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This study examines how group member beliefs regarding cognitive differences influence ability to create knowledge. Specifically, this study explores whether the impact of openness to cognitive diversity on knowledge creation is a result of associated collaborative behaviors. To investigate this theory, it is assessed whether the behaviors of debate and decision comprehensiveness mediate the relationship between openness to cognitive diversity and knowledge creation. The results of a survey of 98 workplace teams support the hypotheses that the impact of openness is consequent to the emergence of behavioral patterns that facilitate open and rigorous discussion and contribute to the understanding of the psychosocial and behavioral variables underpinning knowledge creation.

AbstractGenetic and environmental sources of covariation among cognitive measures of verbal IQ, performance IQ (PIQ), academic achievement, 2-choice reaction time (CRT), inspection time (IT) and the 6 Openness facets of the NEO Personality Inventory-Revised (NEO PI-R) were examined. The number of twin and twin–sibling pairs ranged from 432 (182 MZ, 350 DZ/sibling) to 1023 (273 MZ, 750 DZ/sibling) for cognitive measures, and between 432 (90 MZ, 342 DZ/sibling) — 437 (91 MZ, 346 DZ/sibling) for Openness facets. Structural equation modeling best supported a model with a 3-factor additive genetic structure. A genetic general factor subsumed the 5 cognitive measures and 5 of the 6 Openness facets (Actions did not load significantly). A second additive genetic factor incorporated the 6 Openness facets, and a third additive genetic factor incorporated the 5 cognitive measures. Specific additive and dominance genetic effects were also evident, as were shared common and shared unique environmental influences, and specific unique environmental effects. The Openness facets of Ideas and Values evidenced the strongest phenotypic correlations with cognitive indices, particularly verbal measures. The genetic correlations among Openness facets and cognitive measures ranged from −.06 to .79. Results were interpreted as suggesting that Openness is related to general cognitive ability (g) through a genetic mechanism and thatgengenders a minor but discernable disposition towards Openness for the majority of facets.

Do the psychological theories of cognitive dissonance and selective exposure have bearing on how students at Dartmouth engage with news? Are students less likely to consume politically charged materials that they disagree with? Results from a true randomized survey administered to all undergraduates at the College in the classes of 2017 and 2018 found that Democrats at Dartmouth are less likely to engage with news that contradicts their political beliefs at a statistically significant level. Republicans, however, were more likely to engage with politically disagreeable news, but not at a statistically significant level.

Rationalist explanations of foreign policy change are underdetermined because they overlook the decision-makers themselves. Insight from cognitive psychology shows that individuals' cognitive structures provide a useful lens through which to understand why some people are more likely than others to change their core beliefs. Two related cognitive variables – cognitive openness and cognitive complexity – hold promise for enhancing extant explanations of foreign policy change. This article assesses the cognitive structure of the three leaders who dominated Israeli decision-making in the decade leading up to Israel's dramatic policy change vis-à-vis the PLO in 1993: Yitzhak Shamir, Yitzhak Rabin and Shimon Peres. The article demonstrates that Peres, who is found to be the most cognitively open and complex, was quicker to embrace a dialogue with the PLO than Rabin, while Shamir, who is found to hold the lowest levels of openness and complexity, rejected this move altogether. Peres, and to a lesser extent Rabin, proved to be more sensitive to international, regional and domestic changes than Shamir. This case illustrates that systemic-structural and domestic political factors are necessary, but insufficient, conditions for foreign policy change. The levels of decision-makers' cognitive openness and complexity are key to determining the likelihood that they will change their beliefs on a core policy issue that can, in turn, lead to foreign policy change. This article thus contributes to our understanding of both foreign policy change and the process leading up to the historic 1993 agreement between Israel and the PLO.

AbstractPrevious empirical and theoretical work suggests differences among attachment types with regard to their openness in perceiving and organizing social information. To examine these hypothesized differences, participants were given two sets of information characterizing the same target person, one set depicting an insecurely attached person, the other portraying a securely attached person. Proposed differences in openness to incorporating new information, differentiation in cognitive representations of others, and recall were assessed. As hypothesized, avoidant individuals were less open to new information than were secure subjects, and they differentiated their representations less than did both secure and anxious‐ambivalent individuals. Moreover, as expected, there were no significant differences between secure and anxious‐ambivalent individuals on the dimensions of openness and differentiation. However, avoidant individuals did not evidence poorer recall of the stimulus material. Theoretical and clinical implications of avoidant individuals'relatively more rigid, simplistic models of others are explored.

Detrimental effects of diversity in workgroups has frequently been observed but research identifying the factors that lead to negative or positive effects in heterogeneous groups is lacking. The Perceived Dissimilarity Openness Moderator Model provides one explanation of the process by which diversity influences group affective, behavioral, and cognitive outcomes. Specifically the model identifies individual, group, and organizational openness as moderating the effects of diversity in workgroups. In this paper evidence is provided from a field study that increased openness to perceived dissimilarity leads to better outcomes in newly formed groups. This study also constitutes a significant building block toward the development of theory concerning the moderating variables of the relationship between diversity and group processes, and outcomes of organizations.

