Individual Differences in Cognition
Total Page:16
File Type:pdf, Size:1020Kb
Load more
Recommended publications
-
Explorations in Temperament International Perspectives on Theory and Measurement PERSPECTIVES on INDIVIDUAL DIFFERENCES
Explorations in Temperament International Perspectives on Theory and Measurement PERSPECTIVES ON INDIVIDUAL DIFFERENCES CECIL R. REYNOLDS, Texas A&M University, College Station ROBERT T. BROWN, University oj North Carolina, Wilmington Current volumes in the series THE CAUSES AND CURES OF CRIMINALITY Hans J. Eysenck and Gisli H. Gudjonsson EXPLORATIONS IN TEMPERAMENT International Perspectives on Theory and Measurement Edited by Jan Strelau and Alois Angleitner HANDBOOK OF CREATIVITY Assessment, Research, and Theory Edited by John A. Glover, Royce R. Ronning, and Cecil R. Reynolds HANDBOOK OF MULTlV ARIATE EXPERIMENTAL PSYCHOLOGY Second Edition Edited by John R. Nesselroade and Raymond B. Cattell HISTORICAL FOUNDATIONS OF EDUCATIONAL PSYCHOLOGY Edited by John A. Glover and Royce R. Ronning THE INDIVIDUAL SUBJECT AND SCIENTIFIC PSYCHOLOGY Edited by Jaan Valsiner LEARNING STRATEGIES AND LEARNING STYLES Edited by Ronald R. Schmeck METHODOLOGICAL AND STATISTICAL ADVANCES IN THE STUDY OF INDIVIDUAL DIFFERENCES Edited by Cecil R. Reynolds and Victor L. Willson THE NEUROPSYCHOLOGY OF INDIVIDUAL DIFFERENCES A Developmental Perspective Edited by Lawrence C. Hartlage and Cathy F. Telzrow PERSONALITY DIMENSIONS AND AROUSAL Edited by Jan Strelau and Hans J. Eysenck THEORETICAL FOUNDATIONS OF BEHAVIOR THERAPY Edited by Hans J. Eysenck and Irene Martin A Continuation Order Plan is available for this series. A continuation order will bring delivery of each new volume immediately upon publication. Volumes are billed only upon actual shipment. For further information please contact the publisher. Explorations in Temperament International Perspectives on Theory and Measurement Edited by Jan Strelau University of Warsaw Warsaw, Poland and Alois Angleitner University of Bielefeld Bielefeld, Germany Springer Science+Business Media, LLC Library of Congress Cataloging in Publication Data Explorations in temperament: international perspectives on theory and measurement / edited by Jan Strelau and Alois Angleitner. -
Substance Use Disorders (SUD) Begin in Childhood Or Adolescence (Kandel, 1992)
PSYCHIATRY TELEHEALTH, LIAISON & CONSULTS (PSYCH TLC) Substance Related Disorders in Children and Adolescents Written and initially reviewed, 11/2011: Zaid Malik, M.D. Deepmala Deepmala, M.D Jody Brown, M.D. Laurence Miller, M.D. Reviewed and updated, 03/04/2014: Deepmala Deepmala, M.D. Work submitted by Contract # 4600016732 from the Division of Medical Services, Arkansas Department of Human Services 1 | P a g e Department of Human Services Psych TLC Phone Numbers: 501-526-7425 or 1-866-273-3835 The free Child Psychiatry Telemedicine, Liaison & Consult (Psych TLC) service is available for: Consultation on psychiatric medication related issues including: . Advice on initial management for your patient . Titration of psychiatric medications . Side effects of psychiatric medications . Combination of psychiatric medications with other medications Consultation regarding children with mental health related issues Psychiatric evaluations in special cases via tele-video Educational opportunities This service is free to all Arkansas physicians caring for children. Telephone consults are made within 15 minutes of placing the call and can be accomplished while the child and/or parent are still in the office. Arkansas Division of Behavioral Health Services (DBHS): (501) 686-9465 http://humanservices.arkansas.gov/dbhs/Pages/default.aspx 2 | P a g e Substance Related Disorders in Children and Adolescents ______________________________________________________ Table of Contents 1. Epidemiology 2. Symptomatology 3. Diagnostic Criteria -- Highlights of Changes from DSM IV to DSM 5 3.1 Substance Use Disorder 3.2 Substance Induced Disorder 3.2.1 Substance Withdrawal 3.2.2 Substance Intoxication 3.2.3 Substance/Medication-Induced Mental Disorders 4. Etiology, Risk Factors and Protective Factors 4.1 Etiology 4.2 Risk Factors and Protective Factors 5. -
Assessment Biai (Positions of Various Professional Groups Regarding Testing/Aisessment Practices)
