Information literacy in the digital age: information sources, evaluation strategies, and perceived teaching competences of pre-service teachers.

Introduction: Information literacy has become indispensable in navigating today's fast-paced media environment, with teachers playing a pivotal role in fostering reflective and critical digital citizenship. Positioned as future gatekeepers, pre-service teachers are the key to teaching media skills and especially information literacy to future generations of pupils. Given the particular challenges facing educators today compared to previous generations, it is important to determine whether the next generation of teachers feel adequately prepared and perceive themselves as competent to pass on these skills to their future pupils. However, previous research has highlighted deficiencies in formal learning opportunities at universities, underscoring the need for further investigation into pre-service teachers' information acquisition, evaluation practices as well as their perceived relevance to teaching, and person-related factors associated with their perceived competence in teaching information literacy. Method: An online questionnaire was presented to participants, employing a mixed-method approach. We qualitatively examined the sources of information used by pre-service teachers and the evaluation strategies they employ, while quantitatively analyzing relationships between pre-service teachers' person-related factors and their perceived teaching competence. Participants assessed their perceived teaching competence, perceived learning opportunities, self-efficacy (general and related to information assessment), perceived informedness, selective exposure, need for cognition, need for cognitive closure, and mistrust in media coverage. Results: Data from 371 participants revealed digital media dominance in information acquisition over traditional sources, albeit with a prevalence of surface-level evaluation strategies over reflective approaches. Two distinct dimensions of perceived competence in teaching information literacy emerged: one focusing on information assessment while the other centers on the understanding of news creation processes. Perceived competence in teaching information literacy was significantly associated with self-efficacy in information assessment, perceived informedness, selective exposure to information as well as perceived learning opportunities focusing on information evaluation. Moreover, pre-service teachers employing diverse information evaluation strategies demonstrated a heightened sense of perceived competence in teaching information assessment. Discussion: Our results provide valuable insights into the multifaceted nature of pre-service teachers' perceived competence in teaching information literacy. Theoretical implications for future research as well as practical implications for teacher education and the structure of future curricula are discussed.

The effect of personality traits on over-the-top service use and binge-watching.

With the freedom to consume content on preferred devices at any time as long as there is an Internet connection, the growing demand for over-the-top (OTT) services is evident. In conjunction with the rise of OTT services, binge-watching has become a prevalent behavior. In this research, we explore whether personality traits including the Big Five and need for cognition wield an effect on OTT use and binge-watching. We used a large, diverse, population representative sample from South Korea to investigate this topic. Results indicated that openness to experience and need for cognition were positively related to OTT use. Openness to experience, emotional stability, conscientiousness, and need for cognition had a negative association with binge-watching. When the sample was split by OTT frequency, the binge-watching effects were obtained exclusively for daily OTT users. For non-daily OTT users, most of the personality traits did not exert an effect on binge-watching. Implications of the current findings as well as limitations and future research are presented.

Insomnia and creativity in Chinese adolescents: mediation through need for cognition.

BACKGROUND: Creativity is an essential cognitive ability that plays a crucial role in advanced thinking. While previous research has demonstrated the impact of insomnia on cognitive function, its effects on creativity in Chinese adolescents remain unclear. This study explored the relationship between insomnia (specifically, daytime and nighttime disturbances) and creativity in adolescents. Additionally, it examined the potential mediating effect of the need for cognition on this relationship. METHODS: Questionnaires were administered to 302 adolescents to measure their creativity, need for cognition, and insomnia levels using the Williams Creative Tendencies Scale, Need for Cognition Scale, and Bergen Insomnia Scale, respectively. Regression analysis was conducted to examine the direct impact of insomnia on creativity. Furthermore, a mediation model was constructed to investigate the role of the need for cognition in mediating the relationship between insomnia and creativity. RESULTS: The findings of the present study indicated that insomnia had a direct impact on the creativity of adolescents, demonstrating a time-of-day effect. Daytime disturbances were found to have a positive correlation with overall creativity and imagination, whereas no significant direct effect was found between nighttime disturbances and creativity. Further analysis revealed that insomnia, specifically daytime disturbances, might influence creativity by affecting the individual's need for cognition. However, no similar indirect effects were observed for the relationship between nighttime disturbances and creativity. CONCLUSIONS: Our findings indicate that adolescents might experience improved creativity as a result of daytime disruptions, and the level of need for cognition could play a crucial role in understanding the link between insomnia and creativity in adolescents.

