Generally, different individuals have the tendency to perform differently while reading. Despite such variation, studies have shown that readers have the tendency to be consistent in their performance. Studies have also found such consistency can be traced to the personality traits of the subjects. Hence, the purpose of the study is to investigate the relationship between personality traits and reading proficiency score. The respondents of this study are mainly third-semester diploma students of various courses from one of the leading institution of higher learning in Malaysia involving 313 students. The respondents are required to sit for a reading proficiency test and a personality trait test. An analysis of variance is used to see whether certain personality traits can be associated with reading proficiency. Using one-way analysis of variance, it is found that none of the personality traits shows a significant relationship to reading proficiency as p>0.05. However, despite the insignificant relationship between reading proficiency and personality traits, it is found that there are some negative correlations between reading proficiency score and personality traits.
The impact analysis of psychological reliability of population pilot study fo...Dr. Seyed Hossein Fazeli
The purpose of research described in the current study is the psychological reliability, its’ importance, application, and more to investigate on the impact analysis of psychological reliability of population pilot study for selection of particular reliable multi-choice item test in foreign language research work
Best and effective strategis for IELTS PreparatiuonLord Robin
This study investigated the relationship between Iranian test-takers' use of cognitive and metacognitive strategies and their performance on the reading section of the IELTS exam. 60 Iranian EFL learners completed a sample IELTS reading test and a questionnaire about their cognitive and metacognitive strategy use while taking the test. The results showed a strong positive correlation between strategy use and reading test performance. No significant differences were found in strategy use between male and female test-takers. The findings suggest cognitive and metacognitive strategies are important for performance on the IELTS reading section.
Use of the metacognitive english language learning strategies based on person...Dr. Seyed Hossein Fazeli
The present study aims to find out the relationship between use of the Metacognitive English Language Learning Strategies (MELLSs) for learners of English as a foreign language based on personality traits, and the role of personality traits in the prediction of use of such Strategies. Four instruments were used, which were Adapted Inventory for Metacognitive English Language Learning Strategies based on Metacognitive category of Strategy Inventory for Language Learning (SILL) of Rebecca L. Oxfords (1990), A Background Questionnaire, NEO-Five Factors Inventory (NEO-FFI), and Test of English as a Foreign Language (TOEFL). Two hundred and thirteen Iranian female university level learners of English language as a university major in Iran, were asked to participate in this research work. The intact classes were chosen. The results show that however, there is a significant relationship between four traits of personality and use of the MELLSs, but personality traits cannot be as a strong predictor with high percent of contribution to predict use of the MELLSs.
Big Five/HPTI and Cognitive ability AND High potential personalityCol Mukteshwar Prasad
Relationship between personality/HPTI and intelligence has been studied.
Most studies have focused on measures of intelligence in relation to the personality factors of the Five Factor Model (FFM) or Big Five(OCEAN) , Openness , Conscientiousness , Extravert, Agreeableness and Neuroticism.
Cognitive ability refers to what a person can achieve in workplace and educational settings, personality variables determine whether and how and why they do or do not realize potential.
Cattell (1971)suggested that certain elements of personality will have an intellectual ability component, which will affect general ability. Cattell has an investment model which suggests that personality traits (like Conscientiousness and Openness) may have long-term effects on the development of intellectual abilities.
Thus, personality factors may be seen as motivational variables that have a strong impact on academic results.
The modern approach on application of abbreviation and acronym strategy for v...Dr. Seyed Hossein Fazeli
This document discusses a modern approach to applying abbreviation and acronym strategies for vocabulary learning in second/foreign language learning. It proposes that this strategy can help make vocabulary learning easier and improve long-term retention. The strategy involves coding word meanings using extracted letters to form abbreviations or acronyms. This allows learners to focus more on meaning than form in the early stages of learning. The document outlines different types of abbreviations/acronyms and considerations for applying this strategy in teaching and testing vocabulary. It argues this approach can positively impact learners' views of vocabulary learning when implemented appropriately.
The document discusses various psychological tests used in the employee selection process. It begins by outlining the general steps in employee selection such as ability and personality tests, interviews, and assessment centers. It then describes several specific psychometric tests used to evaluate candidates, including the OPQ32r, SHL tests, Bennett Mechanical Comprehension Test, IQ/achievement tests, Manchester Personality Questionnaire, and Applied Technology Series. The document emphasizes that psychometric tests provide objective, standardized, and valid measures of candidates' abilities, personalities, and potential job success.
This study analyzed two English placement tests, the Michigan English Placement Test (MEPT) and the Oxford Placement Test (OPT), administered to 132 Japanese university students. The results showed that:
1) The MEPT scores were not normally distributed, while the OPT scores were.
2) Reliability estimates varied across subsections of the tests, with the MEPT listening section having low reliability.
3) The tests were moderately correlated (r = 0.58) but overlapped only 33.4% in proficiency level placements, suggesting they may measure different aspects of English ability.
The impact analysis of psychological reliability of population pilot study fo...Dr. Seyed Hossein Fazeli
The purpose of research described in the current study is the psychological reliability, its’ importance, application, and more to investigate on the impact analysis of psychological reliability of population pilot study for selection of particular reliable multi-choice item test in foreign language research work
Best and effective strategis for IELTS PreparatiuonLord Robin
This study investigated the relationship between Iranian test-takers' use of cognitive and metacognitive strategies and their performance on the reading section of the IELTS exam. 60 Iranian EFL learners completed a sample IELTS reading test and a questionnaire about their cognitive and metacognitive strategy use while taking the test. The results showed a strong positive correlation between strategy use and reading test performance. No significant differences were found in strategy use between male and female test-takers. The findings suggest cognitive and metacognitive strategies are important for performance on the IELTS reading section.
