Mitigating psychological distress in the workplace: The role of perceived insider status in leader-follower cognitive style congruence

This study examines the impact of leader-follower cognitive style congruence on employee psychological distress, with a specific emphasis on the mediating role of perceived insider status. Using data from a major financial institution in China, the findings reveal that higher cognitive style alignment between leaders and followers is associated with a significant reduction in employee psychological distress. Grounded in Conservation of Resources (COR) theory, the study demonstrates that cognitive style congruence enhances predictability and facilitates the conservation of psychological resources, effectively mitigating psychological distress. Notably, employees led by intuitive leaders report lower distress levels compared to those led by analytic leaders. These results underscore the critical importance of cognitive style congruence in fostering employee well-being and offer actionable insights for enhancing organizational practices.

VIEW: An Assessment of Problem-Solving Style - 20 Years of Progress

While the ability to solve complex problems creatively is among the most important skills for contemporary jobs, understanding individual differences how people prefer to engage in individual or collaborative problem-solving becomes increasingly important. VIEW an assessment of problem-solving style has been specifically designed to measure these preferences at the intersection of creativity and problem-solving. This article summarizes the progress that has been made in the past twenty years of research since the instrument was launched. The available evidence shows that the instrument meets contemporary standards of reliability and validity justifying its application in research and practice. Looking ahead, we conclude with promising areas for further developing the assessment and future research on problem-solving styles that addresses emerging phenomena such as collaborating across hybrid work environments or using artificial intelligence tools.

Developing a scale to explore self-regulatory approaches to assessment and feedback with academics in higher education

Introduction

Students need to acquire high level self-regulatory skills if they are to be successful within higher education, and academics need support in facilitating this. In this article we explore how the current research gap between knowledge of self-regulatory assessment and feedback (SRAF) practices, and academics' professional training in it can be bridged.

Methods

SRAF tools were used with academics to explore their understandings of and training needs in SRAF; central to this work was the development of a SRAF scale. We consider the value of such tools in supporting academics' professional development needs in SRAF. The reliability and validity of the SRAF scale was tested using exploratory factor analyses (EFA).

Results

Iterative EFA resulted in a 17 item support required SRAF scale (SR). Two underpinning factors: Creating the Conditions for SRAF, and Supporting Students' SRAF Skills Development were identified. The reliability of the instrument supported its primary use as a tool to facilitate academics' professional development in fostering students' self-regulatory skills.

Discussion

Our findings highlight the importance of supporting academics in developing strategies to maximize students' metacognitive skills and motivation in assessment and feedback, contingent on effective assessment design. Such professional development needs to be mindful of individual and contextual factors impacting academics' access to, and confidence and competence in, using SRAF in practice. This research is important in highlighting potential disconnects between where academics' focus their attention in assessment, and what is known to have most impact on student learning success. The SRAF tools have considerable potential in supporting translation of theory into practice as part of sustained professional development for academics in higher education.

Cognitive versatility and adaptation to fluid participation in hospital emergency department teams

Role-based frameworks have long been the cornerstone of organizational coordination, providing clarity in role expectations among team members. However, the rise of "fluid participation"-a constant shift in team composition and skill sets-poses new challenges to traditional coordination mechanisms. In particular, with fluid participation, a team's roles can oscillate between disconnected and intersecting, or between lacking and having overlap in the capabilities and expectations of different roles. This study investigates the possibility that a disconnected set of roles creates a structural constraint on the flexible coordination needed to perform in volatile contexts, as well as the mitigating role of cognitive versatility in a team's strategically-central member. Utilizing a sample of 342 teams from a hospital Emergency Department, we find that teams with a disconnected role set are less effective than teams with an intersecting role set as demonstrated by longer patient stays and increased handoffs during shift changes. Importantly, the presence of a cognitively versatile attending physician mitigates these negative outcomes, enhancing overall team effectiveness. Our findings remain robust even after accounting for other variables like team expertise and familiarity. This research extends the Carnegie School's seminal work on fluid participation by integrating insights from psychology and organizational behavior, thereby identifying key individual attributes that can bolster team coordination in dynamic settings.

Cognitive style and creativity: The role of education in shaping cognitive style profiles and creativity of adolescents

BACKGROUND

Previous research on cognitive styles (CSs) has often overlooked their complexity and the effect of the environment on their development. While research supports visual abilities as predictors of domain-specific creativity, there is a lack of studies on the predictive power of CS in relation to creativity beyond abilities.

