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Ahn H, Won J. The Effects of Adolescents' Participation in Video Games on Cognitive Function and Motor Control Skills. Healthcare (Basel) 2023; 11:2740. [PMID: 37893814 PMCID: PMC10606105 DOI: 10.3390/healthcare11202740] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/09/2023] [Revised: 10/01/2023] [Accepted: 10/13/2023] [Indexed: 10/29/2023] Open
Abstract
There is still a lack of understanding of the productive areas of video game participation. Therefore, in order to observe positive effects and changes in game participation, this study examines the effects of game participation on the cognitive function and motor skills from 130 adolescents. To evaluate the participants' test performance, a cognitive function and motor control skill test program consisting of 10 tests were used (Trail Making, Corsi block, Tower of London, shooting game tasks, etc.). Differences in test performances between groups were verified using one-way ANOVA and an independent t-test. The results were as follows: first, there was no difference between groups according to the frequency of game participation in every test performance. Second, the results of this study showed statistically significant differences between groups according to the play time of game participation in several test performances (Key-mapping: p = 0.40; score of Grid Shot: p = 0.01, 0.07; score of Sphere Track: p = 0.12, 0.21; accuracy of Sphere Track: p = 0.12, 0.16). Also, all the effects' size results were confirmed as medium (Cohen's f > 0.20 and <0.40). Third, high school students only showed statistically significant higher results in a Multi-tasking test performance than middle school students, and the results of the effect size were confirmed to be middle and large (Multi-tasking1: p = 0.00, Cohen's d = 0.830; Multi-tasking2: p = 0.05, Cohen's d = 0.501). The results of this study imply the need to regard game participation as a behavior that can contribute to adolescents' cognitive psychological health.
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Affiliation(s)
| | - Jongeun Won
- Department of Physical Education, College of Education, Seoul National University, Seoul 08826, Republic of Korea;
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Chang F, Huo Y, Zhang S, Zeng H, Tang B. The impact of boarding schools on the development of cognitive and non-cognitive abilities in adolescents. BMC Public Health 2023; 23:1852. [PMID: 37742020 PMCID: PMC10517520 DOI: 10.1186/s12889-023-16748-8] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/18/2023] [Accepted: 09/12/2023] [Indexed: 09/25/2023] Open
Abstract
BACKGROUND Since China adopted a policy to eliminate rural learning centers, boarding has become an important feature of the current rural student community. However, there is a lack of consensus on the impact of boarding schools on students' cognitive and non-cognitive development. This study investigates the effect of boarding schools on the development of cognitive and non-cognitive abilities of junior high school students in rural northwest China. METHODS Using a sample of 5,660 seventh-grade students from 160 rural junior high schools across 19 counties, we identify a causal relationship between boarding and student abilities with the instrumental variables (IV) approach. RESULTS The results suggest that boarding positively influences memory and attention, while it has no significant effect on other cognitive abilities such as reasoning, transcription speed, and accuracy. Furthermore, we find no significant association between boarding and the development of non-cognitive skills. CONCLUSIONS Given the widespread prevalence of boarding schools in rural regions, our study highlights the growing importance of improving school management to promote the development of students' cognitive abilities and integrating the development of non-cognitive or social-emotional abilities into students' daily routines.
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Affiliation(s)
- Fang Chang
- Center of Experimental Economics in Education, Shaanxi Normal University Shaanxi Province, No. 620 West Chang’an Street, Chang’an District, Xi’an, 710119 China
| | - Yanan Huo
- Center of Experimental Economics in Education, Shaanxi Normal University Shaanxi Province, No. 620 West Chang’an Street, Chang’an District, Xi’an, 710119 China
| | - Songyan Zhang
- Center of Experimental Economics in Education, Shaanxi Normal University Shaanxi Province, No. 620 West Chang’an Street, Chang’an District, Xi’an, 710119 China
| | - Hang Zeng
- Center of Experimental Economics in Education, Shaanxi Normal University Shaanxi Province, No. 620 West Chang’an Street, Chang’an District, Xi’an, 710119 China
| | - Bin Tang
- Center of Experimental Economics in Education, Shaanxi Normal University Shaanxi Province, No. 620 West Chang’an Street, Chang’an District, Xi’an, 710119 China
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Sternberg RJ, Preiss DD, Karami S. An Historical Causal-Chain Theory of Conceptions of Intelligence. REVIEW OF GENERAL PSYCHOLOGY 2023. [DOI: 10.1177/10892680231158790] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 03/01/2023]
Abstract
Lurking behind every conception of intelligence—whether an implicit (folk) or explicit (expert-generated) conception—is an underlying theory of meaning that specifies the form the theory of intelligence does and, indeed, can take. These underlying theories of meaning become presuppositions for the conception’s form. The theories of meaning have different origins—for example, psycholinguistic, philosophical, and anthropological. This essay reviews the different underlying theories of meaning and proposes a new historical causal-chain theory of conceptions of intelligence. The underlying theories of meaning affect the flexibility and modifiability of laypersons’ (implicit) and experts’ (explicit) conceptions of intelligence. As a result, these historical causal chains have profound but largely invisible effects on societies.
