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Journal: Psychological bulletin

60

Cognitive or intellectual investment theories propose that the development of intelligence is partially influenced by personality traits, in particular by so-called investment traits that determine when, where, and how people invest their time and effort in their intellect. This investment, in turn, is thought to contribute to individual differences in cognitive growth and the accumulation of knowledge across the life span. We reviewed the psychological literature and identified 34 trait constructs and corresponding scales that refer to intellectual investment. The dispositional constructs were further classified into 8 related trait categories that span the construct space of intellectual investment. Subsequently, we sought to estimate the association between the identified investment traits and indicators of adult intellect, including measures of crystallized intelligence, academic performance (e.g., grade point average), college entry tests, and acquired knowledge. A meta-analysis of 112 studies with 236 coefficients and an overall sample of 60,097 participants indicated that investment traits were mostly positively associated with adult intellect markers. Meta-analytic coefficients ranged considerably, from 0 to .58, with an average estimate of .30. We concluded that investment traits are overall positively related to adult intellect; the strength of investment-intellect associations differs across trait scales and markers of intellect; and investment traits have a diverse, multifaceted nature. The meta-analysis also identified areas of inquiry that are currently lacking in empirical research. Limitations, implications, and future directions are discussed. (PsycINFO Database Record © 2012 APA, all rights reserved).

Concepts: Psychology, Personality psychology, Educational psychology, Intelligence, All rights reserved, Trait theory, Raymond Cattell, Capital accumulation

36

The facial feedback hypothesis suggests that an individual’s experience of emotion is influenced by feedback from their facial movements. To evaluate the cumulative evidence for this hypothesis, we conducted a meta-analysis on 286 effect sizes derived from 138 studies that manipulated facial feedback and collected emotion self-reports. Using random effects meta-regression with robust variance estimates, we found that the overall effect of facial feedback was significant but small. Results also indicated that feedback effects are stronger in some circumstances than others. We examined 12 potential moderators, and 3 were associated with differences in effect sizes: (a) Type of emotional outcome: Facial feedback influenced emotional experience (e.g., reported amusement) and, to a greater degree, affective judgments of a stimulus (e.g., the objective funniness of a cartoon). Three publication bias detection methods did not reveal evidence of publication bias in studies examining the effects of facial feedback on emotional experience, but all 3 methods revealed evidence of publication bias in studies examining affective judgments. (b) Presence of emotional stimuli: Facial feedback effects on emotional experience were larger in the absence of emotionally evocative stimuli (e.g., cartoons). © Type of stimuli: When participants were presented with emotionally evocative stimuli, facial feedback effects were larger in the presence of some types of stimuli (e.g., emotional sentences) than others (e.g., pictures). The available evidence supports the facial feedback hypothesis' central claim that facial feedback influences emotional experience, although these effects tend to be small and heterogeneous. (PsycINFO Database Record © 2019 APA, all rights reserved).

36

From the 1980s onward, neoliberal governance in the United States, Canada, and the United Kingdom has emphasized competitive individualism and people have seemingly responded, in kind, by agitating to perfect themselves and their lifestyles. In this study, the authors examine whether cultural changes have coincided with an increase in multidimensional perfectionism in college students over the last 27 years. Their analyses are based on 164 samples and 41,641 American, Canadian, and British college students, who completed the Multidimensional Perfectionism Scale (Hewitt & Flett, 1991) between 1989 and 2016 (70.92% female, Mage = 20.66). Cross-temporal meta-analysis revealed that levels of self-oriented perfectionism, socially prescribed perfectionism, and other-oriented perfectionism have linearly increased. These trends remained when controlling for gender and between-country differences in perfectionism scores. Overall, in order of magnitude of the observed increase, the findings indicate that recent generations of young people perceive that others are more demanding of them, are more demanding of others, and are more demanding of themselves. (PsycINFO Database Record

Concepts: United States, United Kingdom, English language, Canada, German language, Common law, Decolonization, British Empire

