Not All Great Minds Think Alike: Systematic and Intuitive Cognitive Styles

Individuals process information and make decisions in different ways. Some plan carefully and analyze information systematically, whereas others follow their instincts and do what “feels right.” We aimed to deepen our understanding of the meaning of the intuitive versus systematic cognitive styles. Study 1 (N = 130, 39% female, M_age = 24) compared cognitive styles of arts, accounting, and mathematics students. Cognitive styles were associated with values (Study 2: N = 154, 123, 78; female = 59%, 49%, 85.9%; M_age = 22, 23, 27) and traits (Study 3: N = 77, 140, 151; female = 59%, 66%, 46%; M_age = 22, 25, 23), and they interacted with experience in predicting performance (Study 4: N = 63, 48% female, M_age = 23; Study 5: N = 44, 39% female, M_age = 23). All participants were Caucasian Israeli students. The systematic style was most frequent among accountants, and the intuitive style was most frequent among artists, validating the meaning of the styles. Systematic style was positively correlated with Conscientiousness and with security values and negatively correlated with stimulation values. The intuitive style had the opposite pattern and was also positively correlated with Extraversion. Experience improved rule‐based performance among systematic individuals but had no effect on intuitive ones. Cognitive style is consistent with other personal attributes (traits and values), with implications for decision making and task performance.     

Personal Values and Behavior: Taking the Cultural Context into Account

Taking a cross-cultural perspective, we review recent advancement in theory and empirical research on the relationships between personal values and behavior. Although personal values have been examined in many studies, systematic, theory-based, cross-cultural comparisons of the relations of personal values and behavior are rare. In this review, we offer suggestions for research within an integrative perspective that links culture, personal values, and behavior. People from different cultures vary in the extent to which they use their internal attributes to guide their behavior. Thus, the strength of the relationships between values and behavior differs across cultural groups. Culture also moderates the relationships between values and behavior by determining the repertoire of normative behaviors. Culture determines the meaning of behavior, so that seemingly similar behaviors may have different meanings in different cultures. Finally, we discuss the possible effect of the increasing heterogeneity of society on the relationship of values and behavior.     

Children with Autism and Their Friends: A Multidimensional Study of Friendship in High-Functioning Autism Spectrum Disorder

This study of Israeli and American preadolescent children examined characteristics of friendship in 44 children with high-functioning autism spectrum disorder (HFASD) compared to 38 typically developing children (TYP), as they interacted with a close friend Participants were 8-12 years of age (HFASD: Israel, n = 24; USA, n = 20; TYP: Israel, n = 23; USA, n = 15), and were matched on SES, receptive language vocabulary, child age, and gender (each study group included one girl). Multidimensional assessments included: individual behaviors of target children and observed child-friend interactions during construction and drawing scenarios; target child's and friend's self-perceived mutual friendship qualities; and mother-reported characteristics (friendship's duration/frequency; friend's age/gender/disability status). Overall, children with HFASD displayed a number of differences on individual and dyadic friendship measures. Both age and verbal abilities affected friendship behaviors. Children with HFASD and their friends perceived friendship qualities similarly, suggesting that preadolescents with HFASD have capacities for interpersonal awareness. Between-group similarities also emerged on several complex social behaviors, suggesting that friendship follows a developmental trajectory in autism and may enhance social interaction skills in autism.     

Computerized progressive attentional training (CPAT) program: effective direct intervention for children with ADHD.

We tested the efficacy of a pioneering intervention program grounded in a contemporary theoretical framework of attention and designed to directly improve the various attentional functions of children with ADHD. The computerized progressive attentional training (CPAT) program is composed of four sets of structured tasks that uniquely activate sustained attention, selective attention, orienting of attention, and executive attention. Performance was driven by tight schedules of feedback and participants automatically advanced in ordered levels of difficulty contingent upon performance. Twenty 6- to 13-year-old children with ADHD were assigned to the experimental group and received the CPAT sessions twice a week over an 8-week period. Sixteen age-matched control children with ADHD were assigned to the control group and participated in sessions of the same frequency, length, and format except that instead of performing the training tasks they played various computer games during the session. The experimental participants showed a significant improvement in nontrained measures of reading comprehension, and passage copying as well as a significant reduction of parents' reports of inattentiveness. No significant improvements were observed in the control group. We thus concluded that the above academic and attentional improvements were primarily due to the CPAT.     

