types of Shepard, Hovland, and Jenkins (1961). Structural equation modeling revealed a strong relationship between WMC and category learning, with a single latent variable accommodating performance on all 6 problems. A model of categorization (the Attention Learning COVEring map, ALCOVE; Kruschke, 1992) was fit to the individual data and a single latent variable was sufficient to capture the variation among associative learning parameters across all problems. The data and modeling suggest that working memory mediates category learning across a broad range of tasks. (PsycINFO Database Record (c) 2011 APA, all rights reserved)     

Individual differences in misremembering pre-psychotherapy distress: Personality and memory distortion.

In 2 studies, clients were asked, after terminating psychotherapy, to complete a measure of symptomatic distress exactly as they had in their pre-therapy assessment. Most clients overestimated their pre-therapy distress, which may lead to an illusion of positive change. A 3rd study found no overestimation of previously reported distress in a control sample. The degree of overestimation for psychotherapy clients was positively correlated with anxiety, depression, and neuroticism, and negatively correlated with ego strength, self-deception, and lying. Distress levels at termination mediated these effects of individual differences. Individual differences were also correlated with specific types of recall error, such as adding to, exaggerating, omitting, and minimizing previously reported symptoms. Misremembering prior emotions may both reflect and create individual differences. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Age differences in memory for item and source information.

Investigated the effects of normal aging on source amnesia in 2 experiments. In Exp I, 31 young adults (mean age 19.4 yrs) and 30 older adults (mean age 69.2 yrs) were taught real facts about Canada. One week later they were asked to recall the facts and remember where they had learned them. Findings show that the older people exhibited greater amounts of forgetting of the source of their knowledge. Exp II, which used 24 young adults (mean age 23.3 yrs) and 24 older adults (mean age 69.7 yrs), confirmed the findings of Exp I using made up facts. It is suggested that the finding of source amnesia in older, normal people has implications for theories of amnesia and, possibly, for theories of frontal lobe functions. (French abstract) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Individual differences in components of reaction time distributions and their relations to working memory and intelligence.

The authors bring together approaches from cognitive and individual differences psychology to model characteristics of reaction time distributions beyond measures of central tendency. Ex-Gaussian distributions and a diffusion model approach are used to describe individuals' reaction time data. The authors identified common latent factors for each of the 3 ex-Gaussian parameters and for 3 parameters central to the diffusion model using structural equation modeling for a battery of choice reaction tasks. These factors had differential relations to criterion constructs. Parameters reflecting the tail of the distribution (i.e., τ in the ex-Gaussian and drift rate in the diffusion model) were the strongest unique predictors of working memory, reasoning, and psychometric speed. Theories of controlled attention and binding are discussed as potential theoretical explanations. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Individual differences in children's event memory reports and the narrative elaboration technique.

Children between 7 and 8 years old took pan in a staged event at school and 1 week later were assessed using a short form of the Wechsler Intelligence scale for children (third edition) and measures of metamemory, narrative ability, and socioeconomic status. Two weeks following the event, children either received narrative elaboration training (NET; K.J. Saywitz & L. Snyder, 1996) and were prompted with the four NET cue cards at interview; received verbal prompts corresponding to the cue card categories, but without prior training; or were presented with the cards at interview without prior training. Children given verbal labels as prompts recalled as much information as children who received NET training and cue cards. Measures of intelligence were predictive of amount recalled for cards-only children but not for the other 2 groups, indicating that differences in recall between low- and high-IQ groups were attenuated when recall was supported by NET training or verbal prompting. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

A capacity theory of comprehension: Individual differences in working memory.

A theory of the way working memory capacity constrains comprehension proposes that both processing and storage are mediated by activation and that the total amount of activation available in working memory varies among individuals. Individual differences in working memory capacity for language can account for qualitative and quantitative differences among college-age adults in several aspects of language comprehension. One aspect is syntactic modularity: The larger capacity of some individuals permits interaction among syntactic and pragmatic information, so that their syntactic processes are not informationally encapsulated. Another aspect is syntactic ambiguity: The larger capacity of some individuals permits them to maintain multiple interpretations. The theory is instantiated as a production system model in which the amount of activation available to the model affects how it adapts to the transient computational and storage demands that occur in comprehension. (PsycINFO Database Record (c) 2010 APA, all rights reserved)