Understanding individual differences, Part II: Research findings in important psychological domains

1998 ◽  
Author(s):  
John H. Krentzler
Keyword(s):  
Individual Differences ◽  
Research Findings

Turnover among medical clowns early in their career

2021 ◽  
Vol 30 (2) ◽  
pp. 106-116
Author(s):  
Abira Reizer ◽  
Meni Koslowsky ◽  
Rivki Antilevich-Steg
Keyword(s):  
Job Satisfaction ◽  
Individual Differences ◽  
Traumatic Experiences ◽  
Mediating Role ◽  
Humor Appreciation ◽  
Three Phase ◽  
Research Findings ◽  
Turnover Behavior ◽  
Actual Turnover

In recent years, several investigations of the medical clowning profession have appeared in the literature. However, few studies have focused on factors associated with turnover among medical clowns early in their careers. The current study examined whether individual differences in humor disposition predicted turnover behavior. Participants were 111 medical clowns in a three-phase longitudinal study. Humor disposition was measured in the first week of their training, clowns' job satisfaction two months later, and turnover six months after that. Results showed that humor appreciation decreased actual turnover through the mediating role of job satisfaction, whereas individual differences in humor creation directly decreased turnover. In addition, previous traumatic experiences moderated the associations between humor appreciation and turnover. Overall, our research findings support the notion that humor disposition can help predict which clowns remain in the hospital.

Individual Differences in Implicit Learning

2015 ◽  
pp. 61-85
Author(s):  
Daisuke Nakamura
Keyword(s):  
Working Memory ◽  
Individual Differences ◽  
Implicit Learning ◽  
Evolutionary Theory ◽  
Dual Process ◽  
Dual Process Theory ◽  
Process Theory ◽  
Future Research ◽  
Individual Difference Variables ◽  
Research Findings

This chapter reviews research on whether individual differences in psychometric intelligence, working memory, and other less investigated variables, such as emotion and personality, affect implicit learning, with particular focus on Reber's evolutionary theory and Kaufman's dual-process theory for implicit learning. The review shows that while the null effects of psychometric intelligence on implicit learning seems robust as both theories claim, those of working memory were unclear due to methodological insufficiency. For the effects of emotion and personality, further investigation is needed as studies in this direction have just begun to proliferate. The chapter concludes that the research findings on the effects of these individual difference variables on implicit learning are still inconclusive, except for psychometric intelligence, and provides suggestions for future research.

Melody, Memory, and Engagement in Alzheimer’s Disease

2019 ◽  
pp. 67-87
Author(s):  
Ashley D. Vanstone ◽  
Lola L. Cuddy
Keyword(s):  
Individual Differences ◽  
Process Model ◽  
Clinical Case ◽  
Theory Building ◽  
Clinical Implications ◽  
Case Formulation ◽  
Research Findings ◽  
Inclusive Concept ◽  
Clinical Case Formulation ◽  
Case Based

What are the personal and clinical implications of preserved memory for music in dementia? In light of this question, a framework is proposed for integrating basic and clinical research findings and for case formulation and theory building in music-based interventions. Elaborating on the Comprehensive Process Model of Engagement, a proposal is made for music engagement as an inclusive concept that encompasses the variety of ways in which individuals involve themselves with musical stimuli. It is argued that instances of music engagement arise through the combined influence of person, stimulus, and environment attributes. Preserved memory for melodies is discussed as an attribute of the person with particular relevance to music engagement. This approach orients naturally toward considering individual differences and, as such, lends itself well to case-based research and clinical case formulation.

Are Research Results in Inspection Task Specific?

1986 ◽  
Vol 30 (5) ◽  
pp. 476-480 ◽  
Author(s):  
Colin G. Drury ◽  
M.-J. Wang
Keyword(s):  
Individual Differences ◽  
Individual Difference ◽  
Strong Evidence ◽  
Performance Models ◽  
Research Results ◽  
Factors Analysis ◽  
Research Findings ◽  
Inspection Tasks ◽  
Inspection Task

Evidence of generalizability of research findings across inspection tasks is reviewed. It is concluded that while performance models allow generalization across task factors, there is less strong evidence for individual difference factors. Analysis of an experiment using twelve subjects in four different inspection tasks confirmed that individual differences in inspection tend to be task-specific, at least for the search subtask of inspection. The decision sub-task showed more evidence of generalizability, both in this experiment and in the earlier literature.

scholarly journals Vigilance Enhancement Using Traditional Methods: A Review

2019 ◽  
Author(s):  
Fares Al-Shargie
Keyword(s):  
Individual Differences ◽  
Vigilance Decrement ◽  
Traditional Methods ◽  
Research Findings

This paper presents a review on vigilance enhancement using traditional methods and discusses their contradictory findings. The review highlights the key differences between research findings and argues that individual differences could be a significant contributing factor to the controversial results. In this paper, we found that, traditional enhancement methods are reliable and have significant effects on reducing vigilance decrement. The paper discusses the challenges toward the enhancement techniques and provides evidence to use the traditional enhancement on vigilance studies, regardless of their variations with individual differences.

