Training and Improving Accuracy of Personality Trait Judgments

2020 ◽  
Author(s):  
Danielle Blanch-Hartigan ◽  
Krista Hill Cummings
Keyword(s):  
Personality Trait ◽  
Person Perception ◽  
Training Effectiveness ◽  
Judgment Accuracy ◽  
Training Interventions ◽  
Personality Research ◽  
Training Research ◽  
Improving Accuracy ◽  
Trait Judgment ◽  
Previous Training

Given that accurate trait judgments are related to myriad positive characteristics and outcomes, this chapter focuses on approaches for improving trait judgment accuracy. The chapter outlines potential trait judgment training approaches aligned with the realistic accuracy model (RAM) and presents available evidence from previous training research in other domains of person perception and basic personality research. In addition, the chapter examines how characteristics of the trait, target, and judge can potentially impact training effectiveness. More research is needed to develop effective, generalizable, and impactful training interventions for personality and trait judgment accuracy.

scholarly journals A micro-level outcomes evaluation of a skills capacity intervention within the South African public service: Towards an impact evaluation

2018 ◽  
Vol 16 ◽  
Author(s):  
Petronella Jonck ◽  
Riaan De Coning ◽  
Paul S. Radikonyana
Keyword(s):  
South African ◽  
Public Service ◽  
Research Methodology ◽  
Future Research ◽  
Research Approach ◽  
The South ◽  
Training Interventions ◽  
Outcomes Evaluation ◽  
The Impact ◽  
Previous Training

Orientation: Interest in measuring the impact of skills development interventions has increased in recent years. Research purpose: This article reports on an outcomes evaluation under the ambit of an impact assessment with reference to a research methodology workshop. Motivation of the study: A paucity of studies could be found measuring the workshop outcomes, especially within the public service as it pertains to training interventions. Research approach/design and method: A pretest–post-test research design was implemented. A paired-sample t-test was used to measure the knowledge increase while controlling for the influence of previous training by means of an analysis of variance and multiple regression analysis. Main findings: Results indicated that the increase in research methodology knowledge was statistically significant. Previous training influenced the model only by 0.8%, which was not statistically significant. Practical/managerial implications: It is recommended that the suggested framework and methodology be utilised in future research as well as in monitoring and evaluation endeavours covering various training interventions. Contribution/value add: The study provides evidence of the impact generated by a training intervention, within the South African Public Service. Thus, addressing a research gap in the corpus of knowledge.

Comparative personality research: methodological approaches

2008 ◽  
Vol 22 (5) ◽  
pp. 427-455 ◽  
Author(s):  
Jana Uher
Keyword(s):  
Personality Trait ◽  
Nonhuman Primates ◽  
Social Systems ◽  
Individual Variability ◽  
Population Differences ◽  
Personality Research ◽  
Theoretical Approaches ◽  
Methodological Approaches ◽  
Nonhuman Species ◽  
Behavioural Repertoire

In the broadest sense, personality refers to stable inter‐individual variability in behavioural organisation within a particular population. Researching personality in human as well as nonhuman species provides unique possibilities for comparisons across species with different phylogenies, ecologies and social systems. It also allows insights into mechanisms and processes of the evolution of population differences within and between species. The enormous diversity across species entails particular challenges to methodology. This paper explores theoretical approaches and analytical methods of deriving dimensions of inter‐individual variability on different population levels from a personality trait perspective. The existing diversity suggests that some populations, especially some species, may exhibit different or even unique trait domains. Therefore, a methodology is needed that identifies ecologically valid and comprehensive representations of the personality variation within each population. I taxonomise and compare current approaches in their suitability for this task. I propose a new bottom–up approach—the behavioural repertoire approach—that is tailored to the specific methodological requirements of comparative personality research. Initial empirical results in nonhuman primates emphasise the viability of this approach and highlight interesting implications for human personality research. Copyright © 2008 John Wiley & Sons, Ltd.

