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Автор: Grafiati
Опубліковано: 4 червня 2021
Оновлено: 29 липня 2024

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Статті в журналах з теми "Personality tests"

1

Jordan, Robert P. "Subject Cataloging of Personality Tests." College & Research Libraries 52, no. 3 (May 1, 1991): 256–62. http://dx.doi.org/10.5860/crl_52_03_256.

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2

Taggar, Simon, and John Parkinson. "Personality tests in accounting research." Journal of Human Resource Costing & Accounting 11, no. 2 (July 3, 2007): 122–51. http://dx.doi.org/10.1108/14013380710778776.

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3

Stone, R. J. "Personality Tests in Executive Selection." Asia Pacific Journal of Human Resources 23, no. 4 (November 1, 1985): 10–14. http://dx.doi.org/10.1177/103841118502300405.

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4

C, Angus. "How Accurate Are Personality Tests?" Scientific American 30, no. 1 (January 2019): 8. http://dx.doi.org/10.1038/scientificamericanmind0119-8.

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5

Kyllonen, Patrick, and Harrison Kell. "Ability Tests Measure Personality, Personality Tests Measure Ability: Disentangling Construct and Method in Evaluating the Relationship between Personality and Ability." Journal of Intelligence 6, no. 3 (July 10, 2018): 32. http://dx.doi.org/10.3390/jintelligence6030032.

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6

Buciuta, Andrei. "A brief history of personality tests." Psihiatru.ro 1, no. 60 (2020): 45. http://dx.doi.org/10.26416/psih.60.1.2020.3109.

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7

Bodhe, Jahnavi Ravindra. "Gamification of personality tests for recruitment." International Journal of Research in Human Resource Management 3, no. 2 (July 1, 2021): 20–23. http://dx.doi.org/10.33545/26633213.2021.v3.i2a.66.

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8

Allard, Gregory, and David Faust. "Errors in Scoring Objective Personality Tests." Assessment 7, no. 2 (June 2000): 119–29. http://dx.doi.org/10.1177/107319110000700203.

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9

Meehl, Paul E. "The dynamics of “structured” personality tests." Journal of Clinical Psychology 56, no. 3 (March 2000): 367–73. http://dx.doi.org/10.1002/(sici)1097-4679(200003)56:3<367::aid-jclp12>3.0.co;2-u.

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10

Borghans, Lex, Bart H. H. Golsteyn, James J. Heckman, and John Eric Humphries. "What grades and achievement tests measure." Proceedings of the National Academy of Sciences 113, no. 47 (November 8, 2016): 13354–59. http://dx.doi.org/10.1073/pnas.1601135113.

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Анотація:
Intelligence quotient (IQ), grades, and scores on achievement tests are widely used as measures of cognition, but the correlations among them are far from perfect. This paper uses a variety of datasets to show that personality and IQ predict grades and scores on achievement tests. Personality is relatively more important in predicting grades than scores on achievement tests. IQ is relatively more important in predicting scores on achievement tests. Personality is generally more predictive than IQ on a variety of important life outcomes. Both grades and achievement tests are substantially better predictors of important life outcomes than IQ. The reason is that both capture personality traits that have independent predictive power beyond that of IQ.
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Дисертації з теми "Personality tests"

1

Lindgren, Thomas E. "Method specific factors in personality tests /." Stockholm, 2007. http://diss.kib.ki.se/2007/978-91-7357-266-8/.

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2

Yankov, Georgi P. "Faking on Personality Tests: The Relationship Between Intelligence and Personality." Bowling Green State University / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1555345423814293.

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3

Anderson, Ryan D. "The Implicit Association Test for Conscientiousness: An indirect method of measuring personality." Bowling Green, Ohio : Bowling Green State University, 2009. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=bgsu1237835643.

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4

Meinecke, Joseph E. "Adlerian life style a reliability study of the Lifestyle Scale /." Theological Research Exchange Network (TREN), 1992. http://www.tren.com.

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Miller, Darren. "A correlational validity study of select scales of the Basic Adlerian Scales for Interpersonal Success--Adult Form (BASIS-A)." [Kent, Ohio] : Kent State University, 2007. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=kent1178828848.