The impact of a training intervention on knowledge, confidence and attitudes of professionals in a Community Acquired Brain Injury Service about assistive technology for cognition: a before and after survey.

Assistive Technology for Cognition (ATC) can help people to compensate for cognitive impairments following Acquired Brain Injury (ABI). Examples include mainstream devices such as smartphones, watches and environmental controls, and bespoke devices such as medication devices or specific educational software. Evidence suggests that professional support is key to people successfully adopting ATC, yet low confidence amongst clinicians and perceptions about barriers are often cited as reasons for not recommending ATC in practice. The objectives of this service evaluation were to evaluate the impact of an ATC training opportunity on the knowledge and confidence of staff and to explore staff perspectives of the barriers and enablers to implementation of ATC in practice. A survey was completed by 21 members of a Community Acquired Brain Injury Service before and after participating in an ATC training workshop. Survey findings highlighted that attitudes toward, and confidence with ATC, showed positive change after the training, whilst perceptions about barriers to implementation in practice reduced. Responses also highlighted the perceived importance of education for health professionals, service users and families as key enablers to successful implementation. Multi-professional training is therefore an important part of an implementation strategy for ATC.

The mediating effect of the need for cognition between aesthetic experiences and aesthetic competence in art.

Although the role of aesthetics and aesthetic education in everyday life was discussed as early as the ancient philosophers, the psychological mechanisms shaping the aesthetic quotient have hardly been investigated by empirical studies. The aim of this study was to examine the direct relationship between experience and aesthetic competence, and the mediating role of need for cognition. The study involved 201 Polish adults, aged 18 to 76 (M = 26.40; SD = 11.89), 65% of whom were women. The respondents completed anonymous questionnaires on an online platform. The surveys included a metric, the Aesthetic Competence Scale (ACS), the Aesthetic Experience Questionnaire (AEQ) and the Need for Cognition Scale (NCS). A positive correlation coefficient was obtained between all three variables studied, with need for cognition acting as a mediator in the relationship between experience and aesthetic competence. The findings indicate that individuals reporting intense aesthetic experiences have a higher aesthetic competence if this relationship is mediated by a high need for cognitive effort.

Academic Self-Concept Wins the Race: The Prediction of Achievements in Three Major School Subjects by Five Subject-Specific Self-Related Variables.

The importance of self-related constructs in predicting academic achievement has been increasingly emphasized in recent decades. Typically, bivariate associations of self-related variables with achievements have been reported. Research quantifying the combined predictive power of more than two self-variables has been scarce. Moreover, except for the academic self-concept, these variables have almost always been measured across domains, i.e., without considering the specifics of individual school subjects. The current study aimed to statistically predict academic achievement (operationalized via school grades) in three major subjects (Chinese (native language), mathematics, and English (foreign language)) by using subject-tied scales, namely academic self-concept, conscientiousness, need for cognition, perseverance of effort, and consistency of interest. The sample comprised 791 Chinese adolescents. Each scale was related separately to each of the three school subjects. Hierarchical linear regression analyses were run. The control variable, biological sex, accounted for 2% of Chinese grades and 8% of English grades, but not of mathematics grades. Adding subject-specific self-concept scales increased the explained variance to 7% (Chinese), 16% (mathematics), and 32% (English). Further additions to the other four self-related scales did not increase the variances that were accounted for. The discussion underlines the relevance of subject-specific academic self-concepts as predictors for subject-tied academic achievements.

Efectos de la modalidad de presentación de un mensaje de educación entretenimiento de prevención del VIH

Introducción: Se presentan los resultados de un estudio experimental para contrastar el efecto de la modalidad de presentación de un mensaje de educación-entretenimiento (escrito versus audiovisual) en los procesos cognitivos de recepción, en función de la necesidad de cognición. Método: Participaron 109 hombres que tienen sexo con hombres (HSH), distribuidos aleatoriamente en dos condiciones experimentales (mensaje escrito versus mensaje audiovisual). Resultados: Se encontró que la necesidad de cognición moderó el efecto de la modalidad del mensaje sobre la elaboración cognitiva (el mensaje escrito incrementaba la elaboración cognitiva en participantes con baja necesidad de cognición) y sobre la contraargumentación (el formato escrito generó menor contraargumentación en participantes con alta necesidad de cognición), pero no sobre la reactancia. Conclusiones: La efectividad de un mensaje de educación-entretenimiento está determinada tanto por las características del mensaje (la modalidad de presentación) como por las diferencias individuales de las personas (la necesidad de cognición). De manera particular, la necesidad de cognición es una variable relevante para comprender los procesos cognitivos de recepción (la elaboración cognitiva y la contraargumentación) que desempeñan un papel fundamental en el estudio de la persuasión narrativa.

