Individual Differences Approach Research Articles

Individual differences in anchoring susceptibility: Verbal reasoning, autistic tendencies, and narcissism

Hundreds of studies have documented anchoring, whereby people's numerical judgments assimilate to previously considered values. Much less is known, however, about individual differences in susceptibility to anchoring effects. In this study (N = 399), we found that people with stronger verbal reasoning skills and people higher in social autistic tendencies were less influenced by anchors, whereas people higher in narcissism were more influenced by anchors. Although relatively small, these relations contribute to the integration of the judgment and decision making literature on anchoring with personality and individual differences approaches to cognition.

The Quest for Hemispheric Asymmetries Supporting and Predicting Executive Functioning.

This narrative review addresses the neural bases of two executive functions: criterion setting, that is, the capacity to flexibly set up and select task rules and associations between stimuli, responses, and nonresponses, and monitoring, that is, the process of continuously evaluating whether task rules are being applied optimally. There is a documented tendency for criterion setting and monitoring to differentially recruit left and right lateral prefrontal regions and connected networks, respectively, above and beyond the specific task context. This model, known as the ROtman-Baycrest Battery to Investigate Attention (ROBBIA) model, initially sprung from extensive neuropsychological work led by Don Stuss. In subsequent years, multimodal lines of empirical investigation on both healthy individuals and patients with brain damage, coming from functional neuroimaging, EEG, neurostimulation, individual difference approaches, and, again, neuropsychology, so to "complete the circle," corroborated the functional mapping across the two hemispheres as predicted by the model. More recent electrophysiological evidence has further shown that hemispheric differences in intrinsic prefrontal dynamics are able to predict cognitive performance in tasks tapping these domain-general functions. These empirical contributions will be presented together with contrasting evidence, limits, and possible future directions to better fine-tune this model and extend its scope to new fields.

Different measures of holistic face processing tap into distinct but partially overlapping mechanisms.

Holistic processing, which includes the integration of facial features and analysis of their relations to one another, is a hallmark of what makes faces 'special'. Various experimental paradigms purport to measure holistic processing but these have often produced inconsistent results. This has led researchers to question the nature and structure of the mechanism(s) underlying holistic processing. Using an individual differences approach, researchers have examined relations between various measures of holistic processing in an attempt to resolve these questions. In keeping with this, we examined relationships between four commonly used measures of holistic face processing in a large group of participants (N = 223): (1) The Face Inversion Effect, (2) the Part Whole Effect (PWE), (3) the Composite Face Effect, and (4) the Configural Featural Detection Task (CFDT). Several novel methodological and analytical elements were introduced, including the use of factor analysis and the inclusion of control conditions to confirm the face specificity of all of the effects measured. The four indexes of holistic processing derived from each measure loaded onto two factors, one encompassing the PWE and the CFDT, and one encompassing the CE. The 16 conditions tested across the four tasks loaded onto four factors, each factor corresponding to a different measure. These results, together with those of other studies, suggest that holistic processing is a multifaceted construct and that different measures tap into distinct but partially overlapping elements of it.

Separate and Shared Neural Basis of Face Memory and Face Perception in Developmental Prosopagnosia.

Developmental prosopagnosia (DP), also known as face blindness, is a cognitive disorder with a severe deficit in recognizing faces. However, the heterogeneous nature of DP leads to a longstanding debate on which stages the deficit occurs, face perception (e.g., matching two consecutively presented faces) or face memory (e.g., matching a face to memorized faces). Here, we used the individual difference approach with functional magnetic resonance imaging to explore the neural substrates of DPs’ face perception and face memory that may illuminate DPs’ heterogeneity. Specifically, we measured the behavioral performance of face perception and face memory in a large sample of individuals suffering DP (N = 64) and then associated the behavioral performance with their face-selective neural responses in the core face network (CFN) and the extended face network (EFN), respectively. Behaviorally, we found that DP individuals were impaired in both face perception and face memory; however, there was only a weak correlation between the performances of two tasks. Consistent with this observation, the neural correlate of DPs’ performance in face memory task was localized in the bilateral fusiform face area, whereas DPs’ performance in face perception task was correlated with the face selectivity in the right posterior superior temporal sulcus, suggesting that the neural substrates in the CFN for face memory and face perception were separate in DP. In contrast, shared neural substrates of deficits in face perception and face memory tasks were identified in the EFN, including the right precuneus and the right orbitofrontal cortex. In summary, our study provides one of the first empirical evidence that the separate and shared neural substrates of face perception and face memory were identified in the CFN and EFN, respectively, which may help illuminating DP’s heterogeneous nature.