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Анотація:
Thesis (Ph.D.)--Kent State University, 2007.
Title from PDF t.p. (viewed Nov. 21, 2007). Advisors: Donald L. Bubenzer, Martin J. Jencius. Keywords: individual psychology, Adlerian psychology, social interest, BASIS-A. Includes bibliographical references (p. 126-140).
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6

Caponecchia, Carlo Psychology Faculty of Science UNSW. "The influence of personality on responses to stressors: an examination of the Grossarth-Maticek personality inventory." Awarded by:University of New South Wales. School of Psychology, 2005. http://handle.unsw.edu.au/1959.4/29374.

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Анотація:
Grossarth-Maticek and colleagues presented longitudinal evidence for personality Type being related to disease. Type 1s (cancer prone) and Type 2s (CHD prone) were proposed to be dependent on others, in contrast to the autonomous Type 4s, who had a lower mortality rate at follow-up. Stress was the mechanism proposed to account for the effects of personality on disease, yet this claim has not been systematically investigated. Four studies compared responses of Type 1, 2 and 4 individuals to stress and non-stress tasks. Types 1 and 2 showed increased salivary cortisol responses to an uncontrollable maths stress task (relative to control) compared to Type 4s, and scored higher on perceived stress, state-anxiety, and measures of negative mood, consistent with the implications of the Grossarth-Maticek hypothesis. No significant differences were evident between the Types in response to progressive muscle relaxation, suggesting stress is necessary for Type differences to emerge. Further, Types 1 and 2 responded differently to different stressors (maths vs. exam), arguing against criticisms that Types 1 and 2 are indistinguishable. The relation between Grossarth-Maticek Type subscales was further clarified through their correlations with each other (controlling for mood, stress and social desirability), and with the Lifestyle Defense Mechanisms (LDM) inventory, a psychometric refinement of the Grossarth-Maticek scales. A prospective study examining mortality rates in a sample exposed to environmental noise stressors revealed no prediction of death or cause of death by Grossarth-Maticek Type. This may have been due to the relative youth of the sample, short (7 year) follow-up period, and consequently low death rate. The current research is the first to show different responses to different stressors between Types 1 and 2, and revealed converging evidence for the claim that stress is the mechanism for Type effects on disease. Additionally, theoretical issues in conceptions of stress, and models of the relation between the Types, stress and disease were considered. This project suggests that after a history of criticisms, the Grossarth-Maticek typology should be re-considered for its public health implications, and along with the LDM inventory, should be considered for further investigation of the relation between personality variables and disease.
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7

Grezmak, Tiffany. "Construct Validation of the Cleveland Adaptive Personality Questionnaire using the Personality Assessment Inventory." Cleveland State University / OhioLINK, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=csu1619442899037883.

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8

Chatterjee, Marian M. "Ethnicity and personality : variations in personality as a function of cultural differences in social desirability /." Thesis, Connect to this title online; UW restricted, 1994. http://hdl.handle.net/1773/9163.

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9

Gregory, William Scott. "Construct validity of personal motives /." Access abstract and link to full text, 1992. http://0-wwwlib.umi.com.library.utulsa.edu/dissertations/fullcit/9222149.

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Bink, Martin L. "Motivational distortion in personality profiles of undergraduate distance education students." Virtual Press, 1995. http://liblink.bsu.edu/uhtbin/catkey/941727.

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Анотація:
Motivational Distortion is a construct of replicable error characterized by a shift in one's responding on a personality measure from an anonymous role to a role motivated by the testing situation. The Sixteen Personality Factor (16PF) contains an embedded scale designed to measure the this construct. Scores on this scale provide a basis for correcting scores on the primary factors.To date, individual studies on Motivational Distortion have not adequately addressed the construct validity of the scale. The present study utilized a sample of teleeducation students in an attempt determine if varying levels of role aptitude and role-congruent settings does impact Motivational Distortion.The results of regression and Aptitude-by-treatment interaction analysis (ATI) have two implications for Motivational Distortion. Namely, The relation of Motivational Distortion and its components may be moderating instead of causal, and the relation of the construct and other personality factors is more limited.
Department of Psychological Science
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Книги з теми "Personality tests"

1

Carter, Philip. IQ and Personality Tests. London: Kogan Page Publishers, 2007.

