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Abstract
Why does the same experience elicit strong emotional responses in some individuals while leaving others largely indifferent? Is the variance influenced by who people are (personality traits), how they feel (emotional state), where they come from (demographics), or a unique combination of these? In this 2,900+ participants study, we disentangle the factors that underlie individual variations in the universal experience of aesthetic chills, the feeling of cold and shivers down the spine during peak experiences. Here, we unravel the interplay of psychological and sociocultural dynamics influencing self-reported chills reactions. A novel technique harnessing mass data mining of social media platforms curates the first large database of ecologically sourced chills-evoking stimuli. A combination of machine learning techniques (LASSO and SVM) and multilevel modeling analysis elucidates the interacting roles of demographics, traits, and states factors in the experience of aesthetic chills. These findings highlight a tractable set of features predicting the occurrence and intensity of chills—age, sex, pre-exposure arousal, predisposition to Kama Muta (KAMF), and absorption (modified tellegen absorption scale [MODTAS]), with 73.5% accuracy in predicting the occurrence of chills and accounting for 48% of the variance in chills intensity. While traditional methods typically suffer from a lack of control over the stimuli and their effects, this approach allows for the assignment of stimuli tailored to individual biopsychosocial profiles, thereby, increasing experimental control and decreasing unexplained variability. Further, they elucidate how hidden sociocultural factors, psychological traits, and contextual states shape seemingly "subjective" phenomena.

In the era of rapid technological expansion, the integration of various technologies into the process of second and foreign language (L2) learning and teaching has become pervasive, making computer-assisted language learning (CALL) a well-established field (Golonka et al., 2014). There is now a consensus that individual differences (IDs) significantly influence the process and product of L2 learning (Pawlak, 2020). With a plethora of technology-based options and functionalities, CALL provides learners with a high degree of autonomy (Pawlak et al., 2016), making it an environment that is ripe for capitalizing on learners' individuality (p. 17). However, despite their critical role, IDs have not garnered the attention they genuinely merit in this context (Pawlak, 2022). To address this issue, Mirosław Pawlak and Mariusz Kruk put together the volume Individual Differences in Computer-Assisted Language Learning Research, providing timely and insightful guidelines for the exploration of IDs in CALL and the broader realm of second language acquisition (SLA) research.

Individual differences in ethical reasoning were examined among first-year law school students to determine, among other things, whether gender moderates the process of ethical reasoning. Individuals bring a variety of psychological, philosophical, and ethical orientations to professional life, potentially challenging traditional assumptions concerning appropriate responses to ethical dilemmas. Using both qualitative and quantitative methods, this research demonstrates that the individual differences of gender, learning style, and world view are significantly more influential in the use of an ethic of care and justice (i.e., ethical reasoning), compared with personality and moral orientation factors.

Educational innovations often burst onto the scene and are widely adopted. Later they are abandoned in frustration and disillusionment in favor of some new nostrum. In this paper the arguement is that this problem is rooted in the failure of researchers to control for important individual difference variables, such as personality. Two educational movements are examined. One, operant instruction, was popular in the past but is currently out of fashion. The other, cooperative learning, is a current favorite of many educators. Cooperative learning has been widely embraced as a superior teaching method, but a note of caution is sounded and it is suggested that because most educational research does not control for individual differences sweeping conclusions about the universal superiority of any instructional innovation must be suspect.

Purpose– The purpose of this paper is to explore the relationships between moral disengagement, individual differences (i.e. need for cognition (NFC), faith in intuition, legal authoritarianism) and responses to vigilantism.Design/methodology/approach– US university students were surveyed.Findings– NFC reduced support for vigilante justice while legal authoritarianism increased support for vigilante justice. Both relationships are mediated by moral disengagement, which also increases support for vigilante justice.Research limitations/implications– The present study provides a starting point for further research on individual differences and responses to vigilantism.Practical implications– Results expand on the understanding of the function of individual differences in a morally charged decision-making task. Content has implications for academics and legal practitioners.Originality/value– Vigilante justice is embedded within American culture. However, vigilantism is currently illegal, and recent instances of what might be considered vigilante justice (e.g. George Zimmerman, David Barajas) have highlighted the controversy surrounding such extralegal violence. Little research has focussed on the moral quandary posed by vigilantism.

