Cognitive performance inconsistency: intraindividual change and variability

Although many studies have examined inconsistency of cognitive performance, few have examined how inconsistency changes over time. 91 older adults (age 52 to 79) were tested weekly for 36 consecutive weeks on a series of multitrial memory speed (i.e., letter recognition) tasks. A number of multivariate techniques were used to examine how individuals' level of inconsistency changed across weeks and how this change was related to interindividual differences in age and intelligence. Results indicated that (a) inconsistency of performance is a construct separate from the underlying performance ability (i.e., memory speed); (b) inconsistency reduces exponentially with practice; (c) individuals with higher scores on tests of fluid general intelligence (G-sub(f)) reached lower asymptotic levels of inconsistency compared to lower scorers; and (d) after controlling for the systematic effects of practice, variability in inconsistency from week-to-week was more pronounced for individuals with lower G-sub(f) scores compared to individuals with higher scores.     

Effects of task interdependence and communication technologies synchrony on performance in virtual teams

Effects of task interdependence and communication technologies synchrony on performance in virtual teams. Survey results of 197 employees from 41 work groups in a large multinational software firm were used to investigate the effects of within-group task interdependence and the degree of communication synchrony on performance in virtual teams (VTs). The analyses revealed a moderating effect of task interdependence on the relationship between the degree of communications synchrony and performance in VT. We found that superior VTs performance is contingent on the fit between the nature of the task (i.e., task interdependence) and the choice of communications modality. This study complements previous research providing additional evidence of how task-technology interaction affects VTs performance, and extends previous findings obtained with ad-hoc groups in laboratory settings to natural, organizational teams.     

Academic goals, cognitive and self-regulatory strategies

In this paper we analyze differences between cognitive (selection, organizational, elaboration and rehearsal) and self-regulatory (planning, monitoring-regulating) strategies depending on academic goals. A total of 447 obligatory secondary education students (55% boys and 44,7% girls) participated in this study. The results indicated that as well as learning goals, other goals (obtain social approval or a good job) are related to the use of strategies and study engagement. Even performance-approach and performance-avoidance goals are significantly related to cognitive and self-regulatory strategies use.     

Relation between perception of differences and intergroup anxiety: moderator and mediator variables

This research has two aims: first, to determine the relationship between the intergroup differences perceived and the anxiety experienced by ingroup members in their contact with members of the outgroup. Second, to examine the moderator and/or mediator role of a series of variables considered relevant in the literature on intergroup prejudice, take into account Baron and Kenny's (1986) requeriments. This analysis is carried out from the perspective of the minority group, in this case Moroccan inmigrants to Almería. The results confirm the moderating role of the variables pressure to assimilate and perception of xenophobia and the mediating role of inmigrants' attitude towards local people and social paranoia.     

Identifying subtypes of reading disability in the Spanish language

This study was designed to examine the dyslexic subtypes in a transparent orthography (i.e., Spanish language). The subtyping procedure used comparison with chronological-age-matched and reading-level controls on reaction times (RTs) to high frequency words and to pseudowords. Using regression-based procedures, the authors identified 20 phonological and 48 surface dyslexics from a sample of 89 dyslexic third-grade children by comparing them to chronological-age-matched controls on RTs to high frequency and pseudoword reading. However, when the dyslexic subtypes were defined by reference to reading-level controls, the same 20 phonological dyslexics were defined, but only 19 surface dyslexics were identified. Nevertheless, the results of the phonological awareness tasks and error analysis do not validate the division of the dyslexic sample into these subgroups.     

Similarities Between the Psychological Profiles of Complex Regional Pain Syndrome and Conversion Disorder Patients

The psychological profile of 17 Complex Regional Pain Syndrome type I (CRPS) and 20 Conversion Disorder (CD) patients were compared, using the Minnesota Multiphasic Personality Inventory (MMPI) and standardized, semistructured psychological interviews. Both groups presented abnormally high somatization scores. Low anxiety scores in both groups indicate that somatization may have served as a defense mechanism to bind anxiety. Depression was apparent in both groups, indicating that psychological distress accompany these syndromes. About one third of the participants in both groups presented comorbid Axis I disorders, mostly depression and PTSD. CRPS patients have traditionally been looked upon as suffering from mainly organic symptoms, whereas CD patients have been labeled as psychiatric patients. These results may indicate the need to reexamine the traditional classifications in respect to disorders that involve body and mind.