Individual Differences in Various Parameters of Motor Learning

60 Ss practiced 6 days on the stabilometer. No reminiscence or warm-up decrement was found; loss of skill occurred from 1-day layoffs which lessened as learning progressed. A 3-component exponential equation fitted the learning trend (including relearning). Both individual differences and intra-individual variations decreased exponentially with practice, but the ratio of individual differences to mean score increased. Practice had little influence on adjacent trial rs. Between scores in any particular pair of separated trials, r decreased when increasing number of trials separated them. Averaging 8 initial and 8 final trials gave optimum learning score reliability (r = .95). Individual rates of learning were not appreciably correlated with amounts of learning (r = .23). Final performance levels could only be predicted 50% from initial skill and cumulated amounts of learning unless more than half of the total practice (i.e., more than 90% of the potential learning) had been accomplished. The pattern of zero order rs between amount of learning and initial and final skill levels differed markedly from that previously observed in learning the ladder climb.     

Sources of Group and Individual Differences in Emerging Fraction Skills

Results from a two year longitudinal study of 181 children from fourth through fifth grade are reported. Levels of growth in children's computation, word problem, and estimation skills using common fractions were predicted by working memory, attentive classroom behavior, conceptual knowledge about fractions, and simple arithmetic fluency. Comparisons of 55 participants identified as having mathematical difficulties to those without mathematical difficulties revealed that group differences in emerging fraction skills were consistently mediated by attentive classroom behavior and conceptual knowledge about fractions. Neither working memory nor arithmetic fluency mediated group differences in growth in fraction skills. It was also found that the development of basic fraction skills and conceptual knowledge are bidirectional in that conceptual knowledge exerted strong influences on all three types of basic fraction skills, and basic fraction skills exerted a more modest influence on subsequent conceptual knowledge. Results are discussed with reference to how the identification of potentially malleable student characteristics that contribute to the difficulties that some students have with fractions informs interventions and also will contribute to a future theoretical account concerning how domain general and domain specific factors influence the development of basic fraction skills.     

Individual Differences in the Effectiveness of Error Management Training for Developing Negotiation Skills

This study investigated whether the effectiveness of an error management approach to training negotiation knowledge and skill depended on individual differences in conscientiousness, extraversion, and openness to experience. Participants were randomly assigned to two training programs that incorporated key elements of an error management and behavioral modeling approach to training, and were trained in the complex interpersonal skill of negotiation. At the end of training, declarative knowledge acquisition, procedural knowledge acquisition, declarative knowledge retention, and transfer performance were assessed at different points in time. Results suggested that the effectiveness of the error management training program was dependent on individual levels of conscientiousness and extraversion. For several learning outcomes, the performance of highly conscientious and extraverted individuals was superior in the error management condition, while the performance of less conscientious and introverted individuals was superior in the behavioral modeling condition. The implications of these findings, and suggestions for future research, are discussed.     

Adaptive Individual Differences

Individuals differ in innumerable ways, some adaptive, some maladaptive, and some neutral. Personality theories, we argue, can profit from distinguishing among these importantly different types of individual variation. This article outlines a taxonomy of origins of individual differences— environmental sources of adaptive differences (e.g., early environmental calibration), heritable sources of adaptive differences (e.g., adaptive self-assessment of heritable qualities), nonadaptive sources of individual differences (e.g., incidental by-products of adaptive variation), and maladaptive sources of individual differences (e.g., epigenetic trauma). The second section outlines empirical procedures for confirming or falsifying the differing conceptions of individual differences, with a special focus on empirically distinguishing adaptive individual differences from those that are maladaptive or nonadaptive. The final section highlights the importance of individual differences for solving social adaptive problems.     