When two fields collide: Identifying "super-recognisers" for neuropsychological and forensic face recognition research.

In the last decade, a novel individual differences approach has emerged across the face recognition literature. While the field has long been concerned with prosopagnosia (the inability to recognise facial identity), it has more recently become clear that there are vast differences in face recognition ability within the typical population. “Super-recognisers” are those individuals purported to reside at the very top of this spectrum. On one hand, these people are of interest to cognitive neuropsychologists who are motivated to explore the commonality of the face recognition continuum, whereas on the other hand, researchers from the forensic face matching field evaluate the implementation of super-recognisers into real-world police and security settings. These two rather different approaches have led to discrepancies in the definition of super-recognisers, and perhaps more fundamentally, the approach to identifying them, resulting in a lack of consistency that prohibits theoretical progress. Here, we review the protocols used in published work to identify super-recognisers, and propose a common definition and screening recommendations that can be adhered to across fields.

Moralizing mental states: The role of trait self-control and control perceptions

Which attributes of a person contribute to their tendency to moralize others' thoughts? Adopting an individual-difference approach to moral cognition, eight studies (N = 2,033) investigated how people's ability for self-control shapes their moral reactions to others' mental states. Specifically, Studies 1a-2b found positive predictive effects of trait self-control (TSC) on the moralization (e.g., blaming) of another person's fantasies about different immoral behaviors. While ruling out alternative explanations, they furthermore supported the mediating role of ascribing targets control over their mental states. Studies 3a-3b provided correlational evidence of the perceived ability to control one's own mental states as a mechanism in the relationship between TSC and ascriptions of control to others. Studies 4a-4b followed a causal-chain experimental approach: A manipulation of participants' self-perceived ability to control their emotions impacted their control ascriptions to others over their immoral mental states (Study 4a), and targets perceived as high (vs. low) in control over their immoral mental states elicited stronger moralizing reactions. Taken together, the present studies elucidate why people moralize others' purely mental states, even in the absence of overt behavior. More broadly, they advance our knowledge about the role of individual differences, particularly in self-control, in moral cognition.

Individual differences in crowding predict visual search performance.

Visual search is an integral part of human behavior and has proven important to understanding mechanisms of perception, attention, memory, and oculomotor control. Thus far, the dominant theoretical framework posits that search is mainly limited by covert attentional mechanisms, comprising a central bottleneck in visual processing. A different class of theories seeks the cause in the inherent limitations of peripheral vision, with search being constrained by what is known as the functional viewing field (FVF). One of the major factors limiting peripheral vision, and thus the FVF, is crowding. We adopted an individual differences approach to test the prediction from FVF theories that visual search performance is determined by the efficacy of peripheral vision, in particular crowding. Forty-four participants were assessed with regard to their sensitivity to crowding (as measured by critical spacing) and their search efficiency (as indicated by manual responses and eye movements). This revealed substantial correlations between the two tasks, as stronger susceptibility to crowding was predictive of slower search, more eye movements, and longer fixation durations. Our results support FVF theories in showing that peripheral vision is an important determinant of visual search efficiency.

THE CONTRIBUTIONS OF IMPLICIT-STATISTICAL LEARNING APTITUDE TO IMPLICIT SECOND-LANGUAGE KNOWLEDGE

AbstractThis study addresses the role of domain-general mechanisms in second-language learning and knowledge using an individual differences approach. We examine the predictive validity of implicit-statistical learning aptitude for implicit second-language knowledge. Participants (n = 131) completed a battery of four aptitude measures and nine grammar tests. Structural equation modeling revealed that only the alternating serial reaction time task (a measure of implicit-statistical learning aptitude) significantly predicted learners’ performance on timed, accuracy-based language tests, but not their performance on reaction-time measures. These results inform ongoing debates about the nature of implicit knowledge in SLA: they lend support to the validity of timed, accuracy-based language tests as measures of implicit knowledge. Auditory and visual statistical learning were correlated with medium strength, while the remaining implicit-statistical learning aptitude measures were not correlated, highlighting the multicomponential nature of implicit-statistical learning aptitude and the corresponding need for a multitest approach to assess its different facets.

