Intelligence, cognitive style, and rationality: Is being rational smart?

Reviews the book, Who is rational: Studies of individual differences in reasoning by Keith E. Stanovich (see record 1999-02413-000). Why do seemingly intelligent and otherwise rational people perform so poorly on a variety of laboratory reasoning tasks? Stanovich summarizes the findings of an extensive research program whose goal is to describe systematic individual differences between the reasoners who produce normatively correct responses and those who do not. This approach provides a unique and thought-provoking perspective on the issue of human rationality. Overall, the reviewer thinks that this is certain to be a widely cited and influential book, and because it offers such a well-reasoned challenge to prevailing views of rationality, it is certain to be a controversial one as well. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The downside of being talented.

Comments on D. Lubinski and C. P. Benbow's (see record 2000-13324-013) discussion of individual differences and optimal development of exceptional talent, and E. Winner's (see record 2000-13324-015) discussion of giftedness. The articles, which have direct implications for the development of talent in children and adults, left J. A. Plucker and J. J. Levy with one serious concern: Practitioners could easily infer that being talented is an overwhelmingly positive experience with little downside. Research suggests otherwise. Plucker and Levy strongly advocate for improvements in the way psychologists and educators develop talent or--more generally--build on individuals' strengths, but any serious discussion of talent development should address strategies that help to mediate the negative consequences of excellence. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Attitudinal and cognitive aspects of intensive study of a second language.

Students attending a 6-week French Summer School were examined for attitudes toward French people and culture, their orientations toward learning a 2nd language, and their feelings of anomie at the start and end of the course. Attention was also given to modification in the meanings of French and translated-equivalent English concepts. Students at 2 levels of skill in French were compared. Results supported the theory that learning a 2nd language efficiently depends on an appropriate pattern of attitudes toward the other cultural group and a particular orientation toward language study. Anomie increased for both groups of students during the course. Students utilized the semantic features of both their languages and permitted the 2 to interact. This linguistic interdependence correlates positively with achievement. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Effects of regional striatal lesions on motor, motivational, and executive aspects of progressive-ratio performance in rats.

The striatum is implicated in response selection and performance, the dorsal striatum in sensorimotor control and habit learning, and the ventral striatum in motivation and rewarded behaviors. Ventral striatal lesions produce performance changes on food-reinforced, progressive-ratio (PR) schedules, but the effects of dorsal striatal lesions on this task are not known. In this study, neither medial nor lateral dorsal striatal lesions produced deficits on the main motivational indices of PR performance. In contrast, significant impairments were observed in motoric or "executive" aspects of performance. Motivationally related manipulations of the task (food deprivation and reward magnitude) produced some subtle lesion-specific changes in behavior on these motoric or executive aspects of performance. Findings are discussed in relation to the roles of the dorsal and ventral striatum in reward-related behaviors. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Neural and behavioral measures of error-related cognitive control predict daily coping with stress.

This study tested the hypothesis that individual differences in cognitive control can predict individual differences in emotion regulation. Participants completed color–word and emotional Stroop tasks while an electroencephalogram was recorded, and then they reported daily stressful events, affect, and coping for 14 days. Greater posterror slowing in the emotional Stroop task predicted greater negative affect in response to stressors and less use of task-focused coping as daily stressors increased. Participants whose neural activity best distinguished errors from correct responses tended to show less stress reactivity in daily self-reports. Finally, depression levels predicted daily affect and coping independent of cognitive control variables. The results offer qualified support for an integrated conception of cognitive and emotional self-regulation. (PsycINFO Database Record (c) 2011 APA, all rights reserved)     

Focusing and restricting: Two aspects of motivational selectivity in adulthood.

Using a short-term longitudinal design, the authors investigated implications of 2 facets of motivational selectivity--restricting (to few goals) and focusing (on central and similar goals)--for goal-pursuit investment. Participants were 20-69 years old (Time 1, N = 177; Time 2, N = 160). Results show that motivational selectivity in terms of focusing (but not in terms of restricting) is associated with an enhanced involvement in goal pursuit (assessed 3 months later), irrespective of age. Structural equation models demonstrated that this association is completely mediated by the degree of mutual facilitation among goals. Furthermore, motivational selectivity increases from middle to older adulthood. This contributes to the maintenance of high goal involvement into later adulthood, despite aging-related increases in resource limitations. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Children's sleep and cognitive performance: A cross-domain analysis of change over time.

