Journal: Psychological bulletin
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).
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
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).
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
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
Control theory and other frameworks for understanding self-regulation suggest that monitoring goal progress is a crucial process that intervenes between setting and attaining a goal, and helps to ensure that goals are translated into action. However, the impact of progress monitoring interventions on rates of behavioral performance and goal attainment has yet to be quantified. A systematic literature search identified 138 studies (N = 19,951) that randomly allocated participants to an intervention designed to promote monitoring of goal progress versus a control condition. All studies reported the effects of the treatment on (a) the frequency of progress monitoring and (b) subsequent goal attainment. A random effects model revealed that, on average, interventions were successful at increasing the frequency of monitoring goal progress (d+ = 1.98, 95% CI [1.71, 2.24]) and promoted goal attainment (d+ = 0.40, 95% CI [0.32, 0.48]). Furthermore, changes in the frequency of progress monitoring mediated the effect of the interventions on goal attainment. Moderation tests revealed that progress monitoring had larger effects on goal attainment when the outcomes were reported or made public, and when the information was physically recorded. Taken together, the findings suggest that monitoring goal progress is an effective self-regulation strategy, and that interventions that increase the frequency of progress monitoring are likely to promote behavior change. (PsycINFO Database Record
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
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
The current meta-analysis investigated the extent to which personality traits changed as a result of intervention, with the primary focus on clinical interventions. We identified 207 studies that had tracked changes in measures of personality traits during interventions, including true experiments and prepost change designs. Interventions were associated with marked changes in personality trait measures over an average time of 24 weeks (e.g., d = .37). Additional analyses showed that the increases replicated across experimental and nonexperimental designs, for nonclinical interventions, and persisted in longitudinal follow-ups of samples beyond the course of intervention. Emotional stability was the primary trait domain showing changes as a result of therapy, followed by extraversion. The type of therapy employed was not strongly associated with the amount of change in personality traits. Patients presenting with anxiety disorders changed the most, and patients being treated for substance use changed the least. The relevance of the results for theory and social policy are discussed. (PsycINFO Database Record
Regular physical activity has multifarious benefits for physical and mental health, and music has been found to exert positive effects on physical activity. Summative literature reviews and conceptual models have hypothesized potential benefits and salient mechanisms associated with music listening in exercise and sport contexts, although no large-scale objective summary of the literature has been conducted. A multilevel meta-analysis of 139 studies was used to quantify the effects of music listening in exercise and sport domains. In total, 598 effect sizes from four categories of potential benefits (i.e., psychological responses, physiological responses, psychophysical responses, and performance outcomes) were calculated based on 3,599 participants. Music was associated with significant beneficial effects on affective valence (g = 0.48, CI [0.39, 0.56]), physical performance (g = 0.31, CI [0.25, 0.36]), perceived exertion (g = 0.22, CI [0.14, 0.30]), and oxygen consumption (g = 0.15, CI [0.02, 0.27]). No significant benefit of music was found for heart rate (g = 0.07, CI [-0.03, 0.16]). Performance effects were moderated by study domain (exercise > sport) and music tempo (fast > slow-to-medium). Overall, results supported the use of music listening across a range of physical activities to promote more positive affective valence, enhance physical performance (i.e., ergogenic effect), reduce perceived exertion, and improve physiological efficiency. (PsycINFO Database Record © 2019 APA, all rights reserved).