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2

Fletcher, Clive. Personality tests: the great debate. [S.L.]: [S.N.], 1991.

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3

A, Russell Kenneth, ed. Mensa® total genius & personality tests: Your complete guide to genius, including personality tests, knowledge tests, intelligence tests and more. New York: Metro Books, 2010.

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4

Baron, Helen. Perfect Personality Profiles. London: Random House Publishing Group, 2009.

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5

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

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6

Navarro, Susana Navas. Tests de personalidad. Madrid: LIBSA Editorial, 2004.

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7

Françoise, Gauquelin, ed. 15 tests pour connaître les autres. Verviers: Marabout, 1986.

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8

L, Murphy Linda, Conoley Jane Close, Impara James C, and Buros Institute of Mental Measurements., eds. Tests in print IV: An index to tests, test reviews, and the literature on specific tests. Lincoln, Neb: Buros Institute of Mental Measurements, University of Nebraska-Lincoln, 1994.

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9

Janda, Louis H. Career tests: 25 revealing self-tests to help you find and succeed at the perfect career. Holbrook, Mass: Adams Media Corp., 1999.

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10

Kolaříková, Olga. Perspekivy teorie a výzkumu osobnostních vlastností. Praha: Academia, 1986.

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Частини книг з теми "Personality tests"

1

Chuanding, Lin, and Xu Yan. "Personality Tests." In The ECPH Encyclopedia of Psychology, 1–2. Singapore: Springer Nature Singapore, 2024. http://dx.doi.org/10.1007/978-981-99-6000-2_617-1.

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2

Spores, John M. "Personality Inventory Tests." In Psychological Assessment and Testing, 417–501. 2nd ed. New York: Routledge, 2022. http://dx.doi.org/10.4324/9780429326820-13.

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3

Spores, John M. "Performance Personality Tests." In Psychological Assessment and Testing, 502–59. 2nd ed. New York: Routledge, 2022. http://dx.doi.org/10.4324/9780429326820-14.

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4

Jura, Martha Bates. "Projective Tests of Personality." In Encyclopedia of Autism Spectrum Disorders, 1–11. New York, NY: Springer New York, 2017. http://dx.doi.org/10.1007/978-1-4614-6435-8_476-3.

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Jura, Martha Bates. "Projective Tests of Personality." In Encyclopedia of Autism Spectrum Disorders, 1–11. New York, NY: Springer New York, 2017. http://dx.doi.org/10.1007/978-1-4614-6435-8_476-4.

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Jura, Martha Bates, and Jeffrey J. Wood. "Projective Tests of Personality." In Encyclopedia of Autism Spectrum Disorders, 1–12. New York, NY: Springer New York, 2020. http://dx.doi.org/10.1007/978-1-4614-6435-8_476-5.

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Jura, Martha Bates. "Projective Tests of Personality." In Encyclopedia of Autism Spectrum Disorders, 2393–403. New York, NY: Springer New York, 2013. http://dx.doi.org/10.1007/978-1-4419-1698-3_476.

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Hines, Terence. "Projective Tests and Personality." In Investigating Pop Psychology, 121–29. New York: Routledge, 2022. http://dx.doi.org/10.4324/9781003107798-14.

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Jura, Martha Bates, and Jeffrey J. Wood. "Projective Tests of Personality." In Encyclopedia of Autism Spectrum Disorders, 3704–15. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-319-91280-6_476.

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10

Pear, T. H. "Objective Tests of Personality." In Personality, Appearance and Speech, 140–48. London: Routledge, 2023. http://dx.doi.org/10.4324/9781032642673-10.

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Тези доповідей конференцій з теми "Personality tests"

1

Stocker, Bernhard. "VALIDITY AND RELIABILITY OF PERSONALITY TESTS." In DOKBAT 2016. Tomas Bata University in Zlín, Faculty of Management and Economics, 2016. http://dx.doi.org/10.7441/dokbat.2016.37.

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2

Johnston, Kevin, Barry Andersen, Jennifer Davidge-Pitts, and Mark Ostensen-Saunders. "Using Personality Tests to Identify Potential ICT Entrepreneurs." In InSITE 2007: Informing Science + IT Education Conference. Informing Science Institute, 2007. http://dx.doi.org/10.28945/3160.