DOCUMENT RESUME ED 246 637 EC 170 029 AUTHOR Kratochwill, Thomas R.; Cancelli, Anthony A. TITLE Nonbiased Assessment in Psychology and Education. Volumes I and II. [Final Report]. INSTITUTION Arizona Univ., Tucson. Coll. of Education. SPONS AGENCY Special Education Programs (ED/OSERS), Washington, DC. PUB DATE Nov 82 GRANT G008100160 NOTE 603p. PUB TYPE Information Analyses (070) Reports Descriptive (141) EDRS PRICE MF03/PC25 Plus Postage. DESCRIPTORS *Disabilities; Elementary Secondary Education; 4 Evaluation Methods; History; Minority Groups; *Psychology; *Special Education; *StUdent Evaluation; *Test Bias; Testing; *Testing Problems; Test Interpretation; Test Use; Test Validity ABSTRACT The document presents findings from'a comprehensive review of the literature on the topic of nonbiased assessment. An introductory chapter describes the review's conceptual framework. Chapters 2 through 9 present analyses of the following major aspects of the topic (sample subtopics in parentheses): historical perspectives (ancient influences, nineteenth century developments, the emergence of differential psychology); conceptual models of human functioning (seven models of humeri behavior that influence contemporary assessment practices); technical test bias (implications of validation theory, external and internal construct bias); situational bias in psychologiCal assessment (test-wiseness, examiner sex and race, motivational factors); outcome bias(prediction of specific outcomes, selection versus intervention, a variety of selection models); proposed -
Genetic and Environmental Influences on Personality: a Study of Twins Reared Together Using the Self- and Peer Report NEO-FFI Scales
Genetic and Environmental Influences on Personality: A Study of Twins Reared Together Using the Self- and Peer Report NEO-FFI Scales Rainer Rlemann Alois Angleitner University of Bieleield, Germany Jan Strelau University of Warsaw, Poland ABSTRACT Previous behavior-genetic research on personality has been alniosi exclusively based tin self-report questionnaire measures. The purpose of this research was to measure personahty constructs via self- and peer reports on tbe items of tbe NEO Five-Factor Inventory (Costa & McCrae. 1989). The sample included 660 monozygotic and 200 same sex and 104 opposite sex dizygoiic twin pairs. We collected self- and two independent peer reports for each of the twins. Our analysis of self-report data replicates earlier fmdings of a substantial genetic influence on the Big Five (/r = .42 to .56). We also found this influence for peer reports. Our results validate tindings based solely on self-reports. However, estimates of genetic contributions to phenotypic variance were substantially higher when based on peer reports (/i' = .57 to .81) or self- and peer reports (ir = .66 to .79) because these data allowed Preliminarj' analyses of the data were presented at the seventh meeting of the Interna- tional ScKiety for the Study of Individual Differences, Warsaw, Poland. July 15-19, 1995, and in Angleitner, Riemann, Spinath. Hempel. Thiel. and Strelau (1995). This research was supported in part hy funds from the Max Planck Forschungspreis (awarded by the Alexaiider von Huinboldt Stiftung and the M;ix-Planck Gesellschaft) 10 Alois Angleitner and Jan Strelau. We thank Peter BorkLMiau. Rainer Reisen/ein. and Frank M. -
Science and Media
Article in: ALLEA Biennial Yearbook 2004. Critical Topics in Science and Scholarschip (pp.91-98). Amsterdam: ALLEA Science and Media Jan Strelau* The title of this chapter imposes a need to define two notions that are by no means explicit. In the Anglo-Saxon literature, the term 'science' is understood as mathematical and natural science, subject to falsification (Popper, Kuhn). In the German tradition, science (Wissenschaft) is understood wider, also including humanities and social sciences. I will consider the term 'science' very widely, covering all descriptive and normative disciplines, such as, for example, pedagogy and law. In turn, the equivocal notion 'media' refers to the means of communication that are used to provide intended information to any group of people. Hence, according to this interpretation, the notion 'media' covers both a daily newspaper or television broadcasts and professional literature, which - if regarded as a scientist's field of research - often doesn't fall within the scope of the notion 'media'. Depending on the historical context, the type of communication, and hence its size, vary. During their lifetime, the works of ancient philosophers or physicians were only accessible to a select number of persons or groups, whereas nowadays the mass media make it possible to access millions, or even billions of people. An example is the yearly Oscar awards ceremony, which is broadcast to more than 150 countries. Publications as a basic medium in science I venture the opinion that without media, the progress of science would be more arduous since, in addition to culture and civilisation's other products, such as architecture, tools and works of art, they enable achievements and experiences to be passed on, not only to people alive today, but also to future generations. -
Chapter 1 • What Is Psychology?
