Cognitive and Interpersonal Vulnerability to Suicidal Ideation: A Weakest Link Approach

In contrast with traditional models of risk for suicidal ideation that combine multiple vulnerability components into one composite measure, weakest link perspectives posit that individuals are as vulnerable as their most vulnerable component (or “weakest link”). Such a perspective has been applied to depression, but has not been evaluated with respect to suicidal ideation. Thus, the goal of the present study was to apply a weakest link perspective to the study of suicidal ideation. We hypothesized that an individual’s “weakest link” among vulnerability components from the hopelessness theory (HT) and interpersonal psychological theory of suicide (IPTS) would interact with high levels of stress to predict increases in suicidal ideation over a 6-week period better than the traditional conceptualizations of HT or IPTS. Participants were 171 college students who completed measures of cognitive vulnerability, stress, and suicidal ideation twice over a period of 6 weeks. Bayesian regression analyses supported our hypotheses. The data fit the weakest link model using HT and IPTS components better than traditional conceptualizations of HT and IPTS. This study implies that weakest link models from depression may be useful in understanding which individuals are most vulnerable to experiencing suicidal ideation in the context of stress.     

Converging Concepts of Evolutionary Epistemology and Cognitive Biology Within a Framework of the Extended Evolutionary Synthesis

Journal for General Philosophy of Science - Evolutionary epistemology (EE) has experienced a continuous rise over the last decades. Important new theoretical considerations and novel empirical...     

The Role of Cognitive Style in the Link Between Genes and Political Ideology

There is growing interest in how genes affect political beliefs. To better understand the role of genes in politics, we examine the relationship between cognitive style (the need for cognition, the need for cognitive closure) and various measures of political attitudes (issue‐based ideology, identity‐based ideology, social ideology, economic ideology, authoritarianism, and egalitarianism). We show, for the first time, that the need for cognition and the need for cognitive closure are heritable and are linked to political ideology primarily, perhaps solely, because of shared genetic influences; these links are stronger for social than economic ideology. Although prior research demonstrated that Openness to Experience shares genetic variance with political ideology, we find that these measures of cognitive style account for distinct genetic variance in political ideology. Moreover, the genetic Openness‐ideology link is fully accounted for by the need for cognition. This combination of findings provides a clearer understanding of the role of genes in political beliefs and suggests new directions for research on Big Five personality traits and ideology.     

The Relative Contribution of Emotional Competence and Cognitive Ability to Individual and Team Performance

The relative contributions of emotional competence and cognitive ability to individual and team performance, team-member attitudes, and leadership perceptions were examined. Focusing on emotional competencies, we predicted that, although both cognitive ability and emotional competence would predict performance, cognitive ability would account for more variance on individual tasks, whereas emotional competence would account for more variance in team performance and attitudes. We also predicted that emotional competence would be positively related to team attitudes and to both leader emergence and effectiveness. Using a sample of undergraduate business majors who completed tasks alone and as members of teams, our results generally supported the hypotheses. Implications for the reach and impact of work relating emotional competencies to performance are offered.     

Team Autonomy, Performance, and Member Job Strain: Uncovering the Teamwork KSA Link

En raison du développement des équipes de travail dans les organisations, on souhaite obtenir des informations sur la meilleure façon de structurer les groupes pour les rendre efficients. Cette étude porte sur la relation de l'expérience de l'autonomie et du travail en équipe, des capacités et des compétences (KSAs) avec la performance du groupe et l'effort émanant de ses membres. Deux modèles ont été mis à l'épreuve à partir d'une recherche théorique et empirique continue. Des données provenant d'un échantillon de 41 équipes de production (174 participants) apportèrent des éléments en faveur du modèle de médiation selon lequel l'autonomie est associée à la perfomance et à l'effort par l'intermédiaire des KSAs. Le modèle alternatif de modération qui suppose que l'autonomie et les KSAs interagissent pour déboucher sur la performance et l'effort ne fut pas corroboré.
Given the increasing use of work teams in organizations, interest exists in identifying the best ways to design teams so that they lead to positive outcomes. This study examined how team autonomy and teamwork knowledge, skills, and abilities (KSAs) relate to team performance and member job strain. Based on extant empirical and theoretical work, two models were tested. findings from a sample of 41 production teams (174 team members) showed support for the mediation model—that autonomy is associated with performance and strain through teamwork KSAs. The alternative moderation model, suggesting that autonomy and teamwork KSAs interact in predicting performance and strain, was not supported.     

