Assessing Individual Differences in Motivation and Their Effect on Performance of Number Facility

1967 ◽  
Vol 20 (1) ◽  
pp. 55-59 ◽  
Author(s):  
James J. Hart
Keyword(s):  
Individual Differences ◽  
Learning Effect ◽  
The Other ◽  
High Group ◽  
Personal Preference ◽  
Edwards Personal Preference Schedule

48 Ss were given 20 control trials and 10 trials under competitive conditions on a number facility test (NF). After the administration of NF Ss were divided into 2 groups on the basis of their n-Ach score on the Edwards Personal Preference Schedule. The 24 highest Ss on n Ach were assigned to the high n-Ach group, the other 24 being designated the low n-Ach group. The NF performance of the high group was consistently above that of the low n-Ach group, although this difference was not significant under either control or competitive conditions. A significant learning effect was found over trials. The implications are discussed.

The Reliability of Retrieval-Induced Forgetting

2012 ◽  
Vol 17 (1) ◽  
pp. 1-10 ◽  
Author(s):  
Rosalind Potts ◽  
Robin Law ◽  
John F. Golding ◽  
David Groome
Keyword(s):  
Individual Differences ◽  
Recognition Test ◽  
Laboratory Tests ◽  
The Other ◽  
Clinical Factors ◽  
Test Items ◽  
T1 And T2 ◽  
Test Materials ◽  
Induced Forgetting

Retrieval-induced forgetting (RIF) refers to the finding that the retrieval of an item from memory impairs the retrieval of related items. The extent to which this impairment is found in laboratory tests varies between individuals, and recent studies have reported an association between individual differences in the strength of the RIF effect and other cognitive and clinical factors. The present study investigated the reliability of these individual differences in the RIF effect. A RIF task was administered to the same individuals on two occasions (sessions T1 and T2), one week apart. For Experiments 1 and 2 the final retrieval test at each session made use of a category-cue procedure, whereas Experiment 3 employed category-plus-letter cues, and Experiment 4 used a recognition test. In Experiment 2 the same test items that were studied, practiced, and tested at T1 were also studied, practiced, and tested at T2, but for the remaining three experiments two different item sets were used at T1 and T2. A significant RIF effect was found in all four experiments. A significant correlation was found between RIF scores at T1 and T2 in Experiment 2, but for the other three experiments the correlations between RIF scores at T1 and T2 failed to reach significance. This study therefore failed to find clear evidence for reliable individual differences in RIF performance, except where the same test materials were used for both test sessions. These findings have important implications for studies involving individual differences in RIF performance.

Informed Consent for Online Research—Is Anybody Reading?: Assessing Comprehension and Individual Differences in Readings of Digital Consent Forms

2021 ◽  
pp. 155626462110201
Author(s):  
Caitlin Geier ◽  
Robyn B. Adams ◽  
Katharine M. Mitchell ◽  
Bree E. Holtz
Keyword(s):  
Individual Differences ◽  
Informed Consent ◽  
Research Process ◽  
The Other ◽  
Consent Form ◽  
Online Research ◽  
Consent Forms ◽  
Potential Benefits

Informed consent is an important part of the research process; however, some participants either do not read or skim the consent form. When participants do not read or comprehend informed consent, then they may not understand the potential benefits, risks, or details of the study before participating. This study used previous research to develop experimentally manipulated online consent forms utilizing various presentations of the consent form and interactive elements. Participants ( n = 576) were randomly exposed to one of six form variations. Results found that the highly interactive condition was significantly better for comprehension than any of the other conditions. The highly interactive condition also performed better for readability, though not significantly. Further research should explore the effects of interactive elements to combat habituation and to engage participants with the parts of the consent form unique to the study.