Relations between changes in children's cognitive performance and changes in sleep problems were examined over a 3-year period, and family socioeconomic status, child race/ethnicity, and gender were assessed as moderators of these associations. Participants were 250 second- and third-grade (8–9 years old at Time 1) boys and girls. At each assessment, children's cognitive performance (Verbal Comprehension, Decision Speed) was measured using the Woodcock-Johnson III Tests of Cognitive Abilities, and sleep problems (Sleepiness, Sleep/Wake Problems) were collected via self-report. Individual growth models revealed that children who reported increases in Sleepiness exhibited little growth in Verbal Comprehension over time compared with their peers who reported decreases in Sleepiness, resulting in a nearly 11-point cognitive deficit by the end of the study. These associations were not found for Sleep/Wake Problems or Decision Speed. Child race/ethnicity and gender moderated these associations, with Sleepiness serving as a vulnerability factor for poor cognitive outcomes, especially among African American children and girls. Differences in cognitive performance for children with high and low Sleepiness trajectories ranged from 16 to 19 points for African American children and from 11 to 19 points for girls. Results build substantially on existing literature examining associations between sleep and cognitive functioning in children and are the first to demonstrate that children's sleep trajectories over 3 waves were associated with changes in their cognitive performance over time. (PsycINFO Database Record (c) 2011 APA, all rights reserved)     

Workplace safety performance: Conscientiousness, cognitive failure, and their interaction.

This research investigated the effects of cognitive failure on workplace safety and accidents over 2 studies. It was hypothesized that cognitive failure would directly predict safety behavior and workplace accidents and predict these outcomes over and above conscientiousness. It was found that cognitive failure uniquely accounted for workplace safety behavior and accidents. However, it has been suggested by researchers that certain individual differences might interact to produce differential effects. Thus, a moderated model was tested examining the interaction of cognitive failure and conscientiousness. It was found that cognitive failure moderated the relationship between conscientiousness and accidents and unsafe work behaviors. Overall, results suggest that cognitive failure plays an important part in individual safety behavior, especially when conscientiousness is low. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Proud Americans and lucky Japanese: Cultural differences in appraisal and corresponding emotion.

Appraisal theories of emotion propose that the emotions people experience correspond to their appraisals of their situation. In other words, individual differences in emotional experiences reflect differing interpretations of the situation. We hypothesized that in similar situations, people in individualist and collectivist cultures experience different emotions because of culturally divergent causal attributions for success and failure (i.e., agency appraisals). In a test of this hypothesis, American and Japanese participants recalled a personal experience (Study 1) or imagined themselves to be in a situation (Study 2) in which they succeeded or failed, and then reported their agency appraisals and emotions. Supporting our hypothesis, cultural differences in emotions corresponded to differences in attributions. For example, in success situations, Americans reported stronger self-agency emotions (e.g., proud) than did Japanese, whereas Japanese reported a stronger situation-agency emotion (lucky). Also, cultural differences in attribution and emotion were largely explained by differences in self-enhancing motivation. When Japanese and Americans were induced to make the same attribution (Study 2), cultural differences in emotions became either nonsignificant or were markedly reduced. (PsycINFO Database Record (c) 2011 APA, all rights reserved)     

Integrating neural networks into decision-making and motivational theory: Rethinking VIE theory.

[Correction Notice: An erratum for this article was reported in Vol 44(3) of Canadian Psychology/Psychologie Canadienne (see record 2007-16858-001). The paper by Lord, Henges and Godfrey, referred to in some of the commentaries (this issue), was accepted as part of the Special Section on psychology without boundaries. However, it was inadvertently published in a previous issue. The full reference is: Lord, R. G., Hanges, P. J., & Godfrey, E. G. (2003). Integrating neural networks into decision-making and motivational theory: Rethinking VIE theory. Canadian Psychology, 44 (1), 21-38.] Uses a reformulation of V. H. Vroom's (1964) VIE (Valence-Instrumentality-Expectancy) theory to illustrate the potential value of neuropsychologically based models of cognitive processes. Vroom's theory posits that people's decisions are determined by their affective reactions to certain outcomes (valences), beliefs about the relationship between actions and outcomes (expectancies), and perceptions of the association between primary and secondary outcomes (instrumentalities). One of the major criticisms of this type of theory is that the computations it requires are unrealistically time-consuming and often exceed working memory capacity. In this paper, the authors maintain that if an individual has extensive experience with a problem situation, he or she can process decisions about that situation using neural networks that operate implicitly so that cognitive resources are not exhausted by simple computations; instead, the computations are performed implicitly by neural networks. By thinking about VIE from a neural network standpoint, at least one of its problems is eliminated, and several new insights into decision-making are provided. The authors use simulation methodology to show that such a model is both viable and can reflect the effects of current goals on choice processes. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Subjective cognitive effort: A model of states, traits, and time.

