2019
DOI: 10.1002/per.2204
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Cognitive Flexibility and Pro–Environmental Behaviour: A Multimethod Approach

Abstract: While cognitive flexibility has been hypothesized to relate to adaptive, long‐term‐oriented behaviour, empirical support for such a relationship is scarce. In the present article, we examine the role of cognitive flexibility as a correlate of long‐term‐oriented behaviour in the domain of environmental conservation. In a first study (N = 143), we explored potential associations between multiple self‐report scales and performance‐based measures of cognitive flexibility and pro‐environmental behaviour. Based on i… Show more

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Cited by 52 publications
(46 citation statements)
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References 110 publications
(165 reference statements)
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“…The sample demographic characteristics and self-report data are displayed in Table 1. The mean scores of the self-report measures are similar to those reported in previous studies of the general population [16,50,54,55]. The descriptive and inferential statistics of flanker task performance are summarized in Table 2.…”
Section: Sample Self-report Data and Task Performancesupporting
confidence: 76%
“…The sample demographic characteristics and self-report data are displayed in Table 1. The mean scores of the self-report measures are similar to those reported in previous studies of the general population [16,50,54,55]. The descriptive and inferential statistics of flanker task performance are summarized in Table 2.…”
Section: Sample Self-report Data and Task Performancesupporting
confidence: 76%
“…The WTD was varied randomly at five levels (10 s, 15 s, 20 s, 25 s and 30 s). These levels were based on prior studies [34,35] finding that these WTDs produce largely non-skewed distributions in overall choice. Waiting times and WTDs for the PEBT trials are displayed in table 1.…”
Section: Targetsmentioning
confidence: 99%
“…We thus conceptualized feedback-driven learning on the WCST as occurring at two distinguishable levels in parallel, i.e., as sensorimotor learning at the lower level (i.e., which response to execute) and as cognitive learning at the higher level (i.e., which category to apply). [27,[45][46][47][48]. On Trial t, a stimulus card (one green cross) could be sorted by the color category (inner left key card, response 2), the number category (far left key card, response 1), or the shape category (inner right key card, response 3).…”
Section: Introductionmentioning
confidence: 99%
“…A subsequently presented negative feedback stimulus (i.e., the visually presented Figure 1. An exemplary trial sequence on the computerized Wisconsin Card Sorting Test (WCST) [27,[45][46][47][48]. On Trial t, a stimulus card (one green cross) could be sorted by the color category (inner left key card, response 2), the number category (far left key card, response 1), or the shape category (inner right key card, response 3).…”
Section: Introductionmentioning
confidence: 99%