Individual Differences in Mood Changes

The study explores the influence of individual tendencies toward mood improvement/deterioration and the Big Five personality traits on mood changes. Participants (218 students) completed NEO-FFI and The Mood Regulation Scales. Based on the within-person structure of individual tendencies toward mood improvement/deterioration four mood regulative types were distinguished (increasing, decreasing, hot and cool type). In the experimental stage participants were randomly assigned to one of four group conditions created by experimental factors: (1) induced mood (positive/negative), and (2) the level of cognitive loading (easy/hard condition). Direct (Mood Adjective Check List) and indirect (emotional version of Lexical Decision Task) measurements were used to assess mood changes. The results showed different patterns of mood changes for increasing and decreasing regulative types. Those differences were visible especially in the positive mood regulation. While the decreasing type decreased the induced positive mood, the increasing type was characterized by mood changes manifested in energetic arousal increase and tense reduction. Moreover, high Neuroticism and low Extraversion in the decreasing type contributed to a negative mood increment manifested in reduction of energetic arousal. The same effect was revealed for high Conscientiousness for the increasing type. The results are discussed in the context of psychological status of mood regulation strategies (automatic/controlled) and with reference to previous research in this area.     

注意瞬脱效应的个体差异

注意瞬脱是指个体在对同一位置出现的多个刺激进行识别时, 如果第二个目标刺激出现在第一个目标刺激之后200~500 ms之间, 那么个体对第二个目标刺激的识别会显著降低的现象。研究表明, 注意瞬脱效应在健康人群中存在显著的个体差异, 主要表现在工作记忆、对分心刺激的抑制能力、意向聚焦、情绪状态和人格等方面。近年来, 注意瞬脱的个体差异也在多种神经疾病的临床研究中得到重视。未来的研究应更多关注注意瞬脱效应个体差异背后的神经机制以及应用研究。     

Adaptive Individual Differences Revisited

Humans possess a complex array of evolved psychological mechanisms, only a subset of which is activated at any particular time. Attempts to reduce human sexual strategies to a single, rigid, invariant strategy, and to label departures from a single strategy as maladjusted, fail to accord with a large body of empirical evidence. Personality psychology cannot afford to ignore the rich repertoire of individual differences, some of which are adaptively patterned.     

Individual Differences in Risk Taking1

Risk taking behavior in civilian and military settings often results in unnecessary loss of life and equipment. The present research investigates the contribution of three cognitive styles (Type A., Cognitive Complexity, and GIAL) to risky behavior under varying task load conditions. The research is further concerned with uncovering possible relationships between these cognitive styles and physiological arousal (cardiovascular response) as interactive sources of risky actions. A variety of diverse and combined effects of styles on the propensity to take risks was obtained. These relationships were not generally reflected in arousal levels. In addition, the present findings support the conclusions of Streufert et al. (1983) who suggested that risk taking is primarily an effect of cognitive error. In the absence of an arousal based “thrill” finding, specific “educational” programs, based on a person's stylistic characteristics, may be possible to reduce the propensity for risky actions.     

Individual Differences in Child Kaleidoblock Responses

The relationship between self-esteem and parental identification was investigated. The hypothesis that self-esteem is positively correlated with parental identification was supported for female college students by two out of three self-esteem measures. For male subjects one social self-esteem measure correlated negatively with maternal identification and a self-concept measure correlated positively. No relationship between self-esteem and paternal identification existed for males: hence the hypothesis was refuted. The importance of social self-esteem in the feminine self-concept and its basis in parental identification is emphasized in the discussion.     

Individual Differences in Cognitive Editing Standards

This study is aimed at understanding how people edit their own arguments prior to uttering them (Hample, 1984; Hample & Dallinger, 1985a, 1985b). The main categories of editorial criteria are effectiveness, principled objection to type of argument, person-centered issues, and discourse competence standards. Our main purpose here is to begin an account of what sort of person prefers which criteria. Argumentativeness (Infante & Rancer, 1982), verbal aggression (Infante & Wigley, 1986), interpersonal orientation (Swap & Rubin, 1983), and respondent gender are associated with use of editorial criteria. Results point to two different approaches to editing one's own arguments. The task orientation focuses on effectiveness, and is taken by males, and by people high in verbal aggressiveness and low in interpersonal orientation. The relational orientation is taken by females, and by people low in verbal aggressiveness and high in argument avoidance and interpersonal orientation. Justification for using multiple arguments to instantiate each type of argument, and for using multiple situations was also found.     

