La tolerancia a la ambigüedad y los procesos cognitivos del traductor

Tolerance for ambiguity (TA) is a cognitive factor that influences the perception of uncertainty and that, when not sufficiently present, may adversely affect problem solving and decision making, both key processes in translation. This being so, it has even been stated that TA is a personality trait which must be taken into account as far as translator training and recruitment are concerned (Tirkkonen-Condit 2000). After reviewing the main research conducted so far on TA from the disciplines of psychology and translation, the results of an exploratory field study based on descriptive methodology and self-report measures are shown. The Multiple Stimulus Types Ambiguity Tolerance Scale (Arquero and McLain 2010) or MSTAT-II is the main psychometric instrument applied to all participants (n=107). On the one hand, a positive correlation was found between tolerance of ambiguity and individuals’ own assessment of their self-efficacy when searching the Internet for documentation. On the other hand, those subjects who thought that they did not meet the requirements for becoming professional translators in the future obtained low scores in TA, and a significant difference in TA was found between them and those who believed to meet such requirements. The results of this preliminary work suggest that TA is relevant to the study of the cognitive processes of translators and that psychometric instruments of proven reliability and validity can be useful for process-oriented translation research.

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To Fear or Fly to the Unknown: Tolerance for Ambiguity and Big Five Personality Traits

10.31234/osf.io/jx4p7 ◽

2019 ◽

Author(s):

Hayley Jach ◽

Luke Smillie

Keyword(s):

Personality Traits ◽

Big Five ◽

Openness To Experience ◽

Self Report ◽

Big Five Personality ◽

Aesthetic Appreciation ◽

Ambiguity Tolerance ◽

Intellectual Curiosity ◽

Behavioral Choice ◽

Tolerance For Ambiguity

The present study investigated whether ambiguity tolerance relates to personality traits that are theoretically grounded in fear (neuroticism) or attraction (openness to experience; extraversion) for the unknown. Our hypotheses were supported for self-report measures (and openness to experience predicted ambiguity tolerance controlling for intelligence), but behavioral choice measures of ambiguity tolerance demonstrated poor reliability and were unrelated to self-reported ambiguity tolerance and basic personality traits. An exploratory network analysis revealed that ambiguity tolerance was more strongly related to the intellectual curiosity (vs. aesthetic appreciation) facet of openness to experience, and the assertiveness (vs. energy or sociability) facet of extraversion. Our findings reinforce the fragmented literature in this area, and support predictions derived from psychological entropy theories of personality.

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Reliability and validity of the Japanese version of the 24-item Dysfunctional Attitude Scale

Acta Neuropsychiatrica ◽

10.1111/j.1601-5215.2007.00203.x ◽

2007 ◽

Vol 19 (6) ◽

pp. 362-367 ◽

Cited By ~ 18

Author(s):

Miyuki Tajima ◽

Tsuyoshi Akiyama ◽

Hatsue Numa ◽

Yoshiya Kawamura ◽

Yoshie Okada ◽

...

Keyword(s):

Clinical Sample ◽

Reliability And Validity ◽

Japanese Version ◽

Attitude Scale ◽

Automatic Thoughts ◽

Self Report ◽

Dysfunctional Attitude ◽

Three Samples ◽

Significant Difference ◽

Dysfunctional Attitude Scale

Background:The 24-item Dysfunctional Attitude Scale (DAS-24) is a short version of the Dysfunctional Attitude Scale, which is a self-report inventory for depressogenic schemata.Objective:The object of this study was to examine the reliability and validity of the Japanese version of the DAS-24 (DAS-24-J).Methods:Subjects consisted of non-clinical sample 1 (248 university students), non-clinical sample 2 (872 Japanese company employees) and a clinical sample (59 depressed out-patients).Results:Internal consistency was satisfactory in all three samples, Cronbach’s α coefficient being higher than 0.85. Test–retest reliability was satisfactory in non-clinical sample 1. The interclass correlation coefficient was 0.79 and there was no significant difference in the average score of DAS-24-J between the two points. The DAS-24-J showed satisfactory concurrent validity with the Japanese Irrational Belief Test-20 (r= 0.76); Automatic Thoughts Questionnaire – Revised total (r= 0.46), negative (r= 0.53) and positive (r=−0.41); and the Beck Depression Inventory-II (r= 0.44 for non-clinical sample, r= 0.63 for clinical sample). The clinical sample showed a significantly higher DAS-24-J score than non-clinical sample 2. According to a factor analysis combining all three samples, three factors were extracted: factor 1 (11 items) corresponded with ‘achievement’ in the original version, factor 2 (6 items) with ‘self-control’ and factor 3 (5 items) with ‘dependency’.Conclusion:The DAS-24-J is a reliable and valid instrument to measure depressogenic schemata in Japanese.