Introduction: This article presents the results of an experimental study that sought to contrast the effect of the entertainment education message (written versus audiovisual) on the cognitive processes of reception, as a function of the need for cognition. Method: 109 MSM participated, randomly distributed, in two experimental conditions (written versus audiovisual message). Results: We found that the need for cognition moderated the effect of message modality on cognitive elaboration and in contra-argumentation, but not on reactance. Data shows that written message increased cognitive elaboration in participants with low need for cognition and generated less contra-argumentation in participants with a higher need for cognition. Conclusions: The effectiveness of an entertainment-education message is determined by both the characteristics of the message (the modality of presentation) and the individual differences of people (the need for cognition). In particular, the need for cognition is a relevant variable for understanding the cognitive processes of reception (cognitive elaboration and contra-argumentation) that play a fundamental role in the study of narrative persuasion.

Differences in decisions affected by cognitive biases: examining human values, need for cognition, and numeracy.

A better understanding of factors that can affect preferences and choices may contribute to more accurate decision-making. Several studies have investigated the effects of cognitive biases on decision-making and their relationship with cognitive abilities and thinking dispositions. While studies on behaviour, attitude, personality, and health worries have examined their relationship with human values, research on cognitive bias has not investigated its relationship to individual differences in human values. The purpose of this study was to explore individual differences in biased choices, examining the relationships of the human values self-direction, conformity, power, and universalism with the anchoring effect, the framing effect, the certainty effect, and the outcome bias, as well as the mediation of need for cognition and the moderation of numeracy in these relationships. We measured individual differences and within-participant effects with an online questionnaire completed by 409 Brazilian participants, with an age range from 18 to 80 years, 56.7% female, and 43.3% male. The cognitive biases studied consistently influenced choices and preferences. However, the biases showed distinct relationships with the individual differences investigated, indicating the involvement of diverse psychological mechanisms. For example, people who value more self-direction were less affected only by anchoring. Hence, people more susceptible to one bias were not similarly susceptible to another. This can help in research on how to weaken or strengthen cognitive biases and heuristics.

The role of individual differences in resistance to persuasion on memory for political advertisements.

When people see political advertisements on a polarized issue they take a stance on, what factors influence how they respond to and remember the adverts contents? Across three studies, we tested competing hypotheses about how individual differences in social vigilantism (i.e., attitude superiority) and need for cognition relate to intentions to resist attitude change and memory for political advertisements concerning abortion. In Experiments 1 and 2, we examined participants' intentions to use resistance strategies to preserve their pre-existing attitudes about abortion, by either engaging against opposing opinions or disengaging from them. In Experiment 3, we examined participants' memory for information about both sides of the controversy presented in political advertisements. Our results suggest higher levels of social vigilantism are related to greater intentions to counterargue and better memory for attitude-incongruent information. These findings extend our understanding of individual differences in how people process and respond to controversial social and political discourse.

A voxel-based morphometry study on gray matter correlates of need for cognition and exploratory information seeking.

BACKGROUND: Need for cognition (NFC) represents interindividual differences in tendencies to engage and enjoy cognitive endeavors. Exploratory information seeking (EIS) refers to individual tendencies to attain cognitive stimulation through acquiring information related to consumer products or services out of curiosity. METHODS: The current study aims to provide an in-depth investigation of the relationship between NFC and EIS and extend this relation to determine neuroanatomical correlates of NFC and EIS. This study proposed two central hypotheses: (1) NFC and EIS scores are positively correlated and (2) the gray matter volume (GMV) of brain regions implicated in motivation, valuation, and reward systems are positively associated with both NFC and EIS. Self-report and structural MRI data of 91 Singaporean Chinese participants were utilized for the study. RESULTS: No statistically significant correlation was revealed between NFC and EIS scores. Neuroanatomical associations of the GMV of brain regions implicated in visuospatial, attentional, and reward processing with individual constructs of interest were explored. When examining NFC and EIS scores, larger GMV in the right pallidum and left fusiform gyrus was found in participants that reported higher levels of NFC (vs. lower NFC levels), larger GMV in the left precuneus in those with greater tendencies to engage in EIS (vs. lower EIS levels), and larger GMV of the left fusiform gyrus associated with greater endorsement of both NFC and EIS. When investigating the exploratory factor analysis-generated factors of NFC and EIS, similar patterns of associations were found between self-reported levels of agreement against factors and GMV of brain regions implicated. CONCLUSIONS: Correlational analysis and exploratory factor analysis indicated the absence of a relationship between NFC and EIS. Additionally, voxel-based morphometry whole-brain analysis revealed neuroanatomical correlates of the GMV of brain regions implicated in visuospatial, attentional, and reward processing with NFC and EIS.

