Carstensen, L. L., Turan, B., Scheibe, S., Ram, N., Ersner-Hershfield, H., Samanez-Larkin, G. R., . . . Nesselroade, J. R. (2011). Emotional experience improves with age: Evidence based on over 10 years of experience sampling. Psychology and Aging, 26(1), 21-33. http://dx.doi.org/10.1037/a0021285
Abstract: Recent evidence suggests that emotional well-being improves from early adulthood to old age. This study used experience-sampling to examine the developmental course of emotional experience in a representative sample of adults spanning early to very late adulthood. Participants (N = 184, Wave 1; N = 191, Wave 2; N = 178, Wave 3) reported their emotional states at five randomly selected times each day for a one week period. Using a measurement burst design, the one-week sampling procedure was repeated five and then ten years later. Cross-sectional and growth curve analyses indicate that aging is associated with more positive overall emotional well-being, with greater emotional stability and with more complexity (as evidenced by greater co-occurrence of positive and negative emotions). These findings remained robust after accounting for other variables that may be related to emotional experience (personality, verbal fluency, physical health, and demographic variables). Finally, emotional experience predicted mortality; controlling for age, sex, and ethnicity, individuals who experienced relatively more positive than negative emotions in everyday life were more likely to have survived over a 13 year period. Findings are discussed in the theoretical context of socioemotional selectivity theory.
Sunday, June 3, 2018
What Do We Measure When We Measure Affective Partisanship?
What Do We Measure When We Measure Affective Partisanship? James Druckman and Matthew Levendusky. Norwestern University WP-18-12, https://www.ipr.northwestern.edu/publications/papers/2018/wp-18-12.html
Abstract: Affective polarization—the tendency of Democrats and Republicans to dislike and distrust one another—has become an important phenomenon in American politics. Yet despite scholarly attention to this topic, two important measurement lacunae remain. First, what items—of the many previously employed—should be used to measure this concept? Second, these items all ask respondents about the parties. When individuals answer them, do they think of voters, elites, or both? The researchers demonstrate that most of the previously used items tap affective polarization, with the exception being the popular social distance measures. Second, they show that when answering questions about the other party, individuals think about elites more than voters, and express more animus when the questions focus on elites. This suggests that increased affective polarization reflects, to some extent, growing animus towards politicians more than ordinary voters. They conclude by discussing the consequences for both measuring this concept and understanding its ramifications.
Abstract: Affective polarization—the tendency of Democrats and Republicans to dislike and distrust one another—has become an important phenomenon in American politics. Yet despite scholarly attention to this topic, two important measurement lacunae remain. First, what items—of the many previously employed—should be used to measure this concept? Second, these items all ask respondents about the parties. When individuals answer them, do they think of voters, elites, or both? The researchers demonstrate that most of the previously used items tap affective polarization, with the exception being the popular social distance measures. Second, they show that when answering questions about the other party, individuals think about elites more than voters, and express more animus when the questions focus on elites. This suggests that increased affective polarization reflects, to some extent, growing animus towards politicians more than ordinary voters. They conclude by discussing the consequences for both measuring this concept and understanding its ramifications.
Intelligence and openness contribute to creative achievement in the arts & sciences; creativity in the arts & sciences is influenced by genes & unique environment; artistic but not scientific creativity is also influenced by shared environment; there is a genetic overlap between openness and creativity in the arts & sciences
Genetic and environmental influences on the phenotypic associations between intelligence, personality, and creative achievement in the arts and sciences. Örjan de Manzano, Fredrik Ullén. Intelligence, Volume 69, July–August 2018, Pages 123–133. https://doi.org/10.1016/j.intell.2018.05.004
Highlights
• Intelligence and openness contribute to creative achievement in the arts and sciences.
• Creativity in the arts and sciences is influenced by genes and unique environment.
• Artistic but not scientific creativity is also influenced by shared environment.
• There is a genetic overlap between openness and creativity in the arts and sciences.
• Most genetic influences on intelligence are also involved in scientific creativity.
Abstract: Several studies suggest a different effect of intelligence and personality on creative achievement in the arts and sciences. There is also research showing that all these variables are influenced by both genes and environmental factors. The aim of this study was to move further and investigate whether the relative influence of genes and environment on the associations between personality, intelligence, and creative achievement differs between the arts and sciences. Measures of intelligence (Wiener Matrizen Test), personality traits (BFI-44), and creative achievement (Creative Achievement Questionnaire) were obtained from a twin cohort. The sample size differed between measures, ranging between 6606 and 9537 individuals (1349 and 2250 complete twin pairs). Firstly, we performed several phenotypic analyses. These analyses collectively showed that intelligence and the personality trait ‘openness to experience’ were the only traits which contributed significantly to achievement, in either creative domain. Intelligence showed a stronger association with science than with art (non-linear and linear form, respectively), while relations between openness and achievement showed the opposite pattern. Secondly, we performed genetic modeling. Univariate analyses showed artistic creative achievement to be the only variable significantly influenced by shared environment. Individual differences in the remaining traits could be accounted for by additive genetic effects and non-shared environment. Results from two trivariate analyses, which included intelligence, openness, and creative achievement in either the arts or sciences, indicated a substantial and fairly equal genetic overlap between openness and achievement in the two creative domains. Genes associated with intelligence however, played a significantly greater role in scientific achievement than in artistic achievement. In fact, the majority of genetic influences on intelligence were also involved in scientific creative achievement. There was also an overlap of unique environmental influences between intelligence and scientific creative achievement that was not present between intelligence and artistic creative achievement.