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Affiliation(s)
| | | | - Sareh Karami
- Mississippi State University, Mississippi State, MS, USA
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4
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Suhonen N, Saastamoinen J, Forrest D, Kainulainen T. Does IQ predict engagement with skill‐based gambling? Large‐scale evidence from horserace betting. JOURNAL OF BEHAVIORAL DECISION MAKING 2022. [DOI: 10.1002/bdm.2300] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/09/2022]
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5
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The relation between working memory and mathematics performance among students in math-intensive STEM programs. INTELLIGENCE 2022. [DOI: 10.1016/j.intell.2022.101649] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/20/2022]
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6
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Rowe E, Almeda MV, Asbell-Clarke J, Scruggs R, Baker R, Bardar E, Gasca S. Assessing implicit computational thinking in Zoombinis puzzle gameplay. COMPUTERS IN HUMAN BEHAVIOR 2021. [DOI: 10.1016/j.chb.2021.106707] [Citation(s) in RCA: 12] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/17/2022]
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Kraichy D, Uggerslev K. Automated Leadership Assessments: Is Assessing Complexity an Option? JOURNAL OF CONSTRUCTIVIST PSYCHOLOGY 2021. [DOI: 10.1080/10720537.2021.1883489] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/22/2022]
Affiliation(s)
- David Kraichy
- Edwards School of Business, University of Saskatchewan, Saskatoon, Canada
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Jończyk R, Kremer GE, Siddique Z, van Hell JG. Engineering creativity: Prior experience modulates electrophysiological responses to novel metaphors. Psychophysiology 2020; 57:e13630. [PMID: 32672842 PMCID: PMC7540055 DOI: 10.1111/psyp.13630] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/05/2019] [Revised: 05/27/2020] [Accepted: 05/28/2020] [Indexed: 11/29/2022]
Abstract
Novel metaphorical language use exemplifies human creativity through production and comprehension of meaningful linguistic expressions that may have never been heard before. Available electrophysiological research demonstrates, however, that novel metaphor comprehension is cognitively costly, as it requires integrating information from distantly related concepts. Herein, we investigate if such cognitive cost may be reduced as a factor of prior domain knowledge. To this end, we asked engineering and nonengineering students to read for comprehension literal, novel metaphorical, and anomalous sentences related to engineering or general knowledge, while undergoing EEG recording. Upon reading each sentence, participants were asked to judge whether or not the sentence was original in meaning (novelty judgment) and whether or not it made sense (sensicality judgment). When collapsed across groups, our findings demonstrate a gradual N400 modulation with N400 being maximal in response to anomalous, followed by metaphorical, and literal sentences. Between‐group comparisons revealed a mirror effect on the N400 to novel metaphorical sentences, with attenuated N400 in engineers and enhanced N400 in non‐engineers. Critically, planned comparisons demonstrated reduced N400 amplitudes to engineering novel metaphors in engineers relative to non‐engineers, pointing to an effect of prior knowledge on metaphor processing. This reduction, however, was observed in the absence of a sentence type × knowledge × group interaction. Altogether, our study provides novel evidence suggesting that prior domain knowledge may have a direct impact on creative language comprehension. This study provides novel evidence that prior knowledge facilitates interpretation of novel metaphorical sentences, an index of linguistic creativity. As such, this study contributes to, and bridges, the fields of figurative language processing and creativity research.
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Affiliation(s)
- Rafal Jończyk
- Faculty of English, Adam Mickiewicz University, Poznań, Poland.,Department of Psychology, Pennsylvania State University, State College, PA, USA
| | - Gül E Kremer
- Department of Industrial and Manufacturing Systems Engineering, Iowa State University, Ames, IA, USA
| | - Zahed Siddique
- The School of Aerospace and Mechanical Engineering, University of Oklahoma, Norman, OK, USA
| | - Janet G van Hell
- Department of Psychology, Pennsylvania State University, State College, PA, USA
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9
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Graf-Vlachy L, Bundy J, Hambrick DC. Effects of an Advancing Tenure on CEO Cognitive Complexity. ORGANIZATION SCIENCE 2020. [DOI: 10.1287/orsc.2019.1336] [Citation(s) in RCA: 17] [Impact Index Per Article: 3.4] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/20/2023]
Abstract
We study how the cognitive complexity of chief executive officers (CEOs) changes during their tenures. Drawing from prior theory and research, we argue that CEOs attain gradually greater role-specific knowledge, or expertise, as their tenures advance, which yields more complex thinking. Beyond examining the main effect of CEO tenure on cognitive complexity, we consider three moderators of this relationship, each of which is expected to influence the accumulation of expertise over a CEO’s time in office: industry dynamism, industry jolts, and CEO positional power. We conduct our tests on a sample of 684 CEOs of public corporations. The analytic centerpiece of our study is a novel index of CEO cognitive complexity based on CEOs’ language patterns in the question-and-answer portions of quarterly conference calls. As part of our extensive theory of measurement, we provide evidence of the reliability and validity of our index. Our results indicate that CEOs, in general, experience substantial increases in cognitive complexity over their time in office. Examined moderators somewhat, but modestly, alter this general trajectory, and nonlinearities are not observed. We discuss the implications of our findings.