28

The (Basden, Basden, Bryner, & Thomas, 1997) is the most widely cited theoretical explanation for why the memory performance of collaborative groups is inferior to the pooled performance of individual group members remembering alone (i.e., collaborative inhibition). This theory also predicts that several variables will moderate collaborative inhibition. This meta-analysis tests the veracity of the theory by systematically examining whether or not these variables do moderate the presence and strength of collaborative inhibition. A total of 75 effect sizes from 64 studies were included in the analysis. Collaborative inhibition was found to be a robust effect. Moreover, it was enhanced when remembering took place in larger groups, when uncategorized content items were retrieved, when group members followed free-flowing and free-order procedures, and when group members did not know one another. These findings support the retrieval strategy disruption hypothesis as a general theoretical explanation for the collaborative inhibition effect. Several additional analyses were also conducted to elucidate the potential contributions of other cognitive mechanisms to collaborative inhibition. Some results suggest that a contribution of retrieval inhibition is possible, but we failed to find any evidence to suggest retrieval blocking and encoding specificity impact upon collaborative inhibition effects. In a separate analysis (27 effect sizes), moderating factors of postcollaborative memory performance were examined. Generally, collaborative remembering tends to benefit later individual retrieval. Moderator analyses suggest that reexposure to study material may be partly responsible for this postcollaborative memory enhancement. Some applied implications of the meta-analyses are discussed. (PsycINFO Database Record

Concepts: Scientific method, Memory, Hypothesis, Effect size, Theory, Meta-analysis, Statistical power, Gene V. Glass

25

Lineup identifications are often a critical component of criminal investigations. Over the past 35 years, researchers have been conducting empirical studies to assess the impact of witness age on identification accuracy. A previous meta-analysis indicated that children are less likely than adults to correctly reject a lineup that does not contain the culprit, but children 5 years and older are as likely as adults to make a correct identification if the culprit is in the lineup (Pozzulo & Lindsay, 1998). We report an updated meta-analysis of age differences in eyewitness identification, summarizing data from 20,244 participants across 91 studies. Contrary to extant reviews, we adopt a life span approach and examine witnesses from early childhood to late adulthood. Children’s increased tendency to erroneously select a culprit-absent lineup member was replicated. Children were also less likely than young adults to correctly identify the culprit. Group data from culprit-absent and culprit-present lineups were used to produce signal detection measures, which indicated young adults were better able than children to discriminate between guilty and innocent suspects. A strikingly similar pattern emerged for older adults, who had even stronger deficits in discriminability than children, relative to adults. Although identifications by young adults were the most reliable, identifications by all witnesses had probative value. (PsycINFO Database Record

Concepts: Scientific method, Old age, Childhood, Identification

16

To investigate the normative trajectory of self-esteem across the life span, this meta-analysis synthesizes the available longitudinal data on mean-level change in self-esteem. The analyses were based on 331 independent samples, including data from 164,868 participants. As effect size measure, we used the standardized mean change d per year. The mean age associated with the effect sizes ranged from 4 to 94 years. Results showed that average levels of self-esteem increased from age 4 to 11 years (cumulative d = 0.34; cumulative ds are relative to age 4), remained stable from age 11 to 15, increased strongly until age 30 (cumulative d = 1.05), continued to increase until age 60 (cumulative d = 1.30), peaked at age 60 and remained constant until age 70, declined slightly until age 90 (cumulative d = 1.15), and declined more strongly until age 94 (cumulative d = 0.76). Moderator analyses were conducted for the full set of samples and for the subset of samples between ages 10 to 20 years. Although the measure of self-esteem accounted for differences in effect sizes, the moderator analyses suggested that the pattern of mean-level change held across gender, country, ethnicity, sample type, and birth cohort. The meta-analytic findings clarify previously unresolved issues about the nature and magnitude of self-esteem change in specific developmental periods (i.e., childhood, adolescence, and old age) and draw a much more precise picture of the life span trajectory of self-esteem. (PsycINFO Database Record

15

Despite the widely held belief that men are more narcissistic than women, there has been no systematic review to establish the magnitude, variability across measures and settings, and stability over time of this gender difference. Drawing on the biosocial approach to social role theory, a meta-analysis performed for Study 1 found that men tended to be more narcissistic than women (d = .26; k = 355 studies; N = 470,846). This gender difference remained stable in U.S. college student cohorts over time (from 1990 to 2013) and across different age groups. Study 1 also investigated gender differences in three facets of the Narcissistic Personality Inventory (NPI) to reveal that the narcissism gender difference is driven by the Exploitative/Entitlement facet (d = .29; k = 44 studies; N = 44,108) and Leadership/Authority facet (d = .20; k = 40 studies; N = 44,739); whereas the gender difference in Grandiose/Exhibitionism (d = .04; k = 39 studies; N = 42,460) was much smaller. We further investigated a less-studied form of narcissism called vulnerable narcissism-which is marked by low self-esteem, neuroticism, and introversion-to find that (in contrast to the more commonly studied form of narcissism found in the DSM and the NPI) men and women did not differ on vulnerable narcissism (d = -.04; k = 42 studies; N = 46,735). Study 2 used item response theory to rule out the possibility that measurement bias accounts for observed gender differences in the three facets of the NPI (N = 19,001). Results revealed that observed gender differences were not explained by measurement bias and thus can be interpreted as true sex differences. Discussion focuses on the implications for the biosocial construction model of gender differences, for the etiology of narcissism, for clinical applications, and for the role of narcissism in helping to explain gender differences in leadership and aggressive behavior. Readers are warned against overapplying small effect sizes to perpetuate gender stereotypes. (PsycINFO Database Record © 2014 APA, all rights reserved).

