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This document summarizes an article titled "Decolonizing power inequalities from a human rights and psychological perspective" published in the International Journal of Psychology. The article explores the lasting effects of colonization and enslavement on societies today, including their impact on social relationships, attitudes, and transgenerational trauma. It raises the question of whether contemporary psychology is equipped to address and rectify the consequences of past power imbalances or if it perpetuates the status quo. The article also examines various initiatives in Europe, Brazil, Canada, and Puerto Rico that aim to deconstruct and repair the effects of colonialism in psychology and society. Additionally, the document discusses a study that investigates the experiences of discrimination and microaggressions among college students with disabilities. The research involved in-depth interviews with 80 students with different disabilities, revealing instances of overt discrimination and microaggressions. The study provides recommendations for higher education teachers and administrative units to better support students with disabilities. [Extracted from the article]

This study aimed to see if there was a correlation and differences between the commitment and satisfaction of Psychology Society Officers and Psychology Professors. The respondents' demographic profiles are age, sex, and job title. For the 2019-2022 school year, this research analyzed the responses to a survey of six psychology professors and twenty-one Psychology Society Officers of the Psychological Society using a correlational-comparative methodology. Based on the findings, commitment has a significant relationship to the satisfaction of the Psychology Society Officers with Pearson r 0.67 and a p-value of 0.000. The analysis revealed that commitment has no significant relationship to the satisfaction of the Psychology Professors with Pearson r 0.18 and p-value of 0.729. The commitment of Psychology Society Officers has no significant relationship to the commitment of the Psychology Professors with Pearson r 0.12 and p-value of 0.825, and the satisfaction of Psychology Society Officers has no significant relationship to the satisfaction of the Psychology Professors with Pearson r -0.65 and p-value of 0.166. Lastly, the commitment of Psychology Society Officers has a significant difference to the commitment of the Psychology Professors with a pvalue of 0.000. Furthermore, the analysis revealed that satisfaction of Psychology Society Officers has a significant difference to the satisfaction of the Psychology Professors with a p-value of 0.023. [ABSTRACT FROM AUTHOR]

Media bias widely exists in the articles published by news media, influencing their readers' perceptions, and bringing prejudice or injustice to society. However, current analysis methods usually rely on human efforts or only focus on a specific type of bias, which cannot capture the varying magnitudes, connections, and dynamics of multiple biases, thus remaining insufficient to provide a deep insight into media bias. Inspired by the Cognitive Miser and Semantic Differential theories in psychology, and leveraging embedding techniques in the field of natural language processing, this study proposes a general media bias analysis framework that can uncover biased information in the semantic embedding space on a large scale and objectively quantify it on diverse topics. More than 8 million event records and 1.2 million news articles are collected to conduct this study. The findings indicate that media bias is highly regional and sensitive to popular events at the time, such as the Russia-Ukraine conflict. Furthermore, the results reveal some notable phenomena of media bias among multiple U.S. news outlets. While they exhibit diverse biases on different topics, some stereotypes are common, such as gender bias. This framework will be instrumental in helping people have a clearer insight into media bias and then fight against it to create a more fair and objective news environment. [ABSTRACT FROM AUTHOR]

The British Journal of Health Psychology (BJHP) has undergone changes since the new Editors-in-Chief took over a year ago. The previous editors and deputy editors are commended for their contributions to the journal's quality and impact factor. Despite the challenges of the COVID-19 pandemic, BJHP's impact factor has risen, and the journal aims to continue attracting high-quality research with a focus on real-world health issues. Special issues and diverse perspectives are encouraged, and the journal is committed to open science and access. The editors also seek innovative research designs and participatory approaches. Cross-sectional studies will be considered, but authors must provide a strong rationale for their use. The journal aims to make a difference in the field of health psychology and invites contributions from both academics and practitioners. [Extracted from the article]