Seeing and Feeling Your Way to Accurate Personality Judgments

2017 ◽  
Vol 8 (7) ◽  
pp. 806-815 ◽  
Author(s):  
Douglas E. Colman ◽  
Tera D. Letzring ◽  
Jeremy C. Biesanz
Keyword(s):  
Personality Trait ◽  
Perspective Taking ◽  
Empathic Concern ◽  
Point Of View ◽  
Previous Literature ◽  
Systematic Research ◽  
Personal Distress ◽  
Personality Judgments ◽  
Assumed Similarity ◽  
Trait Judgment

Empathy, the practice of taking and emotionally identifying with another’s point of view, is a skill that likely provides context to another’s behavior. Yet systematic research on its relation with accurate personality trait judgment is sparse. This study investigated this relation between one’s empathic response tendencies (perspective taking, empathic concern, fantasy, and personal distress) and the accuracy with which she or he makes judgments of others. Using four different samples ( N = 1,153), the tendency to perspective take ( ds = .23–.27) and show empathic concern ( ds = .28–.42) were all positively related meta-analytically to distinctive accuracy, normative accuracy, and the assumed similarity of trait judgments. However, the empathic tendencies for fantasy and personal distress showed more complex patterns of relation. These findings are discussed in relation to previous literature, and in particular, why it is reasonable for empathy to be related to the accuracy of trait judgments.

CONSTRUCT VALIDITY OF THE CHINESE ADAPTATION OF FOUR THEMATIC SCALES OF THE PERSONALITY RESEARCH FORM

2001 ◽  
Vol 29 (5) ◽  
pp. 459-475 ◽  
Author(s):  
Giovanni B. Moneta ◽  
Fanny Ho Yan Wong
Keyword(s):  
College Students ◽  
Construct Validity ◽  
Person Perception ◽  
Systematic Investigation ◽  
Social Contexts ◽  
Chinese Translation ◽  
Face To Face ◽  
Personality Research ◽  
Self Construal ◽  
Extra Curricular Activities

Personality research conducted in China has largely ignored the role of thematic motivations in explaining behavior. The goal of this paper is to begin a systematic investigation of thematic motivations by analyzing the construct validity of thematic scales from the Personality Research Form (PRF). One hundred and ninety-three Hong Kong college students completed a Chinese translation of the PRF-E scales Achievement, Affiliation, Dominance, and Nurturance, Gudykunst's scale measuring independent and interdependent self-construal, the Sino-American Person Perception Scale (SAPPS) measuring Chinese traits, and the Experience Sampling Method (ESM) that provided 12,761 snapshots of daily positive and negative affect (PANA) and potency (feeling strong, active, and sharp) across social contexts. The PRF inter-scale correlations matched those of U.S. college students except for an unexpectedly high correlation between Affiliation and Nurturance. The PRF scales had the predicted relationships with the other dispositional measures. Achievement predicted higher PA and lower NA in academic/ work activities, Affiliation higher PA in face-to-face communication, Dominance higher potency in extra-curricular activities. With the partial exception of Nurturance, the Chinese thematic PRF scales have strong construct validity.

Promoting Better Choices: Effects of Strategy Training on Achievement and Choice Behavior in Learner-Controlled CBI

1995 ◽  
Vol 13 (2) ◽  
pp. 129-149 ◽  
Author(s):  
Anju Relan
Keyword(s):  
Experimental Design ◽  
Choice Behavior ◽  
Learning Strategy ◽  
Learner Control ◽  
Sixth Graders ◽  
Strategy Training ◽  
Factorial Experimental Design ◽  
Training Interventions ◽  
Computer Based ◽  
Training Research

The purpose of this study was to investigate the effects of learning strategy training interventions and the incorporation of learner control on achievement, learning efficiency, and instructional choice, while subjects learned from a computer-based science tutorial. One hundred and seven sixth-graders were randomly divided into six cells, within a 3 × 2 factorial experimental design consisting of two treatment factors: Learner Control ( Complete and Limited), and Strategy Training ( Comprehensive, Partial, and No Training). An ANCOVA performed on the immediate posttest revealed an interaction between Strategy Training and Learner Control, favoring the Limited Learner Control, trained groups. However, the small positive achievement effects were not sustained over the delayed posttest. Total amount of review was not affected by treatments, but an interaction was found between Strategy Training (Partial vs. Comprehensive), and Learner Control on amount of review during practice. These findings are discussed within the framework of learning strategy training research and principles for instructional designs incorporating learner control.

scholarly journals How to play 20 questions with nature and lose: Reflections on 100 years of brain-training research

2018 ◽  
Vol 115 (40) ◽  
pp. 9897-9904 ◽  
Author(s):  
Benjamin Katz ◽  
Priti Shah ◽  
David E. Meyer
Keyword(s):  
Cognitive Training ◽  
Empirical Studies ◽  
Theoretical Framework ◽  
Brain Training ◽  
Methodological Issues ◽  
Training Interventions ◽  
Growing Body ◽  
Training Research ◽  
Underlying Mechanisms ◽  
Meta Analyses