AIMS

The current study aimed to explore the validity of the CS construct as environmentally sensitive individual differences in cognition. We examined the internal structure of the CS construct, its predictive power in creativity beyond visual abilities, and how CSs of Singaporean secondary school students are shaped with age under specific sociocultural influences (Singapore's emphasis on STEM disciplines).

SAMPLE

Data were collected from 347 students aged 13-16 from a secondary school in Singapore.

METHODS

Students were administered nine tasks assessing their visual abilities and learning preferences, artistic and scientific creativity, and questionnaires assessing their CS profiles.

RESULTS

The confirmatory factor analyses provided evidence for a matrix-type CS structure consisting of four orthogonal CS dimensions and third levels of information processing. Structural equation models demonstrated significant contributions of context independence and intuitive processing to artistic and scientific creativity, respectively, beyond visual abilities. The results also suggested that Singapore's education system could be contributing to significantly shaping adolescents' CS profiles.

CONCLUSIONS

Our findings support the validity of CS as individual differences in cognition that develop to cope with environmental demands. They highlight the importance of providing an appropriate environment in shaping adolescents' CS profiles to support the development of domain-specific creativity according to their strengths and talent.

The development and validation of the assessment engagement scale

Introduction

The quality of student engagement in assessment within higher education affects learning outcomes. However, variations in conceptions of what quality in engagement looks like impacts assessment design and the way that students and lecturers engage with each other in the assessment process. Given that assessment is an important driver of student engagement in higher education, it is surprising that no specific measures to support understanding of this measure exist. To address this significant gap, we outline the evolution of an assessment engagement scale derived from a research-informed conceptual framework utilizing best practice in assessment and feedback.

Methods

We consider the validity and utility of the assessment engagement scale in supporting students' understanding of assessment and their role within it using exploratory and confirmatory factor analyses.

Results

The resultant nine-item assessment engagement scale's underpinning two factors included: (i) Understanding of the Assessment Context (UAC) including one's role within it, and confidence in navigating assessment requirement, and (ii) Realising Engagement Opportunities (REO) (i.e., willingness to engage and ability to utilise the assessment context effectively to support one's understanding). Construct, criterion, and convergent validity of the scale were established.

Discussion

The AES is a powerful tool in promoting dialogue between lecturers and students about what high quality engagement in assessment looks like, and the respective roles of all parties in realising this. Implications for assessment practices are discussed along with the potential of the scale as a predictive and developmental tool to support enhancements in assessment design and student learning outcomes in higher education.

The influence of leader-follower cognitive style congruence on organizational citizenship behaviors and the mediating role of trust

This study examined the impact of cognitive style congruence between leaders and followers on followers' organizational citizenship behaviors (OCBs) by integrating the similarity-attraction and signaling theories. We collected dyadic data from 80 leaders and 223 followers in ten manufacturing companies in China. Using polynomial regression analysis and response surface modeling, the study supported the positive influence of cognitive style congruence on followers' OCBs. Specifically, we found that dyads with more intuitive than analytical leader-follower cognitive styles had higher levels of OCBs. However, there were no significant differences in followers' OCBs between dyads consisting of an intuitive leader and an analytic follower versus those consisting of an analytic leader and an intuitive follower under conditions of cognitive style incongruence. Additionally, the study found that interpersonal trust mediated the relationship between leader-follower cognitive style congruence and followers' OCBs, offering valuable insights for promoting OCBs in the workplace.

Analytic and holistic cognitive style as a set of independent manifests: Evidence from a validation study of six measurement instruments

Cognitive styles are commonly studied constructs in cognitive psychology. The theory of field dependence-independence was one of the most important cognitive styles. Yet in the past, its measurement had significant shortcomings in validity and reliability. The theory of analytic and holistic cognitive styles attempted to extend this theory and overcome its shortcomings. Unfortunately, the psychometric properties of its measurement methods were not properly verified. Furthermore, new statistical approaches, such as analysis of reaction times, have been overlooked by current research. The aim of this pre-registered study was to verify the psychometric properties (i.e., factor structure, split-half reliability, test-retest reliability, discriminant validity with intelligence and personality, and divergent, concurrent and predictive validity) of several methods routinely applied in the field. We developed/adapted six methods based on self-report questionnaires, rod-and-frame principles, embedded figures, and hierarchical figures. The analysis was conducted on 392 Czech participants, with two data collection waves. The results indicate that the use of methods based on the rod-and-frame principle may be unreliable, demonstrating no absence of association with intelligence. The use of embedded and hierarchical figures is recommended. The self-report questionnaire used in this study showed an unsatisfactory factor structure and also cannot be recommended without futher validation on independent samples. The findings also did not correspond with the original two-dimensional theory.

