Mind-Personality Relations from Childhood to Early Adulthood

Abstract

We present three studies which investigated the relations between cognition and personality from 7 to 20 years of age. All three studies showed that general cognitive ability and the general factor of personality are significantly related throughout this age span. This relation was expressed in several ways across studies. The first investigated developmental relations between three reasoning domains (inductive, deductive, and scientific) and Eysenck’s four personality dimensions in a longitudinal-sequential design where 260 participants received the cognitive tests three and the personality test two times, covering the span from 9-16 years. It was found that initial social likeability significantly shapes developmental momentum in cognition and vice-versa, especially in the 9 to 11 years period. The second study involved 438 participants from 7 to 17 years, tested twice on attention control, working memory, reasoning in different domains, and once by a Big Five Factors inventory. Extending the findings of the first, this study showed that progression in reasoning is affected negatively by conscientiousness and positively by openness, on top of attention control and working memory influences. The third study tested the relations between reasoning in several domains, the ability to evaluate one’s own cognitive performance, self-representation about the reasoning, the Big Five, and several aspects of emotional intelligence, from 9 to 20 years of age (N=247). Network, Hierarchical Network, and Structural Equation modeling showed that cognition and personality are mediated by the ability of self-knowing. Emotional intelligence was not an autonomous dimension. All dimensions but emotional intelligence influenced academic performance. A developmental model for mind-personality relations is proposed.

[Retracted] Classification and Analysis of College Students’ Skills Using Hybrid AI Models

“…Intensive research in both neuroscience and psychology confirms the existence of different ways to obtain [1,2], assimilate, construct, and reuse the information and knowledge provided to students [3,4]. However, the learning and training programs implemented by most educational systems are only suitable for one type of student, called visual students [5,6].…”

Where am I? Who am I? The Relation Between Spatial Cognition, Social Cognition and Individual Differences in the Built Environment

“…It has been suggested to be a “created problem”—one arising from the pursuit to define and redefine identity over time (Baumeister, 1987 ) and thus difficult to define unequivocally. Whereas, personality can be directly grounded in natural phenomena, the self seems to be an emergent phenomenon: a product of the interaction of the evolved capability of self-awareness and other environment-oriented, domain-specific representational, and interaction systems, involved in conceptualizing relationships in the environment in both the cognitive and the social domains (Demetriou, 2003 ). Because self exists at that intimate level, the modifier “self” is often used as an adjective to describe the individualized experiences of the person.…”

“…Further, in self-aware individuals, the self is a product of the ability of the organism to be aware of mental states and attention in others (Reddy, 2003 ). Demetriou ( 2003 ) proposed that the self is the product of several factors which he classifies as environment-oriented systems which are comprised of six different functional modules of cognitive functioning—categorical, quantitative, causal, spatial, propositional, social, and pictographic system.…”

How Wisdom Emerges from Intellectual Development: A Developmental/Historical Theory for Raising Mandelas

“…Scholars argue that higher levels of mental functioning, such as principle-based thought, openness, and higher levels of ego development, are complementary aspects of the same construct: the mature mind ( Costa and McCrae 1993 ; McCrae and Costa 1997 ) which creatively integrates cognitive, personality, and emotional trends and proclivities in dealing with problems ( Demetriou et al 2018c ). It is notable that wisdom in later life is associated with openness to novelty, mindedness, and well-being coming from having purpose in life, satisfaction, positive relations with others, environmental mastery, and a general concern for the well-being of others ( Wink and Staudinger 2016 ).…”