In applied linguistics generally and bilingualism research in particular, psychological variables remain a much under-investigated sub-category of individual differences compared with cognitive ones. To better understand the under-researched psychological effects of bilingualism, this study investigated well-being, a psychological construct, based on a big-data survey. Drawing upon a national survey (N = 12,582), we examined the influence of bilingualism (operationalised as foreign language (FL) proficiency) and 13 sociobiographical variables (e.g., socio-economic status, SES) on well-being. Among these 14 initial independent variables, perceived social fairness, SES, and health emerged as important predictors for well-being, with FL proficiency and national language (NL) proficiency as potentially important predictors; crucially, FL proficiency was more important than NL proficiency. As the first systematic attempt to link bilingualism with well-being, our study advocates (1) a more holistic perspective towards language (including NL and FL(s)) in any bilingual context and (2) fuller use of effect sizes.

Self-directed behaviours (SDBs) are said to be indicative of negative emotions. The present study focused on chimpanzees’ SDBs during cognitive experiments in order to investigate how each chimpanzee reacted to his or her errors and to changes in task difficulty. We recorded and analysed the behaviour of six chimpanzees during cognitive experiments at the Primate Research Institute, Kyoto University, in Japan. We compared the rate of SDBs after correct trials versus incorrect trials, and in easy tasks versus difficult tasks. Our results suggest that the chimpanzees’ reactions to making an error and the degree of difficulty of the task varied depending on the individual. Three out of the six chimpanzees exhibited higher rates of SDBs after incorrect trials than after correct trials, and in difficult tasks than in easy tasks whilst the other three did not. This finding suggests that chimpanzees may differ in the degree to which they exhibit internal conflict and we should carefully assess subjective evaluations of task situations; taking these differences into consideration when conducting experimental research in chimpanzees.

People tend to see faces from non-face objects or meaningless patterns. Such illusory face perception is called face pareidolia. Previous studies have revealed an interesting fact that there are huge individual differences in face pareidolia experience among the population. Here, we review previous findings on individual differences in face pareidolia experience from four categories: sex differences, developmental factors, personality traits and neurodevelopmental factors. We further discuss underlying cognitive or neural mechanisms to explain why some perceive the objects as faces while others do not. The individual differences in face pareidolia could not only offer scientific insights on how the brain works to process face information, but also suggest potential clinical applications.

We enhance the theoretical precision of cultural intelligence (CQ: capability to function effectively in culturally diverse settings) by developing and testing a model that posits differential relationships between the four CQ, dimensions (metacognitive, cognitive, motivational and behavioural) and three intercultural effectiveness outcomes (cultural judgment and decision making, cultural adaptation and task performance in culturally diverse settings). Before testing the model, we describe development and cross-validation (N = 1,360) of the multidimensional cultural intelligence scale (CQS) across samples, time and country. We then describe three substantive studies (N = 794) in field and educational development settings across two national contexts, the USA and Singapore. The results demonstrate a consistent pattern of relationships where metacognitive CQ and cognitive CQ predicted cultural judgment and decision making; motivational CQ and behavioural CQ predicted cultural adaptation; and metacognitive CQ and behavioural CQ predicted task performance. We discuss theoretical and practical implications of our model and findings.

This case study investigated the ways pre-major and pre-minor students of Spanish interacted with a grammar application from four perspectives. Firstly, using the computer’s tracking ability to collect learners’ behaviors, the study set out to uncover the different ways learners approached the application. Secondly, the study assessed the influence of two learner variables on learning behaviors: language abilities determined by a placement test and personality preferences measured by Jung-Myers-Briggs-Typology based approach. Thirdly, the study assessed whether the frequency of various behaviors resulted in different knowledge increases. Finally, the study categorized the uncovered behaviors into the learning strategies covered in the Strategy Inventory for Language Learning (SILL) (Oxford 1990). The study concludes with implications for software improvement, as well as with indications of likely directions for future research.

To explore the stability of immune reactivity across laboratory tasks, we correlated enumerative and functional lymphocyte responses to a speech task and a mental arithmetic task, delivered on the same occasion of testing in 31 healthy undergraduates. Both tasks were associated with an increase in peripheral CD8+ and CD56+ cell populations, and a decrease in proliferative response to phytohemagglutinin (PHA) and ratio of CD4:CD8 cells. Intertask correlations were significant for the magnitude of change in proliferative responses at two different concentrations of PHA, r = 0.76, p < .0001 and r = 0.46, p < .05, and in numbers of circulating CD56+ cells, r = 0.46, p < .005. Concomitant heart rate and systolic blood pressure responses also correlated significantly over the two experimental tasks (heart rate: r = 0.52 and systolic blood pressure: r = 0.58. ps < .0005). These data provide initial evidence that interindividual variability of some cellular immune responses is moderately reproducible across different stimulus conditions, providing further evidence that it may denote a stable individual difference.