Challenges and Opportunities of Teaching Unfamiliar Topics

I discuss teaching as contingent faculty in the small college environment, having taught multiple topics outside of my research area. My essay focuses on resources for course preparation and how teaching unfamiliar topics can enhance one’s pedagogical practices. Teaching an unfamiliar topic is an opportunity to thinking creatively about learning activities and to model lifelong learning.

Proof of Concept and Moderators of Transference Processes in an Online Setting

Previous research examining transference – which posits people draw on past experiences with close others to inform novel interactions – has found that people attribute qualities to and express preferences for novel targets based on their similarity to significant others. However, classic tasks for testing transference required multiple sessions over many weeks, limiting the test of this process to relatively small, college student samples. The purpose of the current study (N = 532, Mage = 34.81, SD = 9.83, 61.47% Men, 63.35% White) was to create an online version of a transference task administered in one session and replicate the effect of transference with a larger sample of participants across the lifespan, and test whether targets resembling parents and ex-partners were preferable to control targets. The effects of transference and preference were replicated in the online version of the transference task. We also found preliminary evidence that the effects of transference and preference were slightly stronger in older individuals and secure individuals, albeit the effects were small. Results are discussed in the context of how individuals use previous and existing relationships to guide their behavior in new relationships.

‘Personality in its Natural Habitat’ Revisited: A Pooled, Multi–sample Examination of the Relationships between the Big Five Personality Traits and Daily Behaviour and Language Use

Past research using the Electronically Activated Recorder (EAR), an observational ambulatory assessment method for the real–world measurement of daily behaviour, has identified several behavioural manifestations of the Big Five domains in a small college sample ( N = 96). With the use of a larger and more diverse sample of pooled data from N = 462 participants from a total of four community samples who wore the EAR from 2 to 6 days, the primary purpose of the present study was to obtain more precise and generalizable effect estimates of the Big Five–behaviour relationships and to re–examine the degree to which these relationships are gender specific. In an extension of the original article, the secondary purpose of the present study was to examine if the Big Five–behaviour relationships differed across two facets of each Big Five domain. Overall, while several of the behavioural manifestations of the Big Five were generally consistent with the trait definitions (replicating some findings from the original article), we found little evidence of gender differences (not replicating a basic finding from the original article). Unique to the present study, the Big Five–behaviour relationships were not always comparable across the two facets of each Big Five domain. © 2020 European Association of Personality Psychology