Considering the recent, burgeoning interest in positive psychology individual difference factors and the prominent role of ideal L2 self in learning foreign languages, this study is an attempt to investigate the mechanism through which Foreign Language Enjoyment (FLE) and L2 grit could have a mediating role in the association between ideal L2 self and Foreign Language Achievement (FLA). A total of 452 English language learners, selected by convenience sampling from different branches of a language institute, responded to the survey items. The results of data analysis using structural equation modelling (SEM) demonstrated that learners' ideal L2 self, i.e., their image of themselves as competent and proficient EFL users in future, was directly and positively associated with their FLA. Additionally, ideal L2 self was linked to FLA through both L2 grit and FLE. Implications regarding teachers' roles in promoting FLE, ideal L2 self, and L2 grit are discussed. [ABSTRACT FROM AUTHOR]

Human needs, and their fulfillment, are the building blocks of human development, personality, and well-being. However, no published paper in the field of psychology has focused on exploring aesthetic needs. Maslow (1986) gave the topic little more than a paragraph; and Dweck [1], in her elegant Unified Theory of Motivation, Personality, and Development, never mentions aesthetic needs. The aim of this article is to describe developing a scale for measuring the intensity of aesthetic needs. The structure, psychometric properties, and criterion-related validity of the scale were verified with three independent samples (total N = 592). The results of an EFA and two CFAs indicated a three-factor structure: 1) the need to aestheticize everyday life (aesthetic experiences of everyday objects and events unrelated to art, such as the presentation of food or the appearance of a workspace, etc.); 2) the need for contact with aesthetic creations (the arts); 3) the need to aestheticize the built and natural environments (urban spaces, architecture, parks, wild nature, etc.). In addition, our criterion-related convergent validity studies have shown that people with high aesthetic needs are characterized by experiencing more intense experiences in contact with works of art, have higher aesthetic competence in art, are more intensely involved in four forms of beauty, have a higher ability to integrate beauty, a stronger trait gratitude, curiosity about nature, greater sensitivity to disgust, and the need for internal and external stimulation. This scale may prove useful in research on individual differences and the psychology of aesthetics. [ABSTRACT FROM AUTHOR]

This document introduces a special issue of the Journal of Intelligence that focuses on the challenges of researching the effects of personality, intelligence, cognitive skills, and life outcomes. The authors argue that studying personality and intelligence in isolation is artificial and that a deeper understanding can be gained by considering them together. The challenges discussed include the need for theoretical explanations, considering reciprocal relationships, defining "important life outcomes" in a culturally sensitive manner, standardizing measurement, addressing sample restrictions, and acknowledging overlap between personality and intelligence. The authors hope that this special issue will inspire further research in this area. [Extracted from the article]

Experimental psychology is witnessing an increase in research on individual differences, which requires the development of new tasks that can reliably assess variations among participants. To do this, cognitive researchers need statistical methods that many researchers have not learned during their training. The lack of expertise can pose challenges not only in designing good, new tasks but also in evaluating tasks developed by others. To bridge the gap, this article provides an overview of test psychology applied to performance tasks, covering fundamental concepts such as standardization, reliability, norming and validity. It provides practical guidelines for developing and evaluating experimental tasks, as well as for combining tasks to better understand individual differences. To further address common misconceptions, the article lists 11 prevailing myths. The purpose of this guide is to provide experimental psychologists with the knowledge and tools needed to conduct rigorous and insightful studies of individual differences. [ABSTRACT FROM AUTHOR]

Social psychology has focused on patterns of inequality (e.g., discrimination, stereotyping, stigma, intergroup relations) that underlie well‐documented disparities, often without engaging with the structural and intersectional patterns underlying these experiences. In this paper, we draw on intersectionality theory and research to illustrate how approaches to studying inequity and disparities in social psychology reflect a Western perspective, and structures work to uphold the status quo. It is argued that structures within the research process need to be made visible, both in terms of how research questions are framed, as well as on the representation within institutions responsible for producing and disseminating work addressing disparities. Engaging with intersectionality theory and research, we suggest four strategies that address individual and structural approaches to better position social psychology to contribute meaningfully to the reduction of disparate outcomes affecting minoritized individuals and groups. We suggest (a) examining and addressing the sources of inequality (e.g., addressing racism rather than the effects of racism), (b) carefully attending to language and framing in both the causes and impact of inequality and discrimination to shift the status quo in social psychology research and in society, (c) addressing representation within social psychology research, namely in critically examining representation and assumptions made about research samples, and (d) addressing representation in the "structure" of institutions. We offer these approaches, informed by intersectional theory, as tangible strategies to address some of the structural issues underlying inequality and disparities that can be addressed within social psychology. [ABSTRACT FROM AUTHOR]