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Анотація:
Literature relating to personality and entrepreneurship has focused primarily on personality characteristics of traditional entrepreneurs. The focus of this study was on personality characteristics and temperaments of potential ICT entrepreneurs. The main objective of the study was to evaluate the impact of personality characteristics as identifiers of potential ICT entrepreneurship. In order to meet this objective, the personality characteristics of the participants had to be determined. The Keirsey Temperament Sorter was used as a personality indicator, as it is a proven research instrument. Two entrepreneurial tests were used to determine entrepreneurial ability. The temperament of the individuals was ascertained, and compared to their entrepreneurial ability. The population sample used for this study was comprised of third year and honours information systems students from the University of Cape Town, and current ICT entrepreneurs. A positive relationship between the “Martian” temperaments and potential ICT entrepreneurs was found. No significant relationship between specific personality types and potential entrepreneurial ability were evident in the study. A positive connection was noticed between potential ICT entrepreneurs, and being male. Unfortunately the number of female respondents was insufficient, leading to an inconclusive result.
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3

Plank, Barbara, and Dirk Hovy. "Personality Traits on Twitter—or—How to Get 1,500 Personality Tests in a Week." In Proceedings of the 6th Workshop on Computational Approaches to Subjectivity, Sentiment and Social Media Analysis. Stroudsburg, PA, USA: Association for Computational Linguistics, 2015. http://dx.doi.org/10.18653/v1/w15-2913.

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4

Rasnacs, Oskars, and Maris Vitins. "Computer Based Tests for the Courses of Informatics and Statistics of the Health Care Specialties." In 12th International Scientific Conference Rural Environment. Education. Personality. (REEP). Latvia University of Life Sciences and Technologies. Faculty of Engineering. Institute of Education and Home Economics, 2019. http://dx.doi.org/10.22616/reep.2019.039.

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5

de Godoy, Lucka, Carmen Melo, Guilherme Mendes, Jonathan Batista, Carlos Guatimosim, Felipe Maia, and Renato Vicente. "Effects of personality traits in predicting grade retention of Brazilian students." In LatinX in AI at International Conference on Machine Learning 2021. Journal of LatinX in AI Research, 2021. http://dx.doi.org/10.52591/202107248.

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Student’s grade retention is a key issue faced by many education systems, especially those in developing countries. In this paper, we seek to gauge the relevance of students’ personality traits in predicting grade retention in Brazil. For that, we used data collected in 2012 and 2017, in the city of Sertaozinho, countryside of the state of Sao Paulo, Brazil. The surveys taken in Sertaozinho included several socioeconomic questions, standardized tests, and a personality test. Moreover, students were in grades 4, 5, and 6 in 2012. Our approach was based on training machine learning models on the surveys’ data to predict grade retention between 2012 and 2017 using information from 2012 or before, and then using some strategies to quantify personality traits’ predictive power. We concluded that, besides proving to be fairly better than a random classifier when isolated, personality traits contribute to prediction even when using socioeconomic variables and standardized tests results.
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de Godoy, Lucka, Carmen Melo, Guilherme Mendes, Jonathan Batista, Carlos Guatimosim, Felipe Maia, and Renato Vicente. "Effects of personality traits in predicting grade retention of Brazilian students." In LatinX in AI at International Conference on Machine Learning 2021. Journal of LatinX in AI Research, 2021. http://dx.doi.org/10.52591/lxai202107248.

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Анотація:
Student’s grade retention is a key issue faced by many education systems, especially those in developing countries. In this paper, we seek to gauge the relevance of students’ personality traits in predicting grade retention in Brazil. For that, we used data collected in 2012 and 2017, in the city of Sertaozinho, countryside of the state of Sao Paulo, Brazil. The surveys taken in Sertaozinho included several socioeconomic questions, standardized tests, and a personality test. Moreover, students were in grades 4, 5, and 6 in 2012. Our approach was based on training machine learning models on the surveys’ data to predict grade retention between 2012 and 2017 using information from 2012 or before, and then using some strategies to quantify personality traits’ predictive power. We concluded that, besides proving to be fairly better than a random classifier when isolated, personality traits contribute to prediction even when using socioeconomic variables and standardized tests results.
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7

Elourajini, Fahed, and Esma Aimeur. "AWS-EP: A Multi-Task Prediction Approach for MBTI/Big5 Personality Tests." In 2022 IEEE International Conference on Data Mining Workshops (ICDMW). IEEE, 2022. http://dx.doi.org/10.1109/icdmw58026.2022.00049.

