Thurstone Temperament Schedule Research Articles

PERSONALITY FACTORS OF EMOTIONAL RESILIENCE IN THE CHALLENGING ENVIRONMENTS FOR MENTAL HEALTH

The aim: The article presents the results of an empirical study aimed at identifying individual typological profiles of people with different potential for emotional resilience development. Materials and methods: The authors identify a set of characteristics that determine emotional resilience development and suggest standardized methodologies to measure their intensity level (Eysenck Personality Inventory (EPI), Strelau Temperament Inventory (STI), Thurstone Temperament Schedule adapted by Khainovski, and the Leonhard–Schmieschek questionnaire). The outcomes of the data processed in the R environment have allowed the determination of the parameters of the psychological profile of an average client and identification of the traits that have the strongest impact on emotional resilience development. Results: The constructed factor-correlation-cluster model based on the mean data values for each of the respondents’ psychological profiles contains three superclusters: 1) orientation at outer/inner world, 2) behavioral determination stability, 3) reflectivity. Accordingly, six types of psychological profiles of individuals with different potential for emotional resilience development have been determined. The six types are: 1) outward-oriented (looking) type; 2) inward-oriented type; 3) stable behavioral determination type; 4) unstable behavioral determination type; 5) reflectivity-oriented type; 6) reflectivity- non-oriented type. The authors describe the structure and peculiarities of manifestation of the individual psychological characteristics within each supercluster. The behavioral manifestations that facilitate or hinder the development of emotional resilience of individuals belonging to certain profiles are also described. Conclusions: The implementation prospects of the developed typology of psychological profiles of individuals with different emotional resilience resources are related to providing client-oriented support of emotional resilience development. Further research will address the development, piloting and implementation of the socio-psychological strategies of emotional resilience development support based on the suggested psychological profile typology.

Relation of the Big Five to the EASI scales and the Thurstone Temperament Schedule

Principal components, canonical correlation and regression analyses were used to examine the relation of Big Five markers to the EASI temperament scales (Study 1) and the Thurstone Temperament Schedule (Study 2). In Study 1 ( n =147) across all three types of analyses the results indicated that the EASI Sociability, Emotionality and Impulsivity scales appeared to be parallel to the Big Five Extraversion, Neuroticism and Conscientiousness scales, respectively. In Study 2 ( n =200) across all three types of analyses the Thurstone Reflective and Emotionally Stable scales appeared to be roughly parallel to the Big Five Openness and Neuroticism scales, respectively. All four of the remaining Thurstone scales measure Big Five Extraversion to some degree, but the Sociable and Dominant scales appear to be slightly purer measures Extraversion.

Type A behavior, tension, and ambulatory cardiovascular reactivity in workers exposed to noise stress.

Recent negative findings regarding differences in blood pressure (BP) and heart rate (HR) reactivity at work between Type A and Type B workers may stem from the failure to note the stressors to which they were exposed. In this naturalistic study, an objective work stressor--varying levels of ambient noise--was individually monitored among 123 normotensive males. We examined the relationship of Type A behavior (assessed by the Thurstone Temperament Schedule) to ambulatory BP and HR reactivity under high and low noise conditions. We also tested the hypothesized mediating function of tension arousal. Results of multiple regression analyses indicated that when workers were exposed to high noise levels (> or = 80 dB(A)), Type A behavior was positively related to diastolic BP (p = 0.029) and HR reactivity (p = 0.0001), even after adjusting for clinic values, time of measurement, worker activities, and body position during measurement. When the same workers were exposed to low noise levels, the results were not significant. This suggests that noise constitutes a stressor for Type A individuals, and highlights the importance of noting the actual stressor-exposure condition. In addition, Type A individuals reported high tension, noted concurrently with the ambulatory measurements. Tension arousal was also related to BP and HR reactivity. Adding the tension variable to the above regressions weakened the relationship between Type A behavior and BP and HR reactivity. Thus, the tension experienced by Type A workers exposed to noise stress may have served as a mediator of cardiovascular reactivity.