Critical psychology is a discipline that can be defined in a variety of ways, though common themes include critiquing mainstream psychology as well as critiquing society at large and engaging in social change to respond to those critiques. The neurodiversity movement is a political movement that emerged in response to the dehumanizing treatment of Autistic and other neurodivergent individuals by society in general and by mainstream psychology specifically. In this article, I describe five ways in which critical psychology and the neurodiversity movement can and have begun to benefit from each other: (a) by critical psychologists embracing neurodivergent epistemologies in the way they embrace other diverse epistemologies; (b) by resisting attempts within mainstream psychology to pathologize difference or "treat" these so-called psychopathologies by modifying behavior; (c) by practitioners developing cultural competency around neurodivergent culture within the psychotherapeutic practice; (d) by challenging the homogenization and whitewashing within the neurodiversity movement through leveraging lessons from within various critical psychologies; and (e) by researchers and practitioners recognizing and combatting instances of ableism embedded in other forms of oppression and within the field of critical psychology itself. [ABSTRACT FROM AUTHOR]

Classroom‐based assessment (CBA) takes place in learning environments influenced by myriad individual and contextual factors. Nevertheless, factors related to individual differences and learner psychology are seldom considered in creating instructional environments designed to facilitate learners' use of CBA. This article introduces the concept of language assessment ecology (LAE)—a dynamic classroom environment where learners' needs are addressed through deliberate and informed orchestration of a language learning environment so that learners can make effective use of assessment for their learning. Informed by Ecological Systems Theory, we postulate that LAE is a multi‐layered system, where learners' engagement with CBA is an outcome of alignment between learning contexts and learners' cognitive‐psychological needs. At the outset of this article, we provide a review of current CBA frameworks to underscore the merits of LAE. Contextual and learner variables that need to be considered in an LAE are then identified and discussed. From a complex dynamic systems perspective, the versatility and complexity of the interplay among these variables will be stressed. The article concludes with the implications of LAE for conducting CBA research. [ABSTRACT FROM AUTHOR]

Information and communication technologies (ICTs) have become commonplace in adolescents' lives, and they have grown in importance during the COVID-19 pandemic, when online communication became standard for many parts of life. This brings the need for developmental psychology to revise and update its theories for these new societal challenges. It is beneficial to look at these changes from an interdisciplinary perspective to enrich developmental psychology with knowledge from other fields. This theoretical article proposes the Integrative Model of ICT Effects on Adolescents' Well-being (iMEW), which integrates the Problem Behaviour Theory from developmental psychology and the Differential Susceptibility to Media Effects Model from media and communications. It draws inspiration from the Ecological Systems Theory and the Health Belief Model. The new model brings a more comprehensive understanding to adolescents' development and the effects of ICTs on their well-being. It is also helpful for the empirical research because it can serve as a roadmap for research that focuses on the effects of ICT. [ABSTRACT FROM AUTHOR]

Consumers' postpurchase evaluations have received much attention due to the strong link between ratings and sales. However, less is known about how herding effects from reference groups (i.e., crowd and friends) unfold in online ratings. This research examines the role of divergent opinions, rater experience, and firm product portfolio in attenuating/amplifying herding influences in online rating environments. Applying robust econometric techniques on data from a community of board gamers, we find that herding effects are significant and recommend a more nuanced view of herding. Highlighting the role of rater experience, the positive influence of the crowd is weakened and friend influences are amplified as the rater gains experience. Furthermore, divergent opinions between reference groups create herding and differentiation depending on the reference group and the rater's experience level. Finally, firms can influence online opinion through their product portfolio in profound ways. A broad and deep product portfolio not only leads to favorable quality inferences but also attenuates social influence. Implications for online reputation management, rating system design, and firm product strategy are discussed. [ABSTRACT FROM AUTHOR]

