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Applications in Psychology > Lecture 1: Personality, Intelligence and the Prediction of Achievement > Flashcards

Lecture 1: Personality, Intelligence and the Prediction of Achievement Flashcards

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1
Q

What is the TIA framework?

A

Consists of
personality traits
intelligence or abilities
interests

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2
Q

define personality traits

A

> consistency and coherency in an individuals pattern of affects, cognitions, desires and behaviours, patterning across situations and over time
that may be used to describe and understand a person

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3
Q

define intelligence or abilities

A

> very general mental capability
reason, plan, solve problems, think abstractly, comprehend complex ideas, learn quickly and learn from experience
broader and deeper capability for comprehending our surroundings—“catching on,” “making sense” of things, or “figuring out” what to do

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4
Q

what is not intelligence?

A

book learning, a narrow academic skill, or test-taking smarts

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5
Q

define interests?

A

Conceptualised in terms of our personality, motivation and self-concept (Hansen, 1990)

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6
Q

Types of interests?

A

a) - Thematic interests (e.g., people versus things)

b) - Vocation specific interests (e.g., engineering, technical)

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7
Q

what can TAIs predict?

A

occupation outcomes
educational
socioeconomic and health

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8
Q

What were Binet and Simon trying to achieve?

A

How to predict educational achievement independent of experience, instruction, social privilege etc.

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9
Q

What did Binet and Simon look at / create?

A

Exercises for assessing attention, memory, thinking etc
> Track a lit match with gaze - perceptual
> Identify named body parts - awareness
> Repeat a list of digits - short-term memory

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10
Q

define concept of mental age

A

a child who could perform at the level attained on average by 6 year olds had a mental age of 6

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11
Q

What is William Stern: Intelligenz-Quotient (IQ)

A

> IQ = (Mental age / Chronological Age)*100

> IQ 100 = normal

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12
Q

what are Stanford-Binet Intelligence Scales?

A

intelligence scales with IQ scores normed at 100 (with SD = 15)

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13
Q

What was the work of Robert Yerkes?

A

> Army Alpha & Beta Examinations
Goal was to evaluate and assign recruits
Verbal (alpha) and non-verbal (beta) tests used to predict performance

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14
Q

What is college testing?

A

used by 60-70% of colleges by 1924

Provided a “partial basis for admission”

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15
Q

why do various tests of mental skills or capacity correlate so highly?

A

Spearman (1904) all abilities loaded on General Intelligence Factor or ‘g’ = latent variable underling all these abilities

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16
Q

What is Cattell (1943) break down of g?

A

Fluid and Crystallized intelligence

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17
Q

Define Fluid intelligence

A

‘gf’ (non-verbal, reasoning; biologically based, context independent)

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18
Q

define Crystallized intelligence

A

‘gc’ (vocabulary, general knowledge; reflects learning/experience)

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19
Q

what did Cattell (1949) find for personality?

A

derived 16 factors from a data-based of personality descriptors assembled by Allport & Oddbert (1937)

20
Q

what did Tupes & Christal (1961) find?

A

> use of Catell’s scales to predict performance in US Air Force recruits,
Could not recover 16 factors, only FIVE

21
Q

define E

A

enthusiastic, outgoing, talkative

22
Q

define A

A

warm, friendly, kind, soft-hearted

23
Q

define C

A

hard working, organised, disciplined

24
Q

define N

A

tense, volatile, emotional

25
Q

define O

A

curious, creative, interested in ideas and aesthetic

26
Q

what is the interplay between personality and intelligence?

A

Openness is related intelligence, moderate correlation with g at around .30

27
Q

what is Typical Intellectual Engagement (TIE)?

A

openness (curiosity, motivation to learn) + ability to figure things out

28
Q

what does TIE correlate with?

A

Openness (~.60) and
Conscientiousness (~.30)
crystallised intelligence (gc) (~.30)

29
Q

What is Hollands “Theory of Vocational Choice”?

A

identified Six thematic vocational orientations:

30
Q

what are Hollands / (Guilfords) Six thematic vocational orientations?

A 
1.  Realistic - (Mechanical)
Hands on, physical/ motor orientation
2. Investigative (Scientific/Analysis)
Thinking, problem solving, models
3. Artistic (Aesthetic)
Aesthetics, self expression
4. Social (Social Welfare)
Therapeutic, interpersonal
5. Enterprising (Business)
Persuasive power, leadership
6. Conventional (Clerical)
Conformity, need for structure
31
Q

what is the link betwen f. Interests & intelligence/personality?