Use of the metacognitive english language learning strategies based on person...Dr. Seyed Hossein Fazeli
The present study aims to find out the relationship between use of the Metacognitive English Language Learning Strategies (MELLSs) for learners of English as a foreign language based on personality traits, and the role of personality traits in the prediction of use of such Strategies. Four instruments were used, which were Adapted Inventory for Metacognitive English Language Learning Strategies based on Metacognitive category of Strategy Inventory for Language Learning (SILL) of Rebecca L. Oxfords (1990), A Background Questionnaire, NEO-Five Factors Inventory (NEO-FFI), and Test of English as a Foreign Language (TOEFL). Two hundred and thirteen Iranian female university level learners of English language as a university major in Iran, were asked to participate in this research work. The intact classes were chosen. The results show that however, there is a significant relationship between four traits of personality and use of the MELLSs, but personality traits cannot be as a strong predictor with high percent of contribution to predict use of the MELLSs.
Big Five/HPTI and Cognitive ability AND High potential personalityCol Mukteshwar Prasad
Relationship between personality/HPTI and intelligence has been studied.
Most studies have focused on measures of intelligence in relation to the personality factors of the Five Factor Model (FFM) or Big Five(OCEAN) , Openness , Conscientiousness , Extravert, Agreeableness and Neuroticism.
Cognitive ability refers to what a person can achieve in workplace and educational settings, personality variables determine whether and how and why they do or do not realize potential.
Cattell (1971)suggested that certain elements of personality will have an intellectual ability component, which will affect general ability. Cattell has an investment model which suggests that personality traits (like Conscientiousness and Openness) may have long-term effects on the development of intellectual abilities.
Thus, personality factors may be seen as motivational variables that have a strong impact on academic results.
The modern approach on application of abbreviation and acronym strategy for v...Dr. Seyed Hossein Fazeli
This document discusses a modern approach to applying abbreviation and acronym strategies for vocabulary learning in second/foreign language learning. It proposes that this strategy can help make vocabulary learning easier and improve long-term retention. The strategy involves coding word meanings using extracted letters to form abbreviations or acronyms. This allows learners to focus more on meaning than form in the early stages of learning. The document outlines different types of abbreviations/acronyms and considerations for applying this strategy in teaching and testing vocabulary. It argues this approach can positively impact learners' views of vocabulary learning when implemented appropriately.
The document discusses various psychological tests used in the employee selection process. It begins by outlining the general steps in employee selection such as ability and personality tests, interviews, and assessment centers. It then describes several specific psychometric tests used to evaluate candidates, including the OPQ32r, SHL tests, Bennett Mechanical Comprehension Test, IQ/achievement tests, Manchester Personality Questionnaire, and Applied Technology Series. The document emphasizes that psychometric tests provide objective, standardized, and valid measures of candidates' abilities, personalities, and potential job success.
This study analyzed two English placement tests, the Michigan English Placement Test (MEPT) and the Oxford Placement Test (OPT), administered to 132 Japanese university students. The results showed that:
1) The MEPT scores were not normally distributed, while the OPT scores were.
2) Reliability estimates varied across subsections of the tests, with the MEPT listening section having low reliability.
3) The tests were moderately correlated (r = 0.58) but overlapped only 33.4% in proficiency level placements, suggesting they may measure different aspects of English ability.
This study examines the Kambara Locus of Control Scale, which measures an individual's belief in internal or external control. The study analyzed data from 1,125 Japanese high school students using four models of the scale. The results showed that none of the models provided a good fit to the data, calling into question the validity of using the scale to measure locus of control in this population. This has implications for previous and future research relying on this scale.
Interpreters and Emotional Intelligence How do we use it and why does it matter?Diana Singureanu
Interpreters and Emotional Intelligence How do we use it and why does it matter?
Why perfectly good interpreters succumb when faced with stressful situations?
Why others thrive under pressure and need the adrenaline to perform better?
Why some interpreters are more comfortable with our ‘invisible’ role?
Why others are keen to interact and make their presence?
How do interpreters cope with stress, emotional speakers, uncooperative colleagues, the undue pressure from clients and the financial instability that comes with a freelance status, and what happens if they don’t?
This study investigated the relationship between pupillary responses on a visual backward masking task and scores on the SAT, a measure of general cognitive ability. In the backward masking task, participants had to identify which of two lines was longer after it was briefly presented and then masked by overlying lines. Pupillary responses were analyzed to isolate components reflecting attention to the target line versus the mask. The researchers hypothesized that higher SAT scores would correlate with better target identification and less pupillary response to the irrelevant mask. They found that a late pupillary response component reflecting attention to the mask accounted for unique variance in SAT scores beyond other factors, supporting the idea that more cognitively able individuals process information more efficiently.
Psychological tests aim to reliably and validly measure constructs like intelligence, personality, interests, and abilities. Intelligence tests assess general mental abilities and specific skills, with theories proposing single or multiple factors of intelligence. Personality tests evaluate characteristics and problems through objective questionnaires or projective techniques interpreting ambiguous stimuli. Achievement and aptitude tests respectively measure learning and predict skill acquisition. Psychological testing provides standardized assessment with norms, though factors like culture must be considered.
Personality development course in Chandigarhashish34a
The document discusses different methods used to assess personality, including behavioral observations, paper-and-pencil tests, and projective techniques. Behavioral observations involve observing a person's behavior during interviews or interactions. Paper-and-pencil tests measure personality traits and dimensions through standardized questionnaires. Projective techniques assess personality by having subjects respond to ambiguous stimuli like inkblots or pictures in order to project their own personality.
This document describes a study that developed a test called the Test for Extraversion Survey (TES) to measure the personality trait of extraversion. The study administered the 20-item TES to a sample of 25 female African American college students. Item analysis was used to select the best items for the final test. Reliability analysis found the test had high internal consistency, with a coefficient alpha of 0.92. Discriminant validity was established between extraversion and measures of shyness and antisocial behavior. Further research is still needed to validate the psychometric properties of the TES.