You were, perhaps, asked by your teacher in the first class why you opted for psychology over other subjects. What do you hope to learn? If you were asked this question, what was your response? Generally, the range of responses which surface in class to this question are truly bewildering. Most students give inane responses, like they want to know what others are thinking. But then one also comes across such responses as knowing oneself, knowing others or more specific responses like knowing why people dream, why people go out of their way to help others or beat each other up. All ancient traditions have engaged themselves with questions about human nature. The Indian philosophical traditions, in particular, deal with questions relating to why people behave in the manner in which they do. Why are people generally unhappy? What changes should they bring about in themselves if they desire happiness in their lives? Like all knowledge, psychological knowledge too is intended to contribute to human well-being. If the world is full of misery, it is largely due to humans themselves. Perhaps, you have asked why a 9/11 or war in Iraq happened. Why innocent people in Delhi, Mumbai, Srinagar or in the North- East have to face bombs and bullets? Psychologists ask what is in the experiences of young men which turn them into terrorists seeking revenge. But there is another side to human nature. You may have heard the name of Major HPS Ahluwalia, paralysed waist down because of an injury he suffered in a war with Pakistan, who climbed the Mt. -
Psychological Research Eastern
Teaching and Psychological Research Eastern Ii Li PSYCHOLOGICAL RESEARCH AND TEACHING FOR SOCIAL DEVELOPMENT IN EASTERN AND SOUTHERN AFRICA Selected Proceedings of the Seminar on The Current Status of Teaching of Psychology and Edited by F.M. Okatcha I.M. Omari P. W. KariuTi Kenyatta University IDRC Nairobi University of Nairobi Supported by Kenyatta University, the International Development Research Centre (IDRC), UNESCO National Commission, and the British Council. The views expressed are those of the authors and do not necessarily represent the view's of the funding agencies "yIV /q I 1 v ( 4 TABLE OF CONTENTS Page Preface Section I: General and Paradigmic Issues I 1. I.M. Omari. The Growth and Metamorphosis of 2 Psychology in Eastern and Southern Africa. 2. A. Mundy-Castle. The History of Psychology in 14 Africa. Implications for Research, Training and Action. 3. A.A. Olowu. Psychology for Personal Growth: 21 Humanistic Perspectives. 4. B.G. Koech. The Importance of Choice of 29 Paradigms in Psychological Research in Africa. Section II Teaching and Training of Psychologists 41 5. F.M. Okatcha. The Linkage Between undergraduate 42 Studies in Psychology and Graduate Studies in Educational Psychology. 6. P.D. Machungwa. Postgraduate Training in 50 Industrial Psychology: Issues and Problems. 7. I.M. Mwaimbolwa-Sinyangwe. Psychological 57 Teaching and Research at the University of Zambia. 8. R.P. Bundy. Teaching Psychology for 62 Professional Educational Services. 9. R.F. Zamba. The Role of Education Psychology 69 in an Educational System Under Siege: The Case of Zambia. 10. D.S.J. Mkandawire. A Model for Evaluation of 81 Psychological and Educational Selection Tests. -
HUMANS in SITUATIONS
HUMANS in SITUATIONS Invitation to the conference on November 26-27, 2015 Warsaw, SWPS University of Social Sciences and Humanities 19/31 Chodakowska St. Tadeusz Tomaszewski Hall (floor II) and room S203 The conference is being organized by the Tadeusz Tomaszewski Foundation for the Development of Polish Psychology with support from the Committee for Psychology of the Polish Academy of Sciences. The co-organizers are the Faculty of Psychology of the University of Warsaw and the Faculty of Psychology of the SWPS University of Social Sciences and Humanities in Warsaw. The topic of the conference is a reference to the title of a subchapter of Professor Tadeusz Tomaszewski’s textbook Psychologia (pp. 17-36) from 1975 (Warszawa: PWN). We aim to show what contemporary psychology contributes to the understanding of the notion of situation and what new things we