A
  1. Realistic > Higher maths/spatial abilities
  2. Investigative > Higher verbal/maths/spatial abilities > Higher Openness
  3. Artistic > Higher verbal ability > Higher Openness
  4. Social > Lower maths/spatial abilities > Higher Extraversion and Agreeableness
  5. Enterprising > Higher Extraversion
  6. Conventional > Higher Conscientiousness
32
Q

what were findings re TAIs and Job Performance by Schmidt & Hunter (1998)

A

> Job performance typically measured in terms of supervisory ratings
strong predictive validity for Intelligence (g): r = 0.51 across a wide range of jobs
strong Predictive validity for conscientiousness: r = 0.31
weak Predictive validity for interests: r = 0.10
Combining an intelligence test with an integrity test (a type of personality test) boosts prediction to r = .65
Combining an intelligence test with conscientiousness boosts prediction to r = .6o
Combining an intelligence test with interests does not boost prediction

33
Q

what is integrity tests?

A

(tendencies toward unreliable or unproductive behaviours) reflect a combination of conscientiousness and agreeableness

34
Q

What were Barrick & Mount (1991, 1998) re big five and predictor of achievement?

A

> Conscientiousness predicts across all occupations: r = .20-.23
For ‘will do’ criteria (i.e., criteria relating to effort): r = .42
Extraversion predicted performance well in two specific job arenas: Management: r = .18 and Sales: r = .15

35
Q

finding re AIs and “occupational success”?

A

> g: r = .45 (Strenze, 2007)
Openness: r = .18 (Sutin et al., 2009)
Extraversion: r = .16 (Roberts et al., 2003)
Conscientiousness: r = .15 (Roberts et al., 2003)

36
Q

how is occupational success measured?

A

e.g. Duncan Socioeconomic Index

> typically reflect wages, education required, popular views of it’s desirability, worthiness, or ‘prestige’

37
Q

what predicts educational achievement across programs?

A

A combination of g and conscientiousness predicts achievement (GPA) across programs (Kuncel et al., 2001)

38
Q

findings of Poropat (2009) meta-analysis re TIA and educational achievement?

A

> g predicts GPA at r = .25 (not as strong as work)
Conscientiousness: r = .22 (just as strong as g)
Openness: r = .12
Agreeableness: r = .07

39
Q

which personality trait is the best predictor of GPA?

A

Of personality measures, only conscientiousness predicts GPA whilst controlling for g (rpartial = .17)

40
Q

what is the best predictor of educational attainment?

A

(highest level completed / years spent in full time education)
> g predicts at r = .56 (Strenze, 2007)
> Probability of earning a bachelors degree increases nearly two-fold for a 1SD increase in g (Herrnstein & Murray, 1994)
> Openness also predicts at r = .34 (Goldberg et al., 1998)

41
Q

what is the merging picture: the power of g /conscientiousness?

A

> g predicts job performance in all jobs and in at all ability levels
g is a stronger predictor of core performance (i.e., the actual work) than non-core performance (e.g., orderliness, effort, organizational citizenship)
Conscientiousness/integrity is a strong predictor of non-core performance but adds nothing beyond g to prediction of core performance
g and conscientiousness measured in childhood consistently predict academic performance through to adulthood

42
Q

What are the best predictors of job satisfaction and commitment?

A

> E predicts satisfaction and commitment r = .28 (N is negatively correlated r ~ -.28)
N positively correlated with Turnover and burnout (r = .24 & .45) and E negatively correlated (-.14 and -.26)

43
Q

what are the work experiences predicted by personality?

A

E –> positions of power, autonomy, and involvement
N –> negative r with financial security
C –> positive r with involvement and financial security

44
Q

Personality and Vocational choice?

A

E–> management & sales
C–> management and clerical
O –> management and professional
A–> +sales -ve management

45
Q

Choice of college major?

A

> Extraverts tend to go into Marketing, PR, Drama…
Introverts tend to go into Physics, English, Computer programming
More conscientious people want to be nurses, or administrators in health, justice, medicine, etc
Less conscientious people want to be philosophers, fiction writers

Applications in Psychology (4 decks)

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