Готові списки джерел за темами / Personality assessment

Добірка наукової літератури з теми "Personality assessment"

Автор: Grafiati
Опубліковано: 4 червня 2021
Оновлено: 11 березня 2023

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Статті в журналах з теми "Personality assessment"

1

Ryle, A. "Personality assessment." British Journal of Psychiatry 184, no. 1 (January 2004): 86. http://dx.doi.org/10.1192/bjp.184.1.86.

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2

Ozer, D. J., and S. P. Reise. "Personality Assessment." Annual Review of Psychology 45, no. 1 (January 1994): 357–88. http://dx.doi.org/10.1146/annurev.ps.45.020194.002041.

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3

Taylor, Neville, and Robert Pryor. "Personality Assessment." Australian Journal of Career Development 4, no. 3 (October 1995): 19–20. http://dx.doi.org/10.1177/103841629500400306.

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4

Wiggins, Jerry S. "Personality assessment." Clinical Psychology Review 18, no. 3 (April 1998): 384–85. http://dx.doi.org/10.1016/s0272-7358(97)00072-x.

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5

Stein, Randy, and Alexander B. Swan. "Deeply Confusing: Conflating Difficulty With Deep Revelation on Personality Assessment." Social Psychological and Personality Science 10, no. 4 (April 4, 2018): 514–21. http://dx.doi.org/10.1177/1948550618766409.

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The factors that contribute to lay expectations of personality assessments are not well understood. Five studies demonstrate that people conflate difficulty of personality assessment items with revelations of deep insights. As a result, popular yet invalid assessments of personality can be seen as “deeper” than assessments from social and personality psychology. In Study 1, participants evaluated items from a popular personality “type” assessment as more difficult and better at revealing deep insights into personality than Big-Five personality inventory items. Studies 2 and 3 replicate this effect experimentally using a manipulation of assessment items’ difficulty. Studies 4 and 5 show that the same effect also holds for a less direct method of supposed personality assessment (e.g., assessments that ask about which colors are associated with trivial concepts). Moderating factors and the popularity of shoddy personality assessments are discussed.
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6

Cervone, Daniel, William G. Shadel, and Simon Jencius. "Social-Cognitive Theory of Personality Assessment." Personality and Social Psychology Review 5, no. 1 (February 2001): 33–51. http://dx.doi.org/10.1207/s15327957pspr0501_3.

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This article presents a social-cognitive theory of personality assessment. We articulate the implications of social-cognitive theories of personality for the question of what constitutes an assessment of personality structure and behavioral dispositions. The theory consists of 5 social-cognitive principles of assessment. Personality assessments should (a) distinguish the task of assessing internal personality structures and dynamics from that of assessing overt behavioral tendencies, (b) attend to personality systems that function 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 of the individual, and (e) assess persons in context. These principles are illustrated through a review of recent research. Social-cognitive theory is distinguished from an alternative theory of personality structure and assessment, 5-factor theory, by articulating the strategies of scientific explanation, conceptions of personality structure and dispositions, and the assessment practices that differentiate the approaches.
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7

Goldsmith, Scott J., Lawrence B. Jacobsberg, and Robin Bell. "Personality Disorder Assessment." Psychiatric Annals 19, no. 3 (March 1, 1989): 139–42. http://dx.doi.org/10.3928/0048-5713-19890301-08.

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8

Barends, Ard J., Reinout E. de Vries, and Mark van Vugt. "Gamified Personality Assessment." Zeitschrift für Psychologie 227, no. 3 (July 2019): 207–17. http://dx.doi.org/10.1027/2151-2604/a000379.