The document provides information about projective personality tests, including the Rorschach inkblot test and Thematic Apperception Test (TAT). It discusses the creators and purposes of these tests, as well as examples of how they work. The Rorschach test uses inkblots to elicit unconscious thoughts, while the TAT uses ambiguous pictures to project personality traits. Both tests aim to reveal aspects of cognition, personality, and psychological functioning through interpretation of open-ended responses to non-verbal stimuli.
6 research problem - copy - copy - copy (1)Sara Elnaghy
The document discusses research objectives, questions, and hypotheses. It defines the aims, objectives, and importance of properly formulating them. Research objectives should be specific, measurable, achievable, relevant and time-bound. Well-written objectives guide the research process and help evaluate if the study aims were achieved. The document also discusses characteristics of good research questions and hypotheses, and different types of hypotheses like simple vs complex, directional vs non-directional, and null hypotheses.
Thurston's Group Factor Theory proposes that intelligence consists of several primary mental abilities. Louis Thurston originally identified 7 primary mental abilities in 1937, including verbal comprehension, verbal fluency, numerical ability, perceptual speed, inductive reasoning, spatial visualization, and memory. He later added deductive reasoning and problem solving abilities. Each primary ability represents a different cluster of mental operations and they are relatively independent of each other. Thurston's theory influenced later theories of multiple intelligences and contributed techniques for measuring attitudes.
Feedback: Learners’ Understanding and Preferences (Richter 2012)Richter Thomas
Richter, T. (2012). Feedback: Learners’ Understanding and Preferences. In: Bastiaens, T., & Marks, G. (Eds.), Proceedings of the World Conference on E-Learning in Corporate, Government, Healthcare, & Higher Education (e-Learn) 2012 (Montreal, Canada), Chesapeake, VA: AACE, pp.1268-1273.
The Children's Apperception Test (CAT) is a projective personality test for children ages 3-10 that involves showing them a series of picture cards depicting animals or people in familiar situations. The child's stories in response are analyzed to understand their personality, maturity level, and psychological health. Specifically, the CAT aims to reveal a child's reality testing abilities, drive regulation, defenses, conflicts, and autonomy. It was developed based on the Thematic Apperception Test for adults and older children, but uses animal figures instead of humans. The CAT takes 20-45 minutes to administer by a trained professional and involves encouraging children to tell stories about what is happening in each card and what might occur. There are no right or
This document discusses projective techniques, which are indirect interview methods used to collect data about respondents' underlying motives, attitudes, and intentions. Projective techniques involve having respondents project their own perspectives onto incomplete stimuli like sentences, pictures, or stories. There are several types of projective techniques, including association, completion, construction, expressive, and ordering techniques. While requiring specialized training, projective techniques can provide rich insights into respondents' unconscious beliefs when used correctly as part of qualitative research.
This document compares the relationship between metacognitive states and coping styles with stress in gifted and normal students. It finds that gifted students have higher self-monitoring abilities and use compromising coping styles more than normal students. There is a positive correlation between compromising styles and metacognitive states in both groups. The study also finds normal students use non-compromising styles and isolationism more to cope with stress compared to gifted students.
Projective techniques are used to obtain information that cannot be directly measured. They involve ambiguous stimuli to project hidden emotions and conflicts. The Rorschach inkblot test and Thematic Apperception Test show pictures and ask subjects to interpret them and provide stories. Projective techniques can reveal unconscious attitudes and are useful for sensitive topics, though they require skilled interpreters and lack reliability.
This study examines how explaining influences category learning and generalization. Participants learn categories of alien robots that can be distinguished by either a 75% rule about body shape or a 100% rule about foot shape. Those who explain category membership are expected to discover the more unified 100% rule. Across 3 experiments, participants either explain membership or perform a control task like describing items. The experiments compare how explanation influences discovery of category rules and generalization compared to controls that vary attention or articulation. Findings could provide insight into how explanation promotes discovery of unifying patterns and transfer to new contexts.
The document summarizes a study that replicated the classic Stroop test. 18 male participants between ages 23-25 completed a task where they identified the color of words displayed in different colored fonts over 40 trials. Reaction times were measured in 4 conditions: identifying square colors, identifying word colors that matched the font, partially matching words, and non-matching words. Results found significantly longer reaction times when word colors didn't match fonts, supporting the Stroop effect. Limitations included not accounting for vision or reading ability and a single gender sample. Statistical analyses of the data supported the hypothesis.
The Culture Fair Intelligence Test (CFIT) was conceived by Raymond B. Cattell in 1920s. It is a nonverbal instrument to measure your analytical and reasoning ability in the abstract and novel situations. The test includes mazes, classifications, conditions and series. Such problems are believed to be common with all cultures. That’s the reason that the testing industry claims it free from all cultural influences.
Please let me know if you are interested to purchase CFIT.
Looking for customized in-house training sessions that fit your needs, particularly in the Philippines? Please send me an email at clarencegapostol@gmail.com or WhatsApp +971507678124. When your request is received I will follow up with you as soon as possible.Thank you!
The slides tend to elucidate the pragmatic approach to language testing. They are specifically related to the cloze procedure and varieties of cloze tests as well.
Academic performance mapping traits of engineering studentsAlexander Decker
This study examined the relationship between personality type and academic performance in 272 engineering students in India. Students completed the Myers-Briggs Type Indicator (MBTI) to assess their personality type, and their academic records provided their performance levels. The MBTI classified students into Thinking-Sensing (TS) and Feeling-Intuitive (FI) types. Results showed that TS students had significantly better academic performance and adjustment than FI students, suggesting personality type matching to an engineering course impacts success. No differences were found in mental ability between the types. This research contributes to understanding how non-cognitive factors like personality influence academic outcomes.
