An analysis of fidgeting and associated individual differences

Fidgeting was defined as engaging in manipulations of one's own body parts or other objects, such actions being peripheral or nonessential to central ongoing events or tasks Two studies employed preliminary fidgeting questionnaires of 70 and 106 items, respectively, tapping a wide range of habitual behaviors Item selection and factor analyses led to the development of a final, 40-item, individual difference measure of fidgeting tendency which is balanced for response bias and has an alpha reliability coefficient of 89 Convergent and construct validity were supported by positive correlations between the fidgeting tendency measure and measures of tendencies to engage in extraneous activities (consuming alcoholic drinks, cigarette smoking, eating, daydreaming, restlessness, insomnia) while preoccupied with certain situations and tasks These findings implied that fidgeting is an activity overflow and that it is more probable when the organism's physical activity is constrained by the central or focal act Fidgeting tendency also correlated positively with binge eating and with physical activity In two additional studies, questionnaire fidgeting tendency scores correlated positively with direct observations of fidgeting by subjects and with peer predictions Personality correlates of fidgeting tendency were well defined More fidgety persons were more unpleasant and more arousable (i e, more anxious or hostile) Fidgeting tendency did not correlate significantly with subject sex or with arousal-seeking tendency     

An individual differences analysis of the self-teaching hypothesis

The self-teaching hypothesis suggests that children learn orthographic structure of words through the experience of phonologically recoding them. The current study is an individual differences analysis of the self-teaching hypothesis. A total of 40 children in Grades 2 and 3 (7-9 years of age) completed tests of phonological recoding, word identification, and orthographic knowledge. The relation of phonological recoding and word identification was significantly mediated by orthographic knowledge. Furthermore, two aspects of orthographic knowledge (perhaps word-specific and general orthographic knowledge) mediated different variance shared between phonological recoding and word identification. Results support an individual differences version of the self-teaching hypothesis and emphasize the importance of phonological recoding in the primary curriculum.     

An individual differences analysis of ability and strategy influences: age-related differences in associative learning

The relationships among abilities, strategies, and performance on an associative learning task were investigated for young (aged 17 to 34) and older adults (aged 60 to 82). Participants received extensive practice on a noun-pair task in which they could use a visual-scanning strategy or a memory-retrieval strategy. Older adults were more likely to use the scanning strategy. Age differences were reduced when comparisons were made only for participants using a retrieval strategy. Associative memory was predictive of learning on the task, and semantic memory access speed was predictive of practiced performance. Practiced performance on a memory-search task that also required associative learning was predictive of practiced noun-pair performance. Models of ability-performance relationships for skill acquisition are discussed.     

Approach, avoidance, and self-regulatory conflict: An individual differences perspective

Four studies involving 230 undergraduates examined the interactive effects of dispositional approach and avoidance, as manifest in the traits of extraversion and neuroticism. Participants who were high in both traits or low in both traits exhibited less assertive knocking behavior (Study 1), had difficulties refraining from blinking (Study 2), and displayed more anxious behavior during a mental health interview (Study 3). Study 4 tested the idea that such extraversion by neuroticism interactions might be associated with difficulties in recognizing and responding to goal-relevant stimuli. Results involving a go/no go task confirmed this hypothesis. In total, the results highlight the manner in which the co-activation of dispositional motives related to approach and avoidance can compromise effective self-regulation.     

An individual differences analysis of interdimensional additivity in multidimensional scaling

Comparative judgments of the dissimilarity between schematic faces varying on 1, 4, 7, or 10 binary attributes were obtained under two instructional sets. Using the Tucker-Messick procedure, three subgroups of like-perceiving Ss were isolated and the nature of cue-utilization by each described. Perceptual independence of attributes was demonstrated both within and between instructional sets for Subgroups 1 and within instructional sets for Subgroup 2. The Subgroup 3 results indicated an interaction of the attributes. Data from the Shot cognitive elements test differentially characterized Subgroups 1 and 2, but did not uniquely characterize Ss requiring more complex models for the combination of attributes. The study illustrates the possible usefulness of an individual differences approach to the study of selective attention and information processing.     

