Cover
Intelligence and Personality
CONTRIBUTORS
CONTENTS
PREFACE
PART I: INTELLIGENCE IN RELATION TO TEMPERAMENT AND CHARACTER
PART II: INTELLIGENCE AND CONATION
PART III: INTELLIGENCE AND STYLE
PART IV: INTELLIGENCE AND PERSONALITY IN CONTEXT
ACKNOWLEDGMENTS
REFERENCES
PART 1 INTELLIGENCE IN RELATION TOTEMPERAMENT AND CHARACTER
1 Spearman’s Hypothesis
REFERENCES
2 On the Hierarchical Structureof Ability and Personality
SOME TECHNICAL ASPECTS OF HIERARCHICAL MODELING
Principal Factors
Higher Order Factor Models
Nested-Factor Models
The Problem of Factorial Invariance
Hierarchical Models of the Structure of Cognitive Abilities
ALTERNATIVE APPROACHES IN ESTIMATING HIERARCHICAL MODELS: AN EXAMPLE
How Many Abilities Are There?
REFERENCES
3 Intelligence and Personality:Do They Mix?
MAXIMAL AND TYPICAL BEHAVIOR
PRACTICAL INTELLIGENCE—OR PERSONALITY?
THE INTERPLAY BETWEEN TRAITS
A Hierarchy of Generalized Simplexes
ACKNOWLEDGMENTS
REFERENCES
4 Temperament and Intelligence:A Psychometric Approach tothe Links Between Both Phenomena
WHY IS IT REASONABLE TO SEARCH FOR LINKS BETWEEN TEMPERAMENT AND INTELLIGENCE?
Temperament May Modify the Result of Intelligence Tests
TEMPERAMENTAL TRAITS MAY INFLUENCE THE INTERACTION BETWEEN THE GENETICALLY DETERMINED INTELLECTUALPOTENTIAL AND ENVIRONMENT
TEMPERAMENT MAY INFLUENCE COPING WITH INTELLECTUAL DEMANDS ON THE BORDERLINE OF THE INDIVIDUAL’SCAPACITY
DIVERGENT THINKING, ONE OF THE MAIN COMPONENTS OF THE STRUCTURE OF INTELLECT, IS MODERATED BYTEMPERAMENTAL TRAITS
EMPIRICAL EVIDENCE REGARDING THE RELATIONSHIP BETWEEN TEMPERAMENT AND INTELLIGENCE
Method
Measures of Intelligence and Temperament
Subjects
Results
Discussion
REFERENCES
5 Issues in the Definitionand Measurement of Abilities
WORLD VIEWS
ESSENTIALIST VERSUS POPULATION THINKING
PARTS OF SPEECH
DEFINITIONS OF ABILITY
Ability as Domain Referenced
Ability as Trait
Ability as Task Performance
Ability as Process
Ability as Situated
THE UNIQUENESS OF DIFFERENTIAL PSYCHOLOGY
PERSONALITY ABILITY CONNECTIONS
Volition
SUMMARY
REFERENCES
6 Issues in the Measurement of Temperamentand Character
PROBLEMS WITH SELF-REPORTS
RATINGS BY ACQUAINTANCES
RATINGS BY STRANGERS
INFERRING TRAITS FROM BEHAVIOR
IMPLICIT PERSONALITY THEORY
REFERENCES
7 Ability and Temperament
THE STRUCTURE OF PERSONALITY
CONCLUSIONS
REFERENCES
PART II INTELLIGENCE AND CONATION
8 Conative Individual Differences in Learning
THEORETICAL ISSUES AND CONTRIBUTIONS
The Commitment Pathway
Referent Generality
Snow’s Situated Aptitude Theory
ADVANCES IN MOTIVATION THEORY
SUPPORTING CONDITIONS IN ACADEMIC SITUATIONS
Environmental Affordance
Mediational Strategy Training
Consequence Management
CONCLUSION
ACKNOWLEDGMENT
REFERENCES
9 How Goals and Plans Affect Action
THE HISTORY OF THE CONCEPT OF GOALS
MODERN GOAL THEORIES
GOAL CONTENT THEORIES
Goal Specificity
Needs as Sources of Goals
Implicit Theories as Sources of Goals
Further Goal Content Theories
SELF-REGULATION THEORIES OF GOAL STRIVING
Regulating Competing Goal Pursuits
Regulation of Goals and Reduction of Goal Discrepancies
The Model of Action Phases
Action Phases and Mind-Sets
Implementation Intentions Versus Goal Intentions
EDUCATIONAL IMPLICATIONS OF MODERN GOAL THEORIES
How Should Goals Be Framed?
How Should Goals Be Regulated?