Utilizing a Digital Swarm Intelligence Platform to Improve Consensus Among Radiologists and Exploring Its Applications

Radiologists today play a central role in making diagnostic decisions and labeling images for training and benchmarking artificial intelligence (AI) algorithms. A key concern is low inter-reader reliability (IRR) seen between experts when interpreting challenging cases. While team-based decisions are known to outperform individual decisions, inter-personal biases often creep up in group interactions which limit nondominant participants from expressing true opinions. To overcome the dual problems of low consensus and interpersonal bias, we explored a solution modeled on bee swarms. Two separate cohorts, three board-certified radiologists, (cohort 1), and five radiology residents (cohort 2) collaborated on a digital swarm platform in real time and in a blinded fashion, grading meniscal lesions on knee MR exams. These consensus votes were benchmarked against clinical (arthroscopy) and radiological (senior-most radiologist) standards of reference using Cohen's kappa. The IRR of the consensus votes was then compared to the IRR of the majority and most confident votes of the two cohorts. IRR was also calculated for predictions from a meniscal lesion detecting AI algorithm. The attending cohort saw an improvement of 23% in IRR of swarm votes (k = 0.34) over majority vote (k = 0.11). Similar improvement of 23% in IRR (k = 0.25) in 3-resident swarm votes over majority vote (k = 0.02) was observed. The 5-resident swarm had an even higher improvement of 30% in IRR (k = 0.37) over majority vote (k = 0.07). The swarm consensus votes outperformed individual and majority vote decision in both the radiologists and resident cohorts. The attending and resident swarms also outperformed predictions from a state-of-the-art AI algorithm.

Estilo cognitivo en la dimensión de dependencia-independencia de campo de estudiantes universitarios del área de Manizales

El presente artículo reporta un estudio que busca identificar el estilo cognitivo en la dimensión de independencia-dependencia de campo en una población estudiantil universitaria y establecer sus asociaciones con el género y la carrera que cursan.La muestra total fue de 1.379 estudiantes (797 mujeres y 582 hombres), de tres universidades del área metropolitana deManizales, Colombia, de 18 carreras profesionales, quienes respondieron la prueba sg-eft que permite identificar el nivelde independencia de campo. Se llevaron a cabo pruebas t de Student y análisis de varianza para examinar diferencias porgénero y carrera. Los resultados indican diferencias significativas en los puntajes de la prueba por carrera universitaria enindependencia del género, y a su vez, se discuten en relación con resultados previos y sus implicaciones para la construccióndel perfil del estudiante en cada carrera.

Rolul științelor neurobiologice în formarea gândirii științifice

In the given study, the facets of the incursion of neurobiological sciences educational system are analyzed and the mechanisms of educational infl uence from a neurobiological perspective in the formation of scientifi c thinking are explained. Following the analysis of the specialized literature, we have concluded that neurobiological sciences have an important role in defi ning the quality of the educational process from the perspective of both scientifi c literacy and the development of scientifi c thinking, providing valuable support for existing methodologies of the student as a coordinate or ideal of education that is expressed through the educational ideal and the objectives of education, which gives the educational action a conscious, active, creative and prospective character regarding the formation and development of the personality in intellectual, socio-moral and professional terms.

The Intelligent Attitude: What Is Missing from Intelligence Tests

Intelligence, like creativity and wisdom, has an attitudinal component as well as an ability-based one. The attitudinal component is at least as important as the ability-based one. Theories of intelligence, in ignoring the attitudinal component of intelligence, have failed to account fully or accurately for why so many people who have relatively high levels of intelligence as an ability fail fully to deploy their ability, especially toward positive ends. The article reviews the need to view intelligence as comprising an attitude as well as an ability, and surveys reasons why people's lack of an intelligent attitude hinders their deployment of intelligence. Suggestions are made for how things could change in a positive way.