The document discusses validity and reliability in research. It defines validity as the degree to which a study accurately reflects the concept being measured. There are several types of validity discussed, including content validity, construct validity, and criterion-related validity. Reliability refers to the consistency of measurements. Rater reliability and instrument reliability are examined. Methods for establishing reliability include test-retest analysis, equivalence of test forms, and measures of internal consistency such as Cronbach's alpha. Generalizability and sampling methods are also summarized.
Assessing Introversion And Extroversion In A Second Language SettingGina Brown
This study aimed to create a new tool to assess introversion and extroversion in language learners by comparing results from the new tool to an existing personality test and language assessment. 51 international students at a Midwestern university took the newly created Extroversion/Introversion in Language Learning Test (EILLT), the Myers-Briggs Type Indicator personality test, and an oral language assessment. The study found the EILLT provided statistically significant correlations with language ability, while the Myers-Briggs did not, showing the new tool more effectively assessed personality in this context. Participants also scored as more introverted on the EILLT which focused on language learning personality versus their overall personality. The researcher recommends using
This study examines the Kambara Locus of Control Scale, which measures an individual's belief in internal or external control. The study analyzed data from 1,125 Japanese high school students using four models of the scale. The results showed that none of the models provided a good fit to the data, calling into question the validity of using the scale to measure locus of control in this population. This has implications for previous and future research relying on this scale.
Interpreters and Emotional Intelligence How do we use it and why does it matter?Diana Singureanu
Interpreters and Emotional Intelligence How do we use it and why does it matter?
Why perfectly good interpreters succumb when faced with stressful situations?
Why others thrive under pressure and need the adrenaline to perform better?
Why some interpreters are more comfortable with our ‘invisible’ role?
Why others are keen to interact and make their presence?
How do interpreters cope with stress, emotional speakers, uncooperative colleagues, the undue pressure from clients and the financial instability that comes with a freelance status, and what happens if they don’t?
This study investigated the relationship between pupillary responses on a visual backward masking task and scores on the SAT, a measure of general cognitive ability. In the backward masking task, participants had to identify which of two lines was longer after it was briefly presented and then masked by overlying lines. Pupillary responses were analyzed to isolate components reflecting attention to the target line versus the mask. The researchers hypothesized that higher SAT scores would correlate with better target identification and less pupillary response to the irrelevant mask. They found that a late pupillary response component reflecting attention to the mask accounted for unique variance in SAT scores beyond other factors, supporting the idea that more cognitively able individuals process information more efficiently.
Psychological tests aim to reliably and validly measure constructs like intelligence, personality, interests, and abilities. Intelligence tests assess general mental abilities and specific skills, with theories proposing single or multiple factors of intelligence. Personality tests evaluate characteristics and problems through objective questionnaires or projective techniques interpreting ambiguous stimuli. Achievement and aptitude tests respectively measure learning and predict skill acquisition. Psychological testing provides standardized assessment with norms, though factors like culture must be considered.
Personality development course in Chandigarhashish34a
The document discusses different methods used to assess personality, including behavioral observations, paper-and-pencil tests, and projective techniques. Behavioral observations involve observing a person's behavior during interviews or interactions. Paper-and-pencil tests measure personality traits and dimensions through standardized questionnaires. Projective techniques assess personality by having subjects respond to ambiguous stimuli like inkblots or pictures in order to project their own personality.
This document describes a study that developed a test called the Test for Extraversion Survey (TES) to measure the personality trait of extraversion. The study administered the 20-item TES to a sample of 25 female African American college students. Item analysis was used to select the best items for the final test. Reliability analysis found the test had high internal consistency, with a coefficient alpha of 0.92. Discriminant validity was established between extraversion and measures of shyness and antisocial behavior. Further research is still needed to validate the psychometric properties of the TES.
The document provides information about projective personality tests, including the Rorschach inkblot test and Thematic Apperception Test (TAT). It discusses the creators and purposes of these tests, as well as examples of how they work. The Rorschach test uses inkblots to elicit unconscious thoughts, while the TAT uses ambiguous pictures to project personality traits. Both tests aim to reveal aspects of cognition, personality, and psychological functioning through interpretation of open-ended responses to non-verbal stimuli.
6 research problem - copy - copy - copy (1)Sara Elnaghy
The document discusses research objectives, questions, and hypotheses. It defines the aims, objectives, and importance of properly formulating them. Research objectives should be specific, measurable, achievable, relevant and time-bound. Well-written objectives guide the research process and help evaluate if the study aims were achieved. The document also discusses characteristics of good research questions and hypotheses, and different types of hypotheses like simple vs complex, directional vs non-directional, and null hypotheses.
Thurston's Group Factor Theory proposes that intelligence consists of several primary mental abilities. Louis Thurston originally identified 7 primary mental abilities in 1937, including verbal comprehension, verbal fluency, numerical ability, perceptual speed, inductive reasoning, spatial visualization, and memory. He later added deductive reasoning and problem solving abilities. Each primary ability represents a different cluster of mental operations and they are relatively independent of each other. Thurston's theory influenced later theories of multiple intelligences and contributed techniques for measuring attitudes.
Feedback: Learners’ Understanding and Preferences (Richter 2012)Richter Thomas
Richter, T. (2012). Feedback: Learners’ Understanding and Preferences. In: Bastiaens, T., & Marks, G. (Eds.), Proceedings of the World Conference on E-Learning in Corporate, Government, Healthcare, & Higher Education (e-Learn) 2012 (Montreal, Canada), Chesapeake, VA: AACE, pp.1268-1273.
