The effect of social learning on avoidance of aposematic prey in juvenile great tits (<Emphasis Type="Italic">Parus major</Emphasis>)

Social learning plays an important role in acquiring new foraging skills and food preferences in many bird species but its potential role in learning to avoid aposematic prey has never been studied. We tested the effect of social learning on the acquisition of avoidance of aposematic insect prey (firebug Pyrrhocoris apterus; Heteroptera) in juvenile, hand-reared great tits (Parus major). Behaviour towards aposematic prey was compared between two groups of birds: (1) the observers that were, prior to encounter with firebugs, allowed to watch the experienced conspecific demonstrator repeatedly refuse to attack the prey, and (2) the control birds that lacked this opportunity. Observing an experienced demonstrator was not sufficient for learning complete avoidance, because birds from both groups attacked at least the first firebug they had encountered in avoidance training. However, the opportunity to observe the avoidance behaviour of another bird significantly increased the rate of subsequent individual learning of observers in comparison with control birds. Social learning also decreased mortality of firebugs killed by the birds during the avoidance learning. Socially enhanced learning to avoid aposematic prey might be a mechanism important especially for naive juvenile birds learning from their parents, but it could also enhance learning in adults from their more experienced flock mates. Because social learning of avoidance may also lead to decreased mortality of aposematic prey, its effect should be taken into account in scenarios considering evolution and maintenance of prey warning signals.     

Problem-solving performance and reproductive success of great tits in urban and forest habitats

Success in problem solving, a form of innovativeness, can help animals exploit their environments, and recent research suggests that it may correlate with reproductive success. Innovativeness has been proposed to be especially beneficial in urbanized habitats, as suggested by superior problem-solving performance of urban individuals in some species. If there is stronger selection for innovativeness in cities than in natural habitats, we expect problem-solving performance to have a greater positive effect on fitness in more urbanized habitats. We tested this idea in great tits (Parus major) breeding at two urban sites and two forests by measuring their problem-solving performance in an obstacle-removal task and a food-acquisition task. Urban pairs were significantly faster problem-solvers in both tasks. Solving speed in the obstacle-removal task was positively correlated with hatching success and the number of fledglings, whereas performance in the food-acquisition task did not correlate with reproductive success. These relationships did not differ between urban and forest habitats. Neophobia, sensitivity to human disturbance, and risk taking in the presence of a predator did not explain the relationships of problem-solving performance either with habitat type or with reproductive success. Our results suggest that the benefit of innovativeness in terms of reproductive success is similar in urban and natural habitats, implying that problem-solving skills may be enhanced in urban populations by some other benefits (e.g. increased survival) or reduced costs (e.g. more opportunities to gain practice with challenging tasks).     

The relationship between personality, approach to learning and academic performance

This study considers the relationship between students' approaches to learning, as measured by a short-form of Entwistle and Tait's (1995) Revised Approaches to Studying Inventory (RASI), the Big Five personality factors, as measured by Cattell's 16PFi, and the background variables of age, gender and prior educational achievement and academic performance. Subjects were 146 social science undergraduate students at a university in Scotland. Structural equation modelling identifies the Big Five personality factor scores account for between 22.7% and 43.6% of the variance across scores on the three approach to learning dimensions. Four of the Big Five personality factors and the three approach to learning dimensions were found to be poor predictors of academic performance. A linear regression analysis with academic performance as the dependent variable and age, prior educational attainment and conscientiousness as independent variables, accounted for 24.1% of the variance in performance. Our investigation suggests approach to learning is a subset of personality. However, we conclude it makes sense to measure these two groups of variables separately in educational settings.     

