The Big Five Inventory (BFI) is a self-report measure designed to assess the high-order personality traits of Extraversion, Agreeableness, Conscientiousness, Neuroticism, and Openness. As part of the International Sexuality Description Project, the BFI was translated from English into 28 languages and administered to 17,837 individuals from 56 nations. The resulting cross-cultural data set was used to address three main questions: Does the factor structure of the English BFI fully replicate across cultures? How valid are the BFI trait profiles of individual nations? And how are personality traits distributed throughout the world? The five-dimensional structure was robust across major regions of the world. Trait levels were related in predictable ways to self-esteem, sociosexuality, and national personality profiles. People from the geographic regions of South America and East Asia were significantly different in openness from those inhabiting other world regions. The discussion focuses on limitations of the current data set and important directions for future research.

As part of the International Sexuality Description Project, a total of 17,804 participants from 62 cultural regions completedthe RelationshipQuestionnaire(RQ), a self-reportmeasure of adult romanticattachment. Correlational analyses within each culture suggested that the Model of Self and the Model of Other scales of the RQ were psychometrically valid within most cultures. Contrary to expectations, the Model of Self and Model of Other dimensions of the RQ did not underlie the four-category model of attachment in the same way across all cultures. Analyses of specific attachment styles revealed that secure romantic attachment was normative in 79% of cultures and that preoccupied romantic attachment was particularly prevalent in East Asian cultures. Finally, the romantic attachment profiles of individual nations were correlated with sociocultural indicators in ways that supported evolutionary theories of romantic attachment and basic human mating strategies.

The field of cognitive aging has seen considerable advances in describing the linguistic and semantic changes that happen during the adult life span to uncover the structure of the mental lexicon (i.e., the mental repository of lexical and conceptual representations). Nevertheless, there is still debate concerning the sources of these changes, including the role of environmental exposure and several cognitive mechanisms associated with learning, representation, and retrieval of information. We review the current status of research in this field and outline a framework that promises to assess the contribution of both ecological and psychological aspects to the aging lexicon. Cognitive Aging and the Mental Lexicon There is consensus in the cognitive sciences that human development extends well beyond childhood and adolescence, and there has been remarkable empirical progress in the field of cognitive aging in past decades [1]. Nevertheless, the role of environmental and cognitive factors in age-related changes in the structure and processing of lexical and semantic representations (see Glossary) is still under debate. For example, age-related memory decline is commonly attributed to a decline in cognitive abilities [2,3], yet some researchers have proposed that massive exposure to language over the course of one's life leads to knowledge gains that may contribute to, if not fully account for, age-related memory deficits [4-6]. We argue that to resolve such debates we require an interdisciplinary approach that captures how information exposure across adulthood may change the way that we acquire, represent, and recall information. We summarize recent developments in the field (Figure 1, Table 1) and propose a conceptual framework (Figure 2, Key Figure) and associated research agenda that argues for combining ecological analyses, formal modeling, and large-scale empirical studies to shed light on the contents, structure, and neural basis of the aging mental lexicon in both health and disease. Mental Lexicon: Aging and Cognitive Performance The mental lexicon can be thought of as a repository of lexical and conceptual representations, composed of organized networks of semantic, phonological, orthographic, morphological, and other types of information [7]. The cognitive sciences have provided considerable knowledge about the computational (Box 1; [8-11]) and neural basis (Box 2; [12,13]) of lexical and semantic cognition, and there has been considerable interest in how such aspects of cognition change across adulthood and aging [14,15]. Past work on the aging lexicon emphasized the amount of information acquired across the life span (e.g., vocabulary gains across adulthood; [15]); however, new evaluations using graphbased approaches suggest that both quantity and structural aspects of representations differ between individuals [16] and change across the life span [17-19]. Such insights were gathered, for example, from a large-scale analysis of free association data from thousands of individuals [17], ranging from 10 to ...

The Procedural Deficit Hypothesis (PDH) posits that Specific Language Impairment (SLI) can be largely explained by abnormalities of brain structures that subserve procedural memory. The PDH predicts impairments of procedural memory itself, and that such impairments underlie the grammatical deficits observed in the disorder. Previous studies have indeed reported procedural learning impairments in SLI, and have found that these are associated with grammatical difficulties. The present study extends this research by examining the consolidation and longer-term procedural sequence learning in children with SLI. The Alternating Serial Reaction Time (ASRT) task was given to children with SLI and typically-developing (TD) children in an initial learning session and an average of three days later to test for consolidation and longer-term learning. Although both groups showed evidence of initial sequence learning, only the TD children showed clear signs of consolidation, even though the two groups did not differ in longer-term learning. When the children were re-categorized on the basis of grammar deficits rather than broader language deficits, a clearer pattern emerged. Whereas both the grammar impaired and normal grammar groups showed evidence of initial sequence learning, only those with normal grammar showed consolidation and longer-term learning. Indeed, the grammar-impaired group appeared to lose any sequence knowledge gained during the initial testing session. These findings held even when controlling for vocabulary or a broad non-grammatical language measure, neither of which were associated with procedural memory. When grammar was examined as a continuous variable over all children, the same relationships between procedural memory and grammar, but not vocabulary or the broader language measure, were observed. Overall, the findings support and further specify the PDH. They suggest that consolidation and longer-term procedural learning are impaired in SLI, but that these impairments are specifically tied to the grammatical deficits in the disorder. The possibility that consolidation and longer-term learning are problematic in the disorder suggests a locus of potential study for therapeutic approaches. In sum, this study clarifies our understanding of the underlying deficits in SLI, and suggests avenues for further research.