College of Doctoral StudiesLiterature Review.docx

College of Doctoral Studies
Literature Review Resources
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© 2014. Grand Canyon University. All Rights Reserved.
Running head: LITERATURE REVIEW RESOUCES 1
LITERATURE REVIEW RESOURCES 8
Literature Review Resouces
Ebehi Osahon
Grand Canyon University: LDR-802
05/09/2018
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1.
Reference
Aschwanden, D., Martin, M., & Allemand, M. (2017). Cognitive
Abilities and Personality Traits in Old Age Across Four Years:
More Stability Than Change. Journal of Research In
Personality, 70 202-213. doi:10.1016/j.jrp.2017.08.002
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https://lopes.idm.oclc.org/login?url=http://search.ebscohost.com
/login.aspx?direct=true&db=psyh&AN=2017-43984-
020&site=eds-live&scope=site
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A few studies have been done in examining cognition in regards
to personality associations in old age. The result stated that
there was more stability than there was change across four years
when it came to change in both domains. In the present study, a
few and weak associations between the two domains were
found. Stability and change comprised of six cognitive abilities
and three personality traits in old age were examined over four
years. Whether levels of one domain were related to the other
domain four years later was also examined. Process of speed
decreased while neuroticism increased in four years. The reason
was that openness and conscientiousness were related to verbal
knowledge four years later. Between the two domain. The
findings showed that the development of cognitive abilities and
personality traits in old age is marked more by stability than by
change.
2.
Reference
Bridger, E., & Daly, M. (2017). Does cognitive ability buffer
the link between childhood disadvantage and adult
health? Health Psychology, 36(10), 966-976.

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The authors of this article took a look at the difference
cognitive ability makes in childhood when neglected. How early
life psychological factors can be shielded when it comes to
health consequences and social disadvantage in the long-term.
Data was drawn on this study from two large British cohorts
from birth to age 42 and from birth to age 50. The test was to
determine whether high levels of cognitive ability may protect
children from experiencing the physical and mental health
consequences of early life socioeconomic disadvantage. 6
indicators were used to index childhood disadvantage. The
indicators gauged parental education, occupational prestige, and
housing characteristics. The result predicted that early social
disadvantage elevated levels of psychological distress and lower
levels of self-rated health in both cohorts and higher mortality.
At low, social disadvantage and poor health in adulthood was
stronger than high level of cognitive ability. The study
concluded that high childhood cognitive ability is associated
with a decrease in the strength of socioeconomic status–driven
health inequalities
3.
Reference
Elshout, J. (1995). J.B. Carroll, Human cognitive abilities. A

survey of factoranalytic studies. Acta Psychologica, (3), 261
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The author of the article takes a look at how cognitive studies
started and the various contributors to the field. He investigates
the earliest forms of cognitive abilities as described by Jean
Piaget. The author also compares how the foundations of
cognitive abilities have changed since the inception of the field.
Towards the end of the study, the author dwells on the direction
that the field of cognitive abilities is taking and what are the
likely new developments that could shape the future of the field.
The author also looks at how our understanding of cognitive
abilities has changed over time. He discusses the various
arguments as presented by Lawrence Kohlberg. He compares
Kohlberg’s contribution to cognitive abilities to those of Piaget.
Other contributors that the author looks at are Leg Vygotsky
and James sully. The article is especially important as it
reviews the historical developments both the controversial and
the non-controversial ones. The author then sums up all the
contributions by placing them where they deserve to be in a
developmental chart.
4.
Reference
Christensen, A. P., Silvia, P. J., Nusbaum, E. C., & Beaty, R. E.
(2018). Clever People: Intelligence and Humor Production
Ability. Psychology of Aesthetics, Creativity, and the
Arts, 12(2), 136-143. doi:10.1037/aca0000109
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The authors of this article states that recent work suggested that
cognitive abilities is important to humor production which is the
ability to generate funny ideas when put on the spot. Humor
plays a vital role in our day to day lives. Both general and
specific contributions of cognitive factors in humor ability were
examined in the research by using the Cattell-horn-Carroll
model of intelligence. A measurement of a broader range of
cognitive abilities, assessment of humor with a broader battery
of task and estimation of general and specific effects of
intelligence on humor was assessed. All three tasks have been
used in recent work. 270 young adults were utilized to
complete measure of fluid reasoning, vocabulary knowledge and
retrieval ability. It was found that all three is a connection to
humor ability. These findings illustrate both general and
specific effects of intelligence on humor, and they expand the
growing literature on the important role of intelligence in
creative thought.
5.
Reference
Damian, R. I., Su, R., Shanahan, M., Trautwein, U., & Roberts,
B. W. (2015). Can Personality Traits and Intelligence
Compensate for Background Disadvantage? Predicting Status
Attainment in Adulthood. Journal of Personality and Social
Psychology, (3). 473.