A Story is Better Told With Collective Interests: An Experimental Examination of Misinformation Correction During the COVID-19 Pandemic.

PURPOSE: To examine strategies that help motivate social correction behaviors to combat COVID-19-related health misinformation on social media. DESIGN: 2 (message types: narrative vs statistics) x 2 (social frames: individual vs collective) between-subjects experiment. SETTING: Qualtrics-based online experiment via Lucid. SUBJECTS: The final sample consisted of 450 participants (Mage = 45.31). MEASURES: Manipulation check, discussion and correction intentions, and need for cognition (NFC). ANALYSIS: ANCOVA and PROCESS model 3 were used to analyze the data. RESULTS: Significant interaction effects emerged between message types and social frames on discussion intention, F (1, 442) = 5.26, P = .022, and correction intention, F (1, 442) = 4.85, P = .028. Collectively framed narrative correction (Mdiscussion = 3.15, Mcorrection = 3.17) was more effective than individually framed narrative correction (Mdiscussion = 2.73, Mcorrection = 2.77). Individually framed statistical correction (Mdiscussion = 3.10, Mcorrection = 2.95) was more persuasive than collectively framed statistical correction (Mdiscussion = 2.89, Mcorrection = 2.69). The interaction effects were more evident for people low on NFC, P = .031. CONCLUSION: In motivating social correction behaviors, a story is better told with an emphasis on collective interests, and numbers are better presented with personal gains and losses. Future interventions should identify the target audience based on the level of NFC.

The effect of partitioned framing vs. all-inclusive framing of donation amount on prosocial behavior: focus on the moderation effect of psychological characteristics.

Despite numerous studies on individual charitable donations and cause-related marketing have been conducted, the framing of the donation amount has not been studied. This research suggests that people's intention to donate to charity differs depending on whether the donation amount is framed as all-inclusive or partitioned. The main effect of partitioned framing was moderated by individual differences in the need for cognition and regulatory focus. The results of our research are threefold. First, people responded more positively to engage in prosocial behavior in the partitioned donation amount condition than in the all-inclusive condition, even when the total amounts were the same. Second, the framing effect of the donation amount differed according to the need for cognition. Individuals with a high need for cognition (NFC) had a higher intention to donate in the partitioned donation amount condition than in the all-inclusive condition, while individuals with low NFC did not show differences in either condition. Third, the framing effect of the donation amount differed according to regulatory focus. Prevention-focused individuals were more willing to donate in the partitioned condition than in the all-inclusive condition, while promotion-focused individuals did not show differences in either condition. In addition, the interaction of framing and regulatory focus on donation intention was mediated by the perceived authenticity of the donation organization. This research has several academic and practical implications for effective corporate social responsibility activities.

Same Score, Different Audience, Different Message: Perceptions of Sex Offense Risk Depend on Static-99R Risk Level and Personality Factors of the Recipient.

There are multiple ways to report risk scale results. Varela et al. (2014) found that Static-99R results were interpreted differently by prospective jurors based on risk level (high vs low) and an interaction between risk level and risk communication format (categorical, absolute estimate, and risk ratio). We adapted and extended Varela et al.'s (2014) study using updated Static-99R norms, recruiting a population-wide sample (n = 166), and adding variables assessing the personality factors 'cognitive motivation' (i.e., need for cognition) and 'attitudinal affect' (i.e., attitudes toward sex offenders, authoritarianism). We found a main effect of risk level and no effect of either communication format or the interaction between the two. Adding the personality variables increased explained variance from 9% to 34%, suggesting risk perception may be more about the personality of the person receiving the information than the information itself. We also found an interaction between attitudes toward sex offenders and risk level. Our results suggest risk perception might be better understood if personality factors are considered, particularly attitudes toward sex offenders. Because biases/personality of the person receiving the information are unknown in real world settings we argue that sharing multiple methods for communicating risk might be best and more inclusive.

