The meanings of personality predicates.

Kagan, Jerome

doi:10.1037/0003-066x.43.8.614

Cited by 67 publications

(54 citation statements)

References 34 publications

(36 reference statements)

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“…It is important to note that it is common for explicit selfreport measures, such as the RQ and ECR-R, and more implicit-based measures, such as the SCORS-G, to show only a limited relationship to one another as a result of cross-method assessment (Bornstein, 2002;McClelland, Koestner, & Weinberger, 1989). Kagan (1988) and Meyer and Archer (2001) highlight the importance of recognizing the infl uence of methods used to assess specifi ed constructs (i.e., clinician-rated versus self-attributed). They posit that the goal be to empirically clarify what each method accomplishes for clinical practice.…”

Section: Discussionmentioning

confidence: 99%

Relationship between the Social Cognition and Object Relations Scale (SCORS) and attachment style in a clinical sample

Stein

Siefert

Stewart

et al. 2010

Clin Psychology and Psychoth

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This present study examined the relationship between the Social Cognition and Object Relations Scale (SCORS) and two measures of adult attachment: the Relationship Questionnaire (RQ) and the Experiences in Close Relationships Questionnaire-Revised (ECR-R). Forty-five patients (76% female) at a university-based outpatient treatment clinic participated in this study. We hypothesized that higher levels of attachment security would be associated with higher, more adaptive ratings on the SCORS variables. Results indicated that the SCORS Self-Esteem (SE) variable was significantly positively related to the RQ's Secure Attachment ratings and negatively related with the ECR-R's Anxious Attachment scale. Additionally, negative trends were noted between SE and the RQ's Fearful and Preoccupied Attachment scores. The SCORS Emotional Investments in Relationships and Affective Quality of Representations variables were associated with higher Secure scores and lower, more maladaptive Preoccupied scores on the RQ. It was also associated with greater attachment anxiety as measured by the ECR-R. Using both clinician (SCORS) and participant-rated measures (ECR-R and RQ), this study provides further understanding on how object representations and attachment style relate within a clinical sample. Results are discussed in light of prior research examining relationships between object relations and adult attachments, and clinical implications are also reviewed. Copyright © 2010 John Wiley & Sons, Ltd. Key Practitioner Message: • Individuals with higher levels of attachment anxiety may enter therapy with more self-image problems. • Individuals with higher levels of attachment anxiety may enter therapy with more maladaptive expectations about relationships. • Patients who endorse high levels of attachment anxiety (e.g., fearful and preoccupied) may be more likely to present with Axis II complaints. • Examining a patient's attachment style and object relations using different measures of assessment (e.g., explicit and implicit) can help gain a deeper and more comprehensive understanding of a patient.

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Section: Discussionmentioning

confidence: 99%

Relationship between the Social Cognition and Object Relations Scale (SCORS) and attachment style in a clinical sample

Stein

Siefert

Stewart

et al. 2010

Clin Psychology and Psychoth

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“…Research then determines the ways in which these efficacy beliefs causally contribute to behavior (Bandura, Adams, & Beyer, 1977) and anxious arousal (Bandura, Reese, & Adams, 1982). This principle of assessment is similar to a point raised by Kagan (1988), who criticized psychologists' "tendency to use the same term for... different classes of data, as if the theoretical meaning of a term was unaffected by the form of its evidence" (p. 615). The meaning of a construct depends, in part, on what it refers to (its referential meaning).…”

Section: Keep Separate Response Systems Separatementioning

confidence: 96%

Social-Cognitive Theory of Personality Assessment

Cervone

Shadel

Jencius

2001

Pers Soc Psychol Rev

124

117

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This articlepresents a social-cognitive theory ofpersonality assessment. We articulate the implications ofsocial-cognitive theories ofpersonalityfor the question ofwhat constitutes an assessment ofpersonality structure and behavioral dispositions. The theory consists of 5 social-cognitive principles of assessment. Personality assessments should (a) distinguish the task ofassessing internal personality structures and dynamicsfrom that ofassessing overt behavioral tendencies, (b) attend to personality systems thatfunction as personal determinants of action, (c) treat measures of separate psychological and physiological systems as conceptually distinct, (d) employ assessments that are sensitive to the unique qualities ofthe individual, and (e) assess persons in context. Theseprinciples are illustrated through a review ofrecent research. Social-cognitive theory is distinguished from an alternative theory ofpersonality structure and assessment, 5-factor theory, by articulating the strategies ofscientific explanation, conceptions ofpersonality structure and dispositions, and the assessment practices that differentiate the approaches.

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“…An examination of criteria besides self-reports would add considerably to our knowledge concerning the accuracy of interpersonal perception, especially because self-report data are likely to be biased (Cheek, 1982;Kagan, 1988;Wiggins, 1973). Of particular value would be any evidence regarding the relationship between strangers' judgments of targets observed in a naturalistic situation and a criterion variable characterized by both pragmatic utility and ecological validity -one that is used in everyday decisions about people.…”

Section: Ecologically Valid Criterion Variablementioning

confidence: 99%

Half a minute: Predicting teacher evaluations from thin slices of nonverbal behavior and physical attractiveness.

Ambady

Rosenthal²

1993

Journal of Personality and Social Psychology

839

527

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The accuracy of strangers' consensual judgments of personality based on "thin slices" of targets' nonverbal behavior were examined in relation to an ecologically valid criterion variable. In the 1st study, consensual judgments of college teachers' molar nonverbal behavior based on very brief (under 30 s) silent video clips significantly predicted global end-of-semester student evaluations of teachers. In the 2nd study, similar judgments predicted a principal's ratings of high school teachers. In the 3rd study, ratings of even thinner slices (6-s and 15-s clips) were strongly related to the criterion variables. Ratings of specific micrononverbal behaviors and ratings of teachers' physical attractiveness were not as strongly related to the criterion variable. These findings have important implications for the areas of personality judgment, impression formation, and nonverbal behavior.

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The meanings of personality predicates.

Cited by 67 publications

References 34 publications

Relationship between the Social Cognition and Object Relations Scale (SCORS) and attachment style in a clinical sample

Relationship between the Social Cognition and Object Relations Scale (SCORS) and attachment style in a clinical sample

Social-Cognitive Theory of Personality Assessment

Half a minute: Predicting teacher evaluations from thin slices of nonverbal behavior and physical attractiveness.

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