Evidence from developed country data suggests that cognitive and non-cognitive skills contribute to improved labor market outcomes. This paper tests this hypothesis in a developing country by using an individual-level data set from Peru that incorporates modules to measure cognitive and non-cognitive skills. The paper estimates a structural latent model with unobserved heterogeneity to capture full ability rather than just measured skill. It also applies standard ordinary least squares techniques for comparison. The analysis confirms that cognitive and non-cognitive skills are positively correlated with a range of labor market outcomes in Peru. In particular, cognitive skills positively correlate with wages and the probability of being a wage worker, white-collar, and formal worker, with verbal fluency and numeric ability playing particularly strong roles. The results are robust to methodology. The patterns are less uniform for non-cognitive skills. For instance, perseverance of effort (grit) emerges strongly for most outcomes regardless of methodology. However, plasticity—an aggregation of openness to experience and emotional stability—is only correlated with employment, and only when using the structural latent model. The ordinary least squares method also finds that the disaggregated non-cognitive skills of kindness, cooperation, emotional stability, and openness to experience emerge significantly, mostly for the wage estimates. The different results derived from the ordinary least squares and the structural model with latent skills suggest strong measurement bias in most non-cognitive skills measurement. These findings, although only correlational because of the use of a single cross-section, suggest that recent efforts by the Peruvian government to incorporate non-cognitive skill development into the school curriculum are justified.

Calls for global and provincialized sociologies have emerged in the last decade as thoughtful projects in contemporary sociology. In this article, I criticize the rhetorical nature and epistemic endogamy of some of those calls through case studies of sociologies in Mexico and their institutional and epistemic complexity. Avoiding reductionisms, I will characterize sociologies in Mexico as both central (mainly Westernized) and (semi)peripheral. From a critical stance, I will argue that the latter are constructed upon teleological, prescriptive and pragmatic-theory logics and constitute epistemologically legitimate ( professional) sociologies, given their logics' internal cognitive affinity and the consistency these logics present in relation to external ideological structures and socio-political discourses. I will then make explicit some of the theoretical and disciplinary challenges these overlooked professional sociologies bring to the fore. I conclude by suggesting a postcolonial theoretical-methodological strategy to address such challenges.

To examine the relationship between the Big Five and cognitive ability, we investigated whether we could replicate in a heterogeneous population sample the positive association between cognitive ability and Openness and Emotional Stability and its negative association with Conscientiousness. Besides analyzing the pure associations, we shed further light on sources of these associations by investigating potential moderating effects of education and labor force participation. Our results clearly replicate the previously found positive association between cognitive ability and Emotional Stability and Openness and the negative relationship between Conscientiousness and cognitive ability. The correlation between cognitive ability and Openness was found to be moderated by educational attainment, the negative association between Conscientiousness and cognitive ability was moderated by labor force participation.

Questions about cognitive aging are inherent questions about why individuals of different ages or from different subpopulations differ from each other and how these differences change over time. One of the main goals of cognitive gerontology is to describe how cognitive abilities change over time and to link these changes with brain aging. When we talk about the cognitive deterioration in the elderly, we have to consider great individual differences in cognitive functioning, that are greater than in the earlier period of life. In neurophysiology, significant progress has been made in mapping the brain areas responsible for changes in cognitive functioning; whether biological weakening will manifest in our behavior is greatly determined by life experiences and habits. Emotional stability, openness to experience, higher level of education, higher socioeconomic status, enjoyment in intellectual activities through the lifespan, and better physical and mental health are positively correlated with preserved cognitive abilities among older adults.

Over the past two decades, openness (e.g., 'open' innovation, 'open' education, 'open' strategy) has been of increasing interest for researchers and increasing relevance to practitioners. Openness is often deeply embedded in information technology (IT), and can be both a driver for and result of innovative IT. To clarify the concept of "openness", we provide an overview of the scope of cross-disciplinary research on openness. Based on this, we develop a framework of openness, which poses a higher-order concept of "openness" characterized by transparency, access, participation and democracy. The framework further distinguishes open resources, open processes and opening effects on particular domains. To provide historical context and to appreciate the role of IT for openness, we discuss two historical examples of openness: the emergence of the open science (openness without IT) and the emergence of the open source software development (openness with IT). We conclude by pointing out some concerns with and limitations of "openness".

Drawing from social cognitive career theory, this study asserts that the personality traits of extraversion and openness to experience are positively and significantly related to global career intention (GCI). Moreover, drawing from self‐efficacy theory, this study asserts that cultural intelligence mediates the relationship between these personality traits and GCI. Results from a study in Australia of 158 undergraduate students demonstrated that extraversion and openness to experience are positively and significantly related to GCI. Results also showed that cultural intelligence partially mediates the relationship between (a) extraversion and GCI and (b) openness to experience and GCI.