Self-regulation theories were used to develop a dynamic model of the determinants of subjective cognitive effort. The authors assessed the roles of malleable states and stable individual differences. Subjective cognitive effort and perceived difficulty were measured while individuals performed an air traffic control task. As expected, Conscientiousness moderated the effort trajectory. Individuals with high Conscientiousness maintained subjective cognitive effort at high levels for longer than their counterparts. There were also individual differences in reactions to perceptions of task difficulty. The intra-individual relationship between perceived difficulty and subjective cognitive effort was stronger for individuals with low ability or low Conscientiousness than for their counterparts. A follow-up study showed that the measures of perceived difficulty and subjective cognitive effort were sensitive to a task difficulty manipulation as well as that the relationship between perceived difficulty and subjective cognitive effort held after controlling for self-set goal level. These findings contribute to the self-regulation literature by identifying factors that influence changes in subjective cognitive effort during skill acquisition. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

A formal cognitive model of the go/no-go discrimination task: Evaluation and implications.

This article proposes and tests a formal cognitive model for the go/no-go discrimination task. In this task, the performer chooses whether to respond to stimuli and receives rewards for responding to certain stimuli and punishments for responding to others. Three cognitive models were evaluated on the basis of data from a longitudinal study involving 400 adolescents. The results show that a cue-dependent model presupposing that participants can differentiate between cues was the most accurate and parsimonious. This model has 3 parameters denoting the relative impact of rewards and punishments on evaluations, the rate that contingent payoffs are learned, and the consistency between learning and responding. Commission errors were associated with increased attention to rewards; omission errors were associated with increased attention to punishments. Both error types were associated with low choice consistency. The parameters were also shown to have external validity: Attention to rewards was associated with externalizing behavior problems on the Achenbach scale, and choice consistency was associated with low Welsh anxiety. The present model can thus potentially improve the sensitivity of the task to differences between clinical populations. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Feeling validated versus being correct: A meta-analysis of selective exposure to information.

A meta-analysis assessed whether exposure to information is guided by defense or accuracy motives. The studies examined information preferences in relation to attitudes, beliefs, and behaviors in situations that provided choices between congenial information, which supported participants’ pre-existing attitudes, beliefs, or behaviors, and uncongenial information, which challenged these tendencies. Analyses indicated a moderate preference for congenial over uncongenial information (d = 0.36). As predicted, this congeniality bias was moderated by variables that affect the strength of participants’ defense motivation and accuracy motivation. In support of the importance of defense motivation, the congeniality bias was weaker when participants’ attitudes, beliefs, or behaviors were supported prior to information selection; when participants’ attitudes, beliefs, or behaviors were not relevant to their values or not held with conviction; when the available information was low in quality; when participants’ closed-mindedness was low; and when their confidence in the attitude, belief, or behavior was high. In support of the importance of accuracy motivation, an uncongeniality bias emerged when uncongenial information was relevant to accomplishing a current goal. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Rate of acquisition, adult age, and basic cognitive abilities predict forgetting: New views on a classic problem.

Rate of forgetting is putatively invariant across individuals, sharing few associations with individual-differences variables known to influence encoding and retrieval. This classic topic in learning and memory was revisited using a novel statistical application, multilevel modeling, to examine whether (a) slopes of forgetting varied across individuals and (b) observed individual differences in forgetting shared systematic relations with adult age, learning speed, and cognitive ability. Participants (N = 136) received mnemonic training prior to memorizing 4-digit numbers to perfection, and retention was tested immediately after training and after 30 min, 24 hr, 7 weeks, and 8 months. Slower rate of learning to criterion, older age, and poorer cognitive performance predicted accelerated forgetting with associations most pronounced within 24 hr from baseline. Observed correlates of differential forgetting slopes are similar to those previously found to affect encoding, suggesting continuity rather than asymmetry of prediction for these memory processes. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

"Integrating neural networks into decision-making and motivational theory: Rethinking VIE theory": Erratum.

Reports an error in "Integrating neural networks into decision-making and motivational theory: Rethinking VIE theory" by Robert G. Lord, Paul J. Hanges and Ellen G. Godfrey (Canadian Psychology/Psychologie Canadienne, 2003[Feb], Vol 44[1], 21-38). The paper by Lord, Henges and Godfrey, referred to in some of the commentaries (this issue), was accepted as part of the Special Section on psychology without boundaries. However, it was inadvertently published in a previous issue. The full reference is: Lord, R. G., Hanges, P. J., & Godfrey, E. G. (2003). Integrating neural networks into decision-making and motivational theory: Rethinking VIE theory. Canadian Psychology, 44 (1), 21-38. (The following abstract of the original article appeared in record 2003-01537-005.) Uses a reformulation of V. H. Vroom's (1964) VIE (Valence-Instrumentality-Expectancy) theory to illustrate the potential value of neuropsychologically based models of cognitive processes. Vroom's theory posits that people's decisions are determined by their affective reactions to certain outcomes (valences), beliefs about the relationship between actions and outcomes (expectancies), and perceptions of the association between primary and secondary outcomes (instrumentalities). One of the major criticisms of this type of theory is that the computations it requires are unrealistically time-consuming and often exceed working memory capacity. In this paper, the authors maintain that if an individual has extensive experience with a problem situation, he or she can process decisions about that situation using neural networks that operate implicitly so that cognitive resources are not exhausted by simple computations; instead, the computations are performed implicitly by neural networks. By thinking about VIE from a neural network standpoint, at least one of its problems is eliminated, and several new insights into decision-making are provided. The authors use simulation methodology to show that such a model is both viable and can reflect the effects of current goals on choice processes. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