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Abstract. Unobtrusive behavioral cues of personality traits can be found in physical and virtual environments (e.g., office environments and social media profiles), but detecting and coding such cues are a painstaking effort, and therefore impractical for research purposes. Measuring people’s choices in a virtual, gamified environment may offer a suitable substitute. It is currently unknown whether Honesty-Humility can also be assessed in a virtual environment. In two studies, we demonstrate that Honesty-Humility can be inferred with at least modest validity from virtual behavior cues. In a third study, we tested the fakeability of the virtual cues. This study found that even under faking instructions the virtual cues were related to Honesty-Humility, however, the virtual cues were just as fakeable as self-reported Honesty-Humility. Our results imply that virtual cues can be incorporated in serious games to measure personality. Future research may investigate whether the identified virtual cues are able to predict important Honesty-Humility related outcomes.
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9

Sarason, Irwin G. "Personality Assessment Models." Contemporary Psychology: A Journal of Reviews 40, no. 11 (November 1995): 1056–57. http://dx.doi.org/10.1037/004105.

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10

Weiner, Irving B. "Society for Personality Assessment/Journal of Personality Assessment: A History." Journal of Personality Assessment 100, no. 1 (December 20, 2017): 2–15. http://dx.doi.org/10.1080/00223891.2017.1394869.

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Дисертації з теми "Personality assessment"

1

Williams, Maureen Bernadette. "The psychometric assessment of schizotypal personality." Thesis, King's College London (University of London), 1994. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.549491.

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2

Usala, Paul D. "Self-report trait personality and assessment center performance." Diss., Georgia Institute of Technology, 1991. http://hdl.handle.net/1853/29852.

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3

Rose, Meghan June. "Relationships and social context in trait judgments self-other agreement in siblings versus peers /." Click here for download, 2008. http://proquest.umi.com/pqdweb?did=1564023481&sid=1&Fmt=2&clientId=3260&RQT=309&VName=PQD.

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4

Heinzen, Hanna [Verfasser]. "Assessment of Offender Personality Characteristics / Hanna Heinzen." Kiel : Universitätsbibliothek Kiel, 2012. http://d-nb.info/1053683103/34.

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5

Bhardwaj, Shally. "Personality Assessment Using Multiple Online Social Networks." Thesis, Université d'Ottawa / University of Ottawa, 2014. http://hdl.handle.net/10393/31734.

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Personality plays an important role in various aspects of our daily life. It is being used in many application scenarios such as i) personalized marketing and advertisement of commercial products, ii) designing personalized ambient environments, iii) personalized avatars in virtual world, and iv) by psychologists to treat various mental and personality disorders. Traditional methods of personality assessment require a long questionnaire to be completed, which is time consuming. On the other hand, several works have been published that seek to acquire various personality traits by analyzing Internet usage statistics. Researchers have used Facebook, Twitter, YouTube, and various other websites to collect usage statistics. However, we are still far from a successful outcome. This thesis uses a range of divergent features of Facebook and LinkedIn social networks, both separately and collectively, in order to achieve better results. In this work, the big five personality trait model is used to analyze the five traits: openness to experience, conscientiousness, extroversion, agreeableness, and neuroticism. The experimental results show that the accuracy of personality detection improves with the use of complementary features of multiple social networks (Facebook and LinkedIn, in our case) for openness, conscientiousness, agreeableness, and neuroticism. However, for extroversion we found that the use of only LinkedIn features provides better results than the use of only Facebook features or both Facebook and LinkedIn features.
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6

湯旭瑜 and Yuk-yue Tong. "Lay models of personality: assessment and implications." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2002. http://hub.hku.hk/bib/B3124368X.

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7

Salter, Daniel Wayne. "Design of the Environmental Personality Type Assessment /." The Ohio State University, 1991. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487688973685648.

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Tong, Yuk-yue. "Lay models of personality : assessment and implications /." Hong Kong : University of Hong Kong, 2002. http://sunzi.lib.hku.hk/hkuto/record.jsp?B24702274.

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9

DeLong, Dana M. "THE UTILITY OF THE PERSONALITY ASSESSMENT INVENTORY." OpenSIUC, 2008. https://opensiuc.lib.siu.edu/dissertations/273.