A Developmental Analysis of Playfulness as a Clue to Cognitive Style1

A quality of play labeled playfulness is hypothesized to become later a personality trait of the individual relating to cognitive style, particularly divergent thinking. Operationally, playfulness was defined, identified and measured in kindergartners as physical, social and cognitive spontaneity, manifest joy and sense of humor. The importance of exploring a possible developmental transformation in operational correlates of this trait at later age levels is discussed. Special emphasis is put on playfulness as a motivational aspect of divergent thinking during the adolescent years with a view of linking early identification and measurement of playfulness to prediction of creative potential.     

Reflective Personality: Identifying Cognitive Style and Cognitive Complexity

Categorized among learning practices, reflection involves cognitive processing. Some people say they reflect often, whereas others claim they are less inclined to reflect on a regular basis. The present study examines reflection in an academic learning setting. In contrast with previous studies testing reflective task accomplishment, we are interested in personality traits that can predict reflection or a reflective outcome. By means of a survey university students are questioned about their learning practices when working on their final thesis. To test whether certain traits influence reflection and whether reflection produces cognitive outcomes at the individual level, we performed hierarchical regression analysis. In addition, structural equation modeling is used to test for the mediation effects of reflection. The data stress a mediating role of reflection in the relationship between particular personality traits and cognitive complexity.     

Application of Cognitive Load Theory to Develop a Measure of Team Cognitive Efficiency

Improving human systems integration through technologically advanced training and performance aids has become increasingly important to military transformation. Measures of improved cognitive and coordination processes arising from the employment of transformational tools are necessary to guide the refinement and future development of such technologies. In this article, we describe a cognitive load theory approach to developing a combinatory measure of individual workload and team performance following an experimental intervention involving training and a decision support system. We discuss how indicators of what we term team cognitive efficiency can improve assessing the effectiveness of transformational processes and technologies.     

A Case Study of Interpersonal Emotion Regulation Within a Varsity Volleyball Team

This study used an instrumental case study approach to investigate the ways teammates within a female varsity volleyball team regulated one another's emotions, the factors that were perceived to influence interpersonal emotion regulation (IER), and athletes' preferences for regulating their own and others' emotions. Fourteen athletes participated in semistructured interviews and reported using a variety of emotion-improving and emotion-worsening IER strategies, in addition to occasionally choosing not to engage in IER, and several factors were found to influence IER (e.g., athletes' roles and interpersonal factors). This study has theoretical implications and applied implications for athletes, coaches, and sport psychology consultants.     

Evaluating Self-Concept and Ego Development Within Erikson's Psychosocial Framework: A Formulation

The purpose of this article is to suggest criteria developed within the context of Erikson's first five psychosocial stages that may be helpful in evaluating self-concept and ego development. The strength of Erikson's theory has been in its contribution to the understanding of the self's development over a series of psychosocial stages. A weakness, however, has been in the ambiguity about what behaviors to look for during any particular stage that allow one to evaluate the status of a person's psychological growth. To assess areas of strengths and weaknesses in the self's growth as it progresses through these stages, five behavioral expressions tables are presented, each illustrating possible behaviors and implicit attitudes associated with positive and negative ego resolutions at each stage. Implications for the evaluation of problem areas and counseling are noted.     

Does Cognitive Style Moderate Expected Evaluation and Adolescents' Creative Performance: An Empirical Study

Two studies investigated the effects of cognitive and school environmental factors on adolescents' creative performance. The first study tested the effects of expected evaluation and cognitive style on creativity among 89 high school students. The second study tested the effects of evaluation type and cognitive style on creativity among 92 high school students. Study 1 found main effects of expected evaluation and cognitive style on creativity. The interaction between expected evaluation and cognitive style was statistically significant. Under an experimental condition of expected evaluation, field‐dependent adolescents performed more creatively (i.e., higher originality) than those without expected evaluation. Study 2 uncovered main effects of expected evaluation type and cognitive style on creativity but no interactions between expected evaluation type and cognitive style. Adolescents performed better on the dimension of flexibility in a controlling evaluation condition, compared with adolescents in informational evaluation condition, and field‐independent adolescents showed more fluency and originality than field‐dependent adolescents. Together, this research provides a better understanding of the effects of expected evaluation and cognitive style on adolescents' creative performance. Implications for further research are discussed.     

Cognitive Style as an Antecedent to Adaptiveness,Customer Orientation,and Self-Perceived Selling Performance

Data from 396 real estate salespeople offer structural model evidence of the antecedence of salesperson cognitive style (Jung, 1971) to adaptive selling behavior, and to sales orientation-customer orientation and self-perceived selling performance. Four hypotheses were supported: Salespeople who prefer information intake by intuiting (rather than sensing) and information processing/decision-making by thinking (rather than feeling) were found to be more likely to practice adaptive selling; the more adaptive selling was practiced, the greater customer orientation became; and the greater the customer orientation, the better the self-perceived selling performance. Implications exist for salesperson training, management, and motivation research.     