Genetic heritability and shared environmental influences of type A measures in the NHLBI Twin Study.

Data from the NHLBI Twin Study were used to investigate the genetic component in a number of Type A measures given to these twins during a second cardiovascular examination. Specifically, the objective of the current study was to determine the extent to which various Type A measures are influenced by genetic effects and by measurable environmental and cultural factors. Analyses of these data for twins yielded a number of results. First, the Type A behavior pattern as assessed by the structured interview was only weakly associated with self-report inventories developed as alternatives to the structured interview. Second, among the self-report measures of Type A, only the Thurstone Temperament Schedule Active scale showed a clear significant genetic component. Most important, a number of demographic and social characteristics known to be associated with the various Type A scales had a differential effect on twin similarities. Specifically, for the job involvement subscale of the Jenkins Activity Survey, twins of both zygosities became equally similar after adjustments for covariates, while no effect on twin similarity was noted for the Thurstone Temperament Schedule Active scale. It is concluded that a complex constellation of genetic predispositions and acquired behaviors underlies the Type A behavior construct.

Cross-family correlates of blood pressure in the Western Collaborative Group Study.

The present study examined the association between one spouse's characteristics and his/her partner's blood pressure (BP) and the combined effect of parental characteristics on the BP levels of offspring in a subgroup of families recruited from the Western Collaborative Group Study (WCGS). Among the individual personality characteristics examined were pace of activity, reflectiveness, dominance, and emotional stability as assessed by the Thurstone Temperament Schedule (TTS). The confounding effects of age, weight, and father's disease status were controlled for by multiple-regression techniques. The results indicate a differential pattern of cross-spouse and cross-family associations for parents and offspring in these families. Higher scores on the TTS activity scale were associated with increased levels of BP in males and decreased levels of BP in females. The observed associations were of the same magnitude as those of more traditional correlates such as age and weight. The findings from the cross-family association analyses are contrasted with the separate patterns of familial correlation of BP and personality characteristics.

Heredity, environment, and the Thurstone Temperament Schedule.

Correlations on scales of the Thurstone Temperament Schedule are examined in two twin studies (Michigan and Veterans twin samples), an adoption study (Texas), and an unpublished twin-family study. It is concluded that the joint evidence suggests (1) an appreciable effect of additive genes, differing across scales; (2) a negligible influence of shared environments, except possibly for monozygotic (MZ) twins; (3) a possible contrast effect among dizygotic (DZ) twins on temperament and personality traits, but shared interests; and (4) a causally ambiguous elevation of MZ twin correlations, which could be due either to nonadditive genetic effects or to a special sharing of environments (or self-concepts) in this group.

Personality resemblances in adoptive families when the children are late-adolescent or adult.

Members of 220 families who had adopted one or more children from a Texas home for unwed mothers at least 14 years ago completed the California Psychological Inventory and the Thurstone Temperament Schedule. Consistent with other recent adoption studies in Minnesota and Texas, there was very little resemblance between parents and adopted children or between adoptive siblings (average correlations about .05). The presence of a biological relationship raised correlations a little, but only a little, to about .15, suggesting that much of the explanation for personality variation must lie in within-family environmental variation or nonadditive genetic effects. In an earlier study, young adopted children appeared to be better adjusted, on the average, than biological children in the same families. This was no longer true for the late-adolescents and young adults of the present study.

Relation between Raters' Characteristics and Halo Error

The present study examined the effect of personality characteristics and cognitive style of raters on halo error. To control the information available to raters, a vignette concerning two fictitious individuals was presented. The two individuals were rated on 10 traits by 60 undergraduate raters. These raters also completed a Group Embedded Figures Test and a Thurstone Temperament Schedule. Raters characterized as dominant, vigorous, and stable were less susceptible to halo error than others. These results appear compatible with previous research on the characteristics of accurate raters. The hypothesis that field-independent raters would be less susceptible to halo error than field-dependent raters was not fully supported by the data. Suggestions for the direction of future research are given.

Type A behaviour pattern: relationship to coronary heart disease, personality and life adjustment.