The Children's Apperception Test (CAT) is a projective personality test for children ages 3-10 that involves showing them a series of picture cards depicting animals or people in familiar situations. The child's stories in response are analyzed to understand their personality, maturity level, and psychological health. Specifically, the CAT aims to reveal a child's reality testing abilities, drive regulation, defenses, conflicts, and autonomy. It was developed based on the Thematic Apperception Test for adults and older children, but uses animal figures instead of humans. The CAT takes 20-45 minutes to administer by a trained professional and involves encouraging children to tell stories about what is happening in each card and what might occur. There are no right or
This document discusses projective techniques, which are indirect interview methods used to collect data about respondents' underlying motives, attitudes, and intentions. Projective techniques involve having respondents project their own perspectives onto incomplete stimuli like sentences, pictures, or stories. There are several types of projective techniques, including association, completion, construction, expressive, and ordering techniques. While requiring specialized training, projective techniques can provide rich insights into respondents' unconscious beliefs when used correctly as part of qualitative research.
This document compares the relationship between metacognitive states and coping styles with stress in gifted and normal students. It finds that gifted students have higher self-monitoring abilities and use compromising coping styles more than normal students. There is a positive correlation between compromising styles and metacognitive states in both groups. The study also finds normal students use non-compromising styles and isolationism more to cope with stress compared to gifted students.
Projective techniques are used to obtain information that cannot be directly measured. They involve ambiguous stimuli to project hidden emotions and conflicts. The Rorschach inkblot test and Thematic Apperception Test show pictures and ask subjects to interpret them and provide stories. Projective techniques can reveal unconscious attitudes and are useful for sensitive topics, though they require skilled interpreters and lack reliability.
This study examines how explaining influences category learning and generalization. Participants learn categories of alien robots that can be distinguished by either a 75% rule about body shape or a 100% rule about foot shape. Those who explain category membership are expected to discover the more unified 100% rule. Across 3 experiments, participants either explain membership or perform a control task like describing items. The experiments compare how explanation influences discovery of category rules and generalization compared to controls that vary attention or articulation. Findings could provide insight into how explanation promotes discovery of unifying patterns and transfer to new contexts.
The document summarizes a study that replicated the classic Stroop test. 18 male participants between ages 23-25 completed a task where they identified the color of words displayed in different colored fonts over 40 trials. Reaction times were measured in 4 conditions: identifying square colors, identifying word colors that matched the font, partially matching words, and non-matching words. Results found significantly longer reaction times when word colors didn't match fonts, supporting the Stroop effect. Limitations included not accounting for vision or reading ability and a single gender sample. Statistical analyses of the data supported the hypothesis.
The Culture Fair Intelligence Test (CFIT) was conceived by Raymond B. Cattell in 1920s. It is a nonverbal instrument to measure your analytical and reasoning ability in the abstract and novel situations. The test includes mazes, classifications, conditions and series. Such problems are believed to be common with all cultures. That’s the reason that the testing industry claims it free from all cultural influences.
Please let me know if you are interested to purchase CFIT.
Looking for customized in-house training sessions that fit your needs, particularly in the Philippines? Please send me an email at clarencegapostol@gmail.com or WhatsApp +971507678124. When your request is received I will follow up with you as soon as possible.Thank you!
The slides tend to elucidate the pragmatic approach to language testing. They are specifically related to the cloze procedure and varieties of cloze tests as well.
Academic performance mapping traits of engineering studentsAlexander Decker
This study examined the relationship between personality type and academic performance in 272 engineering students in India. Students completed the Myers-Briggs Type Indicator (MBTI) to assess their personality type, and their academic records provided their performance levels. The MBTI classified students into Thinking-Sensing (TS) and Feeling-Intuitive (FI) types. Results showed that TS students had significantly better academic performance and adjustment than FI students, suggesting personality type matching to an engineering course impacts success. No differences were found in mental ability between the types. This research contributes to understanding how non-cognitive factors like personality influence academic outcomes.
The document discusses validity and reliability in research. It defines validity as the degree to which a study accurately reflects the concept being measured. There are several types of validity discussed, including content validity, construct validity, and criterion-related validity. Reliability refers to the consistency of measurements. Rater reliability and instrument reliability are examined. Methods for establishing reliability include test-retest analysis, equivalence of test forms, and measures of internal consistency such as Cronbach's alpha. Generalizability and sampling methods are also summarized.
Assessing Introversion And Extroversion In A Second Language SettingGina Brown
This study aimed to create a new tool to assess introversion and extroversion in language learners by comparing results from the new tool to an existing personality test and language assessment. 51 international students at a Midwestern university took the newly created Extroversion/Introversion in Language Learning Test (EILLT), the Myers-Briggs Type Indicator personality test, and an oral language assessment. The study found the EILLT provided statistically significant correlations with language ability, while the Myers-Briggs did not, showing the new tool more effectively assessed personality in this context. Participants also scored as more introverted on the EILLT which focused on language learning personality versus their overall personality. The researcher recommends using
The Effect of Schema Theory on Reading ComprehensionDhe Dhe Sulistio
This chapter introduces the background, research question, objectives, significance, limitations, and definitions of key terms for the study. The background discusses how reading is an active mental process that involves using both direct and implicit information. Three main reading models are described: bottom-up, top-down, and interactive. The research question aims to determine the effect of schema theory on reading comprehension for fourth semester students. The objective is to know if schema theory affects reading scores. The significance is that the results could help improve teaching techniques and student motivation. The study is limited to fourth semester students in one academic year. The hypothesis is that there will be a significant difference in reading scores between students who are given schema versus those who are not.
A Study Of Relationship Between Emotional Intelligence And Writing AbilityMary Calkins
This document summarizes a research study that explored the relationship between emotional intelligence (EI) and writing ability among Iranian EFL university students. The study involved administering a questionnaire to measure students' EI and a writing test to 40 students. The results indicated no significant relationship between female and male students' EI and their writing scores. Among EI sub-skills, impulse control correlated negatively with males' writing ability. The document provides background on theories of EI and reviews prior research exploring relationships between EI, language learning, and writing ability.