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This study investigated the interplay of family background and
the effects of individual differences, such as personality traits
and intelligence in predicting educational attainment, annual
income, and occupational prestige 11 years later. Testing was
don’t to see whether individual differences in personality traits
and intelligence follow one of three patterns in relation to
parental SES when predicting attained status.
There is a study on psychological and sociological literature.
Psychological literature on status attainment tends to focus on
personality trait and cognitive ability predictors and correlates.
Sociological literature on status attainment tends to focus on
parental social class predictors and correlates. The default
model, which is implicitly reflected in the research siloed in the
respective psychological or sociological literatures, is the
independent effects model. The independent effects model
presupposes no interaction between parental SES and either
personality traits or intelligence. This was referred to as the
default model because it has been the standard approach taken
by researchers desiring to demonstrate the incremental validity
of predictors such as conscientiousness on outcomes such as
educational attainment.
6.

Reference
Flouri, E., Mavroveli, S., & Panourgia, C. (2013). The Role of
General Cognitive Ability in Moderating the Relation of
Adverse Life Events to Emotional and Behavioral
Problems. British Journal of Psychology, (1). 130-139.
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7.
Reference
Furnham, A. (2016). Intelligence and Cognitive Abilities at
Work. Oxford Handbooks Online
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doi:10.1093/oxfordhb/9780199234738.003.0002
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The author uses various researches to show that our intelligence
as human beings is linked to our cognitive abilities. The author
uses various tests to carry out studies of children at varying
ages and analyses the results. He uses varying tests that test the
intelligence of the children and links the results to their

abilities. The study is very important in showing the
relationship between how children are raised and how they
develop their cognitive abilities. Linking intelligence to
cognitive abilities has been proven in previous tests; however
the author is able to conclusively link the two. The paper also
discusses how cognitive abilities don’t develop well if children
are not challenged to use their abilities as they grow up. The
author concludes by saying stating that children should be
challenged as much as possible in order to develop intelligence
that matches their ages.
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Reference
Gustafsson, J.-E, Rosén, M., Yang-Hansen, K., & Wolff, U.
(2017). Cognitive abilities and educational outcomes: A
Festschrift in honour of Jan-Eric Gustafsson. Cham: Springer.
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http://www.springer.com/gp/book/9783319434728
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9.
Reference
Jackson, S. A., Kleitman, S., Stankov, L., & Howie, P. (2017).
Individual Differences in Decision Making Depend on

Cognitive Abilities, Monitoring and Control. Journal of
Behavioral Decision Making, 30(2), 209-223.
doi:10.1002/bdm.1939
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The authors of this article state that decision making is the
process by which actions are constructed and initiated. This can
be explained in three broader cognitive processes. There is
Cognitive abilities which construct judgements and potential
courses of action, and interacting monitoring and control
processes that determine when to initiate them as behavior.
Thus research was done to investigate the overview of the
differences of the individuals in the process and their power to
predict patterns of decision behavior. In a previous research,
undergraduate participants were utilized. Nine tests were
completed evaluating cognitive abilities, monitoring confidence,
control thresholds and various patterns of decision behaviors.
What were different were the cognitive ability requirements and
the payoff that is associated with decisions. According to the
findings, it was stronger when the measures of cognitive
abilities and monitoring confidence were derived from tests
with the same cognitive requirements as the tests used to derive
the decision behaviors and when the control threshold measure
was derived from tests with the same decision payoffs as the
test used to derive the decision behaviors. The finding
demonstrates how cognitiveabilities, monitoring output and
control thresholds interact with cognitive requirements and