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Identification of Attention Deficit/Hyperactivity Disorder (AD/HD) in adults using the Personality Assessment Inventory (PAI) T-scores was investigated. Archival data from closed client files at a university counseling center were used to obtain information from 91 cases of individuals who received testing services and were diagnosed with AD/HD and 91 cases that received personal counseling and received a DSM-IV diagnosis but not a diagnosis of AD/HD. All cases had taken the PAI as part of the intake process. Four groups were identified; three AD/HD groups (Inattentive type, Combined type, & Not otherwise Specified) and a control group of counseling cases without an AD/HD diagnosis. The AD/HD-NOS group was excluded from the study due to the small group size of six. A MANOVA resulted in significance differences between the AD/HD-I and AD/HD-C groups; therefore, they were analyzed as separate groups. A MANOVA comparing the AD/HD groups and the control group revealed significance differences using select PAI clinical scales hypothesized to capture AD/HD symptoms. Descriptive and predictive discriminant function analyses (DFA) with a set of PAI subscales hypothesized to most relate to adult symptoms of AD/HD were significant, with modest results. DFA revealed a hit rate of 71.4% for prediction of clients with AD/HD-I; 30.8% for predicting AD/HD-C, and 78.9% predicting no AD/HD. Cut-off scores for AD/HD were suggested for four PAI scales. Strengths and limitations were discussed.
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10

Jones, Robert Stephen. "Personality disorders and interpersonal traits /." Access abstract and link to full text, 1989. http://0-wwwlib.umi.com.library.utulsa.edu/dissertations/fullcit/8914322.

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Книги з теми "Personality assessment"

1

David, Goodstein Leonard, ed. Personality assessment. 2nd ed. Lanham, Md: University Press of America, 1992.

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2

Lanyon, Richard Ian. Personality assessment. 2nd ed. Lanham, Maryland: University Press of America, 1992.

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3

Archer, Robert P. Personality assessment. New York: Routledge, 2008.

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4

David, Goodstein Leonard, ed. Personality assessment. 3rd ed. New York: Wiley, 1997.

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5

Aiken, Lewis R. Assessment of personality. Boston: Allyn and Bacon, 1989.

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6

Wiggins, Jerry S. Personality and prediction: Principles of personality assessment. Malabar, Fla: R.E. Krieger Pub. Co., 1988.

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7

Vyaktitvam: Personality. Navadehalī: Nyū Bhāratīya Buk Kārporeśana, 2009.

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8

Krauskopf, Charles J. Personality and ability: The personality assessment system. Lanham, Md: University Press of America, 1994.

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9

Palcroft, Lauren B. Personality assessment: New research. New York: Nova Science Publishers, 2009.

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10

Roskam, Edward Elias Charles Iben. and International Union of Psychological Science., eds. Measurement and personality assessment. Amsterdam: North-Holland, 1985.

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Частини книг з теми "Personality assessment"

1

Piedmont, Ralph L. "Personality Assessment." In Encyclopedia of Quality of Life and Well-Being Research, 4772. Dordrecht: Springer Netherlands, 2014. http://dx.doi.org/10.1007/978-94-007-0753-5_2153.

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2

Boag, Simon. "Personality Assessment." In Encyclopedia of Personality and Individual Differences, 3727–38. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-319-24612-3_837.

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Boag, Simon. "Personality Assessment." In Encyclopedia of Personality and Individual Differences, 1–12. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-319-28099-8_837-1.

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4

Ben-Porath, Yossef S., and James N. Butcher. "Personality Assessment." In Introduction to Clinical Psychology, 141–72. Boston, MA: Springer US, 1995. http://dx.doi.org/10.1007/978-1-4899-1573-3_6.

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5

Staller, Thomas, and Cornelia Kirschke. "Personality." In Personality Assessment with ID37, 1–9. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-53921-4_1.

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6

Parkash, Vijay, and Updesh Kumar. "Personality Assessment Paradigms." In The Wiley Handbook of Personality Assessment, 302–22. Chichester, UK: John Wiley & Sons, Ltd, 2016. http://dx.doi.org/10.1002/9781119173489.ch22.

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7

Brenner, Lisa A., and Molly Penzenik. "Personality Assessment Inventory." In Encyclopedia of Clinical Neuropsychology, 2653–56. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-57111-9_2003.

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Brenner, Lisa A. "Personality Assessment Inventory." In Encyclopedia of Clinical Neuropsychology, 1919–21. New York, NY: Springer New York, 2011. http://dx.doi.org/10.1007/978-0-387-79948-3_2003.