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Affiliation(s)
| | - Jonathan Bundy
- W. P. Carey School of Business, Arizona State University, Tempe, Arizona 85287
| | - Donald C. Hambrick
- Smeal College of Business, The Pennsylvania State University, University Park, Pennsylvania 16802
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10
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Woznyj HM, Banks GC, Dunn AM, Berka G, Woehr D. Re-introducing Cognitive Complexity: A Meta-analysis and Agenda for Future Research. HUMAN PERFORMANCE 2019. [DOI: 10.1080/08959285.2019.1689396] [Citation(s) in RCA: 8] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/25/2022]
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11
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Wilkinson BD, Dewell JA. Cognitive Complexity: Differentiation and Integration in Counseling Practice and Training. JOURNAL OF COUNSELING AND DEVELOPMENT 2019. [DOI: 10.1002/jcad.12271] [Citation(s) in RCA: 5] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/11/2023]
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12
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Woolley KE, Huang T, Rabinowitz M. The effects of knowledge, strategies, and the interaction between the two in verbal analogy problem solving. CONTEMPORARY EDUCATIONAL PSYCHOLOGY 2019. [DOI: 10.1016/j.cedpsych.2018.12.003] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/27/2022]
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13
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Kyllonen PC. Inequality, Education, Workforce Preparedness, and Complex Problem Solving. J Intell 2018; 6:E33. [PMID: 31162460 PMCID: PMC6480734 DOI: 10.3390/jintelligence6030033] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/19/2018] [Revised: 06/05/2018] [Accepted: 06/19/2018] [Indexed: 11/24/2022] Open
Abstract
Economic inequality has been described as the defining challenge of our time, responsible for a host of potential negative societal and individual outcomes including reduced opportunity, decreased health and life expectancy, and the destabilization of democracy. Education has been proposed as the "great equalizer" that has and can continue to play a role in reducing inequality. One means by which education does so is through the development of complex problem solving skills in students, skills used to solve novel, ill-defined problems in complex, real-world settings. These are highly valued in the workforce and will likely continue to be so in the future workforce. Their importance is evident in results from employer surveys, as well as by their inclusion in large scale international and domestic comparative assessments. In this paper, I review various definitions of complex problem solving and approaches for measuring it, along with findings from PISA 2003, 2012, and 2015. I also discuss prospects for teaching, assessing, and reporting on it, and discuss the emerging importance of collaborative problem solving. Developing and monitoring complex problem solving skills, broadly defined, is a critical challenge in preparing students for the future workforce, and in overcoming the negative effects of inequality and the diminishment of individual opportunity.
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Süß HM, Kretzschmar A. Impact of Cognitive Abilities and Prior Knowledge on Complex Problem Solving Performance - Empirical Results and a Plea for Ecologically Valid Microworlds. Front Psychol 2018; 9:626. [PMID: 29867627 PMCID: PMC5952078 DOI: 10.3389/fpsyg.2018.00626] [Citation(s) in RCA: 23] [Impact Index Per Article: 3.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/06/2017] [Accepted: 04/13/2018] [Indexed: 11/13/2022] Open
Abstract
The original aim of complex problem solving (CPS) research was to bring the cognitive demands of complex real-life problems into the lab in order to investigate problem solving behavior and performance under controlled conditions. Up until now, the validity of psychometric intelligence constructs has been scrutinized with regard to its importance for CPS performance. At the same time, different CPS measurement approaches competing for the title of the best way to assess CPS have been developed. In the first part of the paper, we investigate the predictability of CPS performance on the basis of the Berlin Intelligence Structure Model and Cattell's investment theory as well as an elaborated knowledge taxonomy. In the first study, 137 students managed a simulated shirt factory (Tailorshop; i.e., a complex real life-oriented system) twice, while in the second study, 152 students completed a forestry scenario (FSYS; i.e., a complex artificial world system). The results indicate that reasoning - specifically numerical reasoning (Studies 1 and 2) and figural reasoning (Study 2) - are the only relevant predictors among the intelligence constructs. We discuss the results with reference to the Brunswik symmetry principle. Path models suggest that reasoning and prior knowledge influence problem solving performance in the Tailorshop scenario mainly indirectly. In addition, different types of system-specific knowledge independently contribute to predicting CPS performance. The results of Study 2 indicate that working memory capacity, assessed as an additional predictor, has no incremental validity beyond reasoning. We conclude that (1) cognitive abilities and prior knowledge are substantial predictors of CPS performance, and (2) in contrast to former and recent interpretations, there is insufficient evidence to consider CPS a unique ability construct. In the second part of the paper, we discuss our results in light of recent CPS research, which predominantly utilizes the minimally complex systems (MCS) measurement approach. We suggest ecologically valid microworlds as an indispensable tool for future CPS research and applications.
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Affiliation(s)
- Heinz-Martin Süß
- Institute of Psychology, Otto-von-Guericke University Magdeburg, Magdeburg, Germany
| | - André Kretzschmar
- Hector Research Institute of Education Sciences and Psychology, University of Tübingen, Tübingen, Germany
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15
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Rodgers W, Mubako GN, Hall L. Knowledge management: The effect of knowledge transfer on professional skepticism in audit engagement planning. COMPUTERS IN HUMAN BEHAVIOR 2017. [DOI: 10.1016/j.chb.2016.12.069] [Citation(s) in RCA: 8] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/20/2022]
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16
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Abstract
This paper examined the effect of complexity on performance in decision-making under risk employing a database of 1161 randomly sampled betting decisions made during 1987 in offcourse horserace betting offices situated throughout the UK. The setting for the study is characterised by important ecological advantages over laboratory or alternative naturalistic settings. Complexity is defined in terms of both the number of alternatives in the decision-maker's choice set (number of horses in a race) and the complexity of the set of attributes for each horserace (handicap vs nonhandicap races). Performance was not adversely affected by an increase in the number of alternatives and only to a limited extent by an increase in attribute-based complexity. The robustness of the results is reinforced by adjustments which acknowledge and control for the differential random chance of correct decision-making across groups of events with differing complexity.