Emerging neurodevelopmental perspectives on mathematical learning

Strong foundational skills in mathematical problem solving, acquired in early childhood, are critical not only for success in the science, technology, engineering, and mathematical (STEM) fields but also for quantitative reasoning in everyday life. The acquisition of mathematical skills relies on protracted interactive specialization of functional brain networks across development. Using a systems neuroscience approach, this review synthesizes emerging perspectives on neurodevelopmental pathways of mathematical learning, highlighting the functional brain architecture that supports these processes and sources of heterogeneity in mathematical skill acquisition. We identify the core neural building blocks of numerical cognition, anchored in the posterior parietal and ventral temporal-occipital cortices, and describe how memory and cognitive control systems, anchored in the medial temporal lobe and prefrontal cortex, help scaffold mathematical skill development. We highlight how interactive specialization of functional circuits influences mathematical learning across different stages of development. Functional and structural brain integrity and plasticity associated with math learning can be examined using an individual differences approach to better understand sources of heterogeneity in learning, including cognitive, affective, motivational, and sociocultural factors. Our review emphasizes the dynamic role of neurodevelopmental processes in mathematical learning and cognitive development more generally.

Metacognition and self-concept: Elaborating on a construct relation in first-grade children.

Self-evaluations play an important role in various fields of study, specifically in research on metacognition and self-concept. Although the assumption that self-evaluations as known from metacognitive monitoring and academic self-concept are related has received wide agreement, the nature of such a relationship has only rarely been investigated. In the current study, the individual-differences approach that has occasionally addressed this association is discussed and extended twofold. For one, a novel way to compare metacognition and self-concept is presented by computing a self-concept bias—analogous to metacognition research. For another, the study targeted a younger population, namely first-grade children. In line with previous studies, the results confirmed a weak relation between metacognitive monitoring and academic self-concept when relating the two constructs at the absolute level of confidence. However, relating the constructs by means of the respective biases revealed a more substantial association. Thus, while previous studies have assumed the common thread between metacognition and self-concept to be best explained by a general confidence trait, the present study suggests the accuracy of self-evaluations to be at stake instead. Hence, by introducing a method to quantify a bias in self-concept, the current study proposes a new and promising way to compare and relate the constructs of metacognition and self-concept.

First Impressions of Faces of Refugees Are More Strongly Influenced by Target Cues and Perceiver Attitudes Than by Sheer Group Affiliation

The importance of first impressions for various intrapersonal, social and societal outcomes is well established. First impressions towards refugees as individual members of one of the most heatedly discussed social groups in Western societies should play a key role in facilitating or impeding successful social integration. However, this issue is currently underexplored. To help understand first impressions towards refugee individuals, we conducted two studies, in which German perceivers (total N = 938) evaluated 60 (Study 1) or 48 (Study 2) male target photos of Western individuals (presented as Germans) and Middle Eastern individuals (presented as refugees). In Study 2, we included information about targets’ religious affiliations (Christian, Muslim) and religiousness (weakly religious, devout). Targets’ facial characteristics (physical attractiveness, smiling) were coded, and perceiver attitudes (right-wing authoritarianism, social dominance orientation, right-wing political ideology) were assessed. Results showed (a) no overall devaluation of refugees or Muslims, (b) strong effects of target attractiveness and smiling on evaluations across individuals of different group affiliations, (c) strong effects of perceiver attitudes towards refugees and Muslims, and (d) no interactive effects of perceiver attitudes and target cues on evaluations. It is important to note that these results should not be interpreted as any doubt about the profound experiences of discrimination and prejudices faced by minorities such as refugees. Instead, they underline the utility of an individual differences approach to better understand the circumstances under which devaluations of minoritized individuals suchs as refugees are amplified or reduced.

Changes and Adaptations: How University Students Self-Regulate Their Online Learning During the COVID-19 Pandemic.

During the COVID-19 (coronavirus disease 2019) pandemic, universities had to shift from face-to-face to emergency remote education. Students were forced to study online, with limited access to facilities and less contact with peers and teachers, while at the same time being exposed to more autonomy. This study examined how students adapted to emergency remote learning, specifically focusing on students’ resource-management strategies using an individual differences approach. One thousand eight hundred university students completed a questionnaire on their resource-management strategies and indicators of (un)successful adaptation to emergency remote learning. On average, students reported being less able to regulate their attention, effort, and time and less motivated compared to the situation before the crisis started; they also reported investing more time and effort in their self-study. Using a k-means cluster analysis, we identified four adaptation profiles and labeled them according to the reported changes in their resource-management strategies: the overwhelmed, the surrenderers, the maintainers, and the adapters. Both the overwhelmed and surrenderers appeared to be less able to regulate their effort, attention, and time and reported to be less motivated to study than before the crisis. In contrast, the adapters appreciated the increased level of autonomy and were better able to self-regulate their learning. The resource-management strategies of the maintainers remained relatively stable. Students’ responses to open-answer questions on their educational experience, coded using a thematic analysis, were consistent with the quantitative profiles. Implications about how to support students in adapting to online learning are discussed.