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9

Fischer, Constance T. "Personality and Assessment." In Existential-Phenomenological Perspectives in Psychology, 157–78. Boston, MA: Springer US, 1989. http://dx.doi.org/10.1007/978-1-4615-6989-3_10.

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Brenner, Lisa A., and Molly Penzenik. "Personality Assessment Inventory." In Encyclopedia of Clinical Neuropsychology, 1–3. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-56782-2_2003-2.

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Тези доповідей конференцій з теми "Personality assessment"

1

Merat, Natasha, and James Coleman. "Does Personality Influence Engagement in Mobile ‘Phone Tasks?" In Driving Assessment Conference. Iowa City, Iowa: University of Iowa, 2013. http://dx.doi.org/10.17077/drivingassessment.1533.

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2

Ishikawa, Yuichi, Akihiro Kobayashi, Atsunori Minamikawa, and Chihiro Ono. "Predicting a Driver's Personality from Daily Driving Behavior." In Driving Assessment Conference. Iowa City, Iowa: University of Iowa, 2019. http://dx.doi.org/10.17077/drivingassessment.1696.

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"FACE FEATURES-BASED PERSONALITY ASSESSMENT." In 15th International Conference on Computer Graphics, Visualization, Computer Vision and Image Processing (CGVCVIP 2021), the 7th International Conference on Connected Smart Cities (CSC 2021) and 6th International Conference on Big Data Analytics, Data Mining and Computational Intelligence (BigDaCI’21). IADIS Press, 2021. http://dx.doi.org/10.33965/mccsis2021_202107l006.

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4

Sümer, Nebi, Bahar Tümer, Uluğhan Ergin, and Seda Merve Şahin. "Dark Personality and Road Crashes: Mediating Role of Driver Vengeance and Violations." In Driving Assessment Conference. Iowa City, Iowa: University of Iowa, 2019. http://dx.doi.org/10.17077/drivingassessment.1681.

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5

Zeidmane, Anda, and Tatjana Rubina. "The Contribution of Mathematics to the Engineering Education in the Students’ Assessment." In Rural environment. Education. Personality. Latvia University of Life Sciences and Technologies. Faculty of Engineering. Institute of Education and Home Economics, 2018. http://dx.doi.org/10.22616/reep.2018.030.

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Kaur, Amanjot. "Automatic personality assessment in the wild." In 2017 Seventh International Conference on Affective Computing and Intelligent Interaction (ACII). IEEE, 2017. http://dx.doi.org/10.1109/acii.2017.8273660.

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Ilmini, W. M. K. S., and T. G. I. Fernando. "Computational personality traits assessment: A review." In 2017 IEEE International Conference on Industrial and Information Systems (ICIIS). IEEE, 2017. http://dx.doi.org/10.1109/iciinfs.2017.8300416.

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Halász, Csenge. "Civil Law Assessment of Human Personality." In MultiScience - XXXIII. microCAD International Multidisciplinary Scientific Conference. University of Miskolc, 2019. http://dx.doi.org/10.26649/musci.2019.091.

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Kedar, S. V., and D. S. Bormane. "Automatic personality assessment: A systematic review." In 2015 International Conference on Information Processing (ICIP). IEEE, 2015. http://dx.doi.org/10.1109/infop.2015.7489402.

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Yan, Shen, Di Huang, and Mohammad Soleymani. "Mitigating Biases in Multimodal Personality Assessment." In ICMI '20: INTERNATIONAL CONFERENCE ON MULTIMODAL INTERACTION. New York, NY, USA: ACM, 2020. http://dx.doi.org/10.1145/3382507.3418889.

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Звіти організацій з теми "Personality assessment"

1

Nye, Christopher D., Fritz Drasgow, Oleksandr S. Chernyshenko, Stephen Stark, U. C. Kubisiak, Leonard A. White, and Irwin Jose. Assessing the Tailored Adaptive Personality Assessment System (TAPAS) as an MOS Qualification Instrument. Fort Belvoir, VA: Defense Technical Information Center, August 2012. http://dx.doi.org/10.21236/ada566090.