This article explores the ongoing debate surrounding the all-male priesthood in the Catholic Church. It presents arguments from both sides, with some advocating for the inclusion of women in the priesthood and others emphasizing the importance of Pope St. John Paul II's apostolic letter, which states that women cannot be ordained as priests. The article also discusses Jesus' treatment of women, highlighting his counter-cultural actions and promotion of equality. It further delves into the theological implications of Jesus' maleness and the significance of the all-male priesthood in relation to his identity. The text concludes that the exclusion of women from the priesthood is faithful to the wisdom of the Lord. [Extracted from the article]

Vocation has been studied from perspectives such as trait-factor, differential psychology, and psychometrics. These perspectives have assumed it to be the precursor of a unique and definitive career choice, resulting from matching personal characteristics with the requirements of a job. Vocation has also been conceptualized as the product of evolutionary stages, dependent on maturational processes. However, the changing conditions of the contemporary world of work make it necessary to reconsider vocationality from a dynamic perspective that transcends the exclusively psychometric view. This article proposes an alternative approach to vocation, based on the processes of identity construction proposed by cultural psychology. Thus, vocation is assumed as a process of a narrative nature, in constant formation, based on the symbolic resources with which people interact. Vocationality emerges as a historical, situated, and distributed phenomenon, marked by occupational and educational experiences, as well as by interactive experiences with significant others. [ABSTRACT FROM AUTHOR]

Keywords: history of evaluation; early childhood education; cultural responsiveness; evaluation pioneers EN history of evaluation early childhood education cultural responsiveness evaluation pioneers 175 189 15 05/30/23 20230601 NES 230601 Introduction Since 2003, the Oral History Project Team has conducted interviews with individuals who have made substantial contributions to evaluation theory and practice. Dr. Gordon: My mother said God made Edmund and threw the pattern away. In the early days of President Lyndon B. Johnson's "War on Poverty", Dr. Gordon was appointed by the president to serve as chief of the Head Start Research Office and to participate in the design and evaluation of the Head Start program. Acknowledgments We gratefully acknowledge the assistance of Cassandra Edwards in scheduling the interviews with Dr. Gordon and related matters, the transcription services of Jaleah Rutledge, and the work of Eric Tucker and other members of Dr. Gordon's team in a review of a previous version of the manuscript. [Extracted from the article]

Comparative psychology, in its narrow meaning, refers to the study of the similarities and differences in the psychology and behavior of different species. In a broader meaning, it includes comparisons between different biological and socio-cultural groups, such as species, sexes, developmental stages, ages, and ethnicities. This broader meaning originated by extension from the former narrow meaning, which historically was the original meaning of the phrase (interspecies psychological and behavioral comparisons) and which still today is the focus of the field. Currently, comparative psychology is a subject of study in hundreds of universities all over the world. Nevertheless, a question that is often asked but seldom answered is: when did the phrase comparative psychology first appear and where did it come from? In the present work, we tracked down the origins of the phrase comparative psychology. In order to do so, at first we described the origin of the word psychology, coined in the decade 1510–1520 in the Republic of Venice by Dalmatian Renaissance humanist Marko Marulić Splićanin (1450–1524). Then, to explain where, within the phrase comparative psychology, the term comparative came from, we outlined the origin of the use of the word comparative in reference to interspecies comparisons. Finally, we reported the origin of the combination of the words comparative and psychology to form the phrase comparative psychology, the first usage of which was in 1778 by German scholar Michael Hissmann (1752–1784) from the University of Göttingen. Origins of the phrase in Latin, German, French and English languages are described. [ABSTRACT FROM AUTHOR]

Studies on the socio-environmental risks are frequents. Scientists warn that if no immediate action is taken, it is life itself on the planet that will be in danger. This research aimed to identify and analyze, under the focus of Social Psychology and the Philosophy of Difference, experiences of affective sustainability in the urban space. Adopting a methodology strategy of oral history, we sought to follow the reports of participants linked a superior institution of studies who were willing to share the affective impacts resulting from your urban relation in pandemic station. The reports were analytically organized in two axes: 1. deterritorialization and fears, and 2. narcissistic frustrations and biopolitical restrictions. The results show that the first perceptions were marked by surprise, anguish and fear. It concluded that affectively sustaining this experience is still a challenge posed for collectivity in its interface with the cities. [ABSTRACT FROM AUTHOR]