can say now, 40 years since the Professor’s text was published, about humans in the multitude of situations of which they are the subject. Program Council Prof. Ida Kurcz (Chair) Prof. Adam Frączek, Prof. Urszula Jakubowska Prof. Maria Materska, Prof. Zofia Ratajczak Prof. Janusz Reykowski, Prof. Jan Strelau The conference program includes five plenary l e c t u r e s and six themed s e s s i o n s (three times two sessions held simultaneously). Next year we plan to continue the conference under the title HUMANS in SITUATIONS: An Interdisciplinary Approach On behalf of the organizers: Barbara Bokus and Wiesław Łukaszewski November 26, 2015 (Thursday) 10:30 a.m. Opening of the conference Professor Ida Kurcz, Dean Ewa Czerniawska, Rector Andrzej Eliasz Plenary Lectures Tadeusz Tomaszewski Hall, floor II 10:40-11:35 a.m. -
The Balance of Personality
The Balance of Personality The Balance of Personality CHRIS ALLEN PORTLAND STATE UNIVERSITY LIBRARY The Balance of Personality by Chris Allen is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License, except where otherwise noted. The Balance of Personality Copyright © by Chris Allen is licensed under an Attribution NonCommercial-ShareAlike 4.0 International, except where otherwise noted. Contents Preface ix Acknowledgements x Front Cover Photo: x Special Thanks to: x Open Educational Resources xi Introduction 1 1. Personality Traits 3 Introduction 3 Facets of Traits (Subtraits) 7 Other Traits Beyond the Five-Factor Model 8 The Person-Situation Debate and Alternatives to the Trait Perspective 10 2. Personality Stability 17 Introduction 18 Defining Different Kinds of Personality Stability 19 The How and Why of Personality Stability and Change: Different Kinds of Interplay Between Individuals 22 and Their Environments Conclusion 25 3. Personality Assessment 30 Introduction 30 Objective Tests 31 Basic Types of Objective Tests 32 Other Ways of Classifying Objective Tests 35 Projective and Implicit Tests 36 Behavioral and Performance Measures 38 Conclusion 39 Vocabulary 39 4. Sigmund Freud, Karen Horney, Nancy Chodorow: Viewpoints on Psychodynamic Theory 43 Introduction 43 Core Assumptions of the Psychodynamic Perspective 45 The Evolution of Psychodynamic Theory 46 Nancy Chodorow’s Psychoanalytic Feminism and the Role of Mothering 55 Quiz 60 5. Carl Jung 63 Carl Jung: Analytic Psychology 63 6. Humanistic and Existential Theory: Frankl, Rogers, and Maslow 78 HUMANISTIC AND EXISTENTIAL THEORY: VIKTOR FRANKL, CARL ROGERS, AND ABRAHAM 78 MASLOW Carl Rogers, Humanistic Psychotherapy 85 Vocabulary and Concepts 94 7. -
Teaching of Psychology in Countries with Advanced Versus Developing Economies Martin Pinquart & Allan B.I
Teaching of psychology in countries with advanced versus developing economies Martin Pinquart & Allan B.I. Bernardo We compare structures and contents of psychology programmes from countries with developing and advanced economies. Respondents from 49 countries completed a survey of the International Union of Psychological Science on psychology education and training. In general, there are more similarities than differences between countries with developing and advanced economies. Nonetheless, large differences emerge with regard to the availability of international teaching resources. The transition rate from the lowest academic degree to programmes at the next level is much lower in countries with developing economies than in countries with advanced economies (25 per cent vs. 70 per cent). In addition, programmes from the former countries have higher student-faculty ratios and use lab sessions, seminars and tutorials less often. Differential and biological psychology/neuropsychology is less often taught in the former countries. In addition, there is larger variability of the quality of programmes within countries with developing economies. Conclusions are drawn for improving psychology education and training. Keywords: Psychology education; psychological training; teaching; cross-cultural psychology. SYCHOLOGY as a scientific discipline Papers on teaching of psychology have and a topic of study has its origins in been published from a number of countries, PEurope. Wilhelm Wundt (1832–1920), for example, in the European Psychologist the founder of the world’s first laboratory of (Lunt, 2005; Newstead & Makinen, 1997), in experimental psychology in Leipzig a special issue of the International Journal of (Germany) held his first lecture in 1875 Psychology (Karandashiev & McCarthy, 2006), (Fuchs & Milar, 2003). -