Cognitive Behavioral Principles Within Group Mentoring: A Randomized Pilot Study

This study evaluated the effectiveness of a group mentoring program that included components of empirically supported mentoring and cognitive behavioral techniques for children served at a community mental health center. Eighty-six 8- to 12-year-old children were randomly assigned to either group mentoring or a wait-list control group. Group mentoring significantly increased children's reported social problem-solving skills and decreased parent-reported child externalizing and internalizing behavior problems after controlling for other concurrent mental health services. Attrition from the group mentoring program was notably low (7%) for children. The integration of a cognitive behavioral group mentoring program into children's existing community mental health services may result in additional reductions in externalizing and internalizing behavior problems.     

认知风格分析测验(CSA)修订及大学生样本的划界尝试

以大学生为对象,对“认知风格分析测验”(Cognitive Style Analysis,CSA)进行了项目分析、信度、效度检验等一系列研究,并通过大学生样本划界尝试。项目的区分度检验表明测验中所有项目都具有较好的区分度,两个维度间的相关分析进一步确证了CSA的结构效度。进一步的信度分析表明CSA具备可接受的内部一致性信度和重测信度。跨文化比较结果表明,我国大学生认知风格的划界与英国常模具有显著差异。     

Identity Status Change Within Personal Style Clusters: A Longitudinal Perspective From Early Adulthood to Midlife

Differences in identity stability and change from age 36 through 42 to 50 were examined between three male and female personal style clusters extracted at age 27. We expected, first, the identity statuses to consistently differ between the clusters and, second, those with the least mature identity to move closer to others during midlife. Differences between the personal style clusters were discovered on all identity statuses across ages. Although significant personal style × age interactions were not detected, some evidence of pace-of-development differences emerged for women: Initial differences in identity maturation between the female groups partially leveled off by midlife. In men, early adulthood identity maturation in the conflicted group was however followed by a re-decline in later midlife.     

The Adaptable Mind in Design: Relating Personality,Cognitive Style,and Creative Performance

This study examined domain-specific relationships between creative personality traits, cognitive styles, and creative performance in design. Design students (n = 39) completed the Adjective Check List (ACL) and the Herrmann Brain Dominance Instrument (HBDI) to gauge personality and cognitive style, respectively. The ACL was scored using Domino's Creativity Scale (ACL-Cr) to identify creative personality traits. The sample also completed a design task that was evaluated for creativity using the Consensual Assessment Technique (CAT). Findings indicated that participants showing flexibility between cerebral, limbic, right, and left modes of thinking had significantly higher mean scores on creative personality than did those who exhibited a more entrenched cognitive style. Creative personality traits (ACL-Cr) significantly predicted creative performance on the design task. While cognitive style (HBDI) did not predict creative performance, flexibility between styles was significantly correlated to the creative personality. In sum, individuals exhibiting adaptable thinking appear to possess the flexibility necessary to design creatively and potentially transform the domain with original and imaginative solutions.     

竞争情境、认知风格对学生运算性程序知识学习迁移的影响

研究竞争情境对不同性别、认知风格学生运算性程序知识学习迁移的影响。结果发现：1对于不同类型的迁移题,竞争对不同认知风格学生的学习迁移有不同的影响。其表现为：对于同型题,场独立倾向学生在竞争情境下的迁移成绩要显著高于非竞争情境,场依存倾向学生在竞争情境下的学习成绩明显低于非竞争情境。对于近迁移和远迁移题,场独立和场依存倾向学生迁移成绩差异不显著;2对于不同类型的迁移题,竞争对不同性别学生的学习迁移具有不同影响。其表现为：对于远迁移题,在非竞争情境下,男生和女生的迁移成绩差异不显著;在竞争情境下,男生和女生的迁移成绩差异显著,男生的成绩要明显优于女生;对于同型题和近迁移题,男生和女生的迁移成绩差异不显著。     

Cognitive Resources and Leadership Performance: A Rejoinder

I feel very honoured by the distinguished group of colleagues who consented to comment on my paper. All raised thought-provoking questions which merit a detailed reply. I only regret that the strict space limitation imposed by the editor restricts my response to points on which my paper was unclear, and to a few important substantive issues. It would have been very satisfying to explore the many constructive and highly intriguing insights contained in the commentators' contributions.