Experiential structuring of psychological traits |
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| Affiliation: | 1. Monash University Accident Research Centre, Monash University, Australia;2. Department of Psychology, George Mason University, United States;3. Department of Clinical and Health Psychology, School of Health in Social Science, University of Edinburgh, United Kingdom;4. Monash University Accident Research Centre, Monash University, Australia;5. Department of Psychology, Rowan University, New Jersey & Center for Injury Research and Prevention, Children’s Hospital of Philadelphia, Pennsylvania, United States;1. Center for Policy and Research in Emergency Medicine, Department of Emergency Medicine, Oregon Health & Science University, Portland, Oregon, United States;2. School of Public Health, Oregon Health & Science University, Portland, Oregon, United States;3. Department of Surgery, University of Washington, Seattle, Washington, United States;4. Department of Obstetrics and Gynecology, Oregon Health & Science University, Portland, Oregon, United States;5. Center for Health Systems Effectiveness, Department of Emergency Medicine, Oregon Health & Science University, Portland, Oregon, United States;6. Department of Internal Medicine, Division of Geriatrics, Oregon Health & Science University, Portland, Oregon, United States;1. School of Psychology, University of New South Wales, Sydney, Australia;2. Brain Dynamics Centre, Westmead Institute for Medical Research, Westmead, Australia;1. AKKA Technologies, Guyancourt, France;2. Research Department, Renault SAS, Guyancourt, France;1. London School of Hygiene and Tropical Medicine, London, United Kingdom;2. Centro Nacional de Investigaciones Cardiovasculares Carlos III (CNIC), Madrid, Spain;3. CIBER de enfermedades CardioVasculares (CIBERCV), Madrid, Spain;4. Emergency Department, Hospital Clínic, Barcelona, Catalonia, Spain;5. Emergency Department, Short-Stay Unit and Home Hospitalization, Hospital General de Alicante, Alicante, Comunidad Valenciana, Spain;6. Emergency Department, Hospital Universitari de Bellvitge, L’Hospitalet de Llobregat, Catalonia, Spain;7. Emergency Department, Hospital Universitario Central de Asturias, Oviedo, Asturias, Spain;8. Emergency Department, Hospital de la Santa Creu i Sant Pau, Universidad Autónoma de Barcelona, Barcelona, Catalonia, Spain;9. Emergency Department, Short-Stay Unit, Hospital la Fe de Valencia, Valencia, Comunidad Valenciana, Spain;10. Emergency Department, Short-Stay Unit, Hospital Universitario de Burgos, Burgos, Castilla y León, Spain;11. Emergency Department, Hospital Universitario de Getafe, School of Biomedical and Health Sciences, Universidad Europea, Madrid, Spain;12. Emergency Department, Hospital General Universitario Gregorio Marañón, Madrid, Spain;13. Department of Geriatric Medicine, Hospital General Universitario Gregorio Marañón, Madrid, Spain;14. Instituto de Investigación iiSGM, CIBER de fragilidad y envejecimiento, Universidad Complutense de Madrid, Madrid, Spain;15. Cardiology Department and Instituto de Investogación del Hospital Universitario 12 de Octubre (imas12), and the Facultad de Medicina, Universidad Complutense, Madrid, Spain;p. Emergency Department, Hospital Clínico San Carlos, Instituto de Investigación Sanitaria Hospital Clínico San Carlos (IdISSC), Universidad Complutense de Madrid, Madrid, Spain |
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| Abstract: | The major object of this article is to examine the part that the organization of our experiences may play in the structuring of our psychological traits. How does an individual's learning history influence the formation of his or her psychological traits? This question is approached by considering the traits identified in diverse contexts that provide substantially different experiential histories for the developing individual. Examples of such contexts are taken from research on (1) affective and cognitive domains, (2) academic and practical intelligence, (3) trait development in different species, (4) trait structure across the life span, and (5) cross-cultural trait comparisons. Special attention is given to the role of formal schooling in the formation of cognitive traits and to the contribution of such technological developments as phonetic writing, counting and numerical systems, and Computers. |
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