1500 more words for Kim Wood

Number

Added to RefWorks? Y or N (optional)

1.

Reference

Aschwanden, D., Martin, M., & Allemand, M. (2017). Cognitive Abilities and Personality Traits in Old Age Across Four Years: More Stability Than Change. Journal of Research In Personality, 70 202-213. doi:10.1016/j.jrp.2017.08.002

Y

Permalink

https://lopes.idm.oclc.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=psyh&AN=2017-43984-020&site=eds-live&scope=site

Annotation

A few studies have been done in examining cognition in regards to personality associations in old age. The result stated that there was more stability than there was change across four years when it came to change in both domains. In the present study, a few and weak associations between the two domains were found. Stability and change comprised of six cognitive abilities and three personality traits in old age were examined over four years. Whether levels of one domain were related to the other domain four years later was also examined. Process of speed decreased while neuroticism increased in four years. The reason was that openness and conscientiousness were related to verbal knowledge four years later. Between the two domain. The findings showed that the development of cognitive abilities and personality traits in old age is marked more by stability than by change.

2.

Reference

Bridger, E., & Daly, M. (2017). Does cognitive ability buffer the link between childhood disadvantage and adult health? Health Psychology, 36(10), 966-976.

Y

Permalink

https://lopes.idm.oclc.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=pdh&AN=2017-35661-001&site=eds-live&scope=site

Annotation

The authors of this article took a look at the difference cognitive ability makes in childhood when neglected. How early life psychological factors can be shielded when it comes to health consequences and social disadvantage in the long-term. Data was drawn on this study from two large British cohorts from birth to age 42 and from birth to age 50. The test was to determine whether high levels of cognitive ability may protect children from experiencing the physical and mental health consequences of early life socioeconomic disadvantage. 6 indicators were used to index childhood disadvantage. The indicators gauged parental education, occupational prestige, and housing characteristics. The result predicted that early social disadvantage elevated levels of psychological distress and lower levels of self-rated health in both cohorts and higher mortality. At low, social disadvantage and poor health in adulthood was stronger than high level of cognitive ability. The study concluded that high childhood cognitive ability is associated with a decrease in the strength of socioeconomic status–driven health inequalities

3.

Reference

Elshout, J. (1995). J.B. Carroll, Human cognitive abilities. A survey of factoranalytic studies. Acta Psychologica, (3), 261

Y

Permalink

https://lopes.idm.oclc.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=edsbl&AN=EN027321987&site=eds-live&scope=site

Annotation

The author of the article takes a look at how cognitive studies started and the various contributors to the field. He investigates the earliest forms of cognitive abilities as described by Jean Piaget. The author also compares how the foundations of cognitive abilities have changed since the inception of the field. Towards the end of the study, the author dwells on the direction that the field of cognitive abilities is taking and what are the likely new developments that could shape the future of the field.

The author also looks at how our understanding of cognitive abilities has changed over time. He discusses the various arguments as presented by Lawrence Kohlberg. He compares Kohlberg’s contribution to cognitive abilities to those of Piaget. Other contributors that the author looks at are Leg Vygotsky and James sully. The article is especially important as it reviews the historical developments both the controversial and the non-controversial ones. The author then sums up all the contributions by placing them where they deserve to be in a developmental chart.

4.

Reference

Christensen, A. P., Silvia, P. J., Nusbaum, E. C., & Beaty, R. E. (2018). Clever People: Intelligence and Humor Production Ability. Psychology of Aesthetics, Creativity, and the Arts, 12(2), 136-143. doi:10.1037/aca0000109

Y

Permalink

https://lopes.idm.oclc.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=pdh&AN=2016-60690-001&site=eds-live&scope=site

Annotation

The authors of this article states that recent work suggested that cognitive abilities is important to humor production which is the ability to generate funny ideas when put on the spot. Humor plays a vital role in our day to day lives. Both general and specific contributions of cognitive factors in humor ability were examined in the research by using the Cattell-horn-Carroll model of intelligence. A measurement of a broader range of cognitive abilities, assessment of humor with a broader battery of task and estimation of general and specific effects of intelligence on humor was assessed.  All three tasks have been used in recent work.  270 young adults were utilized to complete measure of fluid reasoning, vocabulary knowledge and retrieval ability. It was found that all three is a connection to humor ability. These findings illustrate both general and specific effects of intelligence on humor, and they expand the growing literature on the important role of intelligence in creative thought.

5.

