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Sökning: WFRF:(Lindenberger U.) > (2020-2022)

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1.
  • Graham, E. K., et al. (författare)
  • Trajectories of Big Five Personality Traits: A Coordinated Analysis of 16 Longitudinal Samplesty
  • 2020
  • Ingår i: European Journal of Personality. - : SAGE Publications. - 0890-2070 .- 1099-0984. ; 34:3, s. 301-321
  • Tidskriftsartikel (refereegranskat)abstract
    • This study assessed change in self-reported Big Five personality traits. We conducted a coordinated integrative data analysis using data from 16 longitudinal samples, comprising a total sample of over 60 000 participants. We coordinated models across multiple datasets and fit identical multi-level growth models to assess and compare the extent of trait change over time. Quadratic change was assessed in a subset of samples with four or more measurement occasions. Across studies, the linear trajectory models revealed declines in conscientiousness, extraversion, and openness. Non-linear models suggested late-life increases in neuroticism. Meta-analytic summaries indicated that the fixed effects of personality change are somewhat heterogeneous and that the variability in trait change is partially explained by sample age, country of origin, and personality measurement method. We also found mixed evidence for predictors of change, specifically for sex and baseline age. This study demonstrates the importance of coordinated conceptual replications for accelerating the accumulation of robust and reliable findings in the lifespan developmental psychological sciences. (c) 2020 European Association of Personality Psychology
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3.
  • Youn, C., et al. (författare)
  • Genetic associations with learning over 100 days of practice
  • 2022
  • Ingår i: Npj Science of Learning. - : Springer Science and Business Media LLC. - 2056-7936. ; 7:1
  • Tidskriftsartikel (refereegranskat)abstract
    • Cognitive performance is both heritable and sensitive to environmental inputs and sustained practice over time. However, it is currently unclear how genetic effects on cognitive performance change over the course of learning. We examine how polygenic scores (PGS) created from genome-wide association studies of educational attainment and cognitive performance are related to improvements in performance across nine cognitive tests (measuring perceptual speed, working memory, and episodic memory) administered to 131 adults (N = 51, ages = 20-31, and N = 80, ages = 65-80 years) repeatedly across 100 days. We observe that PGS associations with performance on a given task can change over the course of learning, with the specific pattern of change in associations differing across tasks. PGS correlations with pre-test to post-test scores may mask variability in how soon learning occurs over the course of practice. The associations between PGS and learning do not appear to simply reconstitute patterns of association between baseline performance and subsequent learning. Associations involving PGSs, however, were small with large confidence intervals. Intensive longitudinal research such as that described here may be of substantial value for clarifying the genetics of learning when implemented as far larger scale.
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