STUDY ALERT: Mind-wandering as spontaneous thought: a dynamic framework

by Scott Barry Kaufman, September 26, 2016 in Blog, Study Alerts

Mind-wandering as spontaneous thought: a dynamic framework Kalina Christoff, Zachary C. Irving, Kieran C. R. Fox, R. Nathan Spreng and Jessica R. Andrews-Hanna Most research on mind-wandering has characterized it as a mental state with contents that are task unrelated or stimulus independent. However, the dynamics of mind-wandering — how mental states change over time […]

STUDY ALERT: Openness to Experience Rather Than Overexcitabilities: Call It Like It Is

by Scott Barry Kaufman, September 9, 2016 in Blog, Study Alerts

Openness to Experience Rather Than Overexcitabilities: Call It Like It Is M. Alexandra Vuyk, Thomas S. Krieshok, and Barbara A. Kerr Openness to experience is a personality factor in the five-factor model of personality, and it is composed of six facets. Facets of openness appear conceptually analogous to overexcitabilities (OEs), which are displays of inner […]

STUDY ALERT: Measuring Well-Being: A Review of Instruments

by Scott Barry Kaufman, August 15, 2016 in Blog, Study Alerts

Measuring Well-Being: A Review of Instruments Philip J. Cooke, Timothy P. Melchert, and Korey Connor Abstract Interest in the study of psychological health and well-being has increased significantly in recent decades. A variety of conceptualizations of psychological health have been proposed including hedonic and eudaimonic well-being, quality-of-life, and wellness approaches. Although instruments for measuring constructs […]

Cultivating the social–emotional imagination in gifted education: insights from educational neuroscience

by Scott Barry Kaufman, August 9, 2016 in Blog, Study Alerts

Cultivating the social–emotional imagination in gifted education: insights from educational neuroscience Rebecca Gotlieb, Elizabeth Hyde, Mary Helen Immordino-Yang, and Scott Barry Kaufman Evidence from education, psychology, and neuroscience suggests that investing in the development of the social– emotional imagination is essential to cultivating giftedness in adolescents. Nurturing these capacities may be especially effective for promoting […]

STUDY ALERT: Dynamic network interactions supporting internally-oriented cognition

by Scott Barry Kaufman, July 16, 2016 in Blog, Study Alerts

Dynamic network interactions supporting internally-oriented cognition Darya L Zabelina and Jessica R Andrews-Hanna Recent advances in systems neuroscience have solidified the view that many cognitive processes are supported by dynamic interactions within and between large-scale brain networks. Here we synthesize this research, highlighting dynamic network interactions supporting a less explored aspect of cognition with important […]

STUDY ALERT: The Impact of the Nomination Stage on Gifted Program Identification: A Comprehensive Psychometric Analysis

by Scott Barry Kaufman, July 6, 2016 in Blog, Study Alerts

The Impact of the Nomination Stage on Gifted Program Identification: A Comprehensive Psychometric Analysis Matthew T. McBee, Scott J. Peters, and Erin M. Miller The use of the nomination stage as the first step in the identification process is pervasive across the field of gifted education. In many cases, nominations are used to limit the number […]

STUDY ALERT: Childhood Intelligence Predicts Adult Trait Openness

by Scott Barry Kaufman, June 20, 2016 in Blog, Study Alerts

Adrian Furnham and Helen Cheng This study used a longitudinal data set of 5,672 adults followed for 50 years to determine the factors that influence adult trait Openness-to-Experience. In a large, nationally representative sample in the UK (the National Child Development Study), data were collected at birth, in childhood (age 11), adolescence (age 16), and […]

STUDY ALERT: The Relationship Between Deliberate Practice and Performance in Sports: A Meta-Analysis

by Scott Barry Kaufman, May 24, 2016 in Blog, Study Alerts

The Relationship Between Deliberate Practice and Performance in Sports: A Meta-Analysis Brooke N. Macnamara, David Moreau, and David Z. Hambrick Why are some people more skilled in complex domains than other people? According to one prominent view, individual differences in performance largely reflect individual differences in accumulated amount of deliberate practice. Here, we investigated the relationship […]

STUDY ALERT: Top 10 Replicated Findings From Behavioral Genetics

by Scott Barry Kaufman, in Blog, Study Alerts

Top 10 Replicated Findings From Behavioral Genetics Robert Plomin, John C. DeFries, Valerie S. Knopik, Jenae M. Neiderhiser In the context of current concerns about replication in psychological science, we describe 10 findings from behavioral genetic research that have replicated robustly. These are “big” findings, both in terms of effect size and potential impact on […]

STUDY ALERT: Reverse engineering genius: historiometric studies of superlative talent

by Scott Barry Kaufman, May 22, 2016 in Blog, Study Alerts

Reverse engineering genius: historiometric studies of superlative talent Dean Keith Simonton Although genius has been defined in the dictionary as requiring an IQ above 140, this definition depends on an arbitrary methodological decision made by Lewis Terman for his longitudinal study of more than 1500 intellectually gifted children, a study that occupies four of the […]

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