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Employees' Communication Attitudes and Dislike for Working in a Group

Psychological Reports ◽

10.2466/pr0.101.4.1037-1040 ◽

2007 ◽

Vol 101 (3_suppl) ◽

pp. 1037-1040 ◽

Cited By ~ 2

Author(s):

Paul E. Madlock ◽

Carrie D. Kennedy-Lightsey ◽

Scott A. Myers

Keyword(s):

Ambiguity Tolerance ◽

Working Adults ◽

Multiple Stimulus ◽

Tolerance For Ambiguity

This study examined 128 working adults' attitudes of tolerance for disagreement, tolerance for ambiguity, and argumentativeness in relation to their dislike for working in a group. They completed the Revised Tolerance for Disagreement Scale, the Multiple Stimulus Types Ambiguity Tolerance Scale, the Argumentativeness Scale, and the Grouphate Scale. Dislike for working in a group correlated negatively with Tolerance for Disagreement ( r = -.28, p>.01, r2 = .08), Tolerance for Ambiguity ( r = -.21, p>.05, r2 = .04), and Argumentativeness ( r = -.21, p>.05, r2 = .04). Although these correlations are in the expected directions, magnitudes are very weak; unaccounted for variance should be examined.

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PRE-SERVICE TEACHERS' AMBIGUITY TOLERANCE

SOCIETY INTEGRATION EDUCATION Proceedings of the International Scientific Conference ◽

10.17770/sie2019vol2.3676 ◽

2019 ◽

Vol 2 ◽

pp. 610

Author(s):

Lenka Sokolová ◽

Viera Andreánska

Keyword(s):

Social Needs ◽

Teaching Skills ◽

Ambiguity Tolerance ◽

Perceived Knowledge ◽

Knowledge And Skills ◽

Significant Difference ◽

Multiple Stimulus ◽

Different Types ◽

Ambiguous Situations

Teachers encounter many ambiguous situations in their every-day practice. They have to deal with pupils with various disabilities, personality and background diversity. The aim of this study is to examine pre-service teachers' ambiguity tolerance and perceived knowledge and skills for work with various types of diversity in the classroom. Pre-service teachers (N = 176) self-assessed their knowledge and teaching skills for 20 different types of children with special educational and social needs. The Multiple Stimulus Types Ambiguity Tolerance Scale-II was used to assess their ambiguity tolerance. Pre-service teachers' ambiguity tolerance appeared to be moderate. There was no significant difference across years of study and only weak or slight relationship between ambiguity tolerance and self-reported inclusive competences.

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Tolerance of Ambiguity: Text Analytic vs Self-Report Measures in Two Nonclinical Groups

Perceptual and Motor Skills ◽

10.2466/pms.104.3.855-869 ◽

2007 ◽

Vol 104 (3) ◽

pp. 855-869 ◽

Cited By ~ 1

Author(s):

Falk Leichsenring ◽

Elke Steuernagel ◽

Jens Steuernagel ◽

H. A. Meyer

Keyword(s):

Self Report ◽

Analytic Method ◽

Ambiguity Tolerance ◽

Tolerance Of Ambiguity ◽

Analytic Methods ◽

Emotional Processes ◽

Holtzman Inkblot Technique

Avoidance of ambiguity can be examined by both text analytic and self-report methods. In previous studies using text analytic methods, clinical groups showed a higher avoidance of ambiguity than nonclinical subjects. In nonclinical subjects, however, higher avoidance of ambiguity did not correlate with emotional processes. In these studies, higher avoidance of ambiguity was assessed by a text analytic method (DoTA), which was applied to the Holtzman Inkblot Technique. However, the Inkblot Technique may not activate those cognitive-affective structures in nonclinical subjects required to elicit higher avoidance of ambiguity. Thus, the following discrepant results can be predicted: in nonclinical subjects, DoTA indicators of higher avoidance of ambiguity based on Holtzman Inkblot Technique do not show correlations with self-report measures of higher avoidance of ambiguity such as the Ambiguity Tolerance Questionnaire, the Inventory for the Measurement of Tolerance of Ambiguity (Reis inventory), or self-report measures of related traits of personality such as the Giessen Test. Self-report measures of higher avoidance of ambiguity should show such correlations. Two studies were carried out to test these hypotheses. In Study 1, 80 nonclinical subjects (48 women, M age = 34.5 yr.) were examined using the DoTA text analytic method, the Ambiguity Tolerance Questionnaire-14 and the Giessen Test. In Study 2, 82 nonclinical subjects (43 women, M age = 34.0 yr.) were tested using the Reis inventory. The results obtained in these subjects are consistent with the hypothesis.

