Study habits and Eysenck's theory of extraversion-introversion

Campbell, John B.; Hawley, Charles

doi:10.1016/0092-6566(82)90070-8

Cited by 72 publications

(43 citation statements)

References 13 publications

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“…The introvert's preference is found repeatedly in prior studies. For example, Campbell & Hawley (1982) found that introverts often chose to study alone where the external stimulations are minimized. Green (1984) found that male introverts chose less intense noise levels to be heard during a paired-associates (PA) learning task than male extraverts.…”

Section: Hypothesis 6 -Discussionmentioning

confidence: 99%

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Trait-based individual differences on discomfort glare rating responses and related visual contrast sensitivity

Lockhart¹,

Mekaroonreung²

2004

PsycEXTRA Dataset

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and Related Visual Contrast Sensitivity Haruetai Mekaroonreung (ABSTRACT) This research was designed to investigate the relationship between Trait-based Individual differences (neuroticism and extraversion) and glare subjective responses as well as the actual contrast sensitivity when exposed to the same manipulated glare condition. In addition, the relationship between the glare subjective responses and actual contrast sensitivity was investigated. To examine the trait-based individual differences, the International Personality Item Pool (IPIP) was used while the subjective glare experience was examined utilizing modified glare discomfort rating scale. The visual performance was measured through the contrast sensitivity level using adjustable contrast level of the Landolt's C target. This investigation compared 36 individuals (9 high neuroticism scorers, 9 low neuroticism scorers, 9 high extraversion scorers, and 9 low extraversion scorers) on subjective discomfort glare rating responses and visual contrast sensitivity. The study is directed toward improving our understanding of influencing factors on the experience of discomfort glare, which may eventually be applied to the design of glare measurement methods, and toward training and selection of drivers and workers who may work under conditions of glare. Results indicated significant effect of extraversion trait on rating response while insignificant effect on visual related performance was found. The relationships between rating response and visual performance were also found to be quite low in this study. In conclusion, the expected model was supported but only on the extraversion trait. RationaleFeelings of discomfort glare have been widely assessed with rating scales for various purposes, especially in the design of lighting configurations such as street lighting and visual display terminal (VDT) systems. However, consensus is lacking among researchers in terms of discomfort glare assessment methods (Gellatly and Weintraub, 1990;Lennie & Van Hemel, 2002;Olson & Sivak, 1984;Sivak & Flannagan, 1994). Although the between-subject variations in rating scores are repeatedly reported to be quite high, the subjective glare rating has been the method used for many years.Several subjective rating scales have been proposed since the 1960s (De Boer, 1967a).Among these rating scales, the 9 point De Boer scale is most often used in the field of automotive and public lighting systems (Theeuwes, 2002) while some other scales such as Visual Analog Scale (VAS) are used less frequently.As suggested by few researchers (Berman et al., 1994;Theeuwes, 2002), one underlying reason for the large variability of this subjective response could be the result of differences in the observers' trait rather than visual impairment. For example, people with dispositions related to worry or anxiety may have a perceived criterion for discomfort that is much lower than those who have dispositions that are less anxiety or worry prone. As a result, the worried people could exhibit more...

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Section: Hypothesis 6 -Discussionmentioning

confidence: 99%

“…Based on these defined characteristics, it is not surprised that Campbell & Hawley (1982) have found that extraverts often chose to study in library locations (shows more outgoing personality) that provided external stimulation than did introverts. They also took more study breaks than did introverts.…”

Section: Extraversionmentioning

confidence: 99%

Trait-based individual differences on discomfort glare rating responses and related visual contrast sensitivity

Lockhart¹,

Mekaroonreung²

2004

PsycEXTRA Dataset

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“…It was felt that the low achievement of extroverts could be due to their low arousal, which makes it difficult for them to maintain concentration for long periods required for successful academic study. Campbell and Hawley (1982) carried out a study among students in the university library, with extroverts taking more breaks than introverts, and more concerned about selecting a study location that offered greater socializing opportunities. This need of the extroverts for social stimulation may clash with the need to spend time on studies and thus may being to disrupt their academic pursuits after adolescence.…”

Section: Journal Of Language Teaching and Research 575mentioning

confidence: 99%

The Relationship between Iranian EFL Teachers’ Behavior and Academic Achievement of High School Students

Nouri

2015

JLTR

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Abstract-Johnston & Pennypacker (1993) stated "Behavior" is defined as the action or activities of an organism that is anything that an organism does, including physical action, internal physiological and emotional processes and implicit mental activity. Teaching can in fact, be defined as conscious behavior that makes learning more probable and more efficient than it would have been without that behavior (as cited in Shafgat, 2009). The major purpose of the study was to investigate the relationship between EFL teachers' behaviors and the academic achievement of the high school students in Iran. Sixty two High school English teachers from Sistan and Baluchistan were selected via the purposive sampling procedure. One questionnaire, for EFL high school teachers was developed for the collection of data. The data of the study were collected and analyzed through appropriate statistical techniques such as descriptive statistics and inferential statistics (Pearson correlation and linear regression analysis).The results of the study showed that there is significant relationship between Iranian EFL teachers' behavior and academic achievement of high school students. The results also showed that cognitive and psychomotor behavior of EFL teachers could predict academic achievement of students. Therefore, it could be argued that all dimensions of teachers' behavior could not predict academic achievement of high school students.Index Terms-EFL teachers, behavior, academic achievement, cognitive behavior, affective behavior, psychomotor behavior

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“…In the field of applied psychology, more complex cognitive tasks such as text reading and text comprehension have been used to consider the effect of auditory stimuli (e.g., Campbell & Hawley, 1982). However, in these tasks, various factors such as the linguistic competence of the subjects, the contents of the sentences used, and any previous knowledge that the subjects may have concerning the contents can affect task performance.…”

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confidence: 99%

Effects of Individual Differences and Irrelevant Speech on WCST and Stroop Test

Goshiki

Miyahara

2008

PSYCHOLOGIA -An International Journal of Psychological Sciences

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This study examines the irrelevant speech effect (ISE) and the effects of individual differences (introversion/extroversion and field dependence/independence: FDI) on the Wisconsin Card Sorting Test (WCST) and the Stroop Test. In Experiment 1, irrelevant speech and silence groups performed the WCST. Unlike the ISE, FDI affected four WCST indexes (CA, TE, PE [Milner], and PE [Nelson]) but did not affect the WCST DMS index, which shows the difficulty of maintaining concepts. However, the ISE was observed with the DMS. In Experiment 2, WCST data were applied under a noise condition. In Experiment 3, the Stroop Test revealed that individual differences affect the amount of conflict, unlike the ISE. In general, the ISE is understood to relate to the phonological loop of the working memory, with individual differences related to the central executive system. We believe that the WCST involves the central executive system and phonological loop, while the Stroop Test primarily involves the central executive system.

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Study habits and Eysenck's theory of extraversion-introversion

Cited by 72 publications

References 13 publications

Trait-based individual differences on discomfort glare rating responses and related visual contrast sensitivity

Trait-based individual differences on discomfort glare rating responses and related visual contrast sensitivity

The Relationship between Iranian EFL Teachers’ Behavior and Academic Achievement of High School Students

Effects of Individual Differences and Irrelevant Speech on WCST and Stroop Test

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