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Direct linkDaniel R. Espinas; Brennan W. Chandler – Educational Psychology Review, 2024
We conducted a systematic review of research involving K-12 students that examined associations among individual differences factors (e.g., working memory) and intertextual integration. We identified 25 studies published in 23 peer-reviewed journal articles and two dissertations/theses. These examined a wide range of individual difference factors,…
Descriptors: Individual Differences, Elementary School Students, Secondary School Students, Language
Tarchi, Christian; Villalón, Ruth – British Journal of Educational Psychology, 2021
We investigated the association between thinking dispositions and two outcomes of multiple-texts comprehension: integration of conflicting information in argumentative essays; and recall of inferential information as an index of deep comprehension. We focused on two thinking dispositions, need for cognition (NFC) and actively open-minded thinking…
Descriptors: Personality, Recall (Psychology), College Students, Persuasive Discourse
Worthington, Debra – International Journal of Listening, 2008
To further our understanding of listening as a cognitive process, a greater understanding of the relationship between listening and other personality and cognitive constructs is needed. To that end, this study explores the relationship between need for cognition and listening style preference. Results indicate that need for cognition is moderately…
Descriptors: Listening Skills, Cognitive Processes, Individual Differences, Cognitive Style
Minbashian, Amirali; Wood, Robert E.; Beckmann, Nadin – Journal of Applied Psychology, 2010
The present study examined the viability of incorporating task-contingent units into the study of personality at work, using conscientiousness as an illustrative example. We used experience-sampling data from 123 managers to show that (a) momentary conscientiousness at work is contingent on the difficulty and urgency demands of the tasks people…
Descriptors: Industrial Psychology, Personality Traits, Cues, Responses
Dennis, Tracy A.; Buss, Kristin A.; Hastings, Paul D.; Bell, Martha Ann; Diaz, Anjolii; Adam, Emma K.; Miskovic, Vladimir; Schmidt, Louis A.; Feldman, Ruth; Katz, Lynn Fainsilber; Rigterink, Tami; Strang, Nicole M.; Hanson, Jamie L.; Pollak, Seth D.; Dahl, Ronald E.; Silk, Jennifer S.; Siegle, Greg J.; Beauchaine, Theodore P.; Cicchetti, Dante; Rogosch, Fred A.; Fox, Nathan A.; Kirwan, Michael; Reeb-Sutherland, Bethany; Gunnar, Megan R.; Obradovic, Jelena; Boyce, W. Thomas; Molenaar, Peter C. M.; Gates, Kathleen M. – Monographs of the Society for Research in Child Development, 2012
In the past decade, there has been a dramatic growth in research examining the development of emotion from a physiological perspective. However, this widespread use of physiological measures to study emotional development coexists with relatively few guiding principles, thus reducing opportunities to move the field forward in innovative ways. The…
Descriptors: Physiology, Psychological Patterns, Emotional Development, Measurement
Kaufman, Scott Barry; DeYoung, Caroline G.; Gray, Jeremy R.; Jimenez, Luis; Brown, Jamie; Mackintosh, Nicholas – Cognition, 2010
The ability to automatically and implicitly detect complex and noisy regularities in the environment is a fundamental aspect of human cognition. Despite considerable interest in implicit processes, few researchers have conceptualized implicit learning as an ability with meaningful individual differences. Instead, various researchers (e.g., Reber,…
Descriptors: Intelligence, Structural Equation Models, Associative Learning, Personality
MacDonald, Kevin B. – Psychological Review, 2008
This article analyzes the effortful control of automatic processing related to social and emotional behavior, including control over evolved modules designed to solve problems of survival and reproduction that were recurrent over evolutionary time. The inputs to effortful control mechanisms include a wide range of nonrecurrent…
Descriptors: Self Control, Affective Behavior, Short Term Memory, Sexuality
Lewis, Marc D.; Todd, Rebecca M. – Cognitive Development, 2007
To speak of cognitive regulation versus emotion regulation may be misleading. However, some forms of regulation are carried out by executive processes, subject to voluntary control, while others are carried out by "automatic" processes that are far more primitive. Both sets of processes are in constant interaction, and that interaction gives rise…
Descriptors: Children, Personality, Brain Hemisphere Functions, Metacognition
Carlson, Stephanie M.; Wang, Tiffany S. – Cognitive Development, 2007
This research investigated the relation between individual differences in inhibitory control and emotion regulation. Preschool children (N=53) ages 4-6 (M=5; 0) were assessed on brief batteries of inhibitory control of prepotent responses and emotion regulation. Individual differences in inhibitory control were significantly correlated with…
Descriptors: Preschool Children, Verbal Ability, Individual Differences, Self Control
Osipow, Samuel H. – J Counseling Psychol, 1969
Vocational Preference Inventory (VPI) and other instruments administered to 365 students, both undecided and in various interest fields, revealed several differences in cognitive style. No differences regarding cognitive style variations and VPI high-point codes or ease of vocational selection were observed. (Author/CJ)
Descriptors: Behavior Patterns, Career Choice, Cognitive Processes, College Students
Peer reviewedMischel, Walter; Shoda, Yuichi – Psychological Review, 1995
A theory of personality is proposed to reconcile paradoxical findings on the invariance of personality and the variability of behavior across situations. Individuals are assumed to differ in the accessibility of cognitive-affective mediating units and the organizations of the interactions of these units and situations. (SLD)
Descriptors: Affective Behavior, Behavior Patterns, Cognitive Processes, Cognitive Psychology
Download full textLamiell, James T. – 1983
The psychology of personality has always attempted to define the individual in relation to normative data. However, personality theory should be attempting to define individuals from an interactive measurement model, examining the individual in terms of his own subjective impressions about what he does, with a conception of what he does not do.…
Descriptors: Behavior Patterns, Cognitive Processes, Evaluative Thinking, Individual Differences
Smith, Ralph A. – Instr, 1969
Descriptors: Cognitive Processes, Concept Formation, Cultural Influences, Educational Psychology
Hart, Joseph T. – 1971
A series of pilot and regular experiments were conducted to investigate memory checking processes. The first set of experiments developed a set of six different tests for the measurement of memory checking. Correlational studies of these tests demonstrated that they could be used reliably and that the different tests are measuring the same basic…
Descriptors: Cognitive Processes, College Students, Correlation, Evaluation
KAPLAN, RACHEL – 1967
THE CONCEPT OF PERSERVATION WAS EXTENDED TO A MORE NEURAL LEVEL TO INCLUDE PERSISTENCE OF TRACE ACTIVITY, AND A STUDY WAS MADE TO SEARCH FOR THE DIMENSIONS OF TRACE PERSISTENCE. THE STUDY WAS CONDUCTED TO IDENTIFY BEHAVIORAL DIFFERENCES OF INDIVIDUAL LEARNING PROCESSES AMONG STUDENTS. THE STUDY DID NOT TAKE THE TRADITIONAL PERSONALITY-MOTIVATION…
Descriptors: Behavior Patterns, Behavior Theories, Cognitive Processes, College Students
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