Sixty male subjects, all under age 60, taken consecutively from a cardiologist's referral practice were studied in terms of A Behaviour pattern using the Rosenman-Friedman Stress Interview. Subsequently they all underwent personality, temperament and life stress assessment by questionnaire using the MMPI, Thurstone Temperament Schedule, Holmes-Rahe Schedule of Recent Experience, Rosenman Life Satisfaction Questionnaire and a number of demographic measures. They were examined medically and divided into coronary heart disease (CHD) and non-coronary heart disease (NCHD) groups. There were many more A Behaviour subjects reflecting the sampling bias from the cardiologist's practice. There were significantly more A subjects found in the group with CHD than in the NCHD group. A Behaviour subjects were more dissatisfied with their marriages and attainment of life goals and preferred respect and recognition to love and affection. The A Behaviour subjects were considered more open, self-critical, dissatisfied and passive than the non-A cohorts as interpreted from the L, K and Mf scales of the MMPI. The finding of an association between A Behaviour and CHD validates the research of others. The greater dissatisfaction in certain areas of the A subjects’ lives fits in with other research evidence and is discussed in this vein. The passive, aesthetic interests of A subjects although difficult to explain in the light of the contrasting behaviour style, is discussed with reference to earlier psychoanalytic theories. The lack of psychopathology and personality differences in A subjects points up the difficulty of recognizing the A pattern using personality tests and points to the need of improved behavioural measures.

Heritability of type A behavior.

Ninety-three pairs of monozygotic and 97 pairs of dizygotic middle-aged, American, male twins were studied to estimate the heritability of Type A behavior--a coronary heart disease-prone behavior pattern. Participants were given the interview assessment of Type A behavior. In addition, they completed four psychological test batteries: the Thurstone Temperament Schedule, the Jenkins Activity Survey, the California Psychological Inventory, and the Gough Adjective Check List. Type A behavior measured by interview was found to be nonheritable. Psychological test scales which significantly correlated with Type A behavior, however, generally had significant heritability estimates. Only the Adjective Check List scales, which significantly correlated with Type A, showed nonsignificant heritability estimates. Selected items from these Adjective Check List scales may provide a method for assessment of Type A behavior possibly free from genetic influence.

Heritability of personality and behavior pattern.

As part of the National Heart and Lung Institute multicenter study of twins, 190 twin pairs (93 MZ, 97 DZ) residing in California and aged 44-55 years were comprehensively studied for all risk factors for coronary heart disease and for Behavior Pattern Type A or B. Psychological tests included MMPI, CPI, 16 Cattell PF, Gough Adjective Check List (ACL), Thurstone Temperament Schedule (TTS). Heritability at statistically significant levels was found only for scales of TTS. Twelve scales of ACL and five scales of TTS showed significant correlations with Behavior Pattern Type A-B as well as with several risk factors, including blood pressure and serum lipids. Multiple regression equations were constructed for those characteristics accounting for significant and unique portions of the total variance of Type A-B Behavior. The use of certain scales of ACL and TTS may provide a new questionnaire for screening purposes in the assessment of Behavior Pattern Type A-B.

Personality Characteristics Held by Open and Traditional Teachers

The purpose of the study was to investigate differences in personality characteristics between high and low-rated, open and traditional primary teachers. Teachers were evaluated through use of a modified observation Rating Scale and by subjective supervisory judgment based on five areas of assessment. Open teachers received in-service training in open classroom techniques while traditional teachers received no special training. Responses to the Edwards Personal Preference Schedule and the Thurstone Temperament Schedule were analyzed. The research design consisted of 2x2 multivariate analysis of variance (MANOVA) to determine significant difference. The results of the study indicated that no significant personality differences existed between high and low-rated, open and traditional primary teachers.

A Note on the Validity of the Self-Directed Search

The scales of the Self-Directed Search (SDS) correlate with the scales of the Kuder, the Thurstone Temperament Schedule, the Bennett Mechanical Comprehension Test, and the Minnesota Paper Form Boar...

