Perception, motives and personality: A clinical perspective.

Klein, George S.

doi:10.1037/11138-004

Cited by 47 publications

(50 citation statements)

References 13 publications

(17 reference statements)

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…The selfreport fmdings are encouraging, but far from compelling: Perhaps poets and nonpoets differ in their willingness to report what is happening to them, rather than in their ability to monitor their cognitive processes. Nevertheless, the present results do coincide with work showing perceptual or cognitive style differences (e.g., Klein, 1970) between appreciators and nonappreciators of art or between artists and nonartists (e.g., Child, 1965;Stumberg, 1928). It is interesting to speculate that nonpoets suffer a type of cognitive myopia to the workings of poetic language.…”

Section: Discussionsupporting

confidence: 43%

Effects of distorted auditory and of rhyming cues on retrieval of tip-of-the-tongue words by poets and nonpoets

Kozlowski

1977

Memory & Cognition

View full text Add to dashboard Cite

the boundaries of that word are encountered. Then, when that word is read, it appears extremely and excitingly fitting, and some of the emotional accompaniments to solving a TOT may be engaged. Reading clearly involves a constructive process, highly influenced by systematic context effects (Hochberg, 1970;Rayner, 1975;Tulving & Gold, 1963). Brown (1970), in a largely ignored discussion of the causes of the TOT phenomenon, notes that reading makes use of a noticing order, that is, a regular order of processing the features of a word. Poems, I am arguing, through their constraints on meaning, rhyme, rhythm, and first letters, are capable of putting a reader part way through the noticing order of a word that is not yet read. When the word is read, it has already been constructed to such an extent that a special recognition experience takes place.One other critical parallel between key words in poems and the TOT phenomenon should be mentioned. They each concern problems of word production. If either type of word could be produced easily, the situation, by definition, would not be a TOT, and, in the case of poetry, would not be interesting or original (Kammann, 1966).If TOT and these poetic processes are equivalent, then people who differ in poetic processes should differ in TOT processes. Poets (poetry lovers) and nonpoets (poetry haters) should differ in the number of TOT experiences they have or in some other aspect of the TOT phenomenon.2 Insofar as poetic constraints involve TOT-like processes which in turn affect the appreciation of poetic passages, it seemed reasonable that, when in the TOT state, poets may be more susceptible than nonpoets to being helped by cues, especially those cues normally supplied in poetry.Frances (1958) showed that musically trained subjects were better than untrained subjects at making discriminations of rhythmic alterations in simple melodies. In addition, James' discussion of the TOT (which Thanks go to K. Bryant, M. Savage, and J. Sommers for their assistance in Experiment I; to B. J. Buckley, K. Wold, and M. Schulman for their assistance in Experiment 2; to 1. Cutting, in part for suggesting the use of the auditory filter; and to Kathleen MacHan Kozlowski. This research was supported by a grant from Wesleyan University. Reprints are available from the author at the Department of Psychology, Wesleyan University. Middletown. Connecticut 06457.Auditory cues (the target word distorted by a low-pass filter) and rhyming cues act as.retrieval aids for people who have a word on the tip of their tongue. Parallels between the tlp-of-thetongue phenomenon (TOT) and the perception of well-put passages of poetry are also discussed. It is argued that the effects of these poetic passages derive in part from the engagement of TOT-like processes. In support of this hypothesis, poets (poetry appreciators) are shown to be more aware of being helped by TOT retrieval cues than are nonpoets (poetry nonappreciators); however, the retrieval cues do not differentially influence successful recall of TOT ...

show abstract

Section: Discussionsupporting

confidence: 43%

Effects of distorted auditory and of rhyming cues on retrieval of tip-of-the-tongue words by poets and nonpoets

Kozlowski

1977

Memory & Cognition

View full text Add to dashboard Cite

show abstract

“…More likely, we need to start with a guiding personality theory. as Klein (1958Klein ( , 1970) maintained long ago, whether it be ego psychology or some other theoretical orientation. If this theory illuminates the nature of form-giving structures in personality development, then styles can be treated not as cognitive or affective or behavioral variables related to personality, but as the manifestation of form-giVing personality structures in cognition, affect, and behavior.…”

Section: Organizing Styles In a Personality Fraheworkmentioning

confidence: 99%

The Matter of Style: Manifestations of Personality in Cognition, Learning, and Teaching

Messick

1993

ETS Research Report Series

View full text Add to dashboard Cite

The historical roots of cognitive styles are traced in differential psychology, psychoanalytic ego psychology, gestalt and cognitive-developmental psychology to illuminate the varied theoretical issues that energize (and fragment) style research. Optimal measurement of cognitive styles as information-processing regularities and as intraindividual contrasts of abilities or other attributes is discussed in terms of both typical performance and contrasted performance on measures of opposing ends of bipolar style dimensions, with special emphasis on the contrasted measurement of field independence versus field dependence. The role of styles as both performance variables and competence variables in learning and teaching is examined, as are various critiques of style research that appear to be excessively polarized in either supporting or undercutting styles as meaningful constructs. This polarization appears to reflect different stances not just with respect to scientific evidence but with respect to ideology. Concluding remarks broach the issue of how styles are organized, not just within an information-processing framework but within the structure of personality. THE MATTER OF STYLE: MANIFESTATIONS OF PERSONALITY IN COGNITION, LEARNING, AND TEACHING 1 Samuel Messick Educational Testing ServiceAll human activity displays both substance and style. However, because each act is intrinsically integral, these two aspects may be separated only by means of somewhat arbitrary, if not· artificial, distinctions. Nonetheless, this separation is fundamental in psychology because an individual's style of functioning creates a force field affecting both the interpretation of substantive processes and the appraisal of performance levels. This follows from Allport's (1961) dictum that style reflects "the oblique mirroring of personal traits" (p. 462). These personality attributes sometimes extend and enhance the substantive or content aspects of performance and sometimes distort and interfere with substantive functioning, depending on the nature and intensity of the personality characteristics operative stylistically.The basic distinction between substance and style contrasts the content and level of performance --the questions of What? and How much? --with the manner or form of performance --the question of How? Emphasis on performance levels in particular content areas has led to the delineation of psychological dimensions or traits largely in content terms, such as numerical ability, 1An edited version of this paper was presented as the 1993 E. L.Thorndike Award Address at the Annual Meeting of the American Psychological Association, Toronto, August, 1993. Thanks are due to Walter Emmerich, Ann Jungeblut, and Philip Oltman for their comments on the manuscript. Special thanks also go to Douglas N. Jackson, Jr. and Nathan Kogan, whose stimulating interactions with me over the years helped to shape and refine my views on the matter of style.This address is dedicated in memory of four mentors and colleagues who taught me, ea...

show abstract

“…Ideas on personality, such as those expressed by G.S. Klein (1970) and A.H. Maslow (1970), are contained in these categories.…”

Section: Is Membership Of a Sports Club More Strongly Conditioned By mentioning

confidence: 98%

Sport in the Modern World — Chances and Problems

Grupe¹,

Kurz²,

Teipel³

1973

View full text Add to dashboard Cite

Perception, motives and personality: A clinical perspective.

Cited by 47 publications

References 13 publications

Effects of distorted auditory and of rhyming cues on retrieval of tip-of-the-tongue words by poets and nonpoets

Effects of distorted auditory and of rhyming cues on retrieval of tip-of-the-tongue words by poets and nonpoets

The Matter of Style: Manifestations of Personality in Cognition, Learning, and Teaching

Sport in the Modern World — Chances and Problems

Contact Info

Product

Resources

About