STUDY ALERT: Clarity of mind: Structural equation modeling of associations between dispositional mindfulness, self-concept clarity and psychological well-being

by Scott Barry Kaufman, November 17, 2016 in Blog, Study Alerts

STUDY ALERT: Clarity of mind: Structural equation modeling of associations between dispositional mindfulness, self-concept clarity and psychological well-being Adam W. Hanley, PhD ⁎, Eric L. Garland, PhD Clear self-concept beliefs are thought to be fundamental for well-being; and, mindfulness is believed to be inti- mately linked with beliefs about the self and well-being. Self-concept clarity […]

STUDY ALERT: Self-compassion decreases acceptance of own immoral behaviors

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

Self-compassion decreases acceptance of own immoral behaviors Xue Wang, Zhansheng Chen, Kai-Tak Poon, Fei Teng, Shenghua Jin  Self-compassion, which is a kind attitude toward oneself, has been well documented to promote psychological health. This research extended the literature by examining how self-compassion would predict the acceptance of one’s own immoral behavior. Study 1 recruited participants […]

STUDY ALERT: Examining the influence of mind wandering and metacognition on creativity in university and vocational students

by Scott Barry Kaufman, October 28, 2016 in Blog, Study Alerts

Examining the influence of mind wandering and metacognition on creativity in university and vocational students David D. Preiss , Diego Cosmelli, Valeska Grau, Dominga Ortiz We examined the relationship between mind wandering, metacognition and creativity in 116 university and 117 vocational Chilean students. They took a test of divergent thinking, a test of creative problem […]

STUDY ALERT: How does creative giftedness differ from academic giftedness? A multidimensional conception

by Scott Barry Kaufman, October 4, 2016 in Blog, Study Alerts

Giftedness is a multifaceted concept that involves a wide range of inputs and outputs. Hence, there are many theories suggesting a multidimensionality of giftedness. The aim of the present paper is (a) to position giftedness in terms of the processes involved and (b) to propose a multidimensional conception in order to differentiate creative and academic […]

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 […]

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