The present research threw light on a number of issues related to personalization. Furthermore, an attempt was made to cast light on some wrong practices performed by teachers in their classes that negatively influence the educational process and compromise individual differences. In order to answer the research's questions and yield results, the qualitative descriptive method was employed. Having reviewed the theoretical literature, the effective way of considering individual differences was revealed. Moreover, having interviewed 20 teachers, I found the factors leading teachers to make errors regarding personalization, causing the latter not to accrue benefits. Accordingly, teachers were categorized in three groups: First: Teachers who do not perform what they disbelieve in, causing the practices not to accrue any benefits; Second: Teachers who are immersed in normative practices but ignore benefits; and Third: Teachers who consciously consider individual differences, as well as study and analyze students' patterns but increase rather than decrease those differences. Furthermore, appropriate solutions were presented to address those errors and to reach useful practices regarding personalization. Based on the results, a number of suggestions and recommendations were given which could help address personalization-related problems. Real observations, scientific discussions and long conversations were objectively made with a number of teachers. Whatever presented in this study was based on my observation from teachers' plans and some of their courses. I also monitored students' development and academic achievement. Over our discussions, teachers frequently asked "what is the problem?!" They put the blame on learners and sporadically on the social environment in which students grew up. They also sometimes considered families to be accountable in this regard. Rarely ever can a wise teacher be found to attribute the problem to his method and thus make systematic and insightful, not experiential and arbitrary, evaluation and correction. Furthermore, an effective teacher assumes full responsibility for his work and knows his class is part of a larger society. Therefore, he or she should not expect the best in everything, but he or she should let their holy profession alone create a perfect society. The more a teacher notches success and be sincere in his or her work, the closer we will be to a mature, effective and productive society, though the teacher may not realize that. Finally, I would emphasize we must change our expectations before our practices or our changes will accrue no benefits. Moreover, we must determine our needs in such a way that suit our students. We should not imitate others' practices without understanding how effective they will be in our classes and their current circumstances. Most importantly, a student should feel he or she is really actualizing himself or herself at any moment, and is acquiring new knowledge and skills after each class.

Received: 19 October 2021 / Accepted: 31 December 2021 / Published: 5 March 2022

We develop an integrative conceptual framework that seeks to explain individual differences in digital skills. Building on practice engagement theory, this framework views the continued usage of digital technologies at work and in everyday life (ICT use) as the key prerequisite for the acquisition of digital skills. At the same time, the framework highlights that ICT use is itself contingent upon individual and contextual preconditions, most notably literacy skills. We apply this framework to data from two recent German large-scale studies (total N 5,281) that offer objective measures of adults' digital skills. Findings support our framework's view of ICT use as a key prerequisite for digital skills. Moreover, they demonstrate that literacy skills have strong associations with digital skills, largely by virtue of their indirect associations through ICT use. By comparison, regional digital cultures evince only limited explanatory power for individual differences in digital skills.

The purpose of this study was to determine the role of individual differences (i.e., belief in a just world and authoritarianism), and attitude (i.e., attitudes toward the criminal legal system), in predicting delinquent behavior. High school students (412 males, 423 females) completed
questionnaires that measured demographics, belief in a just world (BJW), authoritarianism (RWA), attitudes toward the criminal legal system (ATCLS), and delinquent behavior. Two models were assessed in this study. The first was a direct model, which assessed whether individual differences
or attitude best predicted rule-violating behavior. The second was an integrating model, which assessed the role of both factors, individual differences and attitude, as predictors of rule-violating behavior. For male adolescents, the direct model best predicted delinquency, suggesting negative
ATCLS was the sole significant predictor of rule-violating behavior. In contrast, for females, the integrating model best predicted delinquency, as negative ATCLS mediated the negative relation between BJW and delinquency, and partially mediated the negative relation between RWA and delinquency.
The implications of gender differences in predicting delinquent behavior are discussed.

The study attempted to identify characteristics of individual differences in sign language abilities among deaf children. Connections between sign language skills and rapid serial naming, hand motor skills, and early fluency were investigated. The sample consisted of 85 Finnish deaf children. Their first language was sign language. Simple correlations and multiple linear-regression analysis demonstrated the effect of early language development and serial hand movements on sign language abilities. Other significant factors were serial fingertapping and serial naming. Heterogeneity in poor sign language users was noted. Although identifying learning disorders in deaf children is complicated, developmental difficulties can be discovered by appropriate measurements. The study confirmed the results of earlier research demonstrating that the features of deaf and hearing children's learning resemble each other. Disorders in signed and spoken languages may have similar bases despite their different modalities.