Copyright of Tourism Review is the property of Emerald Publishing Limited and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

William Stern is mostly renowned for inventing the IQ formula. However, he is also the originator of the term 'differential psychology' itself. His program of differential psychology synthesized population-based correlational studies as well as idiosyncratic approaches focusing on unique profiles of individuals. We argue that his approach still offers valuable ideas to this day; in particular, the individualistic sub-programme of Stern's differential psychology corresponds to a large extent to ipsative testing that emphasizes a profile-based analysis of individual strengths and weaknesses. [ABSTRACT FROM AUTHOR]

Teaching death education and palliative psychology in universities has proven to be of great importance, especially in the health professions. The present study aims to evaluate the similarities and differences in interest and confidence in death education and palliative psychology between university psychology students from two culturally different countries: Italy and India. For this study, 63 Italian and 35 Indian psychology students were recruited to take part in a course on death education and palliative psychology. The results showed the positive impact of a death education and palliative psychology course on the training of professionals. In particular, this course was useful in helping students become familiar with and learn how to manage future professional situations related to death and dying. Specific differences between the two countries also emerged, particularly with regard to their approach to the end-of-life field, due to different cultural contexts. There is still much to be done by institutions to improve the dissemination and academic teaching of this area, which in turn can promote job opportunities for young people and encourage them to work in this field. [ABSTRACT FROM AUTHOR]

The article presents a study which found evidence of prediction error (PE)-based learning and a general tendency to discount negative PEs, an optimism bias using experience sampling to assess 625 college students' expected exam grades. Topics discussed include learning from real-world PEs, link between individual differences in NE and variability in real-world learning, and preprocessing and calculation of learning variables.

Copyright of Ideas y Valores is the property of Universidad Nacional de Colombia and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Conservative Thought / Muhafazakar Düşünce is the property of Muhafazakar Dusunce Dergisi and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

We investigated the prevalence of beliefs in several key and contested aspects of human psychology and behavior in a broad sample of evolutionary-informed scholars (N = 581). Nearly all participants believed that developmental environments substantially shape human adult psychology and behavior, that there are differences in human psychology and behavior based on sex differences from sexual selection, and that there are individual differences in human psychology and behavior resulting from different genotypes. About three-quarters of participants believed that there are population differences from dissimilar ancestral ecologies/environments and within-person differences across the menstrual cycle. Three-fifths believed that the human mind consists of domain-specific, context-sensitive modules. About half of participants believed that behavioral and cognitive aspects of human life history vary along a unified fast-slow continuum. Two-fifths of participants believed that group-level selection has substantially contributed to human evolution. Results indicate that there are both shared core beliefs as well as phenomena that are accepted by varying proportions of scholars. Such patterns represent the views of contemporary scholars and the current state of the field. The degree of acceptance for some phenomena may change over time as evolutionary science advances through the accumulation of empirical evidence. [ABSTRACT FROM AUTHOR]

An instant bestseller, The Bell Curve (1994) by Richard J. Herrnstein and Charles Murray deployed psychological race science against enduring demands in the United States for social justice and equality of economic outcomes. Using new archival evidence, this article situates the book in a long-standing transatlantic exchange about race science that runs through the world of conservative philanthropy and free-market think tanks, with a special role played by the psychologist Richard Lynn. It also illuminates a broader shift in the history of free-market conservatism in the 1990s away from behaviorism, rational choice theory, and cost-benefit analysis and toward the idioms of differential psychology and intelligence. What I call the "new fusionism" defends libertarian policies through arguments borrowed from cognitive, behavioral, and evolutionary psychology and, in some cases, genetics and genomics, sociobiology, and biological anthropology. Assertions about the unequal mind became a renewed basis for attacks on political-economic equality. [ABSTRACT FROM AUTHOR]

