Massey Documents by Type

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Individual differences in visual search: A systematic review of the link between visual search performance and traits or abilities
(Elsevier Ltd, London, United Kingdom, 2024-09) Wagner J; Zurlo A; Rusconi E
Visual search (VS) comprises a class of tasks that we typically perform several times during a day and requires intentionally scanning (with or without moving the eyes) the environment for a specific target (be it an object or a feature) among distractor stimuli. Experimental research in lab-based or real-world settings has offered insight into its underlying neurocognitive mechanisms from a nomothetic point of view. A lesser-known but rapidly growing body of quasi-experimental and correlational research has explored the link between individual differences and VS performance. This combines different research traditions and covers a wide range of individual differences in studies deploying a vast array of VS tasks. As such, it is a challenge to determine whether any associations highlighted in single studies are robust when considering the wider literature. However, clarifying such relationships systematically and comprehensively would help build more accurate models of VS, and it would highlight promising directions for future research. This systematic review provides an up to date and comprehensive synthesis of the existing literature investigating associations between common indices of performance in VS tasks and measures of individual differences mapped onto four categories of cognitive abilities (short-term working memory, fluid reasoning, visual processing and processing speed) and seven categories of traits (Big Five traits, trait anxiety and autistic traits). Consistent associations for both traits (in particular, conscientiousness, autistic traits and trait anxiety - the latter limited to emotional stimuli) and cognitive abilities (particularly visual processing) were identified. Overall, however, informativeness of future studies would benefit from checking and reporting the reliability of all measurement tools, applying multiplicity correction, using complementary techniques, study preregistration and testing why, rather than only if, a robust relation between certain individual differences and VS performance exists.
People do change their beliefs about conspiracy theories-but not often.
(Springer Nature Limited, 2024-02-15) Williams MN; Ling M; Kerr JR; Hill SR; Marques MD; Mawson H; Clarke EJR
Recent research has produced a significant body of knowledge about the antecedents and consequences of individual differences in belief in conspiracy theories. What is less clear, however, is the extent to which individuals' beliefs in conspiracy theories vary over time (i.e., within-person variation). In this descriptive and exploratory study, we therefore aimed to describe within-person variability in belief in conspiracy theories. We collected data from 498 Australians and New Zealanders using an online longitudinal survey, with data collected at monthly intervals over 6 months (March to September 2021). Our measure of conspiracy theories included items describing ten conspiracy theories with responses on a 5-point Likert scale. While there was substantial between-person variance, there was much less within-person variance (intraclass r = 0.91). This suggests that beliefs in conspiracy theories were highly stable in our sample. This stability implies that longitudinal studies testing hypotheses about the causes and consequences of belief in conspiracy theories may require large samples of participants and time points to achieve adequate power. It also implies that explanations of belief in conspiracy theories need to accommodate the observation that beliefs in such theories vary much more between people than within people.
Privacy and respect for individuality : a philosophical critique of some contemporary educational trends : a thesis presented in partial fulfilment of the requirements for the degree of Doctor of Philosophy in Education at Massey University
(Massey University, 1993) Bishop, Nicole Marie
The threats to privacy which arise from technologies and institutions are of considerable contemporary interest, as is illustrated by a large literature upon such threats within the liberal tradition. Of particular contemporary concern are the subjective routes through which privacy may be undermined. This concern arises from the contemporary trend for institutions to become concerned with the internal and subjective lives of their charges. In education, these trends may be found in an advocacy of increased self-disclosure in the classroom, and in a call for increased personal and emotional involvement in the activities of the classroom. The purpose of this thesis is to extend and develop the liberal case for the importance of privacy in the development of a respect for individuality in a way which pays special regard to the significance of the inward and subjective dimensions of human experience for the development of, and respect for, individuality. I argue that a regard for the distinctive character of such processes is crucial to the fostering of individuality. Central to my case is a defence of the critical role which privacy plays in preserving the virtues of character which develop through a sensitivity to these subjective dimensions of human experience. The methodology involves, firstly, a normative characterisation of the attitudes and dispositions which are required for the exercise of respect for individuality, with a particular emphasis placed upon their subjective and inward features. This task involves an analysis of the distinction between on the one hand, the personal forms of respect, which pertain to individuality, and whose character is essentially subjective; and, on the other hand, those impersonal forms of respect whose character is essentially objective and impartial. Secondly, I undertake an analysis of some, crucial ways in which these dispositions and attitudes may be undermined by values and practices which disregard their subjective character. This analysis proceeds by way of a critical examination of two trends which may be found in some educational literature: a/ Classroom self-disclosure; and b/ Cooperative Learning. The thesis contains two sections. In the first section, I delineate the essential features of a respect for individuality, and the virtues of character required for the proper exercise of such respect. This will involve showing this form of respect differs, both conceptually and normatively, from impersonal forms of respect. In the second section, I show the special significance of a context of privacy for the development of the virtues of character which are required for the proper exercise of personal respect.

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