Creativity Specialization: Does Diversity in Creative Skills Matter in Team Innovation?

This comprehensive study investigates the role of diverse creativity relevant traits in collaborative innovation. An initial screening with 301 participants evaluated everyone’s dominant creativity skill. In a subsequent session, 50 teams based on their dominant creativity skill participated in a creative idea-generation and selection task either in a homogeneous (all specialized in same creativity domain) or in diverse-skill (each member with unique creativity domain) group. As hypothesized, the diverse-skill groups generated more ideas than the homogeneous original, fluent, and flexible thinkers but not from elaborate thinkers groups. The diverse-skill groups also outperformed the homogeneous original thinkers groups in the originality of ideas generated. Elaboration of ideas mediated the relationship between the quantity and the quality of ideas in both generation and selection phases. The current study extends creativity research by highlighting the importance of a multidimensional approach to creativity in a collaborative context that is controversial in the current literature.

Students’ Perceptions of ILS as a Learning-Style-Identification Tool in E-Learning Environments

This paper presents the evaluation of the Index of Learning Styles, an assessment tool of the Felder–Silverman learning model. A few studies have previously evaluated this tool, but as far as we know, none of them considered the learners’ opinion to achieve their goals. Considering that many studies suggest continuing with the Index of Learning Styles’ evaluation, an experimental study was conducted using Protus, developed as an adaptive learning system. Analysing the concurrent validity of the Index of Learning Styles, students’ learning preferences were acquired via two different tools: the Index of Learning Styles and the subjective questionnaire. Results suggest that the Index of Learning Styles is valid for defining learning style at the beginning of the learning process, resolving the cold-start problem. We found some differences between the results of the Index of Learning Styles and subjective assessment. By enhancing the Protus user interface with new functionality, which allows a free choice of the learning style during the learning process, we overcome the observed limitations of the Index of Learning Styles. This solution could be implemented in different personalised e-learning environments, regardless of the applied assessment tool, leading to a more reliable student model.

The Diversity Gap: When Diversity Matters for Knowledge

Can diversity make for better science? Although diversity has ethical and political value, arguments for its epistemic value require a bridge between normative and mechanistic considerations, demonstrating why and how diversity benefits collective intelligence. However, a major hurdle is that the benefits themselves are rather mixed: Quantitative evidence from psychology and behavioral sciences sometimes shows a positive epistemic effect of diversity, but often shows a null effect, or even a negative effect. Here we argue that to make progress with these why and how questions, we need first to rethink when one ought to expect a benefit of cognitive diversity. In doing so, we highlight that the benefits of cognitive diversity are not equally distributed about collective intelligence tasks and are best seen for complex, multistage, creative problem solving, during problem posing and hypothesis generation. Throughout, we additionally outline a series of mechanisms relating diversity and problem complexity, and show how this perspective can inform metascience questions.

Enriching management learning with differentiated instruction

Purpose

The purpose of this study is to utilize an exploratory multiple-case design research method using three undergraduate management courses at a medium-sized private comprehensive college near a large metropolitan area in the USA.

Design/methodology/approach

This paper explores differentiated instruction in relation to experiential learning in management education by examining three teaching applications from different management courses to illustrate these concepts.

Findings

The use of differentiated instruction in management education is supported through varied approaches such as individual student and team-based scaffolding that demonstrate the applicability of differentiation. In addition to improving student learning, other benefits include improved student retention and faculty autonomy in course creation and delivery. The implementation involves a proactive response to learner needs informed by a faculty perspective that recognizes student diversity yet retains quality assurance standards with mindful assessment and planning.

Research limitations/implications

The comparatively small number of courses and instructional methods may make the specific findings and examples more relevant to the type of institution examined. Yet, the general conclusions and methods identified have potential implications for learners in a wide variety of colleges and universities.

Practical implications

Differentiated instruction may be a useful approach for enhancing learning in heterogenous groups of students by recognizing student readiness and making appropriate modifications.

Originality/value

This paper offers an exploratory overview of differentiated instruction with guidance for management faculty members in designing and implementing these approaches in their courses.