The article discusses the question of what kind of human being work should be adapted to, highlighting the importance of ergonomics in this process. The author mentions differential psychology as a current that seeks to select operators based on innate abilities, but emphasizes the need to consider the role of the environment and the diversity of human capacities. The text also highlights the work of Alain Wisner, who questioned technical means more than the tasks themselves, and emphasizes the importance of considering diversity in the design of work tools. Finally, the author mentions the difficulty of answering the question of what kind of human being work should be adapted to and suggests conducting research that puts individuals in real situations to explore the diversity of behaviors. [Extracted from the article]

This document provides a list of contributors to the journal KronoScope. The contributors come from various academic backgrounds and specialize in different areas related to time and psychology. They have published extensively on topics such as time in literature, global synchrony, psychology of time, climate psychology, crime psychology, and eyewitness testimony. The contributors have affiliations with universities and research institutions in Canada, Colombia, Germany, Poland, and the United States. [Extracted from the article]

From a theoretical and methodological perspective, we provide analyses of cultural-historical psychology to identify its differences with constructivism. As well as the origin of psychological development and the usage of “cultural” and “social” terms. The article discusses about the method used in cultural historical psychological approach and its implications for the organization of the teaching-learning process. The authors conclude on the need to differentiate between Vigotsky’s approach and postmodern constructivism according to conceptual, methodological, and epistemological basis. [ABSTRACT FROM AUTHOR]

Copyright of Acta Colombiana de Psicologia is the property of Universidad Catolica de Colombia and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Individuals who belong to the natural world consider themselves as part natural word and feel to connect with environment. Wilson, who coined the term biophilia almost 20 years ago, provided a philosophical framework for the concept of being connected to nature. Biophilia is described as an individual's innate emotional connection to other living plants and animals. Individual well-being is also nourished by exposure to plants and flowers. Nature Connectedness hypothesis explained that linked between people and natural world has a tangible effect on their physical and mental well-being and behavior. Many researcher done their work on related constructs include ecological identity (Naess, 1973); explained ecological identity, while the concept if nature relatedness (Nisbet, 2009); and inclusion with nature (Schultz, 2002); described by (Nisbet, 2009); and (Schultz, 2002) respectively, all of which also take into account the extent to which someone experiences himself or herself as a part of natural community of life. People who have more connected and linked with nature consider themselves as a part of the wider natural world and society. In the current research, we explained difference between nature connectedness and psychological well-being between male and female by applied Connectedness to nature scale (Mayer & Frantz, 2004) and psychological well-being Scale by (Ryff, 1989) on adults (N=70). The result showed the significant difference between the male and female in connectedness to nature and psychological well-being that connection to nature lead the difference in psychology well-being among adults. [ABSTRACT FROM AUTHOR]

The rapid increase of smartphone usage in recent years has provided students the opportunity to participate in mobile learning (m-learning) anywhere, anytime. Academic institutions are also following this trend to launch many m-learning services. This article investigates the differences of the user needs between undergraduate (UG) and postgraduate (PG) students though an online survey with 140 Library Information Systems (LIS) subjects in a Japanese university in order to provide solid foundations for future m-learning studies. We find that UG and PG students do not show significant differences in adopting m-learning by smartphones despite the fact that they have different learning patterns. The m-learning frequencies of smartphones generally range from weekly to monthly, where using search engines is the most frequent, and reading academic resources is the least frequent. They tend to use these services for handling their daily routines (such as search engine, social networks) rather than their academic activities (such as using online databases to search for academic materials). Further, the results also show that content displaying issues (e.g., small display screen, text unable to enlarge) are barriers for most subjects in using these m-learning services. [ABSTRACT FROM AUTHOR]