Despite dozens of empirical studies and a growing body of meta-analytic work, there is little consensus regarding the efficacy of cognitive training. In this review, we examine why this substantial corpus has failed to answer the often-asked question, “Does cognitive training work?” We first define cognitive training and discuss the general principles underlying training interventions. Next, we review historical interventions and discuss how findings from this early work remain highly relevant for current cognitive-training research. We highlight a variety of issues preventing real progress in understanding the underlying mechanisms of training, including the lack of a coherent theoretical framework to guide training research and methodological issues across studies and meta-analyses. Finally, suggestions for correcting these issues are offered in the hope that we might make greater progress in the next 100 y of cognitive-training research.

scholarly journals Towards More Rigorous Personality Trait–Outcome Research

2016 ◽  
Vol 30 (4) ◽  
pp. 292-303 ◽  
Author(s):  
René Mõttus
Keyword(s):  
Personality Traits ◽  
Personality Trait ◽  
Outcome Research ◽  
European Association ◽  
Causal Inferences ◽  
Personality Psychology ◽  
Factor Loadings ◽  
Personality Research ◽  
Trait Level

Much of personality research attempts to identify causal links between personality traits and various types of outcomes. I argue that causal interpretations require traits to be seen as existentially and holistically real and the associations to be independent of specific ways of operationalizing the traits. Among other things, this means that, to the extents that causality is to be ascribed to such holistic traits, items and facets of those traits should be similarly associated with specific outcomes, except for variability in the degrees to which they reflect the traits (i.e. factor loadings). I argue that, before drawing causal inferences about personality trait–outcome associations, the presence of this condition should be routinely tested by, for example, systematically comparing the outcome associations of individual items or facets, or sampling different indicators for measuring the same purported traits. Existing evidence suggests that observed associations between personality traits and outcomes at least sometimes depend on which particular items or facets have been included in trait operationalizations, calling trait–level causal interpretations into question. However, this has rarely been considered in the literature. I argue that when outcome associations are specific to facets, they should not be generalized to traits. Furthermore, when the associations are specific to particular items, they should not even be generalized to facets. Copyright © 2016 European Association of Personality Psychology

The Role of Student Needs and Teacher Orientations in Student Ratings of Teachers

1975 ◽  
Vol 12 (4) ◽  
pp. 417-429 ◽  
Author(s):  
Toby J. Tetenbaum
Keyword(s):  
Graduate Students ◽  
Correlation Analysis ◽  
Canonical Correlation Analysis ◽  
Canonical Correlation ◽  
Person Perception ◽  
Student Ratings ◽  
Student Needs ◽  
Personality Research ◽  
Teacher Orientations

This research addressed itself to the issue of the validity of student ratings of teachers, viewing the act of rating as an instance of person perception in which students’ needs were held to affect their perception of teachers. It was hypothesized that specified student needs would be related to ratings of specific teacher orientations congruent with those needs. Four hundred five graduate students completed the Personality Research Form and rated 12 teachers as portrayed in vignettes. The hypothesis was tested using canonical correlation analysis. Results indicated that the first three canonical sets were significant ( p < .01) and that, in spite of some overlap within these sets, congruence between needs and ratings was obtained.

scholarly journals Improving Probability Judgment in Intelligence Analysis: From Structured Analysis to Statistical Aggregation

2019 ◽  
Author(s):  
Christopher W. Karvetski ◽  
David R. Mandel ◽  
Daniel Irwin
Keyword(s):  
Bayes Theorem ◽  
Probability Judgment ◽  
Intelligence Analysis ◽  
Judgment Accuracy ◽  
Probability Judgments ◽  
Wide Range ◽  
Structured Analysis ◽  
Competing Hypotheses ◽  
Improving Accuracy ◽  
Support Methods

As in other areas of expert judgment, intelligence analysis often requires judging the probability that hypotheses are true. Intelligence organizations promote the use of structured methods such as “Analysis of Competing Hypotheses” (ACH) to improve judgment accuracy and analytic rigor, but these methods have received little empirical testing. In this experiment, we pitted ACHagainst a factorized Bayes theorem (FBT) method, and we examined the value of recalibration (coherentization) and aggregation methods for improving the accuracy of probability judgment. Analytic techniques such as ACH and FBT were ineffective in improving accuracy and handling correlated evidence, and ACH in fact decreased the coherence of probability judgments. In contrast, statistical post-analytic methods (i.e., coherentization and aggregation) yielded large accuracy gains. A wide range of methods for instantiating these techniques were tested. The interactions among the factors considered suggest that prescriptive theorists and interventionists should examine the value of ensembles of judgment-support methods.

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