Gender Role Characteristics and Entrepreneurial Self-Efficacy: A Comparative Study of Female and Male Entrepreneurs in China

This study, based on Bem's (1974) gender schema theory, investigates gender differences in and the relationship between gender role characteristics and entrepreneurial self-efficacy (ESE) of 261 female and 265 male entrepreneurs in China. The results show that male and female entrepreneurs did not differ significantly in ESE or in masculine gender role characteristics, but differed significantly in feminine gender role characteristics. Examining four different stages in the entrepreneurial life cycle, we find that for female entrepreneurs, feminine characteristics had a positive influence on ESE in the searching and planning stages of entrepreneurship, and masculine characteristics had a positive influence on ESE in the searching stage. For male entrepreneurs, feminine characteristics had a positive influence on ESE in the searching and planning stages, and masculine characteristics had a positive influence on ESE in the marshaling and implementing stages. In addition, one feminine characteristic, "Friendly," showed a positive association with male entrepreneurs' ESE in the marshaling stage. Overall, the feminine gender role factor of "Friendly" and the masculine gender role factor of "Compete" played a greater role on ESE than other characteristics. Implications of the findings are discussed. This study contributes a new perspective to extant research on entrepreneurial self-efficacy and female entrepreneurship.

Cultural variations in global and local attention and eye-movement patterns during the perception of complex visual scenes: Comparison of Czech and Taiwanese university students

Previous research on cross-cultural differences in visual attention has been inconclusive. Some studies have suggested the existence of systematic differences in global and local attention and context sensitivity, while others have produced negative or mixed results. The objective in this study was to examine the similarities and differences in holistic and analytic cognitive styles in a sample of Czech and Taiwanese university students. Two cognitive tasks were conducted: a Compound Figures Test and a free-viewing scene perception task which manipulated several focal objects and measured eye-movement patterns. An analysis of the reaction times in the Compound Figures Test showed no clear differences between either sample. An analysis of eye-movement metrics showed certain differences between the samples. While Czechs tended to focus relatively more on the focal objects measured by the number of fixations, the Taiwanese subjects spent more time fixating on the background. The results were consistent for scenes with one or two focal objects. The results of a correlation analysis of both tasks showed that they were unrelated. These results showed certain differences between the samples in visual perception but were not as systematic as the theory of holistic and analytic cognitive styles would suggest. An alternative model of cross-cultural differences in cognition and perception is discussed.

An Integrated Approach to Personality Assessment Based on the Personality Systems Framework

Psychologists who carry out personality assessments must be conversant in diverse technical languages to describe their clients' social contexts and inner personality function. The clinician needs to understand a person's family, gender role, ethnic identity, religious beliefs, and similar qualities, and also a client's inner personality functioning, including the workings of motives, emotions, cognition, and self-control: These can be characterized by relevant psychiatric symptoms, personality traits, and individual test scores such as those on the MMPI-2-RF and Rorschach-Performance Assessment System. The Personality Systems Framework for Assessment (PSF-A) can support the assessment process by organizing information about both an individual's context and personality function, freeing professionals to optimally focus on characterizing their clients.

The Impact of Cognitive Style Diversity on Implicit Learning in Teams

Organizations are increasingly looking for ways to reap the benefits of cognitive diversity for problem solving. A major unanswered question concerns the implications of cognitive diversity for longer-term outcomes such as team learning, with its broader effects on organizational learning and productivity. We study how cognitive style diversity in teams-or diversity in the way that team members encode, organize and process information-indirectly influences team learning through collective intelligence, or the general ability of a team to work together across a wide array of tasks. Synthesizing several perspectives, we predict and find that cognitive style diversity has a curvilinear-inverted U-shaped-relationship with collective intelligence. Collective intelligence is further positively related to the rate at which teams learn, and is a mechanism guiding the indirect relationship between cognitive style diversity and team learning. We test the predictions in 98 teams using ten rounds of the minimum-effort tacit coordination game. Overall, this research advances our understanding of the implications of cognitive diversity for organizations and why some teams demonstrate high levels of team learning in dynamic situations while others do not.