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Affiliation(s)
- A. C. Bruce
- School of Management and Finance, University of Nottingham, UK
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17
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Abstract
As we approach the centenary of the first practical intelligence test, there is still little scientific agreement about how human intelligence should be described, whether IQ tests actually measure it, and if they don't, what they actually do measure. The controversies and debates that result are well known. This paper brings together results and theory rarely considered (at least in conjunction with one another) in the IQ literature. It suggests that all of the population variance in IQ scores can be described in terms of a nexus of sociocognitive-affective factors that differentially prepares individuals for the cognitive, affective and performance demands of the test—in effect that the test is a measure of social class background, and not one of the ability for complex cognition as such. The rest of the paper shows how such factors can explain the correlational evidence usually thought to validate IQ tests, including associations with educational attainments, occupational performance and elementary cognitive tasks, as well as the intercorrelations among tests themselves.
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Schaller M, O'Brien M. "Intuitive Analysis of Covariance" and Group Stereotype Formation. PERSONALITY AND SOCIAL PSYCHOLOGY BULLETIN 2016. [DOI: 10.1177/0146167292186014] [Citation(s) in RCA: 26] [Impact Index Per Article: 2.9] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/16/2022]
Abstract
There exist actual correlations between group membership and behavior that are purely spurious, resulting from very different situational constraints on group members' behavior. Accurate group inferences require that people recognize and control for the differing situational constraints by using reasoning analogous to a statistical analysis of covariance. An initial study demonstrated that people often fail to engage in such reasoning and consequently form erroneous group impressions. A second experiment tested two hypotheses concerning the conditions that may facilitate more sophisticated covariation reasoning. Results indicated that (a) relaxed temporal constraints and (b) explicit attention to situational differences both facilitate 'intuitive analysis of covariance" and more accurate group inferences. Discussion focuses on implications for understanding the formation of group stereotypes and on factors that may inhibit stereotype formation.
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Ceci SJ, Williams-Ceci S, Williams WM. How to actualize potential: a bioecological approach to talent development. Ann N Y Acad Sci 2016; 1377:10-21. [PMID: 27310098 DOI: 10.1111/nyas.13057] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.1] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/04/2016] [Revised: 02/23/2016] [Accepted: 03/09/2016] [Indexed: 11/28/2022]
Abstract
Bioecological theory posits three interacting principles to explain developmental outcomes such as fluctuating achievement levels and changing heritability coefficients. Here, we apply the theory to the domain of talent development, by reviewing short-term and long-term cognitive interventions. We argue that macro-level analyses of cultural practices (e.g., matrilineal inheritance and property ownership) and national systems of education are consistent with the bioecological theory; when the findings from these analyses are unpacked, the engines that drive them are so-called proximal processes. This finding has implications for the design and delivery of instruction and the development of talent. We argue that talent is fostered by the same three bioecological mechanisms that explain the actualization of genetic potential. We conclude by discussing several self-descriptions and personal narratives by gifted students in which they spontaneously refer to these bioecological mechanisms in their own talent-development processes. Similar testimonials have been documented by historic talent researchers such as Benjamin Bloom, noting the importance of continual adjustments in feedback.
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Affiliation(s)
- Stephen J Ceci
- Department of Human Development, College of Human Ecology, Cornell University, Ithaca, New York.
| | - Sterling Williams-Ceci
- Department of Human Development, College of Human Ecology, Cornell University, Ithaca, New York
| | - Wendy M Williams
- Department of Human Development, College of Human Ecology, Cornell University, Ithaca, New York
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Giorgi G, Mancuso S, Fiz Perez FJ. Organizational Emotional Intelligence and Top Selling. EUROPES JOURNAL OF PSYCHOLOGY 2014. [DOI: 10.5964/ejop.v10i4.755] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/20/2022]
Abstract
The purpose of this study is to explore emotional intelligence in association with effective sales performance. The participants involved in this study were sellers in a home furniture company and completed a new tool measuring emotional intelligence at the beginning of their employment with the company. After four months, their volume of sales was calculated and compared with other results. Briefly, evidence from this study indicates that emotional intelligence skills are relevant in association with job performance, particularly relationship management and self-management. The final results support the main hypothesis. Subsequent implications for sales organizations and researchers are discussed.
