The Relationship of Certain Personality Traits to Errors and Correct Responses in Several Types of Tasks Among College Women Under Varying Test Conditions

Staudt, Virginia M.

doi:10.1080/00223980.1949.9917436

Cited by 3 publications

(2 citation statements)

References 4 publications

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“…Staudt (45) shows that error scores are more closely related to mal adjustment as measured by the Minnesota Multiphasic than are scores on items correct. All correlations are rather low.…”

Section: General Discussion Of Mental Organizationmentioning

confidence: 97%

Individual Differences

Tyler¹

1951

Annu. Rev. Psychol.

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The publication of four new textbooks in the general field of mental testing makes information about all types of psychological measuring instru ments more readily available than it has been heretofore. These books by Mursell (1), Cronbach (2), Goodenough (3), and Freeman (4) include discus sions of the projective techniques as well as the traditional types of tests, and all place considerable emphasis on the interp r etation of test results. Mursell, Goodenough, and Freeman have chapters which summarize the principal research findings in individual differences. A new French text in differential psychology by Pieron (5) is also available. NEW TESTS AND TECHNIQUESLundin (6) has developed a new set of music tests based on musical tasks more complex than those called for by the Seashore battery. They include such performances as interval discrimination, melodic transposition, mode discrimination, melodic sequences, and rhythmic sequences. He reports re liabilities of .85 or higher and a correlation of .69 with theory grades. It is not clear, however, that the validity coefficient would be that high had the students taken the test before undergoing the theory training. These tests illustrate one of the main trends in recent work in that they make no pre tense of identifying native, unlearned talents.Listening ability, or the ability to comprehend orally presented verbal material, has been investigated by Brown (7). His test includes such mate rials as oral directions, grasping word meanings through contextual cues, getting details and central ideas, etc. The fact that scores on the test show only low correlations with intelligence, reading comprehension, and high school achievement would seem to indicate that some new variable is repre sented in the listening situation, but its nature is not apparent.An important series of studies by Witkin (8,9) and by Witkin & Wapner (10) has been concerned with the way in which people perceive the upright position when visual and kinesthetic cues are varied. They find that there are marked individual differences in the ability to maintain correct spatial orien-1 The period covered by this review extends from June, 1949 through May, 1950, but a few papers with earlier dates have been included if they seemed important and had not been previously reviewed. There are undoubtedly a number of omissions. Not quite all of the British and almost none of the Continental publications were available to the author. On the whole, the coverage is probably fairly adequate for the British and American work, but does not extend beyond it. 95 Annu. Rev. Psychol. 1951.2:95-112. Downloaded from www.annualreviews.org Access provided by University of California -San Diego on 02/02/15. For personal use only. Quick links to online content Further ANNUAL REVIEWS

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“…Staudt (45) shows that error scores are more closely related to mal adjustment as measured by the Minnesota Multiphasic than are scores on items correct. All correlations are rather low.…”

Section: General Discussion Of Mental Organizationmentioning

confidence: 97%

Individual Differences

Tyler¹

1951

Annu. Rev. Psychol.

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“…(v) Influence of attitude, emotional involzrement and personal P7efeyencc.-Such conditions as maladjustment (Staudt, 1949), emotional involvement (Marks, 1950, andMarks andRamond, 1951), low level of aspiration and threat (Combs, 1952) have been reported as leading to a greater proneness to error. Bloom and Broder (1950) found that the particular format of a problem was sufficient to discourage students from attempting any attack, while some adopted an all-or-none attitude, i.e., " either I can do this type of problem or I cannot do it."…”

Section: 'mentioning

confidence: 99%

III.—A Study of Cognitive Error Through an Analysis of Intelligence Test Errors

Lawrence

1957

Brit J of Edu Psychol

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Summary. Descriptions of the processes underlying intelligence have moved away from formal statements such as Spearman's principles of noegenesis towards looser statements centred on reasoning or problem solving skills. An analysis of intelligence test errors, in order to throw some light on the operation of these skills, should, therefore, be carried out within the context of the more general study of cognitive error. Spearman and Selz have developed systematic theories of cognitive error. Both direct experimental evidence, and indirect evidence arising from the types of error reported in the literature on problem solving and reasoning, favour Selz's ‘task displacement’ rather than Spearman's ‘reproduction.’ From a group of 274 children (median age 11 years 8 months, mean I.Q. 104), whose errors on the Otis group verbal test had been analysed quantitatively, a sample of 84 was chosen for more intensive qualitative analysis. This analysis was based on the re‐working of all items which were originally wrongly answered. Conditions producing error were classified as: inadequate formulation of the task; prepotency of particular details or characteristics; mis‐reading, or failure to read all the choices offered; correct working but incorrect expression of the answer; difficulty in ‘recentring’ lack of confidence; correct answer but for a wrong reason and rejection of the correct answer on reasonable grounds; lack of specific information; complete failure to formulate the task. These results are interpreted as supporting the type of explanation offered by Selz and paralleling the conditions noted in studies of problem solving and reasoning. The main implication suggested is that teachers should have a greater concern for the development and exercise of the problem solving skills of children as an essential element in the development of intelligence.

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The Relationship of Perseveration to a Number of Personality Traits and to Adjustment

Weisgerber

1954

The Journal of General Psychology

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The Relationship of Certain Personality Traits to Errors and Correct Responses in Several Types of Tasks Among College Women Under Varying Test Conditions

Cited by 3 publications

References 4 publications

Individual Differences

Individual Differences

III.—A Study of Cognitive Error Through an Analysis of Intelligence Test Errors

The Relationship of Perseveration to a Number of Personality Traits and to Adjustment

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