Concepts: Sexual dimorphism, Gender, Gender role, Gender identity, Narcissistic personality disorder, Gender differences, Narcissism, Biology of gender

13

Violent video games are theorized to be a significant cause of aggressive thoughts, feelings, and behaviors. Important evidence for this claim comes from a large meta-analysis by Anderson and colleagues (2010), who found effects of violent games in experimental, cross-sectional, and longitudinal research. In that meta-analysis, the authors argued that there is little publication or analytic bias in the literature, an argument supported by their use of the trim-and-fill procedure. In the present manuscript, we reexamine their meta-analysis using a wider array of techniques for detecting bias and adjusting effect sizes. Our conclusions differ from those of Anderson and colleagues in 3 salient ways. First, we detect substantial publication bias in experimental research on the effects of violent games on aggressive affect and aggressive behavior. Second, after adjustment for bias, the effects of violent games on aggressive behavior in experimental research are estimated as being very small, and estimates of effects on aggressive affect are much reduced. In contrast, the cross-sectional literature finds correlations that appear largely unbiased. Third, experiments meeting the original authors' criteria for methodological quality do not yield larger adjusted effects than other experiments, but instead yield larger indications of bias, indicating that perhaps they were selected for significance. We outline future directions for stronger experimental research. The results indicate the need for an open, transparent, and preregistered research process to test the existence of the basic phenomenon. (PsycINFO Database Record

Concepts: Psychology, Causality, Statistics, Science, Research, Experiment, Effect size, Meta-analysis

12

Although individuals born at extremely low birth weight (ELBW; < 1,000 g) are the most vulnerable of all preterm survivors, their risk for mental health problems across the life span has not been systematically reviewed. The primary objective of this systematic review and meta-analysis was to ascertain whether the risk for mental health problems is greater for ELBW survivors than their normal birth weight (NBW) peers in childhood, adolescence, and adulthood. Forty-one studies assessing 2,712 ELBW children, adolescents, and adults and 11,127 NBW controls were reviewed. Group differences in mental health outcomes were assessed using random effects meta-analyses. The impacts of birthplace, birth era, and neurosensory impairment on mental health outcomes were assessed in subgroup analyses. Children born at ELBW were reported by parents and teachers to be at significantly greater risk than NBW controls for inattention and hyperactivity, internalizing, and externalizing symptoms. ELBW children were also at greater risk for conduct and oppositional disorders, autistic symptoms, and social difficulties. Risks for parent-reported inattention and hyperactivity, internalizing, and social problems were greater in adolescents born at ELBW. In contrast, ELBW teens self-reported lower inattention, hyperactivity, and oppositional behavior levels than their NBW peers. Depression, anxiety, and social difficulties were elevated in ELBW survivors in adulthood. Group differences were robust to region of birth, era of birth, and the presence of neurosensory impairments. The complex needs faced by children born at ELBW continue throughout development, with long-term consequences for psychological and social well-being. (PsycINFO Database Record

Concepts: Psychology, Obstetrics, Sociology, Adolescence, Pediatrics, Mental disorder, Meta-analysis, Oppositional defiant disorder

12

Inner speech-also known as covert speech or verbal thinking-has been implicated in theories of cognitive development, speech monitoring, executive function, and psychopathology. Despite a growing body of knowledge on its phenomenology, development, and function, approaches to the scientific study of inner speech have remained diffuse and largely unintegrated. This review examines prominent theoretical approaches to inner speech and methodological challenges in its study, before reviewing current evidence on inner speech in children and adults from both typical and atypical populations. We conclude by considering prospects for an integrated cognitive science of inner speech, and present a multicomponent model of the phenomenon informed by developmental, cognitive, and psycholinguistic considerations. Despite its variability among individuals and across the life span, inner speech appears to perform significant functions in human cognition, which in some cases reflect its developmental origins and its sharing of resources with other cognitive processes. (PsycINFO Database Record

Concepts: Scientific method, Psychology, Epistemology, Cognitive psychology, Cognition, Science, Cognitive science, Knowledge