Identification of Some Components of Computer Programming Aptitude

This study was designed to determine what student characteristics seem to influence proficiency in symbolic and algebraic computer programming. 50 students in a beginning university computer programming course were administered the Thurstone Temperament Schedule, IBM Programmer Aptitude Test, and the Watson-Glaser Critical Thinking Appraisal. These test scores, along with SCAT scores and a measure of the students' mathematical background, were correlated with measures of student programming proficiency. Those students who possessed a mathematical background of approximately 2 college calculus classes, who scored low on “impulsiveness” and “sociability,” and who scored high on “reflectiveness,” appeared to have “aptitude” for computer programming.

Personality Traits of Faster and Slower Competitive Swimmers

Abstract This study made the comparison of swimmers ranked according to swimming ability as determined by actual time tests in events used in NCAA high school dual meets with personality traits as measured by the Thurstone temperament schedule. The purpose was to add to the knowledge of characteristics of swimmers by determining if the factors within the individual which make a boy a better swimmer correlate significantly with the measured personality traits. Twenty-one swimmers were timed throughout the swimming season on each of the swimming events and the rank of each swimmer calculated. Each swimmer was given the personality test. Statistical analysis of the rankings of these seven personality traits was made in comparison to the swimming rank of the swimmers in the various strokes. Three rank difference correlations were found significant at the .05 level, indicating a tendency for rank of swimming performance to correspond with rank of personality variable. The dominant trait was positively correlat...

Social Need and Learning in Algebra with Programed Instruction

THE RELATIONSHIPS between student personal ity characteristics and learning in different instruc tional setting have become of increasing importance to those doing educational research. McKeachie (3), for example, has noted that failure to take into ac count the varying appropriateness of methods for dif ferent students may help to explain the m any nonsig nificant differences in experimental comparisons of teaching methods. McKeachie's point is illustrated by the work of Oliver and Shaver (4). They found that two markedly different patterns of class room behavior (6) did not result in significant differ ences in student achievement. However, in several instances significant interaction effects were found between personality variables and teacher style. The research activity in programed instruction has undoubtedly exceeded that related to any other new method of instruction (5), but few studies have been published that deal with the relationships of in dividual differences in personality to learning with programed instruction. Schramm (5), in his review of research in programed instruction since 1954, reported only one such study (2). Doty and Doty (1) were unable to find any such research reported. Programed instruction, particularly of the linear, Skinner-type, typically presents the student with a highly structured learning situation. He follows a prescribed sequence of frames, working in rela tive isolation from his fellow students or a teacher. The solitude of such a situation m ay well have an ef fect on learning for some students. Doty and Doty (1) found that when 100 sophomores in an introduc tory psychology course studied physiological psy chology outside of the classroom for two weeks us ing a linear program, social need, as measured by the GuiKord-Zimmerman Temperament Survey (G* ZTS) Sociability Scale, was negatively corre lated with achievement. On the other hand, Hough and Revsin (2) found that when 90 university students in education studied a linear program on Historical Foundations of the Secondary School over a three week period, high and low achievers did not differ significantly on any of the seven scales of the Thur stone Temperament Schedule (TTS). Included in the TTS is a sociable (S) Scale. According to the Ex aminer's Manual, among other characteristics, per sons who score high on this scale enjoy the company of others. A high score on the TTS Reflective (R) Scale also is supposed to indicate that the person likes to work alone. The two studies available that bear on the rela tionship of social need to learning in the programed instruction setting have, then, produced inconsistent results. The study reported here used The Califor nia Test of Personality (CTP) to investigate the re lationship of personality variables to achievement with programed instruction. The CTP is heavily loaded with social need, and findings with the meas ure should shed light on the effects of social need and adjustment on learning in the relatively solitary programed instruction setting.