Individual Differences in Attention and the Prediction of Flight Criteria

1971 ◽  
Vol 33 (3_suppl) ◽  
pp. 1335-1342 ◽  
Author(s):  
Daniel Gopher ◽  
Daniel Kahneman
Keyword(s):  
Individual Differences ◽  
Selective Attention ◽  
Dichotic Listening ◽  
High Performance ◽  
The Other ◽  
Listening Test ◽  
Transient Instability ◽  
High Performance Aircraft

A dichotic listening test was constructed which requires S to monitor a relevant message and to ignore a concurrent message presented to the other ear. The test has promising validity for predicting different criteria of proficiency in flying high-performance aircraft. An analysis of the most valid type of errors suggests that a change in an existing orientation is accompanied by a transient instability of selective attention. Most errors in continuous attention are omissions, which indicate a failure of the listening set. Intrusions, which indicate a failure of selectivity, are rare and their frequency is not correlated to flight criteria.

Medical Students' Edwards Personal Preference Schedule Norms

1988 ◽  
Vol 63 (2) ◽  
pp. 465-466 ◽  
Author(s):  
James A. Thorson ◽  
F. C. Powell
Keyword(s):  
College Students ◽  
Medical Students ◽  
Female College Students ◽  
Male And Female ◽  
Female College ◽  
Personal Preference ◽  
Edwards Personal Preference Schedule

Three consecutive classes of freshman medical students completed the Edwards Personal Preference Schedule; results were compared to published norms for male and female college students. 171 male medical students scored significantly lower on the traits of Order, Exhibition, and Dominance and were higher on Affiliation, Succorance, Nurturance, and Heterosexuality. 51 female medical students scored significantly lower on the traits of Exhibition, Affiliation, and Abasement; they were higher on Achievement, Succorance, and Nurturance.

Collinearity in the Edwards Personal Preference Schedule.

1966 ◽  
Vol 50 (2) ◽  
pp. 121-124 ◽  
Author(s):  
William F. Massy ◽  
Thomas M. Lodahl ◽  
Ronald E. Frank
Keyword(s):  
Personal Preference ◽  
Edwards Personal Preference Schedule

Duration of Attention and Need for Affiliation

1967 ◽  
Vol 25 (3) ◽  
pp. 817-824
Author(s):  
Bruce T. Leckart ◽  
Lawrence K. Waters ◽  
John Tarpinian
Keyword(s):  
Memory Test ◽  
Personal Preference ◽  
Need For Affiliation ◽  
Edwards Personal Preference Schedule

Ss classified as having a low or high need for affiliation by the Edwards Personal Preference Schedule viewed photographs rated as low affiliative, high affiliative, or neutral for as long as they wished. It was predicted that there would be a tendency for Ss to look longer at pictures congruent with their personality scores. No support was found; however, the results indicated that Ss with a high need for affiliation looked longer at all stimuli than Ss with a low need for affiliation. This finding was explained in terms of the high-affiliation Ss attempting to “please” E by looking longer at all stimuli. Evidence was also found suggesting that (a) the degree to which S believes E‘s instructions that the experiment is not a memory test and (b) Ss' self-ratings of nervousness are not related to looking time or the need for affiliation. Interest ratings and their relation to looking time may depend on Ss' personality.

Personality Characteristics of Teachers of Behavior Disordered Children

1980 ◽  
Vol 6 (1) ◽  
pp. 59-61
Author(s):  
Philip W. Soldan
Keyword(s):  
Effective Teachers ◽  
Personality Characteristics ◽  
Self Concept ◽  
Personal Preference ◽  
Informal Interview ◽  
Relationship Orientation ◽  
Edwards Personal Preference Schedule ◽  
Behavior Disordered

Five teachers (judged to be effective teachers of behavior disordered children) were administered the Edwards Personal Preference Schedule and participated in an informal interview. A set of personality characteristics of effective teachers of the behavior disordered emerged. Such teachers tend to have a strong need for the following: dominance, intraception, affiliation, achievement, and succorance; and tend not to have a strong need for endurance, change, abasement, and aggression. Other important traits include a strong self-concept, a relationship orientation, a balance between introversion and extroversion, an ability to establish authority as a teacher (but not in an authoritarian manner), and patience.

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