Unkept promises of cognitive styles: A new look at old measurements

Cognitive style is thought to be a stable marker of one's way to approach mental operations. While of wide interest over the last decades, its operationalization remains a challenge. The literature indicates that cognitive styles assessed via i) questionnaires are predicted by personality and ii) performance tests (e.g., Group Embedded Figures Test; GEFT) are related to general intelligence. In the first study, we tested the psychometric relationship between the Cognitive Style Index questionnaire (CSI) and personality inventories (NEO Five Factor Inventory; NEO-FFI, HEXACO Personality Inventory Revised; HEXACO-PI-R). In the second study, we assessed the CSI, NEO-FFI, GEFT and a general intelligence test (Raven's Standard Progressive Matrices Test; RSMT). We found that CSI scores were largely predicted by personality and that CSI was uncorrelated with GEFT performance. Instead, better performance on the GEFT was associated with better performance on the RSMT. We conclude that i) cognitive style questionnaires overlap with personality inventories, ii) cognitive style performance tests do not measure cognitive styles and should not be used as such and iii) the cognitive style concept needs to be assessed with alternative measurement types. We discuss possible future directions.

iStoryline: Effective Convergence to Hand-drawn Storylines

Storyline visualization techniques have progressed significantly to generate illustrations of complex stories automatically. However, the visual layouts of storylines are not enhanced accordingly despite the improvement in the performance and extension of its application area. Existing methods attempt to achieve several shared optimization goals, such as reducing empty space and minimizing line crossings and wiggles. However, these goals do not always produce optimal results when compared to hand-drawn storylines. We conducted a preliminary study to learn how users translate a narrative into a hand-drawn storyline and check whether the visual elements in hand-drawn illustrations can be mapped back to appropriate narrative contexts. We also compared the hand-drawn storylines with storylines generated by the state-of-the-art methods and found they have significant differences. Our findings led to a design space that summarizes 1) how artists utilize narrative elements and 2) the sequence of actions artists follow to portray expressive and attractive storylines. We developed iStoryline, an authoring tool for integrating high-level user interactions into optimization algorithms and achieving a balance between hand-drawn storylines and automatic layouts. iStoryline allows users to create novel storyline visualizations easily according to their preferences by modifying the automatically generated layouts. The effectiveness and usability of iStoryline are studied with qualitative evaluations.

Regret-Based Decision-Making Style Acts as a Dispositional Factor in Risky Choices

People who anticipate the potential regret of one’s decisions are believed to act in a more risk-averse manner and, thus, display fewer risk-taking behaviors across many domains. We conducted two studies to investigate whether individual differences in regret-based decision-making (a) reflect a unitary cognitive-style dimension, (b) are stable over time, and (c) predict later risk-taking behavior. In Study 1, 332 participants completed a regret-based decision-making style scale (RDS) to evaluate its psychometric qualities. In Study 2, participants ( N = 119) were tested on two separate occasions to assess the association between RDS and risk-taking. At Time 1, participants completed the RDS, as well as trait measures of anxiety and depression. One month later, they completed the Balloon Analogue Risk Task (BART) and state mood (Positive/Negative affect) scales. The RDS had a sound unidimensional factorial structure and was stable over time. Further, higher reported RDS scores were significantly associated with less risk-taking on the BART, holding other variables constant. These studies suggest that individual differences in regret-based decision-making may lead to a more cautious approach to real-world risk behaviors.

Does the Cognitive Reflection Test actually capture heuristic versus analytic reasoning styles in older adults?

Background/Study Context: This study evaluated adult age differences in the original three-item Cognitive Reflection Test (CRT; Frederick, 2005, The Journal of Economic Perspectives, 19, 25-42) and an expanded seven-item version of that test (Toplak et al., 2013, Thinking and Reasoning, 20, 147-168). The CRT is a numerical problem-solving test thought to capture a disposition towards either rapid, intuition-based problem solving (Type I reasoning) or a more thoughtful, analytical problem-solving approach (Type II reasoning). Test items are designed to induce heuristically guided errors that can be avoided if using an appropriate numerical representation of the test problems.

METHODS

We evaluated differences between young adults and old adults in CRT performance and correlates of CRT performance. Older adults (ages 60 to 80) were paid volunteers who participated in experiments assessing age differences in self-regulated learning. Young adults (ages 17 to 35) were students participating for pay as part of a project assessing measures of critical thinking skills or as a young comparison group in the self-regulated learning study.

RESULTS

There were age differences in the number of CRT correct responses in two independent samples. Results with the original three-item CRT found older adults to have a greater relative proportion of errors based on providing the intuitive lure. However, younger adults actually had a greater proportion of intuitive errors on the long version of the CRT, relative to older adults. Item analysis indicated a much lower internal consistency of CRT items for older adults.

