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Abstract: Ackerman (2023) proposed incorporating a more comprehensive range of knowledge and skills into the conceptualization and operationalization of intelligence beyond traditional assessments. In agreeing with and extending this proposition, the current commentary focuses on the specific context of workforce development and highlights three critical considerations: (a) the development of knowledge and skills at different life stages of education and work, (b) the role of social contexts in knowledge and skill acquisition, and (c) quantitative and qualitative approaches to understanding and assessing a broader set of knowledge and skills in light of ongoing changes in the workplace. Overall, we encourage greater research investment in understanding critical educational, organizational, and policy issues pertaining to the future of work. (PsycInfo Database Record (c) 2023 APA, all rights reserved) PubDate: Mon, 24 Apr 2023 00:00:00 GMT DOI: 10.1037/amp0001127
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Abstract: Intelligence, historically, has been defined as the ability of an individual to adapt to the environment. Building on this definition, I argue for a concept of adaptive intelligence whereby adapting to, shaping, and selecting real-world environments so as to recognize, define, and solve real-world problems—not just artificial ones—is the core of what constitutes intelligent thought and behavior. (PsycInfo Database Record (c) 2023 APA, all rights reserved) PubDate: Mon, 24 Apr 2023 00:00:00 GMT DOI: 10.1037/amp0001082
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Abstract: In this reply, I address the issues raised by the commentators regarding ongoing challenges to the development of assessments of knowledge and skills beyond traditional ability assessments and clarify the differences between the proposed approach to assessing intellect and adaptive intelligence. (PsycInfo Database Record (c) 2023 APA, all rights reserved) PubDate: Mon, 24 Apr 2023 00:00:00 GMT DOI: 10.1037/amp0001137
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Abstract: Our visual system possesses a remarkable ability to extract summary statistical information from groups of similar objects, known as ensemble perception. It remains elusive whether the processing of ensemble statistics exerts influences on our perceptual decision-making and what roles consciousness and attention play in this process. In a series of experiments, we demonstrated that the processing of ensemble statistics can exert significant modulation effects on our perceptual decision-making, which is independent of consciousness but relies on attentional resources. More intriguingly, the conscious and unconscious ensemble representations respectively induce repulsive and attractive modulation effects, with the unconscious effect susceptible to the temporal separation and the distinction between the inducers and the targets. These results not only suggest that the conscious and unconscious ensemble representations engage different visual processing mechanisms but also highlight the distinct roles of consciousness and attention in ensemble perception. (PsycInfo Database Record (c) 2023 APA, all rights reserved) PubDate: Mon, 27 Feb 2023 00:00:00 GMT DOI: 10.1037/amp0001142
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Abstract: This article memorializes Bruce G. Klonsky (1950–2022), a devoted State University of New York at Fredonia (SUNY) educator and researcher. After joining SUNY Fredonia Psychology Department in 1979, he taught a wide range of psychology courses (15+), supervised hundreds of internship students, and was a creative research mentor for many undergraduates. His own research focused on leadership, social and personality development, and sport psychology, most recently examining the use of sport psychologists by professional sports teams. He was also active in the Association for Applied Sport Psychology, where he achieved both a valued certification as a Mental Performance Consultant and an honored appointment to Fellow Status for his contributions to the field of sport psychology. (PsycInfo Database Record (c) 2023 APA, all rights reserved) PubDate: Thu, 19 Jan 2023 00:00:00 GMT DOI: 10.1037/amp0001135
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Abstract: This article memorializes Stuart (Stu) Oskamp (1930-2022). Professor Oskamp, an eminent social psychologist, made enduring contributions by applying social psychological knowledge to real-world problems, especially to the sustainability of the earth. Stu taught at Claremont Graduate University (CGU) from 1960 to 2000. While there he served as chair of the psychology department, chair of the entire graduate faculty, acting director of the School of Behavioral and Organizational Sciences, and became professor emeritus and received the CGU President’s Medal in 2000. Highlights of Stu's career and professional contributions are noted. (PsycInfo Database Record (c) 2023 APA, all rights reserved) PubDate: Thu, 19 Jan 2023 00:00:00 GMT DOI: 10.1037/amp0001134
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Abstract: Women comprise the majority of graduates from psychology doctoral programs, but equity is yet to be achieved in the professoriate. Publication drives career advancement, underscoring the need to investigate publication-based metrics of eminence. To our knowledge, authorship of invited submissions—a proxy of research esteem—has not been the focus of any psychology studies. In this cross-sectional study, authorship of invited submission(s) in five elite psychology journals (2015–2019) was investigated: Psychological Science in the Public Interest, Annual Review of Psychology, Trends in Cognitive Sciences, Annual Review of Clinical Psychology, and Annual Review of Organizational Psychology and Organizational Behavior. We hypothesized that women would be underrepresented. Author gender was classified using publicly available details (e.g., pronouns on professional websites). Primary outcomes were the proportion of women solo-, first-, or likely invited authors, relative to the proportion of women full and associate professors in psychology at R1 institutions (42.3%). Of 1,828 authorship positions (713 articles), 35.6% were occupied by women. Relative to the nominated base rate, women were disproportionately underrepresented. When the likely invited author on a multi-author publication was a woman, the first author was a woman on 51.0% of papers; when the likely invited author was a man, the first author was a woman on 34.1% of papers. These findings align with prior studies and extend the research by demonstrating that the gender publication gap in psychology is exacerbated in invited submissions and driven by particular subfields. Continued efforts are needed to redress gender disparities in authorship of invited submissions. (PsycInfo Database Record (c) 2023 APA, all rights reserved) PubDate: Thu, 22 Dec 2022 00:00:00 GMT DOI: 10.1037/amp0001106