Reference

Damian, R. I., Su, R., Shanahan, M., Trautwein, U., & Roberts, B. W. (2015). Can Personality Traits and Intelligence Compensate for Background Disadvantage? Predicting Status Attainment in Adulthood. Journal of Personality and Social Psychology, (3). 473.

Y

Permalink

https://lopes.idm.oclc.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=edsbl&AN=RN602483974&site=eds-live&scope=site

Annotation

This study investigated the interplay of family background and the effects of individual differences, such as personality traits and intelligence in predicting educational attainment, annual income, and occupational prestige 11 years later. Testing was don’t to see whether individual differences in personality traits and intelligence follow one of three patterns in relation to parental SES when predicting attained status.

There is a study on psychological and sociological literature. Psychological literature on status attainment tends to focus on personality trait and cognitive ability predictors and correlates. Sociological literature on status attainment tends to focus on parental social class predictors and correlates. The default model, which is implicitly reflected in the research siloed in the respective psychological or sociological literatures, is the independent effects model. The independent effects model presupposes no interaction between parental SES and either personality traits or intelligence. This was referred to as the default model because it has been the standard approach taken by researchers desiring to demonstrate the incremental validity of predictors such as conscientiousness on outcomes such as educational attainment.

6.

Reference

Flouri, E., Mavroveli, S., & Panourgia, C. (2013). The Role of General Cognitive Ability in Moderating the Relation of Adverse Life Events to Emotional and Behavioral Problems. British Journal of Psychology, (1). 130-139.

Y

Permalink

https://lopes.idm.oclc.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=edsbl&AN=RN325270699&site=eds-live&scope=site

Annotation

7.

Reference

Furnham, A. (2016). Intelligence and Cognitive Abilities at Work. Oxford Handbooks Online

Y

Permalink

doi:10.1093/oxfordhb/9780199234738.003.0002

Annotation

The author uses various researches to show that our intelligence as human beings is linked to our cognitive abilities. The author uses various tests to carry out studies of children at varying ages and analyses the results. He uses varying tests that test the intelligence of the children and links the results to their abilities. The study is very important in showing the relationship between how children are raised and how they develop their cognitive abilities. Linking intelligence to cognitive abilities has been proven in previous tests; however the author is able to conclusively link the two. The paper also discusses how cognitive abilities don’t develop well if children are not challenged to use their abilities as they grow up. The author concludes by saying stating that children should be challenged as much as possible in order to develop intelligence that matches their ages.

8

Reference

Gustafsson, J.-E, Rosén, M., Yang-Hansen, K., & Wolff, U. (2017). Cognitive abilities and educational outcomes: A Festschrift in honour of Jan-Eric Gustafsson. Cham: Springer.

Y

Permalink

http://www.springer.com/gp/book/9783319434728

Annotation

.

9.

Reference

Jackson, S. A., Kleitman, S., Stankov, L., & Howie, P. (2017). Individual Differences in Decision Making Depend on Cognitive Abilities, Monitoring and Control. Journal of Behavioral Decision Making, 30(2), 209-223.  doi:10.1002/bdm.1939

Y

Permalink

https://lopes.idm.oclc.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=psyh&AN=2016-06136-001&site=eds-live&scope=site

Annotation

The authors of this article state that decision making is the process by which actions are constructed and initiated. This can be explained in three broader cognitive processes. There is Cognitive abilities which construct judgements and potential courses of action, and interacting monitoring and control processes that determine when to initiate them as behavior. Thus research was done to investigate the overview of the differences of the individuals in the process and their power to predict patterns of decision behavior. In a previous research, undergraduate participants were utilized. Nine tests were completed evaluating cognitive abilities, monitoring confidence, control thresholds and various patterns of decision behaviors. What were different were the cognitive ability requirements and the payoff that is associated with decisions. According to the findings, it was stronger when the measures of cognitive abilities and monitoring confidence were derived from tests with the same cognitive requirements as the tests used to derive the decision behaviors and when the control threshold measure was derived from tests with the same decision payoffs as the test used to derive the decision behaviors. The finding demonstrates how cognitive abilities, monitoring output and control thresholds interact with cognitive requirements and context‐specific payoffs to drive individual differences in decision‐making behavior.

10.