Testing the construct validity of competing measurement approaches to probed mind-wandering reports

Psychology faces a measurement crisis, and mind-wandering research is not immune. The present study explored the construct validity of probed mind-wandering reports (i.e., reports of task-unrelated thought [TUT]) with a combined experimental and individual-differences approach. We examined laboratory data from over 1000 undergraduates at two U.S. institutions, who responded to one of four different thought-probe types across two cognitive tasks. We asked a fundamental measurement question: Do different probe types yield different results, either in terms of average reports (average TUT rates, TUT-report confidence ratings), or in terms of TUT-report associations, such as TUT rate or confidence stability across tasks, or between TUT reports and other consciousness-related constructs (retrospective mind-wandering ratings, executive-control performance, and broad questionnaire trait assessments of distractibility–restlessness and positive-constructive daydreaming)? Our primary analyses compared probes that asked subjects to report on different dimensions of experience: TUT-content probes asked about what they’d been mind-wandering about, TUT-intentionality probes asked about why they were mind-wandering, and TUT-depth probes asked about the extent (on a rating scale) of their mind-wandering. Our secondary analyses compared thought-content probes that did versus didn’t offer an option to report performance-evaluative thoughts. Our findings provide some “good news”—that some mind-wandering findings are robust across probing methods—and some “bad news”—that some findings are not robust across methods and that some commonly used probing methods may not tell us what we think they do. Our results lead us to provisionally recommend content-report probes rather than intentionality- or depth-report probes for most mind-wandering research.

Ego effectiveness: A novel individual difference approach to health behavior and coping.

Taking care of one's health can require trading current feelings for longer-term considerations of health and well-being. The present research (total N = 366) sought to assess ego operations of this type in terms of the extent to which the self would be capable of responding to health-challenging situations in ways deemed to be effective. Ego effective individuals engaged in a greater frequency of health-protective behaviors as well as a lesser frequency of risky behaviors, both with respect to a peer protocol (Study 1) and a daily life protocol (Study 2). Findings are informative concerning multiple self-regulation perspectives on health.

Implications of Longevity Bias for Explaining, Evaluating, and Responding to Social Inequality

Longevity bias is the tendency to assume that longstanding states of the world are better and more right than their more recent (but otherwise identical) counterparts. In the current study, we take an individual differences approach by directly measuring people’s endorsements of the assumptions underlying longevity bias and consider several downstream implications of this bias for the perpetuation and maintenance of inequality. Specifically, we test the idea that the assumptions underlying longevity bias correspond with intrinsic explanations for social inequality, the justification of inequality as good and right, and thus prevent or subdue moral outrage and reduce motivation for meaningful social change. Our findings indicate that people vary in their susceptibility to conflate longevity of existence with goodness and rightness, individual variation in longevity bias predicts explanations for and the perceived legitimacy of social inequality, and this translates into psychological barriers for enacting social change.

Distinguishing deliberate from systematic thinking.

Deliberate thinking and systematic thinking are often conflated when contrasted with intuitive thinking. We argue that, in fact, nonintuitive thinking is multidimensional, and that deliberate and systematic thinking are distinct nonintuitive processes. We establish their distinct meanings in 6 studies using 3 research paradigms. Our first paradigm (Studies 1 and 2) takes an individual differences approach. Adopting a meta-analytic design with the addition of new data, we find that deliberate thinking and systematic thinking are differentially associated with personality traits (openness to experience with deliberate thinking; conscientiousness with systematic thinking) and with personal values (self-direction vs. conformity with deliberate thinking; security vs. stimulation with systematic thinking). Our second paradigm (Studies 3 and 4) employs a decision-making task (choosing between different problem types and levels of difficulty) to test for deliberate and systematic thinking in isolation from each other. We show that systematic thinking (in oneself and others) predicts a selection of rule-based over context-based problems, while deliberate thinking predicts a selection of difficult over simple problems. Our third paradigm (Studies 5 and 6) takes a cultural perspective. We show that although deliberate thinking is universally perceived as signifying competence, the contribution of systematic thinking to perceptions of competence is culturally dependent, differing for participants under a collectivistic versus individualistic mindset. Together our findings highlight the need to distinguish between deliberate and systematic thinking and underscore the need for studies of intuitive versus nonintuitive thinking to take a multidimensional perspective. (PsycInfo Database Record (c) 2021 APA, all rights reserved).