Olfactory perception as a compass for olfactory neural maps

The mammalian brain commonly uses structural proximity to reflect proximity in stimulus and perceptual space. Objects or object features that are near each other in physical structure or perception are also near each other in the brain. This generates sensory maps. The topography of olfactory connectivity implies a rudimentary map in the olfactory epithelium, a more intricate map in the olfactory bulb, but no ordered topography is evident in piriform cortex. Currently, we are largely unable to link the ordered topography in epithelium and bulb to meaningful olfactory axes within a strong predictive framework. We argue that the path to uncovering such a predictive framework depends on systematically characterizing olfactory perception, and we describe initial efforts in this direction.     

Convincing Yourself to Care About Others: An Intervention for Enhancing Benevolence Values

To study value change, this research presents an intervention with multiple exercises designed to instigate change through both effortful and automatic routes. Aiming to increase the importance attributed to benevolence values, which reflect the motivation to help and care for others, the intervention combines three mechanisms for value change (self‐persuasion, consistency‐maintenance, and priming). In three experiments, 142 undergraduates (67% male, ages 19–26) participated in an intervention emphasizing the importance of either helping others (benevolence condition) or recognizing flexibility in personality (control condition). We measured the importance of benevolence values before and after the task. In Experiment 1, the intervention increased U.S. participants' benevolence values. In Experiment 2, we replicated these effects in a different culture (Israel) and also showed that by enhancing benevolence values, the intervention increased participants' willingness to volunteer to help others. Experiment 3 showed that the increases in the importance of benevolence values lasted at least 4 weeks. Our results provide evidence that value change does not require fictitious feedback or information about social norms, but can occur through a 30‐min intervention that evokes both effortful and automatic processes.     

Integrating Content and Structure Aspects of the Self: Traits,Values, and Self‐Improvement

Research on the structure of the self has mostly developed separately from research on its content. Taking an integrative approach, we studied two structural aspects of the self associated with self‐improvement—self‐discrepancies and perceived mutability—by focusing on two content areas, traits and values. In Studies 1A–C, 337 students (61% female) reported self‐discrepancies in values and traits, with the finding that self‐discrepancies in values are smaller than in traits. In Study 2 (80 students, 41% female), we experimentally induced either high or low mutability and measured perceived mutability of traits and values. We found that values are perceived as less mutable than traits. In Study 3, 99 high school students (60% female) reported their values, traits, and the extent to which they wish to change them. We found that values predict the wish to change traits, whereas traits do not predict the wish to change values. In Study 4, 172 students (47.7% female) were assigned to one of four experimental conditions in which they received feedback denoting either uniqueness or similarity to others, on either their values or their traits. The results indicated that feedback that one's values (but not traits) are unique affected self‐esteem. Integrating between theories of content and structure of the self can contribute to the development of both.     

Overriding “Doing Wrong” and “Not Doing Right”: Validation of the Dispositional Self-Control Scale (DSC)

We present the Dispositional Self-Control (DSC) Scale, which reflects individuals’ tendency to override 2 types of temptations, termed doing wrong and not doing right. We report a series of 5 studies designed to test the reliability and validity of the scale. As hypothesized, high DSC predicts distant future orientation and low DSC predicts deviant behaviors such as aggression, alcohol misuse, and aberrant driving. DSC also predicts task performance among resource-depleted participants. Taken together, these findings suggest that the DSC Scale could be a useful tool toward further understanding the role of personality in overcoming self-control challenges.     

Social Workers' Intervention Preferences in Cases of Parental Violence Toward Intellectually Disabled Children

Children with intellectual disabilities are at risk of being abused by family members. This study sought to identify factors influencing the intervention decisions of social workers. Fifty-nine social workers employed at welfare services participated in the study. The study used a factorial survey design describing a violent interaction between a child with intellectual disability and a parent. Professional characteristics of the workers as well as personal attitudinal characteristics had no significant effect on the preference of intervention mode. However, levels of child and parental aggression presented in the vignettes did influence the preferred intervention. Child's challenging behavior plays an important and increasing role in preferences for more intrusive and authoritative interventions, even after controlling for parental aggression.     

Age-Related Differences in Cued Recall: Effects of Support at Encoding and Retrieval

The literature is unclear about the relative contributions of environmental supporting conditions to younger and older adults’ episodic memory performance. The work reported addresses the conditions under which different support patterns are obtained. In three experiments, younger and older adults learned picture-word pairs and were then tested with a cued-recall task. Supportive conditions included semantic relations between the pair members (all experiments), and first-letter cues for the target words at retrieval (Experiments 2 and 3). Results of the three experiments indicated different patterns of support for younger and older adults, depending on the number and location of the supporting conditions used. These different patterns are in line with the suggestion that whereas younger adults benefit substantially from support at encoding only, older adults require support at both encoding and retrieval. Alternative accounts of the results are also discussed.