Internalization of children’s problem solving and individual differences in learning

The purpose of this study was to identify qualitative distinctions of six- to seven-year-old children’s learning that could be attributed to differences in their cross-domain levels of internalization of problem-solving activity. Two such distinctions were found: (a) the highest level (symbolic, visual-imagery, or visual-motor) at which the children were able to understand the algorithm for a new problem-solving process; and (b) the highest level (symbolic, visual-imagery, or visual-motor) at which they were able to perform a new problem-solving process after understanding its algorithm. These distinctions were coincident and stable for a particular child and were related to that child’s ability to transfer new knowledge.     

Are individual differences in masked repetition and semantic priming reliable?

Despite the robustness of semantic priming (e.g., cat–DOG), the test-retest and internal reliabilities of semantic priming effects within individuals are surprisingly low. In contrast, repetition priming (e.g., dog–DOG) appears to be far more reliable across a range of conditions. While Stolz and colleagues attribute the low reliability in semantic priming to uncoordinated automatic processes in semantic memory, their use of unmasked priming paradigms makes it difficult to fully rule out the influence of strategic processes. In the present study, we explored the reliability of semantic and repetition priming when primes were heavily masked and cannot be consciously processed. We found that masked repetition, but not semantic, priming effects showed some degree of reliability. Interestingly, skilled lexical processors (as reflected by vocabulary knowledge and spelling ability) also produced larger masked repetition priming effects.     

Is more choice always worse? Age differences in the overchoice effect

Current research on the overchoice effect has been mainly conducted from an adult point of view and with adult subjects. This study investigates whether children, adolescents, and seniors suffer the same negative consequences as adults when facing an overabundance of choice. Findings showed that the overchoice effect did not equally extend to all age groups. While adolescents were affected by the phenomenon in a very similar way as adults, children and seniors suffered fewer negative consequences of an overabundance of choice. Theoretical and practical implications are discussed.     

SES differences in young children’s metacognition in the context of mathematical problem solving

This investigation examines socioeconomic (SES) differences in young children’s development of key aspects of metacognition and related language. The participants were 102 children ranging in age from 4 years 0 months to 5 years 11 months in five daycare centers located in New York City. Metacognitive abilities and language were observed as children engaged in an individually administered clinical interview concerning mathematical problem solving. The results indicate that the ability to describe thinking and explain ideas is stronger in the upper-SES group than the middle- or lower-SES groups. The findings also indicate that all the SES groups, and children of both ages, show little awareness of mistakes and adaptability without adult assistance. The capacity to express thinking was found to increase with age during early childhood. The results suggest that young children begin to employ rudimentary forms of metacognition before the onset of formal schooling. Implications for education are discussed.     

Are individual and group decisions dependent on the available information?

Abstract.— A choice-shift experiment explored the role of available information in individual and group decisions to one "risky" and one "cautious" problem. Individual pre-discussion decisions to both problems by Bristol University students were shown to be related to the relative number of arguments favouring risky and cautious decisions known by each student. This information index was related to group decisions on the cautious problem only. Normative group influence, as well, seems to be involved in group decisions, and it is suggested that the relative importance of informational and normative processes for group decision may depend on the nature of the problem discussed.     

Is energy expenditure in emotion regulation dependent on individual differences and the specific emotion in question?

This study tested the hypothesis that the degree of self-control exerted in suppressing emotions would depend on the combination of personality (independence and dutifulness/self-discipline) and the specific type of emotion being suppressed (anger vs. appreciation). In a between-subjects design, 245 college students were induced to experience either anger or appreciation and were then instructed to suppress their emotional expression. Self-control strength was measured using a handgrip task. Exertion of self-control strength over two time points was differentially associated with levels of independence and dutifulness/self-discipline (conscientiousness) and emotion suppression condition. Specifically, individuals higher in dutifulness/self-discipline had a harder time if they were suppressing appreciation than if they were suppressing anger at others, whereas individuals higher in independence had a harder time if they were suppressing anger at others than if they were suppressing appreciation. Implications for understanding personality, self-control, and emotion regulation are discussed.     

Is the fluency of language outputs related to individual differences in intelligence and executive function?

There has been little research on the fluency of language production and individual difference variables, such as intelligence and executive function. In this study, we report data from 106 participants who completed a battery of standardized cognitive tasks and a sentence production task. For the sentence production task, participants were presented with two objects and a verb and their task was to formulate a sentence. Four types of disfluency were examined: filled pauses (e.g. uh, um), unfilled pauses, repetitions, and repairs. Repetitions occur when the speaker suspends articulation and then repeats the previous word/phrase, and repairs occur when the speaker suspends articulation and then starts over with a different word/phrase. Hierarchical structural equation modeling revealed a significant relationship between repair disfluencies and inhibition. Conclusions focus on the role of individual differences in cognitive ability and their role in models and theories of language production.     

