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Cognitive ability tilt refers to individual differences in the relative strength of specific cognitive abilities, such as mathematical, spatial, verbal, and so forth. This has potential implications for individuals’ educational and occupational success, but has only recently attracted attention after decades of focus on general intelligence and full scale IQ. The current research is fragmented due to inconsistent terminology in earlier publications. Here, I conduct a systematic review of cognitive ability tilt research, with the aim of gathering and synthesizing the existing body of publications. I found 36 relevant publications, half of which focused on math and verbal ability. Several other varieties of ability tilt were identified and categorized. The significance of this research was discussed.

Thesis (Ph.D.)--Boston University / It is the hypothesis of this dissertation that interpersonal empathetic ability and aesthetic empathic ability constitute one factor or ability. A secondary purpose of the dissertation is to explore and evaluate all possible methods of measuring empathic ability, and to develop a good pencil and paper test of empathic ability. "Empathy" is understood here as "pathic perception" -- the perception or cognition of feeling emotion. The methodology of the dissertation involves a theoretical review and synthesis, and an experiment. A review of the literature reveals four basic types of empathy theories: (1) self-theories; (2) associationist theories; (3) Gestalt theories; (4) motor theories. Though the theorists representing these four positions argue among themselves as to how the process of empathy operates, almost without exception they agree that it operates in the same manner in the perception of persons as it does in the perception of objects of art. The weight of theoretical opinion is overwhelming on this point. Inerpersonal empathy and aesthetic empathy are held by all of the major empathy theorists to be one and the same process [TRUNCATED]

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Digitized by Kansas State University Libraries

The effects over time of written divergent and convergent models on subjects' creative responses to Guilford's Alternate Uses and Consequences were examined, using forty-eight undergraduate students at the University of Arizona. Subjects were divided equally into divergent model, convergent model, and control groups, and were tested and retested one week later. A multivariate analysis of variance (MANOVA) subjects' scores for flexibility, fluency, and originality, was found to be significant. Univariate F tests, discriminant function analysis, and Tukey's tests were performed to clarify the nature of significant effects. Results were found for scores on flexibility and originality, but only for the convergent group. Convergent modeling significantly increased the number of convergent responses given by subjects, and the convergent group gave significantly more original responses than the other two groups. The effects of modeling on the convergent group persisted over time, and a significant practice effect was noted.

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published_or_final_version / Sports Science / Master / Master of Science in Sports Science

published_or_final_version / abstract / toc / Educational Psychology / Master / Master of Social Sciences

published_or_final_version / abstract / toc / Educational Psychology / Master / Master of Social Sciences