Personality traits as predictors of the social english language learning stra...Dr. Seyed Hossein Fazeli
The present study aims to find out the role of personality traits in the prediction use of the Social English Language Learning Strategies (SELLSs) for learners of English as a foreign language. Four instruments were used, which were Adapted Inventory for Social English Language Learning Strategies based on Social category of Strategy Inventory for Language Learning (SILL) of Rebecca L. Oxfords, A Background Questionnaire, NEO-Five Factors Inventory (NEO-FFI), and Test of English as a Foreign Language (TOEFL). Two hundred and thirteen Iranian female university level learners of English language as a university major in Iran, were volunteer to participate in this research work. The intact classes were chosen. The results show that however, there is a significant relationship between four traits of personality and use of the SELLSs, but personality traits cannot be as a strong predictor to predict use of the SELLSs.
Cognitive Psychology.Research on Cognitive Psychology and Inte.docxmonicafrancis71118
Cognitive Psychology.
Research on Cognitive Psychology and Intelligence Quotient.
Student’s Name
Instructor’s Name
Course Code
Date
INTRODUCTION.
Cognitive psychology is a branch of psychology that entails studying mental processes such as an individual’s creativity, perception and thinking. Robert Sternberg defines Intelligence as a form of cognitive ability that enables one to learn from experience, the ability to reason well, the ability to remember significant information and cope with the day to day needs of life. Sternberg, R. J., & Mio, J. S. (2009). Intelligence Quotient is a score obtained from a set of standardized tests meant to assess the levels of human intelligence
Research shows that IQ may be related either to the speed of conduction of neural impulses or to the efficiency of the neural circuitry. Locate scholarly research on IQ related to any or all of these factors and briefly summarize the information.
The ‘efficiency of the neuralcircuitry’ school of thought has been expressed in the Neural Efficiency Theory. This theory illustrates a sort of negative correlation between brain activity under cognitive load and especially on intelligence Quotient. The theory is inspired by the activities of the white matter and myelin in the brain. The white matter in the brain is composed of neuronal fibers that are generally coated with myelin-a form of electrical insulation. Matlin, M. W. (2013). In the recent times, myelin has attracted greater importance in regard to addressing psychiatric disorders such as depression and schizophrenia. Myelin is said to influence the normal cognitive functions, activities such as learning and the Intelligence Quotient levels. Myelin has been used in neural impulse studies because of the fact that it affects information processing the velocity and synchrony of impulse conduction between distant cortical regions.
Testing Intelligence Quotient is made possible by the situation presented in the brain whereby there is an existence of limited processing activity in some brain areas and rather adequate processing activities on some more task-relevant areas of brain and body in general. This approach has given way to the invention of electroencephalogram technique used in studying performance of different memory tasks, in measuring velocity of nerve conduction. This is significant as it is used to measure individual’s speed of processing information.
Explain processing time theories. Do you think they accurately reflect the aspects of intelligence? Why or why not?
Processing time theories has expounded on the study of cognitive development. The proponents of the theory argue that human beings naturally process the information available to them rather than just responding to stimuli. Reisberg, D. (2013). The ‘Processing time’ idea is exhibited in light of four activities namely; the process of giving attention to events in the surrounding environment, encoding relevant information and creating a relatio.
An Evaluation Of The Oral Reading Fluency Of 4Th Graders With Respect To Pros...Emma Burke
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The relationship between personality traits and reading proficiency
1. Please cite the article as Yahaya, M.F., Mohamed, Abdul Rashid, & Mohamed Ismail, S.A.M. (2012). The
relationship between personality traits and reading proficiency. International Proceedings of Economics
Development and Research.53, 36-40.
The relationship between personality traits and reading proficiency
Mohamad Fadhili Yahaya1 2
, Abdul Rashid Mohamed2
and Syaikh Abdul Malik Mohamed Ismail2
1
Academy of Language Studies, Universiti Teknologi Mara, Perlis
2
School of Educational Studies, Universiti Sains Malaysia, Penang
Abstract. Generally, different individuals have the tendency to perform differently while reading. Despite
such variation, studies have shown that readers have the tendency to be consistent in their performance.
Studies have also found such consistency can be traced to the personality traits of the subjects. Hence, the
purpose of the study is to investigate the relationship between personality traits and reading proficiency
score. The respondents of this study are mainly third semester diploma students of various courses from one
of the leading institution of higher learning in Malaysia involving 313 students. The respondents are required
to sit for a reading proficiency test and a personality trait test. An analysis of variance is used to see whether
certain personality traits can be associated to reading proficiency. Using a one way analysis of variance, it is
found that none of the personality traits show significant relationship to reading proficiency as p>0.05.
However, despite the insignificant relationship between reading proficiency and personality traits, it is found
that there are some negative correlations between reading proficiency score and personality traits.
Keywords: personality traits, Five Factor Model of personality, reading proficiency
1. Introduction
According to the five factor model of personality, personality may vary in terms of the five personality
traits namely, extraversion, openness to experience, emotional stability, agreeableness and
conscientiousness (Lee-Baggley, Preece & Delongis, 2005). Generally, the quality of extraversion,
conscientiousness, openness, emotional stability and agreeableness can be found in all of us but the only
difference is in terms of the degree of the five traits.
Similarly, the proficiency of the readers would also be different depending on the ability of the person.
Different readers have the tendency to perform differently while reading. A person may be grouped into
certain similar group namely, high, intermediate or low proficiency level. Nevertheless, by focusing on
the individual aspects within the group, it may be noticed that despite being within the same group, each
one of them may have different proficiency level. One reader may be able to comprehend a reading text
better despite being in the same proficiency group with other readers.
