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At least 109 records · Page 6Linked to original sources
PubMed1975

Time perception: effects of introversion/extraversion and task interest.

32 extraverted and 32 introverted college students rated the interest value and estimated the duration of 3-min. intervals filled with reading. There were 3 dull and 3 interesting readings. It was hypothesized that time perceptions of extraverts and introverts would differ when their interest in the task was dissimilar. But no personality differences in time perception and few in interest were found; both extraverts and introverts judged the intervals to be shorter when the reading was interesting.

Attention↗
PubMed1979

An approach to prediction of performance using behavioral and physiological variables.

10 male, middle-distance runners selected for their potential or actual success in running 1500 metres were subjected to laboratory tests of VO2 max and run time at 85% VO2 max. Using the Eysenck Personality Inventory (Eysenck, 1962), data were collected from the runners from which they were given a score on the Extraversion/Introversion dimension of personality. Pearson product-moment correlations were computed between 1500 m. run times and VO2 max, 85% utilization of VO2 max, and Extraversion scores. The highest correlation was between Extraversion and the 1500-m. run (r = .75). The multiple correlation between times for the 1500-m. run and Extraversion with VO2 max was .77. The results support the value of building comprehensive profiles for the athlete which include not only physiological and anatomical variables but behavioral measures as well.

Extraversion, Psychological↗
PubMed1980

Electrocortical positivity and personality.

Individual differences in slow positive wave (SPW) amplitude occurring 200 to 400 msec. post-stimulus are reported in a group of 6 extraverts and 6 introverts. Introverts showed larger positivity of amplitude. Differences indicated that cortical specificity of components might relate to personality-specific attentional strategies.

Adult↗
PubMed1995

Vigilance as a table of numbers.

Data from vigilance experiments have structure. Its bases include 1/12 and multiples thereof, single-digit fractions, and 1/e. Continuing previous research, a table of e-based ratios (e-BR) was developed. Data from 9 published experiments with regular and irregular signals (RS-IS) and from 9 with extraverted and introverted subjects (E-I) were re-analyzed. Significant numerical correlations were obtained, some concerning effects originally reported as nonsignificant. Detection (D) means all categories ("levels" of both factors) were linearly related, with p(D) approximately mean(5/8 + y/9) and p < .01. Cross-factor averaged mean products of ratio D for each time period also showed convergence (p < .01). The over-all mean and stability ratio of detections (SR[D], i.e., D for final time period/D for initial time period, gave the scaling effect 8 square root of 1/24:24 square root of 1/24. Response-time means and standard deviations for different groups in Mackie, Wylie, and Smith's 1994 sonar experiments were related by the derivatives of [1 - 1/e] included in the new table (p = .002). Although by no means specific to vigilance (or psychophysics), the numeric factor still seems relevant to research.

Arousal↗
PubMed1992

A longitudinal study of dental students' personality type preferences.

The Myers-Briggs Type Indicator was administered to five classes of students at the beginning and end of their dental education. The 161 students who completed both tests were categorized according to personality type. The Spearman rank-order correlation of the two sets of data was calculated and tested. Changes in personality type between the tests were noted using two different standards. The first standard defined change as any alteration in the four-letter MBTI designation and thus was a measure of change in type. The second standard defined change utilizing the 95 percent confidence interval of the continuous score of each of the four MBTI scales and thus was a measure of change in the underlying construct, personality. The first standard indicated 75.8 percent of students change type; the second indicated 11.2 percent changed personality. These data are consistent with previously reported studies, but raise questions regarding what is being measured and how the data are being analyzed.

Confidence Intervals↗
PubMed2006

Matching student personality types and learning preferences to teaching methodologies.

The purpose of this study was to identify teaching styles that complement the learning preferences of undergraduate dental students while enhancing the quality of patient care. A formidable challenge to reform in dental education has been overcoming the resistance by faculty and administration to recommended changes. The organizational structure of dental institutions, with their independent departments, makes obtaining consensus on educational issues difficult. For beneficial change to occur, clear evidence of the benefits to all within the organization must be presented. The objectives of the study were to 1) identify the most common personality types among first- and second-year undergraduate dental students at the University of Texas Dental Branch at Houston using the Myers-Briggs Type Indicator (MBTI); 2) identify the learning preferences of these personality types; and 3) determine a more effective approach to teaching clinical dentistry based upon student personality types and learning preferences. Four common personality types were identified among respondents: ISTJ, ESFJ, ESTJ, and ISFJ, with a predisposition for Sensing (S) (desire for facts, use of senses) over Intuition (N) (look for possibilities, relationships) and Judging (J) (prefers decisiveness, closure) over Perceiving (P) (desire flexibility, spontaneity). The most common occurring personality type, ISTJ, represents an Introverted, Sensing, Thinking, Judging individual. Specific clinical curricular techniques that would appeal to these common personality types are identified, and an explanation of their benefit is provided. Results of this study demonstrate the importance of faculty understanding and acknowledging different student personality types and related learning preferences as a way to initiate improvement of undergraduate dental education, promote student motivation, and allow for an expression of learning style preference.

Curriculum↗
PubMed1991

[Changes in the emotionally conditioned behavior of rats under the influence of the hexapeptide fragment GLLDLK of the protein inhibitor of diazepam binding].

It is shown that suboccipital injection of 100 micrograms of the gexapeptide GLLDLK (the fragment of endogenous peptide--the inhibitor of diazepam binding) modified (for 1-3 days) the emotionally conditioned behaviour of the rats (the test of "emotional resonance"). This modification was realized in some reinforcement of different behavioural patterns and had signs of anxiety and depression. In the test "social hierarchy" the injection of GLLDLK didn't change significantly the hierarchy in the whole rat society, but in the recipient behaviour the exploratory activity has been changed, the time of grooming increased and the quantity of social contacts decreased.

Animals↗
PubMed1978

[Multivariate investigation of reactions to tranquilizers dependent on personality variables (author's transl)].

5 mg of diazepam as well as 2.5, 5, and 10 mg of a substance from the thienodiazepine series (Bay g 5653) were compared with a placebo, following a double-blind procedure. The 149 male student volunteers were classified into introverts and extraverts. For 17 test variables including subjective and physiological measures, as well as psychomotoric and cognitive achievement variables, a 2 x 5-factorial MANOVA was computed. Effects of medication and of interactions between introversion/extraversion and medication were highly significant. Correlations of test variables with composite scores indicated that medication effects could be shown best with objective tests, while the interactions between introversion/extraversion and medication could be shown better with subjective variables. Results were discussed together with those of an earlier univariate analysis of the data using emotional stability/lability as a personality variable.

Adult↗