context‐specific payoffs to drive individual differences in
decision‐making behavior.
10.
Reference
Lacerda, F., Hofsten, C, & Heimann, M. (2011). Emerging
cognitive abilities in early infancy. Mahwah, NJ: L. Erlbaum
Associates 2000
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The authors of this book gather different theories on how
cognitive abilities develop in infants. They try to bring the
theories into one understanding on how the abilities develop.
Throughout the book there are themes on how cognition
develops in infants. Through the chapters, the authors dwell on
specific topics of infant cognitive development like language
acquisition which is covered at the beginning of the book.
Towards the end of the book, the authors have consolidated all
the known facts about cognitive development in infants and
complied the facts that are agreed across the board. What we
can learn from each theory about how infants develop their
cognition. However, the book also raises some questions about
the already known representation models.
11.

Reference
Pantiwati, Y., & Husamah. (2017). Self and Peer Assessments in
Active Learning Model to Increase Metacognitive Awareness
and Cognitive Abilities. International Journal of
Instruction, 10(4), 185-202.
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12.
Reference
Reilly, D. (2012). Exploring the science behind sex and gender
differences in cognitive abilities. Sex Roles, 67(3-4), 247-250.
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This book will be an invaluable guide to the interested reader in
answering that question for themselves. Rather than attempting
to sway the reader towards an uncritical acceptance or rejection
of cognitive differences,. This theme is introduced from the

very beginning, as the author guides the reader through the
history of scientific research into gender differences and its
social implications. This provides a way to introduce and
discuss issues of scientific bias, values and objectivity within
research, as well as basic terminology such as
the difference between the terms sex and gender. We will
find Sex Differences in Cognitive Abilities presents a measured
and thorough review of the current state
of gender difference research, while also encouraging critical
thinking about such claims. At a minimum, it will leave you
well-informed of the scientific evidence behind claims
about cognitive differences.
13
Reference
Rocha, N. F., Fonseca, D. A., Marques, A. B., Rocha, S. A., &
Hoaken, P. S. (2015). Cognitive function is associated with
prison behaviour among women in prison but not with
subjective perception of adjustment to prison. Criminal
Behaviour & Mental Health, 25(5), 389
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14.
Reference

Spengler, M., Damian, R. I., & Roberts, B. W. (2018). How you
behave in school predicts life success above and beyond family
background, broad traits, and cognitive ability. Journal of
Personality and Social Psychology, 114(4), 620-636.
doi:10.1037/pspp0000185
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The author of this article did an investigation on the role of
student behavior and characteristics in a 50 year timespan which
majority were high school students. Questions were addressed
such as does the behavior in school have any long lasting effect
for one’s life later in the future. An investigation was done to
determine if at 11 years and 50 years after high school would
the role of being a responsible student, interest in school,
writing skills, and reading skills in predicting educational
attainment, occupational prestige, and income change. It was
found that student characteristics and behaviors in adolescence
predicted later educational and occupational success above and
beyond parental socioeconomic status, IQ, and broad
personality traits. At age 11 it was found that there was higher
occupational prestige and higher educational attainment. At age
50 higher incomes. This study highlights the potential
importance of what students do in school and how they react to
their experiences during that time. It also highlights the
possibility that things that happen in specific periods of one’s
life may play out in ways far more significant than expected.

15.
Reference
Sternberg, R. J., & Grigorenko, E. L. (2001). Environmental
Effects on Cognitive Abilities. Mahwah: Taylor and Francis.
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The authors of this book dig deeper on the already known fact
that the environment affects how cognition abilities develop.
They provide evidence on how various environmental factors
either hinder or encourage cognition development. With the use
of specific examples of altered environments and how they
would likely affect cognition development. One area they have
discussed in details is how environment affects children’s
academic abilities. The examples provided in the book are taken
from situation that are normal and they have shown that
improving the environment of children, they are able to develop
their cognitive abilities a lot faster. Examples of using children,
who changed schools to better schools, showed that their
cognition developed much faster. The book contains many
examples that can be used to understand cognition in children
and how to better improve it as children grow by improving the
environment that children are growing up in. The role of the
home environment in developing cognition is also discussed.

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