Highlights
• Intelligence and openness contribute to creative achievement in the arts and sciences.
• Creativity in the arts and sciences is influenced by genes and unique environment.
• Artistic but not scientific creativity is also influenced by shared environment.
• There is a genetic overlap between openness and creativity in the arts and sciences.
• Most genetic influences on intelligence are also involved in scientific creativity.
Abstract: Several studies suggest a different effect of intelligence and personality on creative achievement in the arts and sciences. There is also research showing that all these variables are influenced by both genes and environmental factors. The aim of this study was to move further and investigate whether the relative influence of genes and environment on the associations between personality, intelligence, and creative achievement differs between the arts and sciences. Measures of intelligence (Wiener Matrizen Test), personality traits (BFI-44), and creative achievement (Creative Achievement Questionnaire) were obtained from a twin cohort. The sample size differed between measures, ranging between 6606 and 9537 individuals (1349 and 2250 complete twin pairs). Firstly, we performed several phenotypic analyses. These analyses collectively showed that intelligence and the personality trait ‘openness to experience’ were the only traits which contributed significantly to achievement, in either creative domain. Intelligence showed a stronger association with science than with art (non-linear and linear form, respectively), while relations between openness and achievement showed the opposite pattern. Secondly, we performed genetic modeling. Univariate analyses showed artistic creative achievement to be the only variable significantly influenced by shared environment. Individual differences in the remaining traits could be accounted for by additive genetic effects and non-shared environment. Results from two trivariate analyses, which included intelligence, openness, and creative achievement in either the arts or sciences, indicated a substantial and fairly equal genetic overlap between openness and achievement in the two creative domains. Genes associated with intelligence however, played a significantly greater role in scientific achievement than in artistic achievement. In fact, the majority of genetic influences on intelligence were also involved in scientific creative achievement. There was also an overlap of unique environmental influences between intelligence and scientific creative achievement that was not present between intelligence and artistic creative achievement.
In order to cope with fear of death, different age groups differentiate themselves from the old age group by adopting diverse strategies including younger age identities, a distinction between the third and the fourth age, as well as theories like successful and active ageing
Lev S., Wurm S., Ayalon L. (2018) Origins of Ageism at the Individual Level. In: Ayalon L., Tesch-Römer C. (eds) Contemporary Perspectives on Ageism. International Perspectives on Aging, vol 19, pp 51-72. Springer, Cham. https://doi.org/10.1007/978-3-319-73820-8_4
Abstract: This chapter presents a model that explains the origins of ageism at the individual level among different age groups. The model is based on three theories. Terror management theory provides an explanation for the roots and motives of ageism towards old age groups among young and middle-aged groups as well as among the young-old age group. Stereotype embodiment theory provides a complementary explanation for self-ageism among the young-old and old-old age groups. Finally, social identity theory focuses on the diverse expressions of ageism among different age groups. The model highlights a unique feature of ageism, which, in contrast with other types of prejudice and discrimination, is not directed towards distinct out-groups, but rather towards our future selves by symbolizing a fear of death and its accompanying deterioration. In order to cope with this fear, different age groups differentiate themselves from the old age group by adopting diverse strategies including younger age identities, a distinction between the third and the fourth age, as well as theories like successful and active ageing. Because of the gradual reduction of personal and social resources people often encounter in the later stages of life, we suggest some long-term strategies that recognize decline as a valid dimension of ageing and personhood and emphasize alternative resources.
Abstract: This chapter presents a model that explains the origins of ageism at the individual level among different age groups. The model is based on three theories. Terror management theory provides an explanation for the roots and motives of ageism towards old age groups among young and middle-aged groups as well as among the young-old age group. Stereotype embodiment theory provides a complementary explanation for self-ageism among the young-old and old-old age groups. Finally, social identity theory focuses on the diverse expressions of ageism among different age groups. The model highlights a unique feature of ageism, which, in contrast with other types of prejudice and discrimination, is not directed towards distinct out-groups, but rather towards our future selves by symbolizing a fear of death and its accompanying deterioration. In order to cope with this fear, different age groups differentiate themselves from the old age group by adopting diverse strategies including younger age identities, a distinction between the third and the fourth age, as well as theories like successful and active ageing. Because of the gradual reduction of personal and social resources people often encounter in the later stages of life, we suggest some long-term strategies that recognize decline as a valid dimension of ageing and personhood and emphasize alternative resources.
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