A model of involvement in work-related learning and development activity: The effects of individual, situational, motivational, and age variables.

Eight hundred employees from across the U.S. work force participated in a detailed 13-month longitudinal study of involvement in learning and development activities. A new model was posited and tested in which the hypothesized sequence was as follows: worker age → individual and situational antecedents → perceived benefits of participation and self-efficacy for development → attitudes toward development → intentions to participate → participation. The results depict a person who is oriented toward employee development as having participated in development activities before, perceiving themselves as possessing qualities needed for learning, having social support for development at work and outside of work, being job involved, having insight into his or her career, and believing in the need for development, in his or her ability to develop skills and to receive intrinsic benefits from participating. Given the aging work force, a detailed treatment of age differences in development is presented. Implications for new ideas in practice and future research are discussed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Application of stochastic modeling to the assessment of group and individual differences in cognitive functioning.

This article begins with a guiding schema of relations among cognitive science, clinical science, and assessment technology. Emphasis is placed on stochastic modeling of cognitive processes. Basic models are adjusted so as to parsimoniously accommodate performance deviations occurring with psychopathology. Modified portions of models indicate functions affected by disorder, whereas portions remaining intact indicate spared functions. Findings from clinical cognitive science are applied to the individual case using Bayesian procedures. Methods are instantiated with respect to cognitive psychopathology of paranoid schizophrenia. The authors address observations and issues arising from this application, including integration of these methods with current assessment practices. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Seeing, thinking, and feeling: Emotion-regulating effects of gaze-directed cognitive reappraisal.

Cognitive reappraisal (CR) is an emotion-regulatory (ER) process that is theorized to operate via changes in appraisals. CR is distinct from attentional deployment (AD), an ER process that is theorized to operate via changes in attention. However, a recent neuroimaging study has suggested that the ER effects of CR might largely be explained by AD. In this study, I manipulated CR while holding visual AD constant across CR conditions. In a randomized within-subjects design, 54 participants used CR to increase and decrease emotion in response to unpleasant pictures. This was compared with simply viewing the pictures. On all trials, gaze was directed to a circumscribed area of the pictures. Even with gaze held constant across conditions, increase reappraisals led to higher ratings of emotional intensity, greater corrugator activity, and greater autonomic arousal. In addition, decrease reappraisals led to lower ratings of emotional intensity and lower corrugator activity, the latter of which held only when gaze was directed to arousing information. Overall, the results suggest that changes in appraisal are the likely mechanism for the ER effects of CR. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Age-related differences in the course of cognitive skill acquisition: The role of regional cortical shrinkage and cognitive resources.

This study examined the impact of age-related differences in regional cerebral volumes and cognitive resources on acquisition of a cognitive skill. Volumes of brain regions were measured on magnetic resonance images of healthy adults (aged 22-80). At the early stage of learning to solve the Tower of Hanoi puzzle, speed and efficiency were associated with age, prefrontal cortex volume, and working memory. A similar pattern of brain-behavior associations was observed with perseveration measured on the Wisconsin Card Sorting Test. None of the examined structural brain variables were important at the later stages of skill acquisition. When hypertensive participants were excluded, the effect of prefrontal shrinkage on executive aspects of performance was no longer significant, but the effect of working memory remained. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Friend influence on prosocial behavior: The role of motivational factors and friendship characteristics.

This study examined motivation (prosocial goals), individual characteristics (sex, ethnicity, and grade), and friendship characteristics (affective quality, interaction frequency, and friendship stability) in relation to middle adolescents' prosocial behavior over time. Ninth- and 10th-grade students (N=208) attending a suburban, mid-Atlantic public high school and having at least 1 reciprocated friendship were followed for 1 year. Hierarchical regression analyses revealed that a friend's behavior is related to an individual's prosocial goal pursuit, which in turn, is related to an individual's prosocial behavior. Further, the affective quality of a friendship and the frequency with which friends interact moderate relations of a friend's prosocial behavior to an individual's prosocial goal pursuit. (PsycINFO Database Record (c) 2010 APA, all rights reserved)