Volitional Tools
REFERENCES
10 The Role of Interest in Motivationand Learning
INTEREST AS A MOTIVATIONAL CONSTRUCT
From Extrinsic to Intrinsic Motivation
Motivationally Relevant Cognitions and Beliefs
Defining Interest
Interest and Motivation
THE IMPORTANCE OF INTEREST FOR LEARNING AND THE DEVELOPMENT OF COMPETENCE
Intrinsic Motivation and the Need for Competence
The Possible Evolutionary Role of Interest
THE ROLE OF INTEREST IN ACADEMIC LEARNING
Prior Research on the Effects of Interest on Learning
Interest and the Depth of Learning
Interest Versus Cognitive Predictors
Mediating Processes
DISCUSSION
REFERENCES
11 Challenges and Directions for Intelligenceand Conation: Integration
CONTEMPORARY DIRECTIONS: CONCEPTUAL AND EMPIRICAL LINKS BETWEEN CONATION AND INTELLIGENCE.
DIRECTION FOR FUTURE RESEARCH
More Refined Conceptualization and Taxonomies of Constructs
Clearer Specification of the Meaning and Nature of the Interaction Between Intelligence and Conation
Improving Research Design, Measurement, and Analysis
Identifying Key Bridging Concepts
In-Depth Research in Practical and Clinical Settings
CONCLUSIONS
REFERENCES
PART III INTELLIGENCE AND STYLE
12 Learning Styles and Cognitive Processes inConstructing Understanding at the University
Styles of Learning and Approaches to Studying
The Nature of Academic Understanding
CONCLUSION
REFERENCES
13 Dispositional Aspects of Intelligence
What Are Thinking Dispositions?
Why Are Thinking Dispositions Important for Modeling Intelligent Behavior?
Can Thinking Dispositions Be Measured and How?
How Much Do Thinking Dispositions Contribute to Intelligent Behavior?
How Do Dispositions Relate to Abilities?
What Kinds of Thinking Dispositions Are There?
A Dispositional View of Intelligence
REFERENCES
14 Style in the Organization and Defenseof Cognition
COGNITIVE STYLES AND DEFENSIVE STYLES
Cognitive Styles of Attentional Scanning
The Attentional Core of Defensive Styles
COGNITIVE STYLES AS ORGANIZERS OF DEFENSIVE STYLES
Defense Styles as a Cross Product of Scanning Styles
ACKNOWLEDGMENTS
REFERENCES
15 Self-Concept and Status as Determinantsof Cognitive Style
THE MEANING AND MEASUREMENT OF STYLE
THE ANTECEDENTS OF STYLES
STYLE OUT OF AFRICA
THE SPECIAL RELATIONSHIP
IPSATIVENESS, THE CORRELATIONAL PARIAH IN INDIVIDUAL DIFFERENCES
VALID OR VALIDER?
SELF-CONCEPTUAL STYLES IN ADULTS
CONCLUSIONS
REFERENCES
16 Test-Taking Style, Personality Traits,and Psychometric Validity
THE CONCEPT OF STYLE
Test Taking Style
CONCLUSION
REFERENCES
PART IV INTELLIGENCE AND PERSONALITY INCONTEXT
17 Persons in Context: Defining the Issues,Units, and Processes
THE CONTEXTUALIZATION OF PERSONALITY
PERSON–ENVIRONMENT INTERACTION
LOOKING FOR THE PERSON IN CONTEXT
REFERENCES
18 Contextual Studies of Cognitive Adaptation
Ecological and Cultural Adaptation
An Ecological Approach
Early Visual–Spatial Studies
Recent Studies of Visual–Spatial Abilities
Dimensions of Ecological and Cultural Variation: Unidimensional and Bidimensional conceptualizations
Empirical Developments
Cognitive Styles
Differentiation–Integration
Contextualization–Decontextualization
The Distinction Between Styles
Ecocultural Context and Cognitive Styles
CONCLUSION
REFERENCES
19 Personality in Context, Control,and Intelligence
CONSISTENCY
RECIPROCAL CAUSATION AND CONTROL
PRIMARY CONTROL
INFORMATION PROCESSING
INTELLIGENCE AND CONTROL
INTELLIGENCE IN CONTEXT
REFERENCES
20 Successful Intelligence: UnderstandingWhat Spearman Had Rather Than WhatHe Studied
THE SOCIETAL PROBLEM
THE CONCEPT OF SUCCESSFUL INTELLIGENCE
What Is Successful Intelligence?
Intelligence Versus Successful Intelligence
Adaptation Versus Shaping and Selection as Well
CRITERIA RELEVANT FOR ASSESSING PREDICTIVE VALIDITY
Components of Successful Intelligence
Analytical Abilities
Creative Abilities
Practical Abilities
PUTTING TOGETHER THE THREE ASPECTS OF SUCCESSFUL INTELLIGENCE
CONCLUSION
REFERENCES
AUTHOR INDEX
Subject Index