Studies have shown that readers have the tendency to be consistent in their performance (McCrae &
Costa, 1987). Studies have also found such consistency can be traced to the personality traits of the
subjects (Connor-Smith & Flachsbart, 2007; Hambrick & McCord, 2010). In other words, the
personality traits of the subjects are causing such differences. Nevertheless, what and how personality
traits are influencing the reading proficiency is not known.
For that reason the study will investigate the relationship between personality traits and the performance
in a reading proficiency test. The study is developed based on an alternative hypothesis that personality
traits are related to reading proficiency.
Studies have found that personality traits can be a predictor of a person’s performance (Chunping,
Dengfeng & Fan, 2009; Matzler, Renzl, Mooradian et al., 2011). Certain types of personality traits can
dictate the performance of a person. However, whether these different personality traits become the predictor
of the students’ reading proficiency is the concern of this study.
1.1 Factors influencing reading
2. Unlike other behaviour, reading involves some cognitive processing of information that. Readers are
expected to cognitively self-regulate the reading processes by self-assessing, self-strategizing and self-
adjusting the reading (Griffith & Ruan, 2005). On that reason, the ability to manipulate the cognitive
abilities is essential.
Aside from the cognitive abilities, the prior knowledge of the subject matter may also influence a person’s
success in reading. If a reader is able to make connection of the new text to the existing knowledge, reading
will become more successful (Grabe, 2009).
Furthermore, the working memory of the readers may also become a factor. A person’s ability to process
certain amount of information depends on the capacity of the working memory (Carroll, 2008). The bigger
the working memory, the more information can be processed
The significant roles of the cognitive abilities, prior knowledge as well as the working memory, to a
certain extent, undermine the role of the personality traits in reading processes. Nevertheless, studies have
discovered that there is some relationships between reading behaviour and personality traits (Brow, 2008;
O’Donnell, 2006). In fact, Pulford and Sohal (2006) discovered that a prediction of the reading performance
can be made by looking into the degrees of the personality traits.
2. Method
The study is based solely on quantitative approach. Such approach is hope to able to deduce how
significant personality traits are to the reading proficiency of the readers
2.1 The respondents of the study
The subjects of the study involved third semester diploma students of Universiti Teknologi Mara Perlis,
Malaysia. The whole population of the third semester English course students is 468 students. From this
number, only 313 students consisting of 121 male and 192 female completed all the required assessment
while the rest of the students did not complete the test or did not turn up for the test.
2.2 Measures and Procedures
The respondents of the study were required to respond to two different instruments namely the personality
trait test and the reading proficiency test.
The personality trait test, Cronbach Alpha of 7.1, is a 50-item public domain International Personality
Item Pool (IPIP) with five-point likert scale. The test is translated into Malay language from its original
English version. The test is used to classify the readers’ personality traits levels on the basis of the five factor
model of personality traits which include emotional stability, extraversion, openness, agreeableness and
conscientiousness. The subjects are profiled according to the five factor model of personality traits.
The reading proficiency test, Cronbach alpha of 8.5, consists of six reading texts with 45 multiple-choice
questions. The time allocated for the test is ninety minutes.
3. Findings
The personality traits of the subjects in this study are categorized as extraversion, agreeableness,
conscientiousness, emotional stability and openness. Prior to the testing of the analysis of variance (Anova),
Levene test of homogeneity of variance are conducted on all the five personality traits. Table 3.0 shows the
findings of the test of homogeneity of variance for the personality traits. The Levene’s test results indicated
the homogeneity of variances were not significant in all the five personality traits (p>.05). This means that
the population variance for each group was approximately equal. For that reason, the use of the analysis of
variance to find out the relationship between reading proficiency score and the personality traits of the
subjects is appropriate.
Table 3.0 Test of Homogeneity of Variance for the Personality Traits
3. A one way analysis of variance was administered to evaluate the relationship between the personality
traits of the subjects and the reading proficiency score. The independent variable of the test is the personality
traits of the subjects which actually measure the degrees of five factor personality traits. Nevertheless, after
computing the degree of the personality traits level from the fifty item questionnaires only three levels of
personality traits can be traced in all the subjects across the personality traits. Level 2 of the personality traits
is considered as low; level 3 is considered as intermediate and level 4 is considered as high. The dependent
variable of the subjects is the reading proficiency score of the subjects. Table 4.0 shows the relationship
between personality traits and reading proficiency score.
In terms of extraversion personality traits, the highest mean can be traced in the low level of extraversion
(x = 2.5000, sd=.70711) followed by intermediate level (x = 1.9929, sd =.55858). The analysis, however,
showed that there is no significant difference among the three mean scores, F= (2, 310) = .782, p=.419.
In terms of agreeableness, equal mean can be found in the low level (x= 2.0000, sd=.81650) as well as the
intermediate level of agreeableness (x=2.0000, sd=.54433). Nevertheless, there is no significant difference
among the three mean scores, F= (2, 310)=1.49, p> 0.05.
The highest mean for conscientiousness can be found in low level of conscientiousness (x=2.1667,
sd=.40825) followed by the intermediate level (x=1.9964, sd=.55941). Again, there is no significant
difference among the three mean scores, F=(2, 310)=.486, p>0.05.
No significant difference can also be traced among the three means in both emotional stability where F(2,
310)=.020, p= .980 and openness where F(2, 310)= 1.374, p=.255). The highest mean score for emotional
stability is at low level (x= 2.000, sd=.73855) while for openness is at intermediate level ( x=2.0068, sd
=.55418).
The partial eta square of less 0.01 shows a very weak relationship between the independent variables
namely the personality traits and the reading proficiency score.