20Th, 2021 Annual Meeting Program Table of Contents
2021 ANNUAL MEETING PROGRAM SOUTHEASTERN PSYCHOLOGICAL ASSOCIATION 67th Annual Meeting Virtual March 17th - 20th, 2021 Annual Meeting Program Table of Contents SEPA Officers & Executive Committee - p. 3 SEPA Professional Code of Conduct - p. 5 SEPA Past Presidents - p. 6 Continuing Education Program - p. 7 Live Streamed Session Schedule - p. 17 Wednesday (3/17) Live Strea Schedule - p. 18 Rosecrans I Address (Ferguson) - p. 18 Rosecrans II Address (Metzger) - p. 19 Thursday (3/18) Live Stream Schedule - p. 20 Psi Chi Invited Address (GreyWolf & Ross) - p. 22 CEPO/SEPA Invited Address (Greer) - p. 24 SEPA History Session (Pate) - p. 26 Seigel-Wallston Address (Ropp) - p. 27 SEPA Presidential Address (Pearcey) - p. 28 Friday (3/19) Stream Schedule - p. 29 SEPA Historian Address (Pate) - p. 30 Psi Chi Invited Address (West) - p. 32 Southeastern Workers in Memory (SWIM) - p. 33 STP Invited Address (Metz) - p. 34 CEPO Student Research Awards - p. 35 SEPA Business Meeting - p. 36 APA Distinguished Scientist Lecture (Gauthier) - p. 37 SEPA Mentor Award Address (Engle) - p. 38 SEPA Awards Session - p. 38 Saturday (3/20) Stream Schedule - p. 39 Posters/Pre-Recorded Sessions SEPA/CEPO Awards Competitions - p. 43 Outstanding Professional Paper Award - p. 43 Graduate Student Research Award - p. 44 Early Career Research Award - p. 44 CEPO/Psi Chi Undergraduate Research Oral Presentations - p. 45 SEPA Posters (organized by subject area) - p. 45 SEPA Pre-Recorded Paper Sessions (organized by subject area) - p. 63 CEPO/Psi Chi Undergraduate Research Posters - p. 66 Future SEPA Annual Meetings - p. 73 2 SOUTHEASTERN PSYCHOLOGICAL ASSOCIATION Officers and Executive Committee, 2020-2021 President Sharon Pearcey Past President Laurie Couch President-Elect Rihana Mason Secretary-Treasurer R. -
1 Introducing Individual Differences – from Everyday to Psychological Questions
1 Introducing Individual Differences – From Everyday to Psychological Questions LEARNING OUTCOMES BY THE END OF THIS CHAPTER, YOU SHOULD BE ABLE TO ANSWER THE FOLLOWING FIVE KEY QUESTIONS: 1. What are the major topics in individual differences research? 2. How is individual differences research different from other areas of psychology? 3. What are the main goals of individual differences research? 4. What are the main areas of application of individual differences research? 5. What topics of controversy or public debate will be covered in this book? KEY WORDS Behavioral Genetics ● Consistent Patterns of Behavior ● Differential Psychology ● Fluency ● Heritability ● Intelligence ● Intelligence Theory ● Longitudinal Data ● Originality ● Taxonomy ● Trait CHAPTER OUTLINE 1.1 INTRODUCTION 2 1.7 BORN DIFFERENT? 12 1.2 PERSONALITY: A COMMONSENSECOPYRIGHTED IDEA 4 1.8 OTHER MATERIAL ABILITIES 16 1.3 DESCRIBING INDIVIDUALS 5 1.9 VARIABILITY AND CHANGE: MOTIVATION AND MOOD STATES 18 1.4 ABNORMALITY 8 1.10 CREATIVITY 20 1.5 INTELLIGENCE, COMPETITION, AND ADAPTATION 9 1.11 LEADING THE WAY 22 1.6 PREDICTING SUCCESS 11 1.12 INTERESTS 24 CCH001.inddH001.indd 1 115/03/115/03/11 66:36:36 AAMM 2 PERSONALITY AND INDIVIDUAL DIFFERENCES 1.1 INTRODUCTION The study of individual differences is part of a well-established tradition in psychol- ogy that dates back more than a century. It encompasses several nonobservable or “latent” constructs, such as intelligence and personality, which represent major sources of variation in behavior. This makes individual differences a unique area in psychology. Whereas most psychological theories pretty much assume that every- body is the same and hence attempt to identify the universal aspects of human behav- ior, individual difference theories are concerned with differences between people, or what makes everyone unique.