Reference

Lacerda, F., Hofsten, C, & Heimann, M. (2011). Emerging cognitive abilities in early infancy. Mahwah, NJ: L. Erlbaum Associates 2000

Y

Permalink

https://lopes.idm.oclc.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=cat01182a&AN=gcu.55006&site=eds-live&scope=site

Annotation

The authors of this book gather different theories on how cognitive abilities develop in infants. They try to bring the theories into one understanding on how the abilities develop. Throughout the book there are themes on how cognition develops in infants. Through the chapters, the authors dwell on specific topics of infant cognitive development like language acquisition which is covered at the beginning of the book.

Towards the end of the book, the authors have consolidated all the known facts about cognitive development in infants and complied the facts that are agreed across the board. What we can learn from each theory about how infants develop their cognition. However, the book also raises some questions about the already known representation models.

11.

Reference

Pantiwati, Y., & Husamah. (2017). Self and Peer Assessments in Active Learning Model to Increase Metacognitive Awareness and Cognitive Abilities. International Journal of Instruction, 10(4), 185-202.

Y

Permalink

https://lopes.idm.oclc.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ1155598&site=eds-live&scope=site

Annotation

12.

Reference

Reilly, D. (2012). Exploring the science behind sex and gender differences in cognitive abilities. Sex Roles, 67(3-4), 247-250.

Y

Permalink

https://lopes.idm.oclc.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=psyh&AN=2012-17331-010&site=eds-live&scope=site

Annotation

This book will be an invaluable guide to the interested reader in answering that question for themselves. Rather than attempting to sway the reader towards an uncritical acceptance or rejection of cognitive differences,. This theme is introduced from the very beginning, as the author guides the reader through the history of scientific research into gender differences and its social implications. This provides a way to introduce and discuss issues of scientific bias, values and objectivity within research, as well as basic terminology such as the difference between the terms sex and gender. We will find Sex Differences in Cognitive Abilities presents a measured and thorough review of the current state of gender difference research, while also encouraging critical thinking about such claims. At a minimum, it will leave you well-informed of the scientific evidence behind claims about cognitive differences.

13

Reference

Rocha, N. F., Fonseca, D. A., Marques, A. B., Rocha, S. A., & Hoaken, P. S. (2015). Cognitive function is associated with prison behaviour among women in prison but not with subjective perception of adjustment to prison. Criminal Behaviour & Mental Health, 25(5), 389

Y

Permalink

https://lopes.idm.oclc.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=edb&AN=112336845&site=eds-live&scope=site

Annotation

14.

Reference

Spengler, M., Damian, R. I., & Roberts, B. W. (2018). How you behave in school predicts life success above and beyond family background, broad traits, and cognitive ability. Journal of Personality and Social Psychology, 114(4), 620-636.  doi:10.1037/pspp0000185

Y

Permalink

https://lopes.idm.oclc.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=pdh&AN=2018-09021-001&site=eds-live&scope=site

Annotation

The author of this article did an investigation on the role of student behavior and characteristics in a 50 year timespan which majority were high school students. Questions were addressed such as does the behavior in school have any long lasting effect for one’s life later in the future. An investigation was done to determine if at 11 years and 50 years after high school would the role of being a responsible student, interest in school, writing skills, and reading skills in predicting educational attainment, occupational prestige, and income change. It was found that student characteristics and behaviors in adolescence predicted later educational and occupational success above and beyond parental socioeconomic status, IQ, and broad personality traits. At age 11 it was found that there was higher occupational prestige and higher educational attainment. At age 50 higher incomes. This study highlights the potential importance of what students do in school and how they react to their experiences during that time. It also highlights the possibility that things that happen in specific periods of one’s life may play out in ways far more significant than expected.

15.

Reference

Sternberg, R. J., & Grigorenko, E. L. (2001). Environmental Effects on Cognitive Abilities. Mahwah: Taylor and Francis.

Y

Permalink

https://lopes.idm.oclc.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=cat01182a&AN=gcu.193758&site=eds-live&scope=site

Annotation

The authors of this book dig deeper on the already known fact that the environment affects how cognition abilities develop. They provide evidence on how various environmental factors either hinder or encourage cognition development. With the use of specific examples of altered environments and how they would likely affect cognition development. One area they have discussed in details is how environment affects children’s academic abilities. The examples provided in the book are taken from situation that are normal and they have shown that improving the environment of children, they are able to develop their cognitive abilities a lot faster. Examples of using children, who changed schools to better schools, showed that their cognition developed much faster. The book contains many examples that can be used to understand cognition in children and how to better improve it as children grow by improving the environment that children are growing up in. The role of the home environment in developing cognition is also discussed.