Working memory and reasoning: An individual differences perspective

This article reports three experiments that investigated the relationship between working memory capacity and syllogistic and five-term series spatial inference. A series of complex and simple verbal and spatial working memory measures were employed. Correlational analyses showed that verbal and spatial working memory span tasks consistently predicted syllogistic and spatial reasoning performance. A confirmatory factor analysis showed that three factors best accounted for the data—a verbal, a spatial, and a general factor. Syllogistic reasoning performance loaded all three factors, whilst spatial reasoning loaded only the general factor. The implications of these findings are discussed in the context of reasoning theories and contemporary accounts of the structure of working memory.     

Testing problem-solving capacities: differences between individual testing and social group setting

Testing animals individually in problem-solving tasks limits distractions of the subjects during the test, so that they can fully concentrate on the problem. However, such individual performance may not indicate the problem-solving capacity that is commonly employed in the wild when individuals are faced with a novel problem in their social groups, where the presence of a conspecific influences an individual’s behaviour. To assess the validity of data gathered from parrots when tested individually, we compared the performance on patterned-string tasks among parrots tested singly and parrots tested in social context. We tested two captive groups of orange-winged amazons (Amazona amazonica) with several patterned-string tasks. Despite the differences in the testing environment (singly vs. social context), parrots from both groups performed similarly. However, we found that the willingness to participate in the tasks was significantly higher for the individuals tested in social context. The study provides further evidence for the crucial influence of social context on individual’s response to a challenging situation such as a problem-solving test.     

Understanding prism adaptation: An individual differences approach

Attention, Perception, & Psychophysics - Adaptation of college students to wedge prisms was studied in terminal exposure and continuous exposure conditions. The adaptation experience was...     

Experimental analysis of individual differences and personality

In psychological studies individual differences that result in variability in data and thus mask the effects under investigation have been reduced or eliminated in two ways: (1) through the use of large numbers of subjects and statistical manipulations, or (2) through extensive and controlled studies of individual subjects. The latter, behavior-analytic, method is scientifically better because it permits identification of the variables that result in individual differences. This paper advocates the direct study of individual differences and personality rather than indirect study through experimental control procedures. Some data are presented showing that individual differences in response patterns have orderly characteristics. Extension of the experimental analysis of behavior to the study of individual differences and personality is likely to be important both scientifically and for the future growth of behavior analysis.     

Age and individual differences in visuospatial processing speed: Testing the magnification hypothesis

Forty young adults and 40 older adults performed seven visuospatial information processing tasks. Factor analyses of the response times (RTs) yielded a single principal component with a similar composition in both age samples. For both samples, regressing the mean RTs of fast and slow subgroups for the seven tasks (18 conditions) on the corresponding mean RTs for their age group accounted for 99% of the variance. Taken together, these findings suggest that individual differences in processing time were largely task independent. The magnification hypothesis, a simple mathematical model of the interaction between age and ability, is presented. This model correctly predicts the finding that in both the young and the older adult groups, individual differences increased systematically with task difficulty. The magnification hypothesis also explains the regression parameters describing individual differences among young adults and predicts correctly that equivalent parameters describe individual differences among older adults. According to the magnification hypothesis, the RTs of slower individuals are more affected by aging than those of faster individuals, and slower individuals may be more at risk with respect to other biological insults (e.g., changes in health status) as well.     

Assessment feedback counselling and individual differences: An exploratory study

The demand for assessment feedback counselling, and individual differences in feedback seeking, were investigated in a group of fifty managers who had been through a psychometric assessment procedure. Results suggest that there is a substantial demand for such feedback counselling and that those who seek it are, in some respects, more intellectually able and more interpersonally positive than those who do not. Some advice is offered on the handling of assessment feedback counselling sessions.     

An individual differences pure extinction process

A pure extinction process memory retrieval latency model is completely characterized by the number of items to be recalled n and the recall rate λ. In this paper λ is allowed to vary across the population of subjects. Results are given for arbitrary individual differences distributions on λ. When λ is distributed gamma the results are very simple and method of moment estimators are easily obtained. In addition the shape parameter of the gamma individual differences distribution turns out to be an index of the degree of heterogeneity of the recall parameter. The pure extinction process model is also appropriate for certain collection and detection tasks.     