Too much of a good thing: curvilinear relationships between personality traits and job performance

The relationships between personality traits and performance are often assumed to be linear. This assumption has been challenged conceptually and empirically, but results to date have been inconclusive. In the current study, we took a theory-driven approach in systematically addressing this issue. Results based on two different samples generally supported our expectations of the curvilinear relationships between personality traits, including Conscientiousness and Emotional Stability, and job performance dimensions, including task performance, organizational citizenship behavior, and counterproductive work behaviors. We also hypothesized and found that job complexity moderated the curvilinear personality–performance relationships such that the inflection points after which the relationships disappear were lower for low-complexity jobs than they were for high-complexity jobs. This finding suggests that high levels of the two personality traits examined are more beneficial for performance in high- than low-complexity jobs. We conclude by discussing the implications of these findings for the use of personality in personnel selection.     

Individual differences in cognition: Some relationships between personality and memory

Individual differences in cognition were studied in the form of the hypothesis that arousal, as indexed by personality measures of extraversion and neuroticism, affects the way in which verbal material is organized in memory. Subjects pretested on measures of these personality variables participated in either a paired-associates learning or a free-recall experiment. On the paired-associates task, subjects who were thought to be high on arousal made fewer errors when response terms were semantically similar than low arousal subjects. On the other hand, subjects thought low on arousal made fewer errors when response words were phonetically similar than high arousal subjects. On the free-recall task, low arousal subjects were found to cluster words together on the basis of semantic category at a higher rate than high arousal subjects. These results were taken to support the view that high arousal (as indexed by personality measures) leads to a focus on the physical aspects of verbal material, whereas low arousal leads to a memory organized around semantic aspects. The implications of these findings for other views of memory are discussed.     

The relationships between personality traits and one-year outcomes in patients with major depressive disorder without psychotic features

Introduction

Besides the intensity of depression, the main predictors of the outcome of a depressive episode are the comorbid disorders and certain personality traits.

Exploring the longitudinal relationships between the use of grammar in text messaging and performance on grammatical tasks

Research has demonstrated that use of texting slang (textisms) when text messaging does not appear to impact negatively on children's literacy outcomes and may even benefit children's spelling attainment. However, less attention has been paid to the impact of text messaging on the development of children's and young people's understanding of grammar. This study therefore examined the interrelationships between children's and young adults’ tendency to make grammatical violations when texting and their performance on formal assessments of spoken and written grammatical understanding, orthographic processing and spelling ability over the course of 1 year. Zero‐order correlations showed patterns consistent with previous research on textism use and spelling, and there was no evidence of any negative associations between the development of the children's performance on the grammar tasks and their use of grammatical violations when texting. Adults’ tendency to use ungrammatical word forms (‘does you’) was positively related to performance on the test of written grammar. Grammatical violations were found to be positively associated with growth in spelling for secondary school children. However, not all forms of violation were observed to be consistently used in samples of text messages taken 12 months apart or were characteristic of typical text messages. The need to differentiate between genuine errors and deliberate violation of rules is discussed, as are the educational implications of these findings.     

Faking under a nonlinear relationship between personality assessment scores and job performance

This study investigated whether faking in personality assessments affects the prediction of job performance and consequences of selection decisions when a nonlinear relationship was assumed between personality scores and job performance. It was also examined whether a selection strategy suggested for nonlinear relationships reduces the adverse impact of faking on consequences of selection decisions. The findings from the item response theory‐based simulations indicated that the prediction of job performance was affected by faking, whereas selection accuracy was not substantially affected by faking. The improvement in selection accuracy due to the strategy suggested for a nonlinear relationship was not noticeable. However, the suggested strategy reduced adverse impacts of faking on the estimation of selected applicants' performance scores.     

Oriental wisdom for interpersonal life: Confucian ideal personality traits (Junzi personality) predict positive interpersonal relationships

Junzi personality refers to traits of ideal persons in Confucian philosophy and is a key to East-Asian indigenous personality studies. We proposed that Junzi personality predicts positive interpersonal relationships, mediated by internal and external attributions in affiliation goal areas. Participants from China (N = 337) completed self- and peer-rated questionnaires in three stages over a 4-month period. Results showed that Junzi personality significantly and positively predicted self-rated interpersonal competence and satisfaction and peer ratings of interpersonal performance. These effects were significantly mediated by internal and external attributions for affiliation. This research provides personality and interpersonal psychology insights by culturally compatible measures and frameworks rooted in East-Asian philosophy and also contributes to the literature on antecedents and consequences of affiliation attribution.     

