AN EVALUATION OF THE VALIDITY OF THE PERSONALITY RESEARCH FORM WITH FILIPINO UNIVERSITY STUDENTS

The cross-cultural validity of a North American personality inventory, namely, the Personality Research Form (Jackson 1984) was examined using 394 university students in the Philippines who were able to speak and read English. Scale validities, with self and peer ratings as criteria, were generally significant but modest. Moderate scale and peer rating reliabilities probably contributed to these results. Elevated scores on a PRF scale designed to detect careless responding suggested failure to understand instructions or insufficient motivation may also account for the findings. Interestingly, recalculating validities for subsamples comprising ‘dependable’ and ‘undependable’ subjects yielded no substantial differences in overall validity. Implications for cross-cultural personality assessment are discussed.     

SOCIAL TRADITIONALISM AND PERSONALITY: AN EMPIRICAL INVESTIGATION OF THE INTERRELATIONSHIPS BETWEEN SOCIAL VALUES AND PERSONALITY ATTRIBUTES*

Three personality variables - field dependence-independence cognitive style, tolerance of ambiguity and machiavellianism - and two social value variables - conformity-self-assertion and fatalism-personal efficacy - were used to investigate the relationship between attachment to norms of social traditionalism and personality orientation. Subjects were 218 first-level supervisors from five industrial plants in Auckland, New Zealand. They were classified into four cultural groups depending on whether they were immigrant or indigenous Polynesians or Europeans. It was found that, with the exception of fatalism-personal efficacy and machiavellianism, social values were significantly correlated with personality attributes. The direction of these associations supported the hypothesis that attachment to norms of social traditionalism is associated with low levels of psychological development, while attachment to norms of modernity is associated with high levels of psychological development.     

右侧脑发育不全患者启动效应与智力水平分离

采用 ＷＭＳ－ＣＲ． ＷＩＳＣ－ＣＲ和４项内隐记忆任务（偏好、自由联想、字根补笔和字辨认）观察一例右侧脑发育不全患者和两正常对照组被试的智商、记忆商和启动效应。发现该患者智力发育迟滞、记忆功能严重损伤,但启动效应正常。提示右侧脑发育不全患者启动效应与智力测验结果分离。由于启动效应是人类的一种重要的无意识习得能力,因此该研究表明智力发育迟滞者或脑损伤患者仍可能存在较好的无意识习得能力,这对特殊教育和临床脑损伤患者康复有一定的参考价值;同时该研究提示当前智力测验未能反映大脑功能的无意识方面,提出今后的智力测验应包括无意识习得能力的测量。     

护士职业的人格特质研究

采用Ｙ－Ｇ性格测验问卷,对临床护士和在读护生共３９０人,进行了心理测评,展开了护士职业的人格特质研究。研究结果表明：优秀护士群体的性格类型和某些人格特质显著地优于一般护士群体;优秀护士与一般护士间所显现出显著差异的人格特质,对于护士角色人格的构成具有决定性影响;Ｙ－Ｇ性格测验的Ａ型性格类型评定对于护士职业的心理选拔显现特异性趋势;整个测评研究结果,基本支持＂护士个体人格特质与角色人格特质的匹配模式＂等理论假设．     

右侧脑发育不全遗忘症患者的启动效应与右侧皮层的分离

采用ＷＭＳ－ＣＲ、ＷＩＳＣ－ＣＲ和４项内隐记忆任务（偏好、自由联想、字根补笔和字辨认）观察一例右侧大脑发育不全患者和两组正常对照的知觉性启动效应和语义性启动效应。发现该患者智力发育迟滞、记忆功能严重障碍,但两种启动效应正常。显示右侧大脑皮层发育不全不影响两种启动效应任务操作,启动效应与右侧大脑皮层分离。不支持Ｋｅａｎｅ等人认为知觉性启动效应的神经学基础在大脑皮层的结论。结合先的研究结果认为知觉性启动效应可能与基底神经节有关,语义性启动效应可能与左侧大脑皮层有关。     

THE STRUCTURE OF CONSCIENTIOUSNESS: AN EMPIRICAL INVESTIGATION BASED ON SEVEN MAJOR PERSONALITY QUESTIONNAIRES

The purpose of this study was to identify the underlying structure of the trait domain of Conscientiousness using scales drawn from 7 major personality inventories. Thirty-six scales conceptually related to Conscientiousness were administered to a large community sample ( N = 737); analyses of those scales revealed a hierarchical structure with 6 factors: industriousness, order, self-control, responsibility, traditionalism, and virtue. All 6 factors demonstrated excellent convergent validity. Three of the 6 factors, industriousness, order, and self-control, showed good discriminant validity. The remaining 3 factors—responsibility, traditionalism and virtue—appear to be interstitial constructs located equally between Conscientiousness and the remaining Big Five dimensions. In addition, the 6 underlying factors had both differential predictive validity and provided incremental validity beyond the general factor of Conscientiousness when used to predict a variety of criterion variables, including work dedication, drug use, and health behaviors.     

关于个性问题的探讨

(一)“个性”是什么?它包括哪些方面?(二)关于区分个性差异的标志。(三)对个性与行为关系的理解。(四)关于形成个性差异根源的初步探索。