The two disciplines of scientific psychology.

Cronbach, Lee J.

doi:10.1037/10049-022

Cited by 588 publications

(778 citation statements)

References 8 publications

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“…Although we are intrigued by the idea of diagnosing attention deficiencies and then improving attention via training (Posner & Rothbart, 2005), uncertainty remains whether the current version of the ANT should be used in more applied settings. The issues with the ANT notwithstanding, we propose that future work in the areas mentioned in this paper will be aided by a combination of differential and experimental psychological approaches (Cronbach, 1957).…”

Section: Resultsmentioning

confidence: 99%

Working memory capacity and attention network test performance

Redick¹,

Engle²

2006

Applied Cognitive Psychology

187

180

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Complex span tasks are predictive of many aspects of behavior, in both experimental and applied areas of cognitive psychology. Our view is that these tasks measure primarily working memory capacity (WMC), which we argue is the ability to control attention. The development of the Attention Network Test (ANT) provided the opportunity to study the relationship between WMC and specific types of attention. Extreme WMC-span groups differed in the executive control network but not in the alerting or orienting networks, supporting the view that individual differences in WMC reflect variation in the ability to control attention. We discuss problems with the design of the ANT that limit its appropriateness for applied research.

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Section: Resultsmentioning

confidence: 99%

Working memory capacity and attention network test performance

Redick¹,

Engle²

2006

Applied Cognitive Psychology

187

180

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“…Experimental psychologists tend to be more familiar with test statistics such as the t-test and ANOVA, in contrast to individual difference psychologists, who tend to be more comfortable with correlation and regression (Cowles, 2001, pp. 34-35;Cronbach, 1957). It is time that a more eclectic approach to data analysis be applied to this area of research, which will likely help uncover more clearly the nature and kind of associations theorized by Loftus to exist between traditional individual difference variables (e.g., intelligence) and suggestibility.…”

Section: Discussionmentioning

confidence: 99%

A direct examination of the nonlinear (quadratic) association between intelligence and suggestibility in children

Gignac

Powell

2006

Applied Cognitive Psychology

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In order to test the hypothesis that intelligence and suggestibility may correlate with each other differentially at different levels of IQ, research has tended to dichotomize samples into low and high IQ groups. However, the practice of artificially dichotomizing a naturally continuous variable (such as IQ) has been sternly criticized by several statistical experts. Thus, in this investigation, the possibility that the association between intelligence and suggestibility may interact with IQ level was tested directly with a quadratic transformation of the IQ scores in a sample of children (n ¼ 158). The results demonstrated that a quadratic nonlinear association existed between intelligence and suggestibility, such that the linear association between IQ and suggestibility ceased to exist at an IQ level of approximately 105. The results are discussed in light of the advantages of not dichotomizing naturally continuously scored variables. Further, in contrast to several other investigators, we argue that intelligence and suggestibility do correlate with each other within a certain level of the normal IQ range.

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“…Although our analyses of individual differences are exploratory, we believe, as suggested by several authors (e.g., Cronbach 1957;Hayes, 2013), there can be great value in a degree of exploration within the model-building process. For individual differences analyses, none of the mean values of predictors differed significantly between the game conditions.…”

Section: Individual Differences Analysesmentioning

confidence: 99%

Self-Explanation and Explanatory Feedback in Games: Individual Differences, Gameplay, and Learning

Killingsworth¹,

Clark²,

Adams³

2015

IJEMST

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Previous research has demonstrated the efficacy of two explanation-based approaches for increasing learning in educational games. The first involves asking students to explain their answers (self-explanation) and the second involves providing correct explanations (explanatory feedback). This study (1) compared self-explanation and explanatory feedback features embedded into a game designed to teach Newtonian dynamics and (2) investigated relationships between learning and individual differences. The results demonstrated significant learning gains for all conditions. There were no overall differences between conditions, but learning outcomes were better for the self-explanation condition after controlling for the highest level completed by each student. Analyses of individual differences indicated that certain threshold inhibitory control abilities may be necessary to benefit from the self-explanation in games.

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The two disciplines of scientific psychology.

Cited by 588 publications

References 8 publications

Working memory capacity and attention network test performance

Working memory capacity and attention network test performance

A direct examination of the nonlinear (quadratic) association between intelligence and suggestibility in children

Self-Explanation and Explanatory Feedback in Games: Individual Differences, Gameplay, and Learning

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