Hypnotizability, Suggestibility, and Personality: V. a Critical Review of Research Findings

1964 ◽  
Vol 14 (1) ◽  
pp. 299-320 ◽  
Author(s):  
Theodore Xenophon Barber
Keyword(s):  
Individual Differences ◽  
Personality Assessment ◽  
Self Report ◽  
Test Situation ◽  
General Hypothesis ◽  
Projective Tests ◽  
Situational Characteristics ◽  
Research Findings ◽  
Level Of Motivation ◽  
As Relationship

Studies designed to test the general hypothesis that individual differences in hypnotizability or suggestibility are related to differences among individuals in relatively enduring characteristics of personality are critically reviewed. A large number of studies using self-report inventories, projective tests, ratings, interviews, and other methods of personality assessment, failed to find reliable relationships between hypnotizability or suggestibility and traits of personality. A few investigators reported that hypnotizability or suggestibility is related to hysteria, neuroticism, extroversion, impunitiveness, tendency to repression, sociability, cooperativeness, and proneness to imaginative-fantasy experiences, but other investigators were unable to confirm these findings. The concluding section of the paper presents data to support the contention that individual differences in response to suggestions are more closely related to (1) differences among individuals in siruationally-variable characteristics such as relationship with E, attitudes toward the immediate test situation, and level of motivation with respect to performance on assigned tasks rather than to (2) differences among individuals in enduring and trans-situational characteristics of personality.

scholarly journals Understanding the development of psychopathy: progress and challenges

2017 ◽  
Vol 48 (4) ◽  
pp. 566-577 ◽  
Author(s):  
E. Viding ◽  
E. J. McCrory
Keyword(s):  
Individual Differences ◽  
Environmental Factors ◽  
Clinical Outcomes ◽  
Elevated Risk ◽  
Clinical Implications ◽  
Cu Traits ◽  
Callous Unemotional ◽  
Research Findings ◽  
Distress Cues ◽  
Shed Light

Psychopathy is an adult condition that incurs substantial societal and individual costs. Here we review neurocognitive and genetically informative studies that shed light on how and why this condition emerges. Children cannot present with psychopathy. However, the presence of callous–unemotional (CU) traits can distinguish a group of children who are at elevated risk of psychopathy in adulthood. These children display diminished empathy and guilt and show attenuated brain activation to distress cues in others. Genetically informative studies indicate that individual differences in CU traits show moderate-to-strong heritability, but that protective environmental factors can counter heritable risk. On the basis of the extant research findings, we speculate on what might represent the priorities for research over the next decade. We also consider the clinical implications of these research findings. In particular, we consider the importance of delineating what precisely works for children with CU traits (and their parents) and the ways in which intervention and prevention programs may be optimized to improve engagement as well as clinical outcomes.

Sharing One’s Story

2015 ◽  
Author(s):  
Joshua M. Smyth ◽  
James W. Pennebaker
Keyword(s):  
Individual Differences ◽  
Social Factors ◽  
Emotional Experiences ◽  
Clinical Benefits ◽  
Research Findings ◽  
Emotional Writing ◽  
Story Sharing ◽  
And Coping

This chapter discusses the use of translating emotional experiences into words as a coping tool. It outlines the basic paradigm and research findings, factors related to the efficacy of story sharing (writing versus talking, disclosure, duration, social factors, and individual differences), the clinical benefits of emotional writing, and the central questions of why writing or talking about emotional experiences influence health and coping.

scholarly journals Figuring out the figurative: Individual differences in literary metaphor comprehension

Psihologija ◽  
2007 ◽  
Vol 40 (3) ◽  
pp. 399-415
Author(s):  
Ana Altaras-Dimitrijevic ◽  
Marija Tadic
Keyword(s):  
Individual Differences ◽  
Subjective Experience ◽  
Empirical Investigation ◽  
Verbal Ability ◽  
Short Review ◽  
Developmental Studies ◽  
Metaphor Comprehension ◽  
Research Findings ◽  
Literary Metaphor ◽  
The Relationship

This paper explores the cognitive and affective-conative correlates of metaphor comprehension. We first introduce the concept of metaphor by describing its essential features and functions. Then, we give a short review of key findings derived from cognitive and developmental studies of metaphor comprehension. Finally, we discuss individual differences in metaphoric skill and sensitivity and present the results of an empirical investigation in which we sought to determine the relationship between literary metaphor comprehension, the subjective experience of metaphors and the readers? verbal intelligence and personality traits. On the basis of our research findings, it is argued that metaphoric ability represents a central facet of intelligence and that the Test of Literary Metaphor Comprehension designed in our study may be viewed as a valid measure of verbal ability. .

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