Implementation of an assistive technology for meal preparation within a supported residence for adults with acquired brain injury: a mixed-methods single case study.

OBJECTIVES: This study aimed to investigate the feasibility of implementing an assistive technology for meal preparation called COOK within a supported community residence for a person with an acquired brain injury. METHODS: Using a mixed-methods approach, a multiple baseline single-case experimental design and a descriptive qualitative study were conducted. The participant was a 47-year-old woman with cognitive impairments following a severe stroke. She received 21 sessions of training on using COOK within a shared kitchen space. During meal preparation, independence and safety were evaluated using three target behaviours: required assistance, task performance errors, and appropriate responses to safety issues, which were compared with an untrained control task, making a budget. Benefits, barriers, and facilitators were assessed via three individual interviews with the client and three focus groups with the care team. RESULTS: Both quantitative and qualitative analyses showed that COOK significantly increased independence and safety during meal preparation but not in the control task. Stakeholders suggested that the availability of a training toolkit to a greater number of therapists at the residence and installation of COOK within the client's apartment would help with successful adoption of this technology. CONCLUSION: COOK is a promising assistive technology for individuals with cognitive deficits who live in supported community residences.Implication For RehabilitationCOOK is a promising assistive technology for cognition to increase independence and safety in meal preparation for clients with ABI within their supported living contexts.Receiving training from an expert and the availability of technical support are imperative to the successful adoption of COOK.

Brain and behavioral contributions to individual choices in response to affective-cognitive persuasion.

Affective and cognitive information conveyed by persuasive stimuli is evaluated and integrated by individuals according to their behavioral predispositions. However, the neurocognitive structure that supports persuasion based on either affective or cognitive content is poorly understood. Here, we examine the neural and behavioral processes supporting choices based on affective and cognitive persuasion by integrating 4 information processing features: intrinsic brain connectivity, stimulus-evoked brain activity, intrinsic affective-cognitive orientation, and explicit target evaluations. We found that the intrinsic cross-network connections of a multimodal fronto-parietal network are associated with individual affective-cognitive orientation. Moreover, using a cross-validated classifier, we found that individuals' intrinsic brain-behavioral dimensions, such as affective-cognitive orientation and intrinsic brain connectivity, can predict individual choices between affective and cognitive targets. Our findings show that affective- and cognitive-based choices rely on multiple sources, including behavioral orientation, stimulus evaluation, and intrinsic functional brain architecture.

Does intelligence predict development of investment traits from mid to late adolescence? Evidence from a 3-year longitudinal study.

INTRODUCTION: Investment theories have claimed reciprocal relations between intelligence and investment traits (i.e., personality traits related to seeking out, and dealing with, cognitive challenges). However, previous research has primarily addressed the effects of investment traits on intellectual development (environmental enrichment hypothesis) and often focused on either childhood or later adulthood. The present study investigated the effects of intelligence on investment traits (environmental success hypothesis) from mid to late adolescence. METHOD: In a 3-year longitudinal survey (2008-2011) covering four measurement occasions, the predictive effects of both fluid and crystallized intelligence on intraindividual change in both the achievement motive (i.e., hope for success and fear of failure) and need for cognition were examined. Overall, 476 adolescents (t1 : Mage = 16.43, SD = 0.55; 51.3% girls) from Germany participated. RESULTS: Second-order latent growth models indicated that fluid intelligence predicted a steeper growth in hope for success (ß = .40), but was unrelated to change in the other investment traits. Crystallized intelligence had no effects on the investment traits under study. CONCLUSIONS: The results contribute to the research on the bidirectionality of intelligence and investment traits and add to our understanding of personality development from mid to late adolescence. Specifically, they underline the importance of nurturing hope for success especially in individuals with lower intelligence, but also show that support for the environmental success hypothesis seems to be limited to certain investment traits.

Thinking through situations: The mediating role of rumination in the relationship between need for cognition and aggression.