The type A behavior pattern in children: relationships with performance on speed oriented tasks

The Matthews Youth Test for Health (MYTH) was completed by teachers to evaluate 85 fifth- and sixth-grade boys. Type A and B groups of 20 boys each were selected based on MYTH scores. Each boy performed a signalled reaction time task and a perceptual search task. No performance difference was found between the Type A and B boys on the reaction time task. On the perceptual search task, each boy had to scan a set of pictures and report the number of "Snoopy's" seen in each picture. A group difference in response time was found, with the Type A boys having a mean of 5.98 s versus 7.87 for the Type B boys.     

Models of performance in learning multisegment movement tasks: consequences for acquisition,retention, and judgments of learning

Participants learned different keystroke patterns, each requiring that a key sequence be struck in a prescribed time. Trials of a given pattern were either blocked or interleaved randomly with trials on the other patterns and before each trial modeled timing information was presented that either matched or mismatched the movement to be executed next. In acquisition, blocked practice and matching models supported better performance than did random practice and mismatching models. In retention, however, random practice and mismatching models were associated with superior learning. Judgments of learning made during practice were more in line with acquisition than with retention performance, providing further evidence that a learner's current ease of access to a motor skill is a poor indicator of learning benefit.     

The joint effects of personality and workplace social exchange relationships in predicting task performance and citizenship performance

This field study examines the joint effects of social exchange relationships at work (leader-member exchange and team-member exchange) and employee personality (conscientiousness and agreeableness) in predicting task performance and citizenship performance. Consistent with trait activation theory, matched data on 230 employees, their coworkers, and their supervisors demonstrated interactions in which high quality social exchange relationships weakened the positive relationships between personality and performance. Results demonstrate the benefits of consonant predictions in which predictors and outcomes are matched on the basis of specific targets. We discuss theoretical and practical implications.     

Testing an interactionist perspective on the relationship between personality traits and performance under public pressure

Objectives

The interactionist principle of trait activation [Tett & Gutermann (2000). Situation trait relevance, trait expression, and cross-situational consistency: testing a principle of trait activation. Journal of Research in Personality, 34, 397-423.] explains human behavior through the stimulation of traits by trait-relevant situational cues (i.e., situation-trait relevance). In applied (real-world) high-pressure situations, audiences provide the situational demand of public evaluation. Therefore, traits that are related to public evaluation are appraised as situation-relevant. The purpose of the current study was to test if situation-relevant traits (i.e., narcissism, public self-consciousness) predict performance in applied high-pressure situations, while situation-irrelevant traits (i.e., private self-consciousness) do not contribute to the performance explanation.

Design/Method

Experienced handball players (N = 55) completed personality questionnaires and performed a throwing task in low and high-pressure conditions, whereby the high-pressure condition involved 1500-2000 spectators during halftime breaks of professional handball games.

Results

Findings supported the assumptions about situation-trait relevancies and indicated that narcissism and public self-consciousness were relevant to high-pressure performance (i.e., positively associated), whereas private self-consciousness was found to be irrelevant. No predictors were correlated to low-pressure performance.

Conclusions

Results emphasize that trait activation is a promising explanation for the relevance of personality characteristics to performance under pressure. A systematic consideration of situational demands of high-pressure situations will result in adequate appraisals of situation-trait relevance and help predict performance with trait scores.     

Concurrent and prospective relationships between social engagement and personality traits in older adulthood

The current research examined the longitudinal relationship between social engagement and personality traits in older adults. Specifically, the present research examined how engagement in family and community roles related to conscientiousness, agreeableness, and emotional stability in a sample of 100 Illinois residents age 60-86 years assessed twice over a period of 2.5 years. Social engagement and personality traits were related in three ways. First, concurrent relationships during Wave 1 suggested that agreeable older adults are more socially engaged. Next, Wave 1 standing on both personality traits and social engagement predicted respective change over time. In addition, changes in engagement and personality traits covaried over time. The specific patterns presented in this study suggest that although some relationships were consistent with research findings in young adulthood and midlife, role investment in old age may have a distinctly different meaning than role investment earlier in the life span. These patterns suggest that personality traits can both inform our understanding of engagement during older adulthood and that personality traits may be meaningful outcomes of the aging experience in their own right. (PsycINFO Database Record (c) 2012 APA, all rights reserved).     

