Implicit learning as an ability

The ability to automatically and implicitly detect complex and noisy regularities in the environment is a fundamental aspect of human cognition. Despite considerable interest in implicit processes, few researchers have conceptualized implicit learning as an ability with meaningful individual differences. Instead, various researchers (e.g., Reber, 1993; Stanovich, 2009) have suggested that individual differences in implicit learning are minimal relative to individual differences in explicit learning. In the current study of English 16–17 year old students, we investigated the association of individual differences in implicit learning with a variety of cognitive and personality variables. Consistent with prior research and theorizing, implicit learning, as measured by a probabilistic sequence learning task, was more weakly related to psychometric intelligence than was explicit associative learning, and was unrelated to working memory. Structural equation modeling revealed that implicit learning was independently related to two components of psychometric intelligence: verbal analogical reasoning and processing speed. Implicit learning was also independently related to academic performance on two foreign language exams (French, German). Further, implicit learning was significantly associated with aspects of self-reported personality, including intuition, Openness to Experience, and impulsivity. We discuss the implications of implicit learning as an ability for dual-process theories of cognition, intelligence, personality, skill learning, complex cognition, and language acquisition.     

Predicting Creativity Based on the Facets of the Theoretical Intellect Framework

The present study investigates how the construct intellect, according to the Theoretical Intellect Framework (TIF), predicts creativity. The TIF is a theoretical model describing the structure of the construct intellect, a sub‐dimension of the Big Five domain openness to experience. People (N = 2709) from two sub‐samples (undergraduate students and Amazon MTurkers) completed one of three creativity tasks (self‐reported, remote associates, or rated photo caption) and the Intellect Scale. The results support hypotheses derived from the TIF, as the operation Create, rather than the operations Think or Learn, significantly and in some cases uniquely predicted the self‐reported creativity indicators. Creativity indicators with a strong cognitive load (remote associates test and rated photo caption), however, were predicted by the operation Think. Results are discussed with regards to the nomological net of the operation Create and the construct validity of the creativity assessments. We provide implications for applied purposes and call for further examination of the TIF with additional creativity measures. Copyright © 2015 European Association of Personality Psychology     

Empathy,Depressive Symptoms,and Self-Esteem in Adolescence: The Moderating Role of the Mother–Adolescent Relationship

A large body of literature provides support for the role of empathy as a prominent factor in socio-emotional development and functioning. Although deficits in empathy are known to associate with maladaptive behaviors, less literature documents the effects of excessive empathy, which has been found to relate to various internalizing problems such as depression. There are two types of empathy, cognitive and affective, which manifest themselves in different ways and thus, have differential effects on outcomes. Therefore, in a sample of 724 Belgian adolescents (M_age?=?13.83?±?.96), the present study sought to elucidate the effects of cognitive and affective empathy on depressive symptoms and self-esteem. We also explored the interactive effects of empathy and adolescent perceived mother–child relationship quality in the prediction of our outcomes. Results revealed affective and cognitive empathy predicted outcomes concurrently, with affective empathy predicting more maladaptive outcomes and cognitive empathy predicting more positive outcomes. Interaction effects emerged between affective empathy and the relationship quality indicators. However, no interactions occurred with cognitive empathy. Further, longitudinal data revealed only cognitive empathy had long-term effects (predicting positive outcomes such as lower levels of depression and higher levels of self-esteem) suggesting that cognitive empathy may be a protective factor. Limitations and suggestions for future research are discussed.     

Resilience and Family Psychosocial Processes Among Children of Parents with Serious Mental Disorders

Resilience involves successful adaptation despite adverse circumstances, and is operationalized in this study as a multidimensional construct which consists of both positive and negative indicators of adaptation. Previous research has emphasized the importance of parental psychopathology in predicting child adaptation among children of parents with serious mental disorders. In contrast, we hypothesized five family psychosocial processes as common sequelae to serious parental mental disorder that are central to child adaptation beyond that predicted by parental psychiatric status. These are diminished family financial resources, social network constriction, impaired performance of parenting tasks, increased familial stress, and disruption of the parent-child bond. We examined the relationship of these processes to child adaptation independently through hierarchical regression analyses after taking into account parental psychiatric symptoms and functioning as well as the child's age and gender. One hundred seventy-seven children of mothers with serious mental disorder, ages 2–17 years old, were assessed on measures of adaptation. Results indicated that family psychosocial processes are a more consistent and powerful predictor of child adaptation than parental psychopathology. Results also indicated that, for these children, adaptation is predicted most consistently by parenting performance, and to lesser extents, by the parent-child bond and familial stress. We discuss our results in terms of their implications for theory and intervention with children of parents with serious mental disorders and for the study of resilience.