Self and peer nominations of bullying: An analysis of incident rates,individual differences,and perceptions of the working environment

Within workplace bullying research, the use of different criteria to identify victim samples, and a tendency to rely on self-reported victimization without including reports from other stakeholders have been considered major methodological problems associated with incidence studies (Cowie, Naylor, Rivers, Smith, & Pereira, 2002; Hoel, Rayner, & Cooper, 1999; Randall, 2001). Using diverse criteria to identify victim and perpetrator samples (such as self report, peer report, and self- and peer report), this study found rates of victimization and bullying varied quite considerably. Rates for victims ranged from 3.9% to 39.6% and for perpetrators from 2.7% to 19.3%. Differences in personality and perceptions of the organizational environment were then examined between victim/bully groups and a control sample. Results indicated that all victim samples differed significantly from controls on stability. However, self- and peer-reported victims differed significantly from controls on both the poised and relaxed subscales, whereas self-reported victims only differed significantly on the relaxed subscale. Additionally, self- and peer-reported victims were the only group that significantly differed from controls in their views of the negative aspects of the work environment. The notion that victim and perpetrator samples are not homogenous groups and considerations of why this is the case are discussed.     

An analysis of individual differences in similarity judgments about complex random forms

A variation of the method of graded dichotomies was used to obtain judgments of interstimulus similarity for all pairings of 21 12-turn random shapes. Using the Tucker-Messick procedure, a six-dimensional spatial model, representing individual variation in performance on the task, was derived. Six “idealized individuals” (IIs) were isolated. A five-dimensional Euclidean spatial model was obtained for each II using the Shepard-Kruskal scaling technique. The resulting psychological dimensions of perceived form were related to two sets of physical measures on the forms: the factor space suggested by Brown and Owen and a set of more basic physical measures. These basic measures allowed interpretation of most of the psychological dimensions and revealed differences between IIs in patterns of cue utilization.     

Examination of relationships among trait-like individual differences, state-like individual differences, and learning performance

Several authors (e.g., J.T. Austin & H.J. Klein, 1996; R. Kanfer, 1990b, 1992) have urged researchers to examine comprehensive models of distal individual differences as predictors of proximal motivational processes and performance. Two field studies in an academic setting tested a model of relationships among trait-like individual differences (cognitive ability, general self-efficacy, and goal orientation), state-like individual differences (state anxiety, task-specific self-efficacy, and goals), and learning performance. Most hypothesized relationships among these constructs received support when tested on 2 samples, when examining different performance episodes, and when using different goal orientation and state-anxiety measures. In general, state-like individual differences were found to mediate the relationships between trait-like individual differences and learning performance. Implications of these results are discussed and suggestions for future research are provided.     

Clustering in artificial categories: An equivalence analysis

Category clustering is a robust finding in the free recall of familiar category members, but has rarely been studied with artificial categories. In the present study, college students learned artificial categories via stimulus-equivalence methodology. Arbitrary match-to-sample training with nonsense syllables established three interrelated conditional discriminations, and, for most subjects, unreinforced test trials revealed the emergent stimulus-control relations considered to be evidence of equivalence classes. Free-recall tests revealed evidence of significant within-class clustering both before and after equivalence testing, but was more pronounced after the equivalence tests. These findings confirm that classic phenomena like clustering in free recall can be studied with stimulus-equivalence methodology, thus allowing for experimental control over relevant variables.     

Motivation towards closure and cognitive processes: An individual differences approach

Two studies (N = 212) examined the relationships between elementary cognitive processes and individual differences in the need for cognitive closure. The results indicated that the need for closure is linked with certain cognitive deficits, specifically a restricted pool of cognitive resources allocated to a current activity. It was also found that these cognitive limitations tend to be compensated for by a particularly efficient process of information-selection from the environment. However, the selection process is costly, thus in a situation of drainage of cognitive resources its effectiveness also drops and the selection advantage of high (vs. low) need for closure individuals is eliminated.     

Motivation towards closure and cognitive processes: An individual differences approach

Two studies (N = 212) examined the relationships between elementary cognitive processes and individual differences in the need for cognitive closure. The results indicated that the need for closure is linked with certain cognitive deficits, specifically a restricted pool of cognitive resources allocated to a current activity. It was also found that these cognitive limitations tend to be compensated for by a particularly efficient process of information-selection from the environment. However, the selection process is costly, thus in a situation of drainage of cognitive resources its effectiveness also drops and the selection advantage of high (vs. low) need for closure individuals is eliminated.