Individual Differences in Human Fixed-Interval Performance

The Psychological Record - Thirty-two undergraduates were exposed to a fixed-interval 60-s schedule. There were extreme individual differences in postreinforcement pauses and response rates. Such...     

Individual Differences in Tolerance for Contradiction

This article introduces and provides validity evidence for the new individual difference construct of tolerance for contradiction, defined as a mode of thinking that accepts and even thrives on apparent bivalent logical contradictions. In Study 1, which used a sample of 198 undergraduates, convergent and discriminant validity evidence for tolerance for contradiction were obtained via associations with a set of established variables. In Study 2, further validity evidence was obtained and the relevance of tolerance for contradiction in the workplace was demonstrated using a sample of 142 prison officers. Tolerance for contradiction was found to interact with situational judgment ability to affect job performance in the manner as hypothesized. The findings on the nature of the interaction supported the argument that tolerance for thinking may be either adaptive or maladaptive. Limitations and implications of the studies as well as future research directions on the construct of tolerance for contradiction were discussed.     

Individual Differences In Intra-Individual Variability

For each of 75 Ss several estimates of intra-individual variations were calculated for each of 4 motor skills. The reliability of intra-individual variation for these data, estimated from Pearson productmoment correlations, ranged from r = .31 to r = .51 (in all cases p < .05). It was also found that in 3 of the 4 skills, intra-individual variation correlated significantly (r = .36, .54, .55) with mean performance level. Second order partial correlations, holding constant the effect of mean performance level, were then used to estimate the reliability of intravariation. These correlations were statistically significant and ranged from r = .27 to r = .34. When correlations of intra-individual variation were calculated among the four skills it was demonstrated that intra-individual variation was approximately 95 to 100% task specific.     

Individual Differences in Affective States During Meditation

Previous research has shown the positive effects of meditation on physical and mental health, but little is known about what psychological processes occur during meditation. The current study investigated experience of affective states in Zen meditation during a 3-day meditation retreat using a single-case design. We used a novel push-button method to measure affective states and multilevel models to analyze the 6 single-case studies. As expected, we found that participants were more likely to have a no-self/spiritual or joy/elation experience toward the end of a meditation session than toward the beginning. Contrary to what we expected, there was no relationship between the meditation session variables and having an anguish/suffering experience. Individual differences had a non-negligible influence on the relationships for all 3 affective states, meaning that meditation did not produce the same results in the participants. We conclude by discussing how our method can be incorporated into future studies of meditation, or other religious variables.     

Individual Differences in Monitoring Failures of Automation

Subjects included 24 non-pilots who performed simulated flight-related tasks of tracking, fuel-management, and system monitoring. Tracking and fuel management were performed manually, whereas system monitoring was automated. Subjects were required to detect system malfunctions not detected by the automation (automation failures). The reliability of the automation remained constant or varied over time. Subjects detected significantly fewer automation failures in the constant-reliability automation condition than in the variable-reliability condition. Inefficiency in monitoring for automation failure was examined in relation to three individual-difference measures: the Complacency Potential Rating Scale, the Eysenck Personality Inventory (introversion-extraversion), and a modified version of Thayer's Activation-Deactivation Adjective Check List (energetic arousal). These measures were not significantly intercorrelated, suggesting their relative independence. For subjects with high-complacency-potential scores, there was a correlation of - .42 between complacency potential and detection rate of automation failures. Introversion-extraversion was unrelated to monitoring performance. Finally, high energetic-arousal subjects had initially higher detection rates in the constant-reliability condition than did low-arousal subjects. The results suggest a modest relationship between individual differences in complacency potential and energetic-arousal and automation-related monitoring inefficiency.     

决策中个体差异研究现状述评

决策中个体差异的研究有助于进一步检验和深化传统决策理论。文章回顾了近十年决策个体差异研究的主要变量（人格、认知能力、认知风格和年龄）和研究结果,并简要总结了该类研究的背景、研究范式和理论意义。这些研究一致发现个体差异变量对决策过程、决策表现等具有影响作用,说明个体差异与决策加工中复杂的人-情境间联系有关。文章提出,未来研究应该综合考虑决策情境、情绪和决策主体的理论模型,以期对个体差异在决策中的作用做出更好解释