Characteristics of Achievers and Under‐achievers of a Large Senior High School

To identify scholastic aptitudes, vocational preferences, values, and temperament traits of junior and senior students in high school designated as achievers (A) and under‐achievers (U) within the Otis Intelligence Score range of 110–125, 132 A's within the scholastic rank of 5.0–4.5 and 76 U's within 2.9‐2.0 were selected. Results were: (a) Differential Aptitude Test scores were significantly higher in verbal and numerical for A's and in spatial and mechanical for U's; (b). Neither group could be characterized by a specific occupational interest based on the Kuder Preference Record‐Vocational; (c) Allport‐Vernon‐Lindzey Study of Values revealed higher theoretical, social, and religous scores for the A group; (d) Thurstone Temperament Schedule showed both groups had high reflective scores and low impulsive scores. Conclusions are (a) U's evidenced abilities to make higher grades; (b) 90 per cent of the A's and 70 per cent of the U's were potentially able to do college work; (c) A's and U's should be informed of their aptitudes; (d) Causes of under‐achievement were not directly related to characteristics studied.

PSYCHOMOTOR RESPONSES AND THEIR RELATIONSHIP TO PERSONALITY TRAITS OF YOUNG MEN PERFORMING IN HIGH AMBIENT TEMPERATURE (110 F).

Abstract The purpose of this study was to isolate relationships between psychomotor responses and personality structure. Fifteen subjecs were administered the Thurstone Temperament Schedule. Stress was provided by a heat chamber with an ambient temperature of 110 F (30–50 percent R.H.) and walking on a treadmill which moved at 4 mph at zero grade. Analysis of the data permits the following conclusions: (a) two-hand coordination showed a positive significant relationship to the measure of competitiveness; (b) tapping showed a positive significant relationship to the vigorous and sociable traits; and (c) a significant positive relationship between strength and the active trait was found. Hand and arm steadiness had a significant negative relationship with the emotional stability trait.

The Validity of the Thurstone Temperament Schedule with Adolescents

The Validity of <i>the Thurstone Temperament Schedule</i> with Adolescents

A Comparison of Listening Tests with Standardized Tests

A NUMBER OF investigations have been conduct ed to determine relationships between listening tests and standardized tests (1, 2, 4, 5, 6, 7). How ever, these studies have sought to determine these relationships as a secondary por pose. Their pri mary purpose was the construction ofalistening test. Therefore, the purpose of this investigation was to study the listening ability of college fresh men by comparing the scores made on certain lis tening tests with the scores made on certain stand ard tests. This was done by comparing the results of listening tests with reading tests, by comparing the results of listening tests with academic aptitude and intelligence tests, by comparing the results of listening tests with grade point averages, by com paring group performances on existing tests of lis tening ability, and by comparing 1 i s t e n i ng ability with results of a measure of personality adjustment. Three listening tests were administered. These were the Brown-Carlson Listening Comprehension Test, Form Am; the Michigan State College Listen ing Test, Form HI; and the Stephens College Test of Listening Comprehension, Form A. Total scores on each of the three listening tests were compared with the sub-test scores of each of the following tests: the ACE Psychological Examina tion, College Level, 1954 Edition; the Cooperative English Test, C-2: Reading Comprehension, (High er Level), Form Y; the Otis Self-administering Tests of Mental Ability, Form A, 20 Minute Norms the Iowa Silent Reading Tests, New Edition, Form Am, (Revised); and the Thurstone Temperament Schedule. One hundred and ten students from the freshman class of Hope College, Holland, M i c higan, served as subjects for this investigation which was carried on during the school year 1955-1956. There were 62 men and 48 women. The students were divided into two groups. Group Aconsisted of students enrolled in the regular freshmen English classes. Group B consisted of students enrolled in the reading improvement course, l? a student happened to be a member of an English class chosen for test ing and was also enrolled in the reading improve ment course, his test data was included in Group B. Each of the groups were further divided accor ding to sex. Raw scores were used as t he basis for all sta tistical computations. Coefficients of corre 1 a t i o n were calculated by means of the Spearman rank dif ferences formula. The table includes coefficients of correlation be tween the three listening tests and five standardized tests. According to these data it appears that the Brown-Carlson test is the most satisfactory of the tests of listening for use with men in Group A. The test seemed to differentiate the members of the