Are there fundamental differences in the peripheral mechanisms of visceral and somatic pain?

There are some conspicuous differences between the sensibilities of cutaneous and visceral tissues: (1) Direct trauma, which readily produces pain when applied to the skin, is mostly without effect in healthy visceral tissue. (2) Pain that arises from visceral tissues is initially often poorly localised and diffuse. (3) With time, visceral pains are often referred to more superficial structures. (4) The site of referred pain may also show hyperalgesia. (5) In disease states, the afflicted viscera may also become hyperalgesic. In this target article, I consider to what extent differences in the physiology, anatomy, and chemistry of peripheral processing systems explain these different sensibilities. In almost every aspect, there are subtle differences in the properties of the processing mechanisms for cutaneous and visceral information. These may arise because of distinct developmental cues operating in the two domains. Many of the differences between visceral and cutaneous afferents are quantitative rather than qualitative. The quantitative differences, for example in the density of afferent innervation, can be large. The quantitative differences in the numbers of afferents alone may be a sufficient explanation for some aspects of the differential sensibility, for example, the poor localisation of sensation and the apparent insensitivity to focal yet tissue-damaging stimuli. In addition, the few clear qualitative differences apparent in the innervations of the two tissue types may be of special importance. That the encoding of visceral nociceptive events may occur by an intensity mechanism rather than a specificity mechanism could be the key difference in viscerosensory and somatosensory processing.     

Developmental differences in judgments of recency and frequency: Quantitative or qualitative?

The basis of young children's performance of judgments of recency and frequency was investigated using a modified version of Huppert and Piercy's [Huppert, F.A., & Piercy, M. (1978). The role of trace strength in recency and frequency judgements by amnesic and control subjects. Quarterly Journal of Experimental Psychology, 30, 347–354] paradigm. Children aged 4 and 6 years viewed pictures of nameable objects presented either once or three times on either of two consecutive days. At test, children judged how recently (“today” versus “yesterday”) or frequently (once versus three times) each picture had been presented. Developmental improvements in performance were observed for judgments of recency and frequency. Evidence for responding based on episode-specific information was found for both age groups, showing that young children do not confuse recency of presentation with frequency of presentation. There was no evidence for a qualitative shift from reliance on trace strength to reliance on episode specific information across this age range.     

Are event-related potentials to dynamic facial expressions of emotion related to individual differences in the accuracy of processing facial expressions and identity?

Despite a wealth of knowledge about the neural mechanisms behind emotional facial expression processing, little is known about how they relate to individual differences in social cognition abilities. We studied individual differences in the event-related potentials (ERPs) elicited by dynamic facial expressions. First, we assessed the latent structure of the ERPs, reflecting structural face processing in the N170, and the allocation of processing resources and reflexive attention to emotionally salient stimuli, in the early posterior negativity (EPN) and the late positive complex (LPC). Then we estimated brain–behavior relationships between the ERP factors and behavioral indicators of facial identity and emotion-processing abilities. Structural models revealed that the participants who formed faster structural representations of neutral faces (i.e., shorter N170 latencies) performed better at face perception (r = –.51) and memory (r = –.42). The N170 amplitude was not related to individual differences in face cognition or emotion processing. The latent EPN factor correlated with emotion perception (r = .47) and memory (r = .32), and also with face perception abilities (r = .41). Interestingly, the latent factor representing the difference in EPN amplitudes between the two neutral control conditions (chewing and blinking movements) also correlated with emotion perception (r = .51), highlighting the importance of tracking facial changes in the perception of emotional facial expressions. The LPC factor for negative expressions correlated with the memory for emotional facial expressions. The links revealed between the latency and strength of activations of brain systems and individual differences in processing socio-emotional information provide new insights into the brain mechanisms involved in social communication.     

Are dolls real? Developmental changes in the child's definition of reality

Preschoolers (n = 20), second graders (n = 20), fifth graders (n = 20), and graduate-level college students (n = 20) were asked to determine the reality status of specific items, such as dolls and dreams, and to generate examples of real and not-real things. The criteria used for determining whether or not specific items were real differed significantly across the age range sampled and were strongly influenced by the type of items being judged. Criteria clearly changed with age, with item-specific criteria being substituted for more general verification criteria.     

Are Developmental Pathways in Disruptive Behaviors the Same for Girls and Boys?