This study examined relationships between individual differences in the spontaneous fluctuation rate of electrodermal activity (EDA lability) and a battery of personality measures. In contrast to previous work, which emphasizes cognitive correlates of EDA lability, in this study a broad-band
personality inventory and specific emotion-relevant personality dispositions were administered. A sample of 62 male and female undergraduates completed a battery of personality questionnaires and a laboratory session where spontaneous, nonspecific skin conductance responses were recorded while
the subject was at rest in a sound attenuated and dimly lit room. The strongest personality correlate of resting EDA lability, consistent across sexes, was neuroticism (N), with a high N Ss exhibiting more spontaneous sympathetic nervous system activity than low N Ss. Beyond Neuroticism, other
results reveal a different pattern of personality correlates of EDA lability in men and women. Discussion focuses on possible sources for this sex difference.

Objective: The objective was to determine whether operators with an expectancy that automation is trustworthy are better at calibrating their trust to changes in the capabilities of automation, and if so, why. Background: Studies suggest that individual differences in automation expectancy may be able to account for why changes in the capabilities of automation lead to a substantial change in trust for some, yet only a small change for others. Method: In a baggage screening task, 225 participants searched for weapons in 200 X-ray images of luggage. Participants were assisted by an automated decision aid exhibiting different levels of reliability. Measures of expectancy that automation is trustworthy were used in conjunction with subjective measures of trust and perceived reliability to identify individual differences in trust calibration. Results: Operators with high expectancy that automation is trustworthy were more sensitive to changes (both increases and decreases) in automation reliability. This difference was eliminated by manipulating the causal attribution of automation errors. Conclusion: Attributing the cause of automation errors to factors external to the automation fosters an understanding of tasks and situations in which automation differs in reliability and may lead to more appropriate trust. Application: The development of interventions can lead to calibrated trust in automation.

Following previous research (Buchanan‐Barrow and Barrett, 1996) which investigated the developmental trends in children's understanding of the school, this paper reports a study which explored wider influences on children's thinking in an examination of individual differences within those broad trends. First, the role of socio‐economic class, gender and birth‐order were examined for possible relationship to the children's understanding. Second, the attitudes of children, parents and teachers towards their school were investigated in order to assess possible links with the children's thinking. Children, aged 5‐11, from two primary schools, were interviewed, with separate questionnaires being completed by their parents and teachers. Although the findings suggested developmental trends associated with age, there were also clear indications of other patterns associated with all the social categories examined in this study. Furthermore, there was evidence of context‐effects, with links between the children's attitudes and their understanding of the school and also between parental and children's attitudes. Given the extent and significance of the factors which emerged, children's social understanding would appear to be complex and liable to vary according to their social group memberships.

Abstract Socioeconomic status (SES) is associated with childhood cognitive achievement. In previous research we found that this association shows neural specificity; specifically we found that groups of low and middle SES children differed disproportionately in perisylvian/language and prefrontal/executive abilities relative to other neurocognitive abilities. Here we address several new questions: To what extent does this disparity between groups reflect a gradient of SES‐related individual differences in neurocognitive development, as opposed to a more categorical difference? What other neurocognitive systems differ across individuals as a function of SES? Does linguistic ability mediate SES differences in other systems? And how do specific prefrontal/executive subsystems vary with SES? One hundred and fifty healthy, socioeconomically diverse first‐graders were administered tasks tapping language, visuospatial skills, memory, working memory, cognitive control, and reward processing. SES explained over 30% of the variance in language, and a smaller but highly significant portion of the variance in most other systems. Statistically mediating factors and possible interventional approaches are discussed.

This paper discusses generally the potential effects of genetic markers on individual differences in cognitive performance. Research on the role of two genetic markers related to the immune system—complement factor C3 and haptoglobin—and one genetic marker—apolipoprotein E (ApoE)—and the interaction with environmental conditions of cognitive support at memory encoding and retrieval are discussed in particular. Data from an ongoing longitudinal study are used to illustrate that the two markers of the immune system are strongly associated with performance in episodic memory tasks, although there is no association to semantic memory. Cross-sectional data reveal a relatively weak association between apolipoprotein E and memory performance. Preliminary analyses of longitudinal data reveal a somewhat stronger association between this genetic marker and some aspects of episodic memory performance.