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Rabinowitz M, McAuley R. The effects of ease of processing on the use and perception of strategies. JOURNAL OF COGNITIVE PSYCHOLOGY 2014. [DOI: 10.1080/20445911.2014.969272] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/24/2022]
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Abstract
A popular conception of the “intelligence,” or g, thought to be measured by IQ tests, is that of a cognitive “strength” variable that facilitates complex cognition such as reasoning and problem solving. Yet test items seem remarkably un-complex when compared with everyday cognition. Here, typical verbal and non-verbal test items are examined and arguments asserting their complexity are challenged. In contrast, several lines of research indicate how “real life” cognition is much more complex than that required by such items. The claim that an IQ-job performance correlation is stronger for more complex jobs is also challenged. This leads to the suggestion that other sources of variance, including cultural, affective, and other non-cognitive factors, may explain differences in test performance. An alternative explanation for the still-puzzling “Flynn effect” is proposed, with the idea that IQ differences reflect cultural “distance” (from possibly equal, but different, complexities) rather than a universal cognitive “strength.”
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Detterman DK. Introduction to the intelligence special issue on the development of expertise: is ability necessary? INTELLIGENCE 2014. [DOI: 10.1016/j.intell.2014.02.004] [Citation(s) in RCA: 13] [Impact Index Per Article: 1.2] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/25/2022]
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24
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Mackintosh N. Why teach intelligence? INTELLIGENCE 2014. [DOI: 10.1016/j.intell.2013.08.001] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/26/2022]
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25
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Stoyanov D, Machamer PK, Schaffner KF, Rivera-Hernández R. The meta-language of psychiatry as cross-disciplinary effort: in response to Zachar (2012). J Eval Clin Pract 2012; 18:710-720. [PMID: 22515373 DOI: 10.1111/j.1365-2753.2012.01846.x] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.2] [Reference Citation Analysis] [MESH Headings] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 11/30/2022]
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Little CC. An Exploration of Flow, Knowledge Acquisition, and Transfer in the Leisure Pursuits of Science Fiction Fans. QUALITATIVE RESEARCH IN PSYCHOLOGY 2012. [DOI: 10.1080/14780880903342303] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.2] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/23/2022]
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Artelt C, Neuenhaus N, Lingel K, Schneider W. Entwicklung und wechselseitige Effekte von metakognitiven und bereichsspezifischen Wissenskomponenten in der Sekundarstufe. PSYCHOLOGISCHE RUNDSCHAU 2012. [DOI: 10.1026/0033-3042/a000106] [Citation(s) in RCA: 16] [Impact Index Per Article: 1.2] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/04/2022]
Abstract
Zusammenfassung. Gegenstand des Beitrags sind die bislang kaum untersuchten Entwicklungsverläufe und das Zusammenwirken von metakognitivem und von bereichsspezifischem Wissen bezogen auf die Leistungsbereiche Deutsch/Lesen und Englisch in den Klassenstufen 5 und 6 der Sekundarstufe. Die hier berichteten Analysen stammen aus einer Teilstichprobe (N = 853) einer im Rahmen des DFG-Schwerpunktprogrammes „Kompetenzmodelle” geförderten Längsschnittuntersuchung zur Entwicklung von Wissenskomponenten (EWIKO). Zur Erfassung des bereichsspezifischen Wissens (Schulleistungen) und des metakognitiven Wissens in den Leistungsbereichen Deutsch/Lesen und Englisch wurden eigene Verfahren konstruiert und pilotiert. Im Beitrag gehen wir zunächst der Frage nach, ob und in welchem Maße es zu Wissenszuwächsen im metakognitiven Wissen und in den Leistungen über einen Zeitraum von 16 Monaten (2 Messzeitpunkte) kommt und inwiefern diese Veränderungen dabei in Abhängigkeit von der besuchten Schulform variieren. Sowohl für die Leistungen als für das metakognitive Wissen zeigen Differenzscore-Modelle bedeutsame Zuwächse, die für den Leistungsbereich Englisch auch in Abhängigkeit von der Schulform variieren. Das zweite Ziel der längsschnittlichen Analysen besteht darin, den relativen Einfluss der bereichsspezifischen Ausgangsleistung und des metakognitiven Wissens auf die spätere Leistungen (Lesekompetenz im Leistungsbereich Deutsch/Lesen und Sprachverstehen im Bereich Englisch) zu untersuchen. Mittels Cross-Lagged-Panel-Analysen konnte u.a. die Annahme bestätigt werden, dass sowohl inter-individuelle Unterschiede als auch intra-individuelle Leistungsentwicklungen in beiden Leistungsbereichen zu bedeutsamen Anteilen durch das metakognitive Wissen der Schülerinnen und Schüler erklärt werden können. Abschließend werden theoretische und praktische Implikationen dieser Befunde diskutiert.
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Lueddeke SE, Higham PA. Expertise and gambling: using type 2 signal detection theory to investigate differences between regular gamblers and nongamblers. Q J Exp Psychol (Hove) 2011; 64:1850-71. [PMID: 21846266 DOI: 10.1080/17470218.2011.584631] [Citation(s) in RCA: 11] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/18/2022]
Abstract
This paper presents an experimental investigation into how individuals make decisions under uncertainty when faced with different payout structures in the context of gambling. Type 2 signal detection theory was utilized to compare sensitivity to bias manipulations between regular nonproblem gamblers and nongamblers in a novel probability-based gambling task. The results indicated that both regular gamblers and nongamblers responded to the changes of rewards for correct responses (Experiment 1) and penalties for errors (Experiment 2) in setting their gambling criteria, but that regular gamblers were more sensitive to these manipulations of bias. Regular gamblers also set gambling criteria that were more optimal. The results are discussed in terms of an expertise-transference hypothesis.