Simultaneous learning of different regularities in sequence learning tasks: limits and characteristics

Two experiments are reported which were designed to investigate the generality and the power of the mechanisms underlying sequence learning. In both experiments, participants reacted to systematic sequences of tones. They were informed that there was a tone systematicity. Participants were not told that the interval between a response to a tone and the onset of the subsequent tone (response-signal interval, RSI) also varied according to a fixed regularity. Experiment 1 showed that the unattended RSIs were learned when they were uniquely related to the tone sequence, but not when the relation was ambiguous. Experiment 2 showed that, on the basis of the traditional reaction time performance measure, participants who learned the RSIs by attending to their systematicity could not be distinguished from those in an incidental learning condition in which the RSI systematicity was unattended. However, a model-based analysis of the processes contributing to judgements about the event sequences suggested that the two groups had acquired qualitatively different knowledge. Received: 3 March 2000 / Accepted: 2 November 2000     

The impact of borderline personality disorder and anxiety on neuropsychological performance in major depression

Previous studies of neuropsychological performance in borderline personality disorder (BPD) have exhibited mixed results. The high rate of co-occurring major depressive disorder (MDD) in BPD makes it difficult to specify whether neuropsychological deficits in BPD predominantly reflect co-occurring MDD or unique aspects of their psychopathology. To address this issue, 22 participants with borderline personality disorder and concurrent major depressive disorder (BPD-MDD) and 33 participants with MDD and no concurrent personality disorder were compared on a neuropsychological battery that assessed seven domains of performance: general intellectual functioning, motor skill, psychomotor speed, attention, memory, working memory, and executive function. Neuropsychological performance did not differ between BPD-MDD and MDD. However, BPD-MDD participants reported higher levels of anger, anxiety, and of overall emotional distress compared to MDD. When levels of anxiety were controlled, BPD-MDD participants exhibited superior general intellectual performance, psychomotor speed, and attention. Deficits found in previous BPD samples may reflect their susceptibility to co-occurring MDD. The impact of anxiety on neuropsychological performance in BPD, though, indicates a need for future experimental studies of the effects of mood on cognitive function to determine whether mood dysregulation, rather than core depressive symptoms, underlie cognition impairments in BPD.     

Identity concept learning in matching-to-sample tasks by tufted capuchin monkeys (Cebus apella)

The abstract concept of equivalence is considered one of the bases of higher-order cognition, and it has been the subject of considerable research in comparative cognition. This study examined the conditions under which tufted capuchin monkeys (Cebus apella) are able to acquire an identity concept. Six capuchin monkeys were trained to solve a visual matching-to-sample (MTS) task on the basis of perceptual identity. The acquisition of the identity rule was inferred from the subject’s ability to solve transfer tests with novel stimuli. We evaluated the ability of the capuchin monkeys to match the shape of novel stimuli after training with both several small stimulus sets (Experiment 1) and a large stimulus set (Experiment 2). Moreover, we examined the ability of capuchins to transfer the concept to novel visual dimensions, such as colour and size and to transfer to novel spatial arrangements of the stimuli (Experiment 2). We demonstrated that the ability of capuchins to match novel stimuli was improved by increasing the number of stimuli used during training (Experiments 1 and 2) and that after a widely applicable identity concept based on the stimulus shape was acquired, the capuchins were able to match stimuli according to an identity rule based on both the colour and size of the stimuli and when the spatial arrangement of the stimuli was varied (Experiment 2). This study is the first to demonstrate that the size of the training set affects the acquisition of an abstract identity concept in an MTS task in non-human primates.