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8

Makarevičs, Valērijs, and Dzintra Iliško. "The Connectiveness between Assertiveness and Dependence on Social Networks of Future Teachers." In 15th International Scientific Conference "Rural Environment. Education. Personality. (REEP)". Latvia University of Life Sciences and Technologies. Faculty of Engineering. Institute of Education and Home Economics, 2022. http://dx.doi.org/10.22616/reep.2022.15.002.

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Анотація:
Assertiveness is the ability to act on the basis of one’s self-esteem by considering the point of view of other people, so that the behaviour remains within positive boundaries. Given the fact that online communication is already firmly entrenched in our lives, the study aims to explore the relationship between individuals' self-assertive behaviour and addiction on the use of social networks. The authors have applied two tests developed by Sheinov: "Addiction to social networks" and "Test of Assertive Behaviour."Fifty university students agreed to participate in this study on a voluntarily bases. All of them were first-year students from Daugavpils University. It was revealed in the study that the relationship between assertive behaviour and dependence on social networking is complex and non-linear and depends on age, professional and cultural characteristics of the individual. Today, the need for assertive behaviour is experienced by many branches of public life.
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Petan, Sorin, Radu Vasiu, and Muguras Mocofan. "PERSONALITY DETECTION IN INTERACTIVE VIDEO." In eLSE 2014. Editura Universitatii Nationale de Aparare "Carol I", 2014. http://dx.doi.org/10.12753/2066-026x-14-114.

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Kreber's 1998 study shows that an individual's personality plays a major role in the educational process, and directly determines a student's predisposition to engage in a self-directed learning process. This is particularly the case with distance education, where motivation is a key factor. With the newly emerging field of interactive video in education, personality traits can be determined by various approaches. Filling out a personality form might be an unattractive method of profiling students. But with the case of interactive video, requiring by definition a voluntary user interaction, this information can be obtained by aligning interaction patterns to personality traits, using established psychological classification models. A key advantage is the non-intrusiveness of the process. We first define what interactive video is and briefly present what interactions are possible with the video content. We offer a quick example of interactive video in education. Based on the way users interact with a i-video material, we outline 5 types of interactive actions: General interest, Interface Interaction, Content Interaction, Social Interaction and Contributive Interaction. Further, we use these 5 categories of interaction to classify various types of users into psychological categories, using several personality models. A binary model first proposed by Carl Jung of extrovert/introvert is first discussed. We then discuss a four-category model of Guardian/Artisan/Idealist/Rational proposed by Keirsey in 1998, extendable to a 16-category model where each of the four primary personality traits are each further dissected in four subcategories. For each of the personality models used, we create a matrix of scores for all 5 types of interactions, using these interactions with the interactive video content to progressively determine a student's personality. This automatic profiling model is tested on several subjects. To verify accuracy of the automatic profiling model, the participants are then asked to complete forms for personality tests, their scores being compared to. Results are discussed and conclusions are drawn, highlighting the benefits of using automatic profiling mechanisms in interactive video learning applications.
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Ahmad, Rangina, Dominik Siemon, and Susanne Robra-Bissantz. "Creativity Tests versus Cognitive Computing: How Automated Personality Mining Tools Can Enhance Team Composition." In Hawaii International Conference on System Sciences. Hawaii International Conference on System Sciences, 2018. http://dx.doi.org/10.24251/hicss.2018.016.

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Звіти організацій з теми "Personality tests"

1

Shechter, Olga G., and Eric L. Lang. Identifying Personality Disorders that are Security Risks: Field Test Results. Fort Belvoir, VA: Defense Technical Information Center, September 2011. http://dx.doi.org/10.21236/ada564011.

