Do Participants Differ in Their Cognitive Abilities, Task Motivation, or Personality Characteristics as a Function of Time of Participation?

Autor/inn/en	Robison, Matthew K.; Unsworth, Nash
Titel	Do Participants Differ in Their Cognitive Abilities, Task Motivation, or Personality Characteristics as a Function of Time of Participation?
Quelle	In: Journal of Experimental Psychology: Learning, Memory, and Cognition, 42 (2016) 6, S.897-913 (17 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0278-7393
DOI	10.1037/xlm0000215
Schlagwörter	Cognitive Ability; Motivation; Personality Traits; Short Term Memory; Long Term Memory; Intelligence; Attention Control; Time; Participation; Undergraduate Students; Statistical Analysis; Factor Analysis; Intelligence Tests; Georgia; Oregon; Raven Advanced Progressive Matrices + Suchen Sie Ihr Suchwort? Denkfähigkeit; psychologische; Motivation (psychologisch); Individual characteristics; Personality characteristic; Persönlichkeitsmerkmal; Kurzzeitgedächtnis; Langzeitgedächtnis; Intelligenz; Klugheit; Aufmerksamkeitstest; Zeit; Teilnahme; Statistische Analyse; Faktorenanalyse; Intelligence test; Intelligenztest
Abstract	Four experiments tested the conventional wisdom in experimental psychology that participants who complete laboratory tasks systematically differ in their cognitive abilities, motivational levels, and personality characteristics as a function of the time at which they participate during an academic term. Across 4 experiments with over 2,900 participants from 2 different universities with 2 different academic schedules, no convincing evidence suggested that individuals differ in cognitive abilities (working memory capacity, fluid intelligence, crystallized intelligence, long-term memory, and attention control). Similarly, no evidence suggested participants' task motivation varies systematically with time of participation, nor do any of the Big Five personality traits. The present study concludes that researchers need not be overly concerned with time of participation effects as a potential confound in individual differences or experimental psychology. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01