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Evidence of the Properties of an Ambiguity Tolerance Measure: The Multiple Stimulus Types Ambiguity Tolerance Scale–II (MSTAT–II)

Psychological Reports ◽

10.2466/pr0.105.3.975-988 ◽

2009 ◽

Vol 105 (3) ◽

pp. 975-988 ◽

Cited By ~ 49

Author(s):

David L. McLain

Keyword(s):

Individual Differences ◽

Reliability And Validity ◽

Basic Type ◽

Ambiguity Tolerance ◽

Ambiguous Stimulus ◽

Related Individual ◽

Multiple Stimulus ◽

Other Information ◽

Definition Of ◽

Widespread Interest

Despite widespread interest in ambiguity tolerance and other information-related individual differences, existing measures of ambiguity tolerance are conceptually disparate and are often psychometrically weak. This paper presents evidence of reliability and validity for a 13-item measure of ambiguity tolerance (MSTAT–II) based on a definition of ambiguity tolerance as an orientation, ranging from aversion to attraction, toward stimuli that are complex, unfamiliar, and insoluble. The MSTAT–II addresses each basic type of ambiguous stimulus, contains fewer items than many other scales, and reduces references to specific contexts and objects not directly related to ambiguity. Data from three studies using diverse samples and measures, including other popular ambiguity tolerance scales, were examined, and the results suggest the MSTAT–II may improve upon other paper-and-pencil measures of ambiguity tolerance.

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Individual Personality Characteristics Related to Suggestibility

Psychological Reports ◽

10.2466/pr0.2002.91.3.1007 ◽

2002 ◽

Vol 91 (3) ◽

pp. 1007-1010 ◽

Cited By ~ 1

Author(s):

Cheryl W. Van Hook ◽

Connie Steele

Keyword(s):

Personality Characteristics ◽

Control Group ◽

Ambiguity Tolerance ◽

Tolerance Of Ambiguity ◽

Individual Personality ◽

Male College ◽

Tolerance For Ambiguity ◽

Short Video ◽

The Relationship ◽

Experimental Group

The current study investigated the relationship between suggestibility of memory, personality characteristics identified by the Millon Index of Personality Traits, and tolerance for ambiguity measured by MacDonald's Ambiguity Tolerance-20. 85 female and 16 male college students were assigned to either an experimental group receiving the suggestive information or a control group. Suggestibility was assessed using Lindberg's suggestibility measure consisting of a short video, followed by a questionnaire used to assess memory, and a second administration one week later. Logistical regression analyses were used to construct a model of the personality characteristics predictive of suggestibility and indicated that susceptibility to suggestive information may differ across personalities for variables such as sensing, innovating, agreeing, and low tolerance of ambiguity.

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Validity and Longitudinal Invariance of the 10-Item Connor-Davidson Resilience Scale (CD-RISC-10) in Chinese Left-Behind and Non-Left-Behind Children

Psychological Reports ◽

10.1177/00332941211013531 ◽

2021 ◽

pp. 003329412110135

Author(s):

Wei Chen ◽

Yuxin Liang ◽

Tao Yang ◽

Rongfen Gao ◽

Guyin Zhang

Keyword(s):

