Using the concept of wisdom to enhance the expression of wisdom knowledge: not the philosopher's dream but differential effects of developmental preparedness

In this study, the authors explored whether wisdom-related performance could be enhanced by an instruction referring to the abstract concept of wisdom ("try to give a wise response"). The authors used three levels of activation of the concept of wisdom as well as intelligence-activation and control conditions in a heterogeneous sample of three age groups (N = 318). Results showed no general effect of the wisdom-concept instructions but did show an aptitude (resource) treatment interaction: Participants high in preparedness resources associated with wisdom exhibited some gains, whereas the performance of resource-low participants actually declined after the instruction. Implications and consequences with respect to ways of enhancing the expression of wisdom-related knowledge are discussed.     

Developmental changes in personal goal orientation from young to late adulthood: from striving for gains to maintenance and prevention of losses

Using a multimethod approach, the authors conducted 4 studies to test life span hypotheses about goal orientations across adulthood. Confirming expectations, in Studies 1 and 2 younger adults reported a primary growth orientation in their goals, whereas older adults reported a stronger orientation toward maintenance and loss prevention. Orientation toward prevention of loss correlated negatively with well-being in younger adults. In older adults, orientation toward maintenance was positively associated with well-being. Studies 3 and 4 extend findings of a self-reported shift in goal orientation to the level of behavioral choice involving cognitive and physical fitness goals. Studies 3 and 4 also examine the role of expected resource demands. The shift in goal orientation is discussed as an adaptive mechanism to manage changing opportunities and constraints across adulthood.     

Plasticity of memory for new learning in very old age: a story of major loss?

Longitudinal survivors of the Berlin Aging Study (N = 96, mean age = 84 years, range 75-101 years) were instructed and trained in a mnemonic skill to examine plasticity of episodic memory performance in very old age. Performance gains after mnemonic instruction were modest, and most individuals were unable to further enhance their performance during 4 sessions of mnemonic practice. Whereas the proportion of variance explained by measures from the broad fluid-ability domain (e.g., perceptual speed) increased with training, the proportion of variance explained by crystallized-ability domain (e.g., word knowledge) and sociobiographical variables decreased. Furthermore, prior 6-year longitudinal changes (loss) in perceptual speed predicted individual differences in plasticity. Results suggest that aging-induced biological factors are a prominent source of individual differences in cognitive plasticity in very old age.     

Seeds of wisdom: adolescents' knowledge and judgment about difficult life problems

The present study examined adolescents' wisdom-related knowledge and judgment with a heterogeneous sample of 146 adolescents (ages 14-20 years) and a comparison sample of 58 young adults (ages 21-37 years). Participants responded to difficult and ill-defined life dilemmas; expert raters evaluated these responses along 5 wisdom criteria. Our findings confirmed that in contrast to adulthood, adolescence is a major period for normative age-graded development in knowledge about difficult life problems. Adolescents performed at lower levels than young adults but also demonstrated substantial age increments in performance. As expected, adolescents' performance varied as a function of criterion and gender. These results hold implications for research on adolescent development and for the development of wisdom-related knowledge and judgment.     

The relationship between self-reported received and perceived social support: A meta-analytic review

Social support is broad term encompassing a variety of constructs, including support perceptions (perceived support) and receipt of supportive behaviors (received support). Of these constructs, only perceived support has been regarded as consistently linked to health, and researchers have offered differing assessments of the strength of the received-perceived support relationship. An overall estimate of the received-perceived support relationship would clearly further the dialogue on the relationship between received and perceived support and thus assist in the theoretical development of the field. This study evaluated all available studies using the Inventory of Socially Supportive Behaviors (ISSB; Barrera, Sandler, & Ramsey, 1981, American Journal of Community Psychology, 9, 435–447) and any measure of perceived social support. Using effect sizes from 23 studies, we found an average correlation of r = .35, p < .001. Implications of this estimate for further development of models of social support as well as interventions to enhance social support are discussed.     

Person-organization fit and work-related attitudes and decisions: examining interactive effects with job fit and conscientiousness

This study examined boundary conditions that surround the importance of perceived person-organization (P-O) fit for work-related attitudes and decisions. The authors hypothesized that P-O fit is more strongly related to satisfaction and job choice decisions when needs-supplies (N-S) job fit or demands-abilities (D-A) job fit is low, and that P-O fit is more strongly related to job choice decisions for highly conscientious individuals. Hypotheses were tested among 299 participants in a 12-week internship program. Results indicated that P-O fit was more strongly related to satisfaction when individuals experienced low N-S job fit. P-O fit was more strongly related to job choice intentions when individuals experienced low D-A job fit or were highly conscientious. Finally, P-O fit was related to job offer acceptance for highly conscientious individuals.     

RACE DIFFERENCES IN TERMINATION AT WORK: THE ROLE OF EDUCATIONAL INEQUALITY

Prior research has demonstrated that race, at least to some extent, is related to employment decisions such as selection and performance appraisals. However, little prior research has addressed the impact of race on employment termination. The current study investigates whether race is related to employment termination and highlights the importance of education, an important component of human capital, in understanding racial differences in termination. Results based on 548 employees from a large hotel chain indicate that race is related to termination; however, race is not predictive of termination when education is included in the regression analysis as a predictor. These findings support the notion that a societal level variable (i.e., education) is an important factor in reducing racial inequality in employment practices.     

Examination of personality-ability relationships in the elderly: The role of the contextual (interface) assessment mode

Personality-ability relationships in old age were examined in 71 elderly persons. Two modes of assessment were used. One consisted of measuring intellectual abilities (17 tests) and personality (6 dimensions) by means of established instruments. Intellectual abilities covered were drawn from Horn and Cattell's model of psychometric intelligence. Personality dimensions included three measures of locus of control and one measure each for achievement motivation, anxiety, and morale. The second mode of assessment was aimed directly at the interface between cognitive abilities and personality. Six such interface (context-specific) scales, involving self-assessment and attributions dealing with intellectual functioning in the context of aging, were developed using the six traditional (transcontextual) personality scales as conceptual criteria. These newly developed interface scales exhibit satisfactory convergent and discriminant validity with their transcontextual parent scales of personality. The six parent personality measures and the six personality-ability interface scales were correlated, separately, with performance scores of psychometric intelligence. Relationships between the two domains (personality, ability) were substantial and of greater magnitude when personality was assessed in the context of the personality-ability interface. Because of the conjoint anchoring of the interface scales to both personality and ability, the findings provide a basis for beginning to clarify the nature of personality-ability relationships in old age. In addition, the results support the continuation of a measurement approach to the study of interdomain relationships that includes the use of direct assessments of the domain interface, in addition to traditionally distinct measures of different domains.     

Training research in aging on the fluid ability of inductive reasoning

The modifiability of older adults' performance on Induction tasks was examined through cognitive training. The posttraining performance of 52 older adults ($\text{X}\text{age = 70.3}\text{years}$) was assessed with regard to a transfer-of-training paradigm and maintenance of training effects at three posttests (one week, one month, six months). A pattern of differential training transfer across the posttest battery of fluid and crystallized intelligence measures was predicted, with the largest training effects expected for near transfer (Induction) measures. The predicted pattern of training transfer was obtained at one-week and one-month posttests, with significant training effects to the nearest Induction measure. Large retest (practice) effects across posttests also occurred for training and control groups. This research contributes to the position that modifiability of intellectual performance through cognitive intervention extends across the adult life span.