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Affiliation(s)
- Sara E Lueddeke
- School of Psychology, University of Southampton, Southampton, UK.
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Weaver EA, Stewart TR. Dimensions of Judgment: Factor Analysis of Individual Differences. JOURNAL OF BEHAVIORAL DECISION MAKING 2011. [DOI: 10.1002/bdm.748] [Citation(s) in RCA: 14] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/07/2022]
Affiliation(s)
- Elise A. Weaver
- Modeling & Simulation Program; Human Resources Research Organization (HumRRO); Alexandria; VA; USA
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Johnson JEV, Schnytzer A, Liu S. To what extent do investors in a financial market anchor their judgments excessively? Evidence from the Hong Kong horserace betting market. JOURNAL OF BEHAVIORAL DECISION MAKING 2009. [DOI: 10.1002/bdm.640] [Citation(s) in RCA: 24] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/11/2022]
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Subtypes of French Pathological Gamblers: Comparison of Sensation Seeking, Alexithymia and Depression Scores. J Gambl Stud 2009; 25:455-71. [DOI: 10.1007/s10899-009-9142-z] [Citation(s) in RCA: 65] [Impact Index Per Article: 4.1] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/20/2022]
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On the complexity of traffic judges' decisions. JUDGMENT AND DECISION MAKING 2008. [DOI: 10.1017/s1930297500001613] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 01/04/2023]
Abstract
AbstractProfessional judges in traffic courts sentence many hundreds of offenders per year. Using 639 case files from archives, we compared the Matching Heuristic (MH) to compensatory, weighing algorithms (WM). We modeled and cross validated the models on different subsets of the data, and took several other methodological precautions such as allowing each model to select the optimal number of variables and ordering and weighing the variables in accordance to different logics. We did not reproduce the finding by Dhami (2003), who found the MH to be superior to a compensatory algorithm in modeling bail-granting decisions. These simulations brought out the inner logic of the two family of models, showing what combination of parameters works best. It remains remarkable that using only a fraction of the variables and combining them non-compensatorily, MH obtained nearly as good a fit as the weighing method.
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Facon B. Sur la différenciation des aptitudes cognitives de l'enfant. EUROPEAN REVIEW OF APPLIED PSYCHOLOGY-REVUE EUROPEENNE DE PSYCHOLOGIE APPLIQUEE 2007. [DOI: 10.1016/j.erap.2006.10.002] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.1] [Reference Citation Analysis] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 10/23/2022]
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Hunt E, Carlson J. The standards for conducting research on topics of immediate social relevance. INTELLIGENCE 2007. [DOI: 10.1016/j.intell.2006.10.002] [Citation(s) in RCA: 5] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/28/2022]
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Osman M, Stavy R. Development of intuitive rules: evaluating the application of the dual-system framework to understanding children's intuitive reasoning. Psychon Bull Rev 2007; 13:935-53. [PMID: 17484417 DOI: 10.3758/bf03213907] [Citation(s) in RCA: 36] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/08/2022]
Abstract
Theories of adult reasoning propose that reasoning consists of two functionally distinct systems that operate under entirely different mechanisms. This theoretical framework has been used to account for a wide range of phenomena, which now encompasses developmental research on reasoning and problem solving. We begin this review by contrasting three main dual-system theories of adult reasoning (Evans & Over, 1996; Sloman, 1996; Stanovich & West, 2000) with a well-established developmental account that also incorporates a dual-system framework (Brainerd & Reyna, 2001). We use developmental studies of the formation and application of intuitive rules in science and mathematics to evaluate the claims that these theories make. Overall, the evidence reviewed suggests that what is crucial to understanding how children reason is the saliency of the features that are presented within a task. By highlighting the importance of saliency as a way of understanding reasoning, we aim to provide clarity concerning the benefits and limitations of adopting a dual-system framework to account for evidence from developmental studies of intuitive reasoning.
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Affiliation(s)
- Magda Osman
- Department of Psychology, University College London, Gower Street, London WC1E 6BT, England.
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Grabner RH, Stern E, Neubauer AC. Individual differences in chess expertise: a psychometric investigation. Acta Psychol (Amst) 2007; 124:398-420. [PMID: 16942740 DOI: 10.1016/j.actpsy.2006.07.008] [Citation(s) in RCA: 57] [Impact Index Per Article: 3.2] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/24/2005] [Revised: 07/12/2006] [Accepted: 07/13/2006] [Indexed: 11/19/2022] Open
Abstract
Starting from controversies over the role of general individual characteristics (especially intelligence) for the attainment of expert performance levels, a comprehensive psychometric investigation of individual differences in chess expertise is presented. A sample of 90 adult tournament chess players of varying playing strengths (1311-2387 ELO) was screened with tests on intelligence and personality variables; in addition, experience in chess play, tournament participation, and practice activities were assessed. Correlation and regression analyses revealed a clear-cut moderate relationship between general (and in particular numerical) intelligence and the participants' playing strengths, suggesting that expert chess play does not stand in isolation from superior mental abilities. The strongest predictor of the attained expertise level, however, was the participants' chess experience which highlights the relevance of long-term engagement for the development of expertise. Among all analysed personality dimensions, only domain-specific performance motivation and emotion expression control incrementally contributed to the prediction of playing strength. In total, measures of chess experience, current tournament activity, intelligence, and personality accounted for about 55% of variance in chess expertise. The present results suggest that individual differences in chess expertise are multifaceted and cannot be reduced to differences in domain experience.