Need for cognition (NFC)-a stable personality trait associated with the enjoyment of thinking-has been shown to influence myriad social situations; however, no research has tested the direct and indirect effects of NFC on aggression. We predicted that NFC would negatively correlate with aggression, which would be mediated by rumination. Participants (N = 216 US adults) completed measures assessing NFC, aggression, and rumination. In line with our hypotheses, results showed that NFC was negatively correlated with aggression, and both anger rumination and more general rumination mediated this relationship. Future research and conclusions are discussed.

Corrigendum: Curiosity does help to protect against anxiety and depression symptoms but not conversely.

INTRODUCTION: This was a re-analysis of Zainal and Newman (2022) correcting for critiques by Sorjonen, Nilsonne, et al. (2022). As recommended by these authors, in this reanalysis we no longer adjust for baseline measures of the outcome variable in our examination of the longitudinal within-person relations between need for cognition (NFC) and anxiety and depression symptoms (ADS). METHODS: Using random intercept cross-lagged panel model (RI-CLPM), and bivariate dual latent change score (BLCS) approaches, we separated between- and within-person effects. RI-CLPM and BLCS have advantages of adjusting for regression to the mean, autoregressive and lagged effects, and minimizing measurement error. Community-dwelling adults (n = 6750) completed the Mental Health Inventory-5 and trait-level NFC scales approximately every year across 10 years. RESULTS: Consistent with the original results, a lower level of NFC within persons predicted a higher future level of ADS and vice versa (d = -0.885 to -0.476). Likewise, BLCS demonstrated that within persons, a smaller change in NFC forecasted a larger subsequent increase in ADS (d = -0.316). However, unlike our original findings, change in ADS did not predict future change in NFC (d = 0.136). The pattern of findings remained after adjusting for socio-demographic covariates. CONCLUSION: Results support our original finding that cultivating curiosity may help prevent the development of future anxiety and depressive symptoms. Importantly the results refute Sorjonen, Nilsonne, et al. (2022)'s simulated findings regarding the predictive value of NFC. Targeting NFC may treat or prevent the emergence of depression and anxiety disorders.

Taking the path of least resistance now, but not later: Pushing cognitive effort into the future reduces effort discounting.

Effort discounting describes the devaluation of rewards that require effort to obtain. The present study investigated whether discounting of cognitive effort depends on how near the effort is in time. The present study also investigated whether effort discounting, and its modulation by temporal distance to the effort, might depend on need for cognition, a personality trait that describes how much one enjoys cognitively demanding tasks. Participants performed a validated effort discounting task that measured the extent to which they subjectively devalued a $20 reward when effort was required to receive it. Immediacy of the effort was manipulated by having participants imagine exerting varying levels of effort either immediately, in a day, or in a month. Results revealed linear increases in discounting of rewards as a function of both how much effort was involved and how imminent the effort was. The extent to which both these variables influenced discounting correlated with need for cognition. Individuals low in need for cognition exhibited more effort discounting overall and a linear increase in effort discounting as the effort grew imminent. Individuals high in need for cognition engaged in less effort discounting, which was not modulated by how imminent the effort was. These results indicate that people exhibit dynamic inconsistency in effort-related decisions, such that the degree to which they discount effort depends on how soon the effort is. Additionally, this tendency is linked with systematic individual differences in need for cognition. Lastly, this study demonstrates that these tendencies can be quantitatively operationalized.

Differences in decisions affected by cognitive biases: examining human values, need for cognition, and numeracy

Abstract A better understanding of factors that can affect preferences and choices may contribute to more accurate decision-making. Several studies have investigated the effects of cognitive biases on decision-making and their relationship with cognitive abilities and thinking dispositions. While studies on behaviour, attitude, personality, and health worries have examined their relationship with human values, research on cognitive bias has not investigated its relationship to individual differences in human values. The purpose of this study was to explore individual differences in biased choices, examining the relationships of the human values self-direction, conformity, power, and universalism with the anchoring effect, the framing effect, the certainty effect, and the outcome bias, as well as the mediation of need for cognition and the moderation of numeracy in these relationships. We measured individual differences and within-participant effects with an online questionnaire completed by 409 Brazilian participants, with an age range from 18 to 80 years, 56.7% female, and 43.3% male. The cognitive biases studied consistently influenced choices and preferences. However, the biases showed distinct relationships with the individual differences investigated, indicating the involvement of diverse psychological mechanisms. For example, people who value more self-direction were less affected only by anchoring. Hence, people more susceptible to one bias were not similarly susceptible to another. This can help in research on how to weaken or strengthen cognitive biases and heuristics.