Measurement Invariance ◽

Factor Model ◽

Reliability And Validity ◽

Self Report ◽

Guizhou Province ◽

Base Line ◽

Left Behind ◽

Longitudinal Measurement ◽

Resilience Scale ◽

The One

The 10-item Connor–Davidson Resilience Scale (CD-RISC-10) is a self-report instrument widely used to assess resilience in particular demographics. This study aimed to evaluate the validity and measurement invariance (MI) of the CD-RISC-10 in Chinese left-behind children. A total of 968 children from three middle schools in Guizhou Province participated in this study, with the CD-RISC-10 used twice, at the base line time point and again after six months. The Ego-resilience Scale (ERS), and General Self-efficiency Scale (GSES-10) were also used as criteria-related validity instruments. Confirmatory factor analysis (CFA) was carried out to examine the one-factor model and the MI with regards to gender and left-behind status, as well as the longitudinal measurement invariance (LMI). The study proved satisfactory reliability and validity of the CD-RISC-10, with good criterion validity with the ERS and GSES-10. CFA results showed that the satisfactory model fit for the one-factor structure was supported in all groups (e.g., CFI = .942, TLI = .925, RMSEA = .057). The strict MI was evident across genders, as well as both the left-behind and non-left-behind groups. Additionally, the LMI of the CD-RISC-10 was also adequately supported. Generally speaking, these findings demonstrate that the CD-RISC-10 can effectively measure the resilience level of left-behind children – boys as well as girls – in China.

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REALIZABILITY OF PERSONAL VALUES AT DIFFERENT LEVEL OF TOLERANCE FOR AMBIGUITY

Bulletin of Udmurt University. Series Philosophy. Psychology. Pedagogy ◽

10.35634/2412-9550-2020-30-2-156-161 ◽

2020 ◽

Vol 30 (2) ◽

pp. 156-161

Author(s):

A.B. Salikhova

Keyword(s):

Personal Values ◽

Formation Processes ◽

Ambiguity Tolerance ◽

Multiple Stimulus ◽

Terminal Values ◽

The World ◽

Tolerance For Ambiguity ◽

The Difference ◽

The Individual ◽

Different Levels

Drawing on the idea of the need for a balance of external and internal ambiguity, we proposed a hypothesis that the difference in meaning types of values is defined by the degree of barrier-feasibility of meaning-formation processes in the context of the realization of personal values in life. This assumption was checked by comparing the contrasting groups on tolerance for ambiguity (n = 59 and n = 60). These groups were created on the basis of data from 227 respondents collected with D. McLain's Multiple Stimulus Types Ambiguity Tolerance Scale (MSTAT). The realizability and barrier indices for twelve terminal values (M. Rokich) and the individual realizability indices of the values of each participant were compared. Higher realizability of personal values was found in highly tolerant subjects. Among low-tolerance subjects levels of barrier values were higher. We identified values, the meaning types of which differ to the greatest and least degree in people with different levels of tolerance for ambiguity. The data obtained deepens the understanding of the cycles of human existential interaction with the world.

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Ambiguity Tolerance and Prospective Specialty Choice Among Third-Year Medical Students

PRiMER ◽

10.22454/primer.2021.453158 ◽

2021 ◽

Vol 5 ◽

Author(s):

Oksana Babenko ◽

Delane Linkiewich ◽

Kalee Lodewyk ◽

Ann Lee

Keyword(s):

Medical Students ◽

Family Medicine ◽

Online Survey ◽

Clinical Decision Making ◽

Medical Training ◽

Specialty Choice ◽

Ambiguity Tolerance ◽

Older Students ◽

Tolerance Of Ambiguity ◽

Significant Difference

Introduction: Poor tolerance of ambiguity is consequential in clinical practice, and has been linked to avoidance of family medicine, in which there is inherently more ambiguity. This study aimed to investigate the relationship between tolerance of ambiguity and prospective specialty choice of medical students in their third year of medical school. This stage of medical training is of particular importance as students develop clinical reasoning skills and encounter clinical ambiguity. Methods: This was a cross-sectional study using an online survey. Sixty-one third-year medical students (62% response rate) from a large Canadian university completed the survey with a validated measure of ambiguity tolerance (the 29-item Tolerance of Ambiguity in Medical Students and Doctors scale) and their top three specialty choices. Specialty choices were subsequently grouped into two categories: family medicine (FM) and non-family medicine (non-FM) specialties. Results: There was no significant mean difference in tolerance of ambiguity between students who reported interest in FM and students interested in non-FM specialties. Similarly, we observed no significant difference in tolerance of ambiguity between female and male students. Older students reported higher levels of ambiguity tolerance. Older students were also more likely to report FM as one of their top three specialty choices. Conclusion: Qualitative studies are needed to explore possible reasons for the observed results, including the effects of digital information resources and clinical decision-making tools on medical students’ ambiguity tolerance. Medical educators should be aware that some students may require explicit training in how to respond to ambiguity.

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