Data from the first five waves of the National Youth Survey were used to test the applicability of the Developmental Pathways model to a nationally representative sample of girls. Overall, girls were less likely to be involved in all types of delinquent behavior, with the majority of girls reporting no delinquent involvement across the five waves of data collected. Using the Developmental Pathways model, similar developmental patterns of antisocial and delinquent involvement were found for girls as have been found for boys. Approximately 70% of involved girls followed most steps in each of the pathways. We also evaluated the relation of family and peer factors to specific pathways and found differences in those relations for boys and girls. For girls, only parental monitoring was related to involvement in one of the three pathways. For boys, specific relations were found between family and peer variables and each of the three developmental pathways. As with previous studies on girls involvement in disruptive behavior, these results suggest some general consistency in patterns with that of boys, although differences in frequency and predictors of risk.     

Are the sources of interest the same for everyone? Using multilevel mixture models to explore individual differences in appraisal structures

How does personality influence the relationship between appraisals and emotions? Recent research suggests individual differences in appraisal structures: people may differ in an emotion's appraisal pattern. We explored individual differences in interest's appraisal structure, assessed as the within-person covariance of appraisals with interest. People viewed images of abstract visual art and provided ratings of interest and of interest's appraisals (novelty–complexity and coping potential) for each picture. A multilevel mixture model found two between-person classes that reflected distinct within-person appraisal styles. For people in the larger class (68%), the novelty–complexity appraisal had a stronger effect on interest; for people in the smaller class (32%), the coping potential appraisal had a stronger effect. People in the larger class were significantly higher in appetitive traits related to novelty seeking (e.g., sensation seeking, openness to experience, and trait curiosity), suggesting that the appraisal classes have substantive meaning. We conclude by discussing the value of within-person mixture models for the study of personality and appraisal.     

Sex differences in neural efficiency: Are they due to the stereotype threat effect?

The neural efficiency hypothesis postulates a more efficient use of brain resources in more intelligent people as compared to less intelligent ones. However, this relationship was found to be moderated by sex and task content. While the phenomenon of neural efficiency was previously supported for men when performing visuo-spatial tasks it occurred for women only when performing verbal tasks. One possible explanation for this finding could be provided by the well-studied phenomenon called stereotype threat. Stereotype threat arises when a negative stereotype of one’s own group is made salient and can result in behavior that confirms the stereotype. Overall, 32 boys and 31 girls of varying intellectual ability were tested with a mental rotation task, either under a stereotype exposure or a no-stereotype exposure condition while measuring their EEG. The behavioral results show that an activated negative stereotype not necessarily hampers the performance of girls. Physiologically, a confirmation of the neural efficiency phenomenon was only obtained for boys working under a no-stereotype exposure condition. This result pattern replicates previous findings without threat and thus suggests that sex differences in neural efficiency during visuo-spatial tasks may not be due to the stereotype threat effect.     

Psychology and mind-body segregation: Are we part of the problem?

Despite advances in behavioral medicine and health psychology, the health care system and medical education continue to show resistance to a truly biopsychosocial model of medical practice. Psychologists in medical settings have generally been identified as challenging the concept of mind-body duality and the segregation of biologic and psychosocial sciences in medicine. However, examples are presented of how psychologists contribute to and perpetuate mind-body segregation via exclusive theoretical conceptualizations, arbitrary definitions of professional behavior, and dogmatic constraints on the limits of psychology's field of knowledge.     

Is more always better? An examination of the nonlinear effects of perceived organizational support on individual outcomes

A wide range of research has accumulated detailing the positive associations of perceived organizational support (POS) with desirable workplace outcomes (e.g., high performance, high commitment, low deviance). In the process, there has been an implicit assumption that these relationships are linear, with ever-increasing POS resulting in ever-increasing positive outcomes. However, there are theoretical and practical reasons to question whether these relationships may be nonlinear rather than linear. Our results offer support for the notion that the relationships between POS and key individual outcomes rated by the supervisor may best be represented as nonlinear. We conclude by highlighting the implications for both theory and practice.     

Are the times changing? An analysis of gender differences in sexual graffiti

This study examined the assumption that the gender gap has narrowed over time in the writing of sexual graffiti from male and female bathrooms of five colleges and universities in 1972 and 1984. In both studies, female graffiti, in relation to male graffiti, made fewer sexual references. In addition, female graffiti were more socially acceptable in regard to langauge and content. Overall, these results suggest that the decade of the 1970s may have had little or no impact on the pattern of gender differences in the sexual content and social acceptability of wall writings.An earlier version of this paper was presented at the annual meeting of the Society for the Study of Social Problems, August 26, 1985.