Extraversion, verbal learning, and memory.

Eysenck, Michael W.

doi:10.1037/0033-2909.83.1.75

Cited by 43 publications

(12 citation statements)

References 81 publications

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“…Recent research which has demonstrated superior learning by extroverted subjects (Eysenck, 1976) served as the rationale for including the Pittsburg Social Extraversion-Introversion Scale (Bendig, 1962). A recent proposal by Schwartz (1975) that field-independent subjects rely more heavily upon internal organizing schema prompted the inclusion of the Hidden Figures Test (French, Ekstrom, & Price, 1963), with the expectation that it may positively correlate with the ILP SvhthesisAnalvsis and Elaborative Processing scales.…”

Section: Resultsmentioning

confidence: 98%

Development of a Self-Report Inventory for Assessing Individual Differences in Learning Processes

Schmeck¹,

Ribich²,

Ramanaiah³

1977

Applied Psychological Measurement

247

157

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Five studies are presented—all related to the de velopment and application of a self-report inventory for measuring individual differences in learning processes. Factor analysis of items derived by trans lating laboratory learning processes into the context of academic study yielded four scales: Synthesis- Analysis, Study Methods, Fact Retention, and Elab orative Processing. There were no sex differences, and the scales demonstrated acceptable reliabilities. The Synthesis-Analysis and Elaborative Processing scales both assess aspects of information processing (including depth of processing), but Synthesis- Analysis assesses organizational processes, while Elaborative Processing deals with active, elaborative approaches to encoding. These two scales were positively related to performance under incidental learning instructions in both a lecture-learning and traditional verbal-learning study. Study Methods assessed adherence to systematic, traditional study techniques. This scale was positively related to per formance in the intentional condition of the verbal learning study. The Fact Retention scale assessed the propensity to retain detailed, factual informa tion. It was positively related to performance in the incidental condition of the verbal-learning but not the lecture-learning study. Future research and ap plications are discussed.

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Section: Resultsmentioning

confidence: 98%

Development of a Self-Report Inventory for Assessing Individual Differences in Learning Processes

Schmeck¹,

Ribich²,

Ramanaiah³

1977

Applied Psychological Measurement

247

157

View full text Add to dashboard Cite

show abstract

“…In the 1960s and 1970s, a considerable amount of research examining the relationship between personality type and performance on language tasks was conducted (see Eysenck, 1976, for a review). Differences which emerged in performance between introverts and extroverts were often explained using arousal theory (Eysenck, 1967).…”

Section: Introductionmentioning

confidence: 99%

Personality differences in mental imagery and the effects on verbal memory

McDougall

Pfeifer

2012

British J of Psychology

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This study examined the effects of extraversion and neuroticism on participants' reported vividness of visual imagery and on their memory performance for concrete and abstract nouns. Groups of extraverts (n = 15) and introverts (n = 15) were selected from a larger original sample and asked to remember a series of concrete and abstract nouns, including a set of lexically ambiguous concrete homonyms (e.g., earth = 1. planet, 2. soil). Extraverts reported more vivid imagery than introverts but this did not translate into better recall for extraverts, even for concrete stimuli. Recall was best for unambiguous concrete nouns, followed by concrete homonyms, then abstract nouns. While initial analyses suggested that there was an interaction between extraversion and the type of word presented, later analyses revealed that neuroticism was the main driver in differences in recall between different word types. While differences in recall were best explained by context availability theory (Schwanenflugel, 1991) rather than dual coding theory (Paivio, 1991), questions remain about the power of either theory to explain the role of individual differences in personality on recall, particularly given that imagery vividness effects were related to extraversion while differences in recall were related to neuroticism. The implications of these findings for future research and theoretical development are discussed.

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“…The nonequivalence of the effects of introversion-extraversion on the two measures of signal detection theory illustrates the value of distinguishing between sensitivity and cautiousness of responding. It is possible that the memorial superiority of extraverts to introverts at relatively short retention intervals reported previously in the literature (see Eysenck , 1976 , for a review) was due to an unrecognized influence of introversion-extraversion on decision processes rather than on memory per se. The major disadvantage of the retention measures utilized in previous studies is that they represent a complex amalgam of quality of stored information and cautiousness of responding.…”

Section: Discussionmentioning

confidence: 96%