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Affiliation(s)
- Roland H Grabner
- Department of Psychology, University of Graz, Universitaetsplatz 2/III, A-8010 Graz, Austria.
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Toneatto T, Vettese L, Nguyen L. The role of mindfulness in the cognitive-behavioural treatment of problem gambling. JOURNAL OF GAMBLING ISSUES 2007. [DOI: 10.4309/jgi.2007.19.12] [Citation(s) in RCA: 37] [Impact Index Per Article: 2.1] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/27/2022]
Abstract
Recent years have witnessed the emergence of mindfulness meditation as an important intervention in the alleviation of illness-related disability and distress. Although originally developed within the context of physical illnesses such as chronic back pain, recent years have seen mindfulness meditation effective in the alleviation of emotional distress, especially anxiety and depression. Mindfulness meditation assists the individual in learning more adaptive ways of responding to aversive mental states by encouraging a focus on remaining present, non-judgement, and acceptance towards all mental states. Unlike cognitive therapy there is no attempt to directly challenge or restructure cognition. Given the prominence of distorted thinking among problem gamblers and the difficulty in modifying them, mindfulness meditation holds promise as an adjunctive intervention to help problem gamblers learn to cope with gambling-relevant cognitive distortions. A case study is presented illustrating the integration of mindfulness meditation into treatment for problem gambling.
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Quek PN. Building Capability through Cognitive Apprenticeship: The Singapore Armed Forces Competency-Based Learning Project. JOURNAL OF INFORMATION & KNOWLEDGE MANAGEMENT 2006. [DOI: 10.1142/s0219649206001426] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 11/18/2022]
Abstract
The Singapore Armed Forces (SAF) Competency-Based Learning (CBL) Project is a cognitive apprenticeship designed by the Learning Development Project Office in SAFTI Military Institute, Singapore to assist SAF in establishing long-term indigenous capability in the CBL methodology to facilitate curriculum development in the Third Generation SAF. This project aims to translate the SAF Leadership Competency Model through an infusion of the CBL methodology in selected SAF schoolhouse training and educational curricula in an engagement with an external consultancy, and ensure SAF internalises the CBL methodology from the consultancy for large-scale independent implementation and sustainability in the long-term. Situated cognition, social constructivism and knowledge-creation through socialisation theories from which cognitive apprenticeship is based are also briefly discussed. In addition, the SAF CBL Project also requires SAF-consultancy interactions to be designed for optimisation of learning and knowledge acquisition (KA) outcomes. Specifically, the SAF CBL cognitive apprenticeship uses knowledge elicitation tools and techniques in a SAF CBL KA process to learn and construct knowledge of the CBL methodology through participation in shared experiences with the consultant team, and capturing of lessons learnt and best practices from which individual learning and team learning through socialisation can take place.
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Affiliation(s)
- Pek Noi Quek
- Learning Development Officer, Learning Development Project Office, SAFTI Military Institute Headquarters, 500, Upper Jurong Road, Singapore 638364, Singapore
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Grabner RH, Neubauer AC, Stern E. Superior performance and neural efficiency: the impact of intelligence and expertise. Brain Res Bull 2006; 69:422-39. [PMID: 16624674 DOI: 10.1016/j.brainresbull.2006.02.009] [Citation(s) in RCA: 120] [Impact Index Per Article: 6.3] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/03/2006] [Revised: 02/07/2006] [Accepted: 02/13/2006] [Indexed: 12/21/2022]
Abstract
Superior cognitive performance can be viewed from an intelligence perspective, emphasising general properties of the human information processing system (such as mental speed and working memory), and from an expertise perspective, highlighting the indispensable role of elaborated domain-specific knowledge and acquired skills. In exploring its neurophysiological basis, recent research has provided considerable evidence of the neural efficiency hypothesis of intelligence, indicating lower and more focussed brain activation in brighter individuals. The present EEG study investigates the impacts of intelligence and expertise on cognitive performance and the accompanying cortical activation patterns in the domain of tournament chess. Forty-seven tournament chess players of varying intelligence and expertise level worked on tasks drawing on mental speed, memory, and reasoning. Half of the tasks were representative for chess, while the other half was not. The cortical activation was quantified by means of event-related desynchronisation (ERD) in the upper alpha band. Independent effects of expertise and intelligence emerged at both, the performance and the neurophysiological level. Brighter participants performed better than less intelligent ones which was associated with more efficient brain functioning (lower ERD) across all tasks. Additionally, a high expertise level was beneficial for good task performance but exerted a topographically differentiated influence on the cortical activation patterns. The findings suggest that superior cognitive performance and the underlying cortical activation are not only a function of knowledge and domain-specific competences but also of the general efficiency of the information processing system.
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Affiliation(s)
- Roland H Grabner
- Department of Psychology, University of Graz, Universitaetsplatz 2/III, A-8010 Graz, Austria.