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2

KHUDALOVA, M., V. FILONENKO, and E. KUDZOEVA. PSYCHOSOMATICS IN CONNECTION WITH THE AFFECTIVE DISORDERS OF PERSONALITY. Science and Innovation Center Publishing House, 2021. http://dx.doi.org/10.12731/2658-4034-2021-12-4-2-365-374.

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In recent years, we can notice a significant increase in psychosomatic disorders among borderline mental pathology, which are reasonably considered “the pathology of modern civilization”. The purpose of this study is to identify the relationship between psychosomatic disorders and the affective disorders of the personality. The study used the following methods: a diagnostic conversation and analysis of medical documents with the results of clinical examination, a scale for psychological express diagnostics of semi-structured depressive disorders (based on MMPI), a self-assessment scale by Ch.D. Spielberger - Yu.L. Hanin, Toronto Alexithymia Scale (TAS). Statistical methods of processing the empirical research results in the SPSS 22.0 program: descriptive statistics, correlation analysis (p-Spearman’s rank correlation). As a result of the study we can assert that psychosomatic disorders in respondents in the form of functional pathology of various organs and systems are connected with affective disorders in the form of moderate or severe depression of a neurotic level of various origins, alexithymia and high personal anxiety.
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3

Lavrentieva, Olena, and Oleh Tsys. The theory and practice of managing students’ independent study activities via the modern information technologies. [б. в.], 2019. http://dx.doi.org/10.31812/123456789/4552.

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Theoretical foundations and existent practical experience in providing scientifically grounded management of students' independent study activities with the use of the latest information technologies have been studied in the research. The issues of organization of various types of management of students' independent study activities have been considered. It has been reported, that there are direct, indirect, and dynamic types of management. The possibilities of ICTs in the implementation of each type of management the students' independent study activities have been shown. It has been taken into account, that the introduction of computer-oriented means of co-management and co-organization into the educational process reflects the realization student-centered concept of learning. There has been emphasized the need to use both direct and indirect types of management, which will make it possible for students to move to the position of an actor of independent study activity and capable of exercising self-government. The authors have been paid special attention to the means of developing the students' personality and forming their motivational readiness for independent study activities and self-education. It has been shown, that such necessary means include the following: to promote the development of students' self-organization, self-actualization, as well as their socialization, to encourage self-assessment and reflection throughout the process of organizing independent study activities; to personalize independent study activities, to offer personally and professionally meaningful learning tasks with clearly defined and understandable goals for a student, and to ensure their gradual complication; to create informative feedback; to strengthen students' motivation.
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4

Moskalenko, O. L., O. V. Smirnova, E. V. Kasparov, and I. E. Kasparova. STRUCTURE OF PSYCHOLOGICAL DISORDERS IN PATIENTS WITH METABOLIC SYNDROME AND NON-ALCOHOLIC FAT LIVER DISEASE. Science and Innovation Center Publishing House, 2021. http://dx.doi.org/10.12731/2658-4034-2021-12-4-2-340-348.

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The article is devoted to the study of the psychological characteristics of the behavior of patients with non-alcoholic fatty liver disease (NAFLD). The manifestations of NAFLD are a powerful frustrating factor for patients, negatively affect the quality of life, hinder psychosocial adaptation and serve as the basis for the formation of chronic stress from the disease, which blocks the actual needs of the individual. Psychological factors are an important component in the clinical assessment of patients in connection with the individualization of the treatment process and secondary psychoprophylaxis, including methods of somato-centered and personality-centered psychotherapy.
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5

Sikora, Yaroslava B., Olena Yu Usata, Oleksandr O. Mosiiuk, Dmytrii S. Verbivskyi, and Ekaterina O. Shmeltser. Approaches to the choice of tools for adaptive learning based on highlighted selection criteria. [б. в.], June 2021. http://dx.doi.org/10.31812/123456789/4447.