CONCLUSION

These outcomes do not offer full support for the argument that older adults are higher in the use of a "Type I" cognitive style. The evidence was also consistent with an alternative hypothesis that age differences were due to lower levels of numeracy in the older samples. Alternative process-oriented evaluations of how older adults solve CRT items will probably be needed to determine conditions under which older adults manifest an increase in the Type I dispositional tendency to opt for superficial, heuristically guided problem representations in numerical problem-solving tasks.

Warning Triggers in Environmental Hazards: Who Should Be Warned to Do What and When?

Determining the most effective public warnings to issue during a hazardous environmental event is a complex problem. Three primary questions need to be answered: Who should take protective action? What is the best action? and When should this action be initiated? Warning triggers provide a proactive means for emergency managers to simultaneously answer these questions by recommending that a target group take a specified protective action if a preset environmental trigger condition occurs (e.g., warn a community to evacuate if a wildfire crosses a proximal ridgeline). Triggers are used to warn the public across a wide variety of environmental hazards, and an improved understanding of their nature and role promises to: (1) advance protective action theory by unifying the natural, built, and social themes in hazards research into one framework, (2) reveal important information about emergency managers' risk perception, situational awareness, and threat assessment regarding threat behavior and public response, and (3) advance spatiotemporal models for representing the geography and timing of disaster warning and response (i.e., a coupled natural-built-social system). We provide an overview and research agenda designed to advance our understanding and modeling of warning triggers.

More Evidence for Three Types of Cognitive Style: Validating the Object-Spatial Imagery and Verbal Questionnaire Using Eye Tracking when Learning with Texts and Pictures

There is some indication that people differ regarding their visual and verbal cognitive style. The Object-Spatial Imagery and Verbal Questionnaire (OSIVQ) assumes a three-dimensional cognitive style model, which distinguishes between object imagery, spatial imagery and verbal dimensions. Using eye tracking as a means to observe actual gaze behaviours when learning with text-picture combinations, the current study aims to validate this three-dimensional assumption by linking the OSIVQ to learning behaviour. The results largely confirm the model in that they show the expected correlations between results on the OSIVQ, visuo-spatial ability and learning behaviour. Distinct differences between object visualizers, spatial visualizers and verbalizers could be demonstrated.

Learning style, judgements of learning, and learning of verbal and visual information

The concept of learning style is immensely popular despite the lack of evidence showing that learning style influences performance. This study tested the hypothesis that the popularity of learning style is maintained because it is associated with subjective aspects of learning, such as judgements of learning (JOLs). Preference for verbal and visual information was assessed using the revised Verbalizer-Visualizer Questionnaire (VVQ). Then, participants studied a list of word pairs and a list of picture pairs, making JOLs (immediate, delayed, and global) while studying each list. Learning was tested by cued recall. The results showed that higher VVQ verbalizer scores were associated with higher immediate JOLs for words, and higher VVQ visualizer scores were associated with higher immediate JOLs for pictures. There was no association between VVQ scores and recall or JOL accuracy. As predicted, learning style was associated with subjective aspects of learning but not objective aspects of learning.

Power boosts reliance on preferred processing styles

A significant amount of research has proposed that power leads to heuristic and category based information processing, however, the evidence is often contradictory. We propose the novel idea that power magnifies chronically accessible information processing styles which can contribute to either systematic or heuristic processing. We examine heuristic (vs. systematic) processing in association with the need for closure. The results of three studies and a meta-analysis supported these claims. Power increased heuristic information processing, manifested in the recognition of schema consistent information, in the use of stereotypical information to form impressions and decreased the complexity of categorical representations, but only for those participants who, by default, processed information according to simplified heuristics, i.e., are high in need for closure. For those who prefer this processing style less, i.e., low in need for closure, power led to the opposite effects. These findings suggest that power licenses individuals to rely on their dominant information processing strategies, and that power increases interpersonal variability.

Collective Intelligence and Group Performance

We review recent research on collective intelligence, which we define as the ability of a group to perform a wide variety of tasks. We focus on two influences on a group’s collective intelligence: (a) group composition (e.g., the members’ skills, diversity, and intelligence) and (b) group interaction (e.g., structures, processes, and norms). We also call for more research to investigate how social interventions and technological tools can be used to enhance collective intelligence.