@article{BreitBrunnerPreckel2020,
  author    = {Breit, Moritz Lion and Brunner, Martin and Preckel, Franzis},
  title     = {General intelligence and specific cognitive abilities in adolescence},
  series = {Developmental psychology},
  volume    = {56},
  journal   = {Developmental psychology},
  number    = {2},
  publisher = {American Psychological Association},
  address   = {Washington},
  issn      = {0012-1649},
  doi       = {10.1037/dev0000876},
  pages     = {364 -- 384},
  year      = {2020},
  abstract  = {Differentiation of intelligence refers to changes in the structure of intelligence that depend on individuals' level of general cognitive ability (ability differentiation hypothesis) or age (developmental differentiation hypothesis). The present article aimed to investigate ability differentiation, developmental differentiation, and their interaction with nonlinear factor analytic models in 2 studies. Study 1 was comprised of a nationally representative sample of 7,127 U.S. students (49.4\% female; M-age = 14.51, SD = 1.42, range = 12.08-17.00) who completed the computerized adaptive version of the Armed Service Vocational Aptitude Battery. Study 2 analyzed the norming sample of the Berlin Intelligence Structure Test with 1,506 German students (44\% female; M-age = 14.54, SD = 1.35, range = 10.00-18.42). Results of Study 1 supported the ability differentiation hypothesis but not the developmental differentiation hypothesis. Rather, the findings pointed to age-dedifferentiation (i.e., higher correlations between different abilities with increasing age). There was evidence for an interaction between age and ability differentiation, with greater ability differentiation found for older adolescents. Study 2 provided little evidence for ability differentiation but largely replicated the findings for age dedifferentiation and the interaction between age and ability differentiation. The present results provide insight into the complex dynamics underlying the development of intelligence structure during adolescence. Implications for the assessment of intelligence are discussed.},
  language  = {en}
}
@article{JacobsWollnySeidleretal.2020,
  author    = {Jacobs, Ingo and Wollny, Anna and Seidler, Juliana and Wochatz, Germar},
  title     = {A trait emotional intelligence perspective on schema modes},
  series = {Scandinavian Journal of Psychology},
  volume    = {62},
  journal   = {Scandinavian Journal of Psychology},
  number    = {2},
  publisher = {Wiley},
  address   = {Hoboken},
  issn      = {0036-5564},
  doi       = {10.1111/sjop.12670},
  pages     = {227 -- 236},
  year      = {2020},
  abstract  = {Schema modes (ormodes) are a key concept in the theory underlying schema therapy. Modes have rarely been related to established models of personality traits. The present study thus investigates the associations between trait emotional intelligence (TEI) and 14 modes, and tests a global TEI-mode factors-general psychological distress mediation model. The study draws on self-report data from 173 inpatients from a German clinic for psychosomatic medicine. Global TEI correlated positively with both healthy modes (happy child and healthy adult) and negatively with 10 maladaptive modes. When modes were regressed on the four TEI factors, six (emotionality), five (well-being), four (sociability), and four (self-control) significant partial effects on 10 modes emerged. In the parallel mediation model, the mode factors internalization and compulsivity fully mediated the global TEI-general psychological distress link. Implications of the results for the integration of modes with traits in general and with TEI in particular as well as implications of low TEI as a transdiagnostic feature of personality malfunctioning are discussed.},
  language  = {en}
}