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The article substantiates the relevance of adaptive learning of students in the modern information society, reveals the essence of such concepts as “adaptability” and “adaptive learning system”. It is determined that a necessary condition for adaptive education is the criterion of an adaptive learning environment that provides opportunities for advanced education, development of key competencies, formation of a flexible personality that is able to respond to different changes, effectively solve different problems and achieve results. The authors focus on the technical aspect of adaptive learning. Different classifications of adaptability are analyzed. The approach to the choice of adaptive learning tools based on the characteristics of the product quality model stated by the standard ISO / IEC 25010 is described. The following criteria for the selecting adaptive learning tools are functional compliance, compatibility, practicality, and support. By means of expert assessment method there were identified and selected the most important tools of adaptive learning, namely: Acrobatiq, Fishtree, Knewton (now Wiliy), Lumen, Realize it, Smart Sparrow (now Pearson). Comparative tables for each of the selected tools of adaptive learning according to the indicators of certain criteria are given.
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Tyshchenko, Yelyzaveta Yu, та Andrii M. Striuk. Актуальність розробки моделі адаптивного навчання. [б. в.], грудень 2018. http://dx.doi.org/10.31812/123456789/2889.

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Анотація:
The learning process can be made most effective by transferring the educational process to the electronic environment. Thanks to adaptive testing, the accuracy, quality, reliability of training and student interest are enhanced, which allows him to be more motivated. This is a new approach for the student to master most of the information. The introduction of an adaptive testing system ensures the improvement of student learning performance. From the proper organization of the control of knowledge depends on the effectiveness of the educational process. Adaptive testing involves changing the sequence of tasks in the testing process itself, taking into account the answers to the tasks already received. In the process of passing the test, a personality model is built that learns for later use in selecting the following testing tasks, depending on the level of knowledge of the student and his individual characteristics. When calculating the assessment, the adaptive testing system takes into account the probability that the student can guess the answer, the number of attempts to pass the test and the average result achieved during all attempts. The complex of tasks for adaptive testing can be developed taking into account a separate type of perception of information by each student, that is, the student is offered tasks that he is able to cope with and which are interesting for him, which means he is more confident in his abilities and aims at successful completion of the course.
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SOLOVEVA, N., and V. TARAKANOVA. TECHNOLOGICAL APPROACHES TO TRAINING IN HIGHER EDUCATION INSTITUTION. Science and Innovation Center Publishing House, 2021. http://dx.doi.org/10.12731/2658-4034-2021-12-4-2-27-39.

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Анотація:
The article discusses technological approaches to training in Higher Education Institution. The essence of technological approach to training consists in the transformation of educational processes into process with the guaranteed result. It supplements scientific approaches of pedagogy, psychology, sociology and other directions of science and practice. Purpose. To reveal how technological approaches to training in higher education institution influence on knowledge got by students. Scientific novelty. The article reveals development of the personality, creative abilities and it is necessary to use technological approaches of training, various creative tasks, research projects at the lectures. On the first and second years of education the pedagogical technology which is based on motivation of educational cognitive activity through communication and cooperation influences on the intellectual and behavioral status of students. Training is more effective, than the better methodology and technology of educational process will be coordinated with technology of assimilation the knowledge. It is important that all students in a higher educational institution could acquire material and began to use it in practice in the work. The signs of technology, a model of pedagogical technology, the scheme of technological creation of educational process and the results of expense of time in digestion of material by students are described in the article. Technological approach modernizes training on a basis of activity of students. Thanks to it, students achieve goals in the form of assimilation the knowledge in easier and productive way. When using technological approach there is an involvement of each student in educational process, knowledge is put into practice, there is always an access to necessary information (including the Internet), there is a communication and cooperation not only with the lecturer, but also with fellow students and what is more important is a constant test of the forces for overcoming the arising problems. Features of pedagogical technologies consist in activity of the lecturers and students. The activity of the lecturers is in that he knows well psychological and personal features of students and can introduce amendments on the training process course. The lecturer, as directly, and by means of technical means carries out the organizing, operating, motivating and controlling functions in the course of training. Practical significance. The practical importance consists in the use in practice of technological approaches to training in Higher Education Institution that promotes the guaranteed achievement of the set educational objects, the organization of all course of training in compliance to the purposes and tasks, assessment of the current results and their correction in case of need and also final assessment of results.
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