Two implicit generalizations are often made from group-level studies in cognitive experimental psychology and their common statistical analysis in the general linear model: (1) Group-level phenomena are assumed to be present in every participant with variations between participants being often treated as random error in data analyses; (2) phenomena are assumed to be stable over time. In this preregistered study, we investigated the validity of these generalizations in the commonly used parity judgment task. In the proposed Ironman paradigm, the intraindividual presence and stability of three popular numerical cognition effects were tested in 10 participants on 30 days: the SNARC (Spatial-Numerical Association of Response Codes, i.e., faster left−/right-sided responses to small/large magnitude numbers, respectively; Dehaene, Bossini, & Giraux, 1993), MARC (Linguistic Markedness of Response Codes; i.e., faster left−/right-sided responses to odd/even numbers, respectively; Nuerk, Iversen, & Willmes, 2004), and Odd (i.e., faster responses to even numbers; Hines, 1990) effects. We replicated the group-level effects; however, they were reliably present in only four to five (SNARC), six (MARC) or five (Odd) of 10 participants. Fluctuations seemed unsystematic, although the SNARC effect decreased over time along with reaction times. No correlation between the SNARC and MARC effects and sleep duration, tiredness, daytime, and consumption of stimulants were detected in most participants. These results challenge the frequent generalizations from group-level phenomena to individual participants and from single sessions to typical behavior. The innovative Ironman paradigm combined with bootstrap analyses permits unique insights into the intraindividual presence and stability of cognitive phenomena. [ABSTRACT FROM AUTHOR]

We compare the validity of personnel selection measures and novel tests of attention control for explaining individual differences in synthetic work performance, which required participants to monitor and complete multiple ongoing tasks. In Study 1, an online sample of young adults (N = 474, aged 18–35) based in the United States completed three-minute tests of attention control and two tests that primarily measure acquired knowledge, the Wonderlic and the Armed Forces Qualification Test (AFQT). Structural equation modeling revealed that acquired knowledge tests did not predict simulated work performance beyond attention control, whereas attention control did predict simulated work performance controlling for other measures. In Study 2, an in-lab sample of young adults from Georgia Tech and the greater Atlanta community (N = 321, aged 18–35) completed tests of attention control, processing speed, working memory capacity, and versions of two U.S. Military selection tests, one assessing acquired knowledge (the AFQT) and one assessing psychomotor ability (the Performance-Based Measures assessment from the Aviation Selection Test Battery). Structural equation modeling revealed that attention control fully mediated the relationship between the Performance Based Measures and simulated work performance, but the AFQT and processing speed retained unique prediction. We also explore possible gender differences. Collectively, these results suggest that tests of attention control may be a useful supplement to existing personnel selection measures when complex cognitive tasks are the criterion variable of interest. • Efficiently predicting work performance is a major applied of goal of differential psychology. Across two studies, we compare different predictors of simulated work multitasking. • Study 1 (N = 474) was conducted online and found that three brief assessments of attention control predicted simulated work multitasking better than the Armed Forces Qualification Test (AFQT) or the Wonderlic, two tests of acquired knowledge. • Study 2 (N = 321) was conducted in-lab and found that three brief assessments of attention control predicted simulated work multitasking beyond the AFQT, working memory capacity, processing speed, and the Performance Based Measured Subtest of the Navy's Aviation Selection Test Battery. • Measures of attention control should be considered as addendums to existing selection instruments when criterion performance involves complex cognitive processes. [ABSTRACT FROM AUTHOR]

William Stern is mostly renowned for inventing the IQ formula. However, he is also the originator of the term ‘differential psychology’ itself. His program of differential psychology synthesized population-based correlational studies as well as idiosyncratic approaches focusing on unique profiles of individuals. We argue that his approach still offers valuable ideas to this day; in particular, the individualistic sub-programme of Stern’s differential psychology corresponds to a large extent to ipsative testing that emphasizes a profile-based analysis of individual strengths and weaknesses.

What I argued, and what George Makari has brilliantly done in this first systematic history of "xenophobia", is to show that what is truly important is not the underlying structure but its real-time manifestation in historical and social terms. Makari's penultimate chapter is on "The New Xenophobia", in which he attempts, from the perspective of 2021, to understand the various "flavors" of xenophobia in our contemporary experience. Whether true of Makari's family or not, these new Americans were often quite willing to internalize the "xenophobia" and "stereotypes" shared by those in power who slowly granted them access to that symbolic regimen we call "white privilege.". [Extracted from the article]