Functional coupling of the orbitofrontal cortex and the basolateral amygdala mediates the association between spontaneous reappraisal and emotional response

Emotional regulation is known to be associated with activity in the amygdala. The amygdala is an emotion-generative region that comprises of structurally and functionally distinct nuclei. However, little is known about the contributions of different frontal-amygdala sub-region pathways to emotion regulation. Here, we investigated how functional couplings between frontal regions and amygdala sub-regions are involved in different spontaneous emotion regulation processes by using an individual-difference approach and a generalized psycho-physiological interaction (gPPI) approach. Specifically, 50 healthy participants reported their dispositional use of spontaneous cognitive reappraisal and expressive suppression in daily life and their actual use of these two strategies during the performance of an emotional-picture watching task. Results showed that functional coupling between the orbitofrontal cortex (OFC) and the basolateral amygdala (BLA) was associated with higher scores of both dispositional and actual uses of reappraisal. Similarly, functional coupling between the dorsolateral prefrontal cortex (dlPFC) and the centromedial amygdala (CMA) was associated with higher scores of both dispositional and actual uses of suppression. Mediation analyses indicated that functional coupling of the right OFC-BLA partially mediated the association between reappraisal and emotional response, irrespective of whether reappraisal was measured by dispositional use (indirect effect(SE)=-0.2021 (0.0811), 95%CI(BC)= [-0.3851, -0.0655]) or actual use (indirect effect(SE)=-0.1951 (0.0796), 95%CI(BC)= [-0.3654, -0.0518])). These findings suggest that spontaneous reappraisal and suppression involve distinct frontal- amygdala functional couplings, and the modulation of BLA activity from OFC may be necessary for changing emotional response during spontaneous reappraisal.

The contribution of individual differences in statistical learning to reading and spelling performance in children with and without dyslexia.

Using an individual differences approach in children with and without dyslexia, this study investigated the hypothesized relationship between statistical learning ability and literacy (reading and spelling) skills. We examined the clinical relevance of statistical learning (serial reaction time and visual statistical learning tasks) by controlling for potential confounds at the participant level (e.g., non‐verbal reasoning, attention and phonological skills including rapid automatized naming and phonological short‐term memory). A 100 Dutch‐speaking 8‐ to 11‐year‐old children with and without dyslexia participated (50 per group), see also van Witteloostuijn et al. (2019) for a study with the same participants. No evidence of a relationship between statistical learning and literacy skills is found above and beyond participant‐level variables. Suggestions from the literature that the link between statistical learning and literacy attainment, and therefore its clinical relevance, might be small and strongly influenced by methodological differences between studies are not contradicted by our findings.

Executive function and high ambiguity perceptual discrimination contribute to individual differences in mnemonic discrimination in older adults

Mnemonic discrimination deficits, or impaired ability to discriminate between similar events in memory, is a hallmark of cognitive aging, characterised by a stark age-related increase in false recognition. While individual differences in mnemonic discrimination have gained attention due to potential relevance for early detection of Alzheimer's disease, our understanding of the component processes that contribute to variability in task performance across older adults remains limited. The present investigation explores the roles of representational quality, indexed by perceptual discrimination of objects and scenes with overlapping features, and strategic retrieval ability, indexed by standardised tests of executive function, to mnemonic discrimination in a large cohort of older adults (N=124). We took an individual differences approach and characterised the contributions of these factors to performance under Forced Choice (FC) and Yes/No (YN) recognition memory formats, which place different demands on strategic retrieval. Performance in both test formats declined with age. Accounting for age, individual differences in FC memory performance were best explained by perceptual discrimination score, whereas YN memory performance was best explained by executive functions. A linear mixed model and dominance analyses confirmed the relatively greater importance of perceptual discrimination over executive functioning for FC performance, while the opposite was true for YN. These findings highlight parallels between perceptual and mnemonic discrimination in aging, the importance of considering demands on executive functions in the context of mnemonic discrimination, and the relevance of test format for modulating the impact of these factors on performance in older adults.

An Inquisit-web protocol for calculating composite inhibitory control capacity score: An individual differences approach

In the present paper, we provide a protocol for experimentally measuring and calculating individual inhibitory control capacity index in adult participants in an online Inquisit-based setting. We believe that this method can serve other researchers in the standardized assessment of individual inhibitory control capacity that can be used in studies on the possible role of inhibitory control in many every-day cognitive phenomena. Thus, the paper focuses mainly on the calculation of a composite inhibitory control capacity score from two inhibitory control tasks. Specifically, it is calculated on the basis of participants' performance in two well-established experimental paradigms: the Stroop Task and the Eriksen Flanker Task. The methods described in this protocol have already been successfully applied in both lab and online settings. In the first part of the article, we provide a short theoretical background and a brief description of the previous usage of this method in our two original studies. In the following parts, we provide step-by-step instructions for measuring and calculating the individual inhibitory control capacity index using web-based methodology. The protocol is supplemented with slides of original experimental tasks and instructions for participants (both translated from Polish).