Table 4.0 Analysis of variance on the subjects’ personality trait and the reading proficiency score.
Dependent Variable: reading
Levene
Statistics df1 df2 Sig.
Extraversion .267 2 310 .766
Agreeableness 1.197 2 310 .303
Conscientiousness .039 2 310 .962
Emotional stability 2.785 2 310 .063
Openness 1.322 2 310 .268
4. Source N Mean Sd df F Sig. Partial ŋ2
Extraversion 2.00 2 2.500 .70711
3.00 283 1.9929 .55858
4.00 28 1.9643 .50787
Total 313 1.9936 .55466 2 .872 .419 .006
Agreeableness 2.00 4 2.0000 .81650
3.00 271 2.0000 .54433
4.00 38 1.9474 .61281
Total 313 1.9936 .55466 2 1.49 .861 .001
Conscientiousness 2.00 6 2.1667 .40825
3.00 279 1.9964 .55941
4.00 28 1.9286 .53945
Total 313 1.9936 .55466 2 .486 .615 .003
Emotional stability 2.00 12 2.0000 .73855
3.00 254 1.9961 .52973
4.00
Total
47
313
1.9787
1.9936
.64232
.55466 2 .020 .980 .000
Openness 2.00 5 1.8000 .83666
3.00 294 2.0068 .55418
4.00 14 1.7857 .42582
Total 313 1.9936 .55466 2 1.374 .255 .009
However, none of the personality traits are significantly correlated to the reading score. The study shows
that there are some negative correlations on reading against extraversion (r= -.021), agreeableness (r= -.109)
and conscientiousness (r= - .020) while some positive correlations are found on emotional stability (r= .032)
and openness (r=.098). Despite the insignificant correlation found in relation to reading, the study found that
person who would probably do well in reading is an introvert rather than extrovert, antagonist rather than
agreeable, undirected rather than conscientious, emotionally stable rather than neurotic as well as opened to
values and experience.
Table 5.0 Correlation between personality traits and reading proficiency
extravert agree conscience emotion open reading
5. extravert Pearson Correlation 1 .250(**) .150(**) .188(**) .207(**) -.021
Sig. (2-tailed) .000 .008 .001 .000 .715
N 313 313 313 313 313 313
agree Pearson Correlation .250(**) 1 .217(**) .024 .222(**) -.109
Sig. (2-tailed) .000 .000 .672 .000 .054
N 313 313 313 313 313 313
conscience Pearson Correlation .150(**) .217(**) 1 .150(**) .114(*) -.020
Sig. (2-tailed) .008 .000 .008 .043 .724
N 313 313 313 313 313 313
emotion1 Pearson Correlation .188(**) .024 .150(**) 1 .085 .032
Sig. (2-tailed) .001 .672 .008 .133 .568
N 313 313 313 313 313 313
open Pearson Correlation .207(**) .222(**) .114(*) .085 1 .098
Sig. (2-tailed) .000 .000 .043 .133 .083
N 313 313 313 313 313 313
reading Pearson Correlation -.021 -.109 -.020 .032 .098 1
Sig. (2-tailed) .715 .054 .724 .568 .083
N 313 313 313 313 313 313
** Correlation is significant at the 0.01 level (2-tailed).
* Correlation is significant at the 0.05 level (2-tailed).
4. Discussion
Based on the findings derived from the analysis of variance and pearson correlation, it is found that
personality traits have little relationship to the reading proficiency of the readers. This shows that the
relevancy of the personality traits to reading proficiency score is very minimal.
Despite the contradicting findings from Brow (2008), O’Donnell (2006) and Pulford and Sohal (2006),
the study concurs with Griffith and Ruan (2005), Grabe (2009) and Carroll (2008) that there are other
factors that influence the success of the reading comprehension. In fact, the study shows that the latter factors
may in fact play a bigger role compared to the personality traits of the readers in the success of reading
comprehension.
Another possible explanation for this finding is that reading involves cognitive processes while
personality traits are part of affective factors. Since the two elements are different from one another, it is
only logical that two may have little or no relationship. Whatever relationship between the two elements may
be considered as coincidental rather than expected.
5. Conclusion
The study does not find any significant relationship between reading proficiency score and the personality
traits. Nevertheless, there are some negative relationships between some of the personality traits against
reading proficiency score. However, they are not significant. The study also discovered that certain
personality traits correlate with other types of personality traits. This proves that people generally would
have more than one personality traits. The differences, however, is in terms of the degree of the traits.
6. Reference
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University Press
[6] Griffith, P.L. and Ruan, J. (2005). What is metacognition and what should be its role in literacy instruction. In S.E.
Israel, C.C. Block, K.L.Bauserman, & K. Kinnucan-Welsch. Metacognition in literacy learning. Mahwah, NJ.:
Lawrence Erlbaum Associates.
[7] Hambrick, E. P., & McCord, D. M. (2010). Proactive Coping and its Relation to the Five-Factor Model of
Personality. Individual Differences Research, 8(2), 67-77. Retrieved January 18, 2010 from EBSCOhost
[8] Lee-Baggley, D., Preece, M., & Delongis, A. (2005). Coping with interpersonal stress: Role of Big Five traits.
Journal of Personality, 73 (5), 1141- 1180.
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commitment, documentation of knowledge, and knowledge sharing. International Journal Of Human Resource
Management, 22(2), 296-310. doi:10.1080/09585192.2011.540156
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observers. Journal of Personality and Social Psychology, 52, 81-90.
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Berkeley). ProQuest Dissertations and Theses, Retrieved from http://search.proquest.com/docview/305347765?
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[12]Pulford, B. D., & Sohal, H. (2006). The influence of personality on HE students’ confidence in their academic
abilities. Personality & Individual Differences, 41(8), 1409-1419. doi:10.1016/j.paid.2006.05.010