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Abstract: Socioeconomic status (SES) is a widely researched construct in developmental science, yet less is known concerning relations between SES and adaptive behavior. Specifically, is the relation linear, with higher SES associated with better outcomes, or does the direction of association change at different levels of SES' Our aim was to examine linear (“more is better”) and quadratic (“better near the middle”) associations between components of SES (i.e., income, years of education, occupational status/prestige) and depressive symptoms (Center for Epidemiologic Studies–Depression Scale), and to explore moderation by developmental period (adolescence, young, middle, and older adulthood), gender/sex (female, male), and race/ethnicity (Asian American, Black, Latinx, multiracial, Native American, White). We hypothesized that there would be more support for a model containing quadratic associations. We conducted a two-stage meta-analytic structural equation model of 60 data sets (27,242 correlations, 498,179 participants) within the United States, accounting for dependencies between correlations, which were identified via the Interuniversity Consortium for Political and Social Research and handled using a two-step approach. Income was quadratically associated with depressive symptoms, but the quadratic model did not explain more variance in depressive symptoms than the linear model. Developmental period and race/ethnicity moderated the associations: Income was quadratically associated with depressive symptoms among middle-aged adults, and years of education were quadratically associated with depressive symptoms among White samples. Our findings suggest that researchers and clinical practitioners should consider the elevated risk of depressive symptoms for individuals from low and high-income backgrounds in the United States. (PsycInfo Database Record (c) 2023 APA, all rights reserved) PubDate: Thu, 03 Nov 2022 00:00:00 GMT DOI: 10.1037/amp0001076
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Abstract: Despite a century of use in assessing children for predicting academic success, IQ theory and assessments largely overlook the intellectual repertoires of adolescents and adults that are not common, including declarative, procedural, and tacit knowledge. Such knowledge and skill repertoires are essential elements of adult intellectual life and livelihood. A proposal for considering a wider range of knowledge and skills in the definition and assessment of intelligence is offered, along with ideas for moving forward in both research and applications. When intelligence is considered beyond the lowest common denominator, it is clear that there are many important questions have yet to be answered about adolescent and adult intellectual development, maintenance, and decline, occupational performance, relations between intelligence and nonability traits, and the role of engagement in day-to-day intellectual functioning. The proposed focus is to reconsider what it means to be an intelligent adult beyond the IQ measures and to recognize that adults, on average, are far more “intelligent” than they have been considered to be by traditional IQ assessments developed over the last century. (PsycInfo Database Record (c) 2023 APA, all rights reserved) PubDate: Thu, 13 Oct 2022 00:00:00 GMT DOI: 10.1037/amp0001057
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Abstract: The COVID-19 pandemic has influenced people’s lives in diverse ways. The authors utilized latent class analysis (LCA), a person-centered approach, to examine distinct patterns of COVID-related stressors and their associations with alcohol-related, mental health, and quality of life outcomes. Participants were 463 adults who completed the baseline assessment of the National Institute on Alcohol Abuse and Alcoholism COVID-19 Pandemic Impact on Alcohol Study from June 2020 to January 2022. Using cross-sectional data, three analytic methods (continuous sum score, categorical grouping, and LCA) were applied to model 17 COVID-related stressors. Regression analyses indicated higher COVID-related stress and endorsement of four or more COVID-related stressors were generally associated with worse health-related outcomes. LCA revealed four classes: Class 1: Minimal COVID-Related Impact (51.6%); Class 2: Work Interruptions (24.8%); Class 3: Family/Friends Affected by COVID (14.5%); and Class 4: Serious Financial Stress (9.1%). Racial/ethnic minorities were more likely to be in Class 3, whereas individuals with more years of education and higher income were less likely to be in Class 4. Individuals with a history of alcohol use disorder were more likely to be in Classes 2 and 4. Compared with Class 1, Class 4 reported highest levels of perceived stress, problematic alcohol use, anxiety symptoms, depressive symptoms, alcohol craving, loneliness, drinking to cope, and lowest levels of physical, psychological, social, and environment quality of life. COVID-related stressors disproportionately affected minority and vulnerable groups. Individuals who experienced multiple financial stressors had the greatest risk for negative health-related outcomes and may benefit from holistic interventions and community outreach. (PsycInfo Database Record (c) 2023 APA, all rights reserved) PubDate: Thu, 25 Aug 2022 00:00:00 GMT DOI: 10.1037/amp0001044
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