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Abstract
This paper reviews the complex topic of expertise. It begins with an explanation for the range of interest and viewpoints, and moves on to a discussion of the nature and study of expertise. The diversity in definitions, domains, disciplines, and the impact of these factors on approaches to investigation, are offered as possible explanations for some of the differences that appear to run through the literature. Specific attention is given to issues that may concern ergonomists interested in understanding expertise from the perspective of work in complex and dynamic settings. We suggest a move away from traditional novice-expert experimental designs to study of work in a naturalistic way, studying tasks and activities that are sufficiently challenging so that real expertise can be elicited.
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Affiliation(s)
- Trudi Farrington-Darby
- Centre for Rail Human Factors, Institute for Occupational Ergonomics, University of Nottingham, Room BO3, ITRC Building, University Park, Nottingham, NG7 2RD, UK.
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Abstract
History and ethnography show us that, across societies of the past and present, gambling varies considerably with respect to its organization, social meanings, and how it is regarded in moral terms. This paper presents a basic scheme for analyzing the relationship between gambling and society. A theoretical starting point is that reciprocity is fundamental to social and economic systems. An anthropological theory of exchange systems makes a broad distinction between a structural dimension (generalized versus balanced reciprocity) and a normative dimension (from voluntary to involuntary). A model of four basic forms of reciprocity, each having a characteristic exchange mode and morality, can thus be constructed. Gambling is here understood as an exchange system embedded in the reciprocal orders of society and having a necessary relationship to these; it can take on the characteristics of such an order or it can be regarded as conflicting with it. Much of the variation in the form and morality of gambling therefore emerges as systematic and explainable by a theory of forms of reciprocal exchange.
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Affiliation(s)
- Per Binde
- CEFOS, Göteborg University, Göteborg, P.O. Box 720, SE 405 30, Sweden.
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Constructing domain-specific knowledge in kindergarten: Relations among knowledge, intelligence, and strategic performance. LEARNING AND INDIVIDUAL DIFFERENCES 2005. [DOI: 10.1016/j.lindif.2004.07.001] [Citation(s) in RCA: 19] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/21/2022]
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Abstract
Current theories propose that reasoning comprises two underlying systems (Evans & Over, 1996; Sloman, 1996; Stanovich & West, 2000). The systems are identified as having functionally distinct roles, differ according to the type of information encoded, vary according to the level of expressible knowledge, and result in different responses. This article evaluates the arguments and the evidence from a select number of key tasks that have been supportive of dual-reasoning theorists' proposals. The review contrasts the dualist approach with a single-system framework that conjectures that different types of reasoning arise through the graded properties of the representations that are utilized while reasoning, and the different functional roles that consciousness has in cognition. The article concludes by arguing in favor of the alternative framework, which attempts to unify thedifferent forms of reasoning identified by dual-process theorists under a single system.
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Affiliation(s)
- Magda Osman
- Department of Psychology, University College London, London, England.
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Ceci SJ. Cast in Six Ponds and You'll Reel in Something: Looking Back on 25 Years of Research. AMERICAN PSYCHOLOGIST 2003; 58:855-864. [PMID: 14609372 DOI: 10.1037/0003-066x.58.11.855] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.2] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/08/2022]
Abstract
The author describes his program of research over the past 25 years. This research falls into 6 areas that are interdependent and that inform each other. The overall program is guided by 3 bioecological principles that posit the need for proximal processes and motivation to actualize biological potential. The author presents examples of experiments that fall into each of the 6 areas and show that human potential is highly contextualized and that, consequently, the same person who fails at a task in one domain is often able to succeed at it in a different domain.
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Abstract
AIMS To compare and contrast gamblers with different forms of problematic gambling activities. DESIGN, SETTING AND MEASUREMENTS: Pathological gamblers completed the Addiction Severity Index (ASI) and gambling questionnaires when initiating out-patient treatment. PARTICIPANTS Participants (n = 347) were categorized by their most problematic form of gambling activity: sports, horse/dog-races, cards, slots and scratch/lottery tickets. Differences in demographics, gambling variables, and ASI composite scores were compared across groups. FINDINGS After controlling for demographic variables, the types of gamblers differed in severity of gambling, alcohol and psychiatric problems. Horse/dog-race gamblers were generally older, male and less educated; they began gambling regularly at a young age and spent relatively high amounts of money gambling. Sports gamblers were young males and had intermediary gambling problems; they had relatively high rates of current substance use but few psychiatric problems. Card players spent low to moderate amounts of time and money gambling, and they generally reported few alcohol problems and little psychiatric distress. Slot machine players were older and more likely to be female. Slot gamblers began gambling later in life, had high rates of bankruptcy and reported psychiatric difficulties. Scratch/lottery gamblers spent the least amount of money gambling, but they gambled the most frequently and had relatively severe alcohol and psychiatric symptoms. CONCLUSIONS Gambling patterns and severity of psychosocial problems vary by form of problematic gambling, and these differences may influence treatment recommendations and outcomes.
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Affiliation(s)
- Nancy M Petry
- Department of Psychiatry, University of Connecticut Health Center, Farmington, CT 06030-3944, USA.
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Ceci SJ. The Development of Real-World Knowledge and Reasoning in Real-World Contexts. DEVELOPMENTAL REVIEW 2002. [DOI: 10.1006/drev.2002.0546] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/22/2022]
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