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2

DeJaeghere, Joan, Bich-Hang Duong, and Vu Dao. Teaching Practices That Support and Promote Learning: Qualitative Evidence from High and Low Performing Classes in Vietnam. Research on Improving Systems of Education (RISE), January 2021. http://dx.doi.org/10.35489/bsg-rise-ri_2021/024.

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This Insight Note contributes to the growing body of knowledge on teaching practices that foster student learning and achievement by analysing in-depth qualitative data from classroom observations and teacher interviews. Much of the research on teachers and teaching in development literature focuses on observable and quantified factors, including qualifications and training. But simply being qualified (with a university degree in education or subject areas), or trained in certain ways (e.g., coaching versus in-service) explains very little of the variation in learning outcomes (Kane and Staiger, 2008; Wößmann, 2003; Das and Bau, 2020). Teaching is a complex set of practices that draw on teachers’ beliefs about learning, their prior experiences, their content and pedagogical knowledge and repertoire, and their commitment and personality. Recent research in the educational development literature has turned to examining teaching practices, including content knowledge, pedagogical practices, and teacher-student interactions, primarily through quantitative data from knowledge tests and classroom observations of practices (see Bruns, De Gregorio and Taut, 2016; Filmer, Molina and Wane, 2020; Glewwe et al, in progress). Other studies, such as TIMSS, the OECD and a few World Bank studies have used classroom videos to further explain high inference factors of teachers’ (Gallimore and Hiebert, 2000; Tomáš and Seidel, 2013). In this Note, we ask the question: What are the teaching practices that support and foster high levels of learning? Vietnam is a useful case to examine because student learning outcomes based on international tests are high, and most students pass the basic learning levels (Dang, Glewwe, Lee and Vu, 2020). But considerable variation exists between learning outcomes, particularly at the secondary level, where high achieving students will continue to upper-secondary and lower achieving students will drop out at Grade 9 (Dang and Glewwe, 2018). So what differentiates teaching for those who achieve these high learning outcomes and those who don’t? Some characteristics of teachers, such as qualifications and professional commitment, do not vary greatly because most Vietnamese teachers meet the national standards in terms of qualifications (have a college degree) and have a high level of professionalism (Glewwe et al., in progress). Other factors that influence teaching, such as using lesson plans and teaching the national curriculum, are also highly regulated. Therefore, to explain how teaching might affect student learning outcomes, it is important to examine more closely teachers’ practices in the classroom.
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Word, Sheela. Eeny, meeny, miny, mo : self and close-other selection of personality test interpretations. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.5739.

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Sistac, Sistac, Lliteras M, and Sistac Palacín JM. Study in a Simulated Scenario of the Influence of Training and Personality in the Resolution of Critical Situations in Anaesthesiology Residents. Science Repository, January 2023. http://dx.doi.org/10.31487/j.acr.2022.04.01.sup.

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Introduction: Empowerment of simulations in emergent situations by resident medical interns has positively demonstrated the acquisition of clinical skills [1]. Even so, it remains unclear what psychological factors influence when assuming leadership in carrying out these simulations or in a real situation. This study aims to analyse, by simulating critical situations in the operating room, the influence of training and personality among anaesthesiology residents on the predisposition to assume such leadership Materials and Methods: A study was carried out on 22 residents both trained (11) and untrained in simulation, assessing their personality and degree of stress using the Typi and Stay Trait. By observation it was determined that he was the leader, when entering a simulated model of ventricular fibrillation in pairs. Resolution capacity was not valued, but rather the characteristics that define the personality of the resident who assumed leadership. Results: Regarding personality, measured with the TIPI test, the leaders turned out to score high in agreeableness but low in extraversion compared to the helpers. This suggests that they are altruistic, compassionate, trusting, frank, empathic and sensitive to others and on the other hand reserved, socially distant except with close friends. In the trained group, the Stai Trait test revealed a slightly lower mean in helpers compared to the total mean, in addition to a significantly higher SD in leaders (4.57) than in helpers (2.87), obtaining a p> 0.02. In Stai Estado, the opposite occurred in terms of the averages, lower in the group of leaders with respect to the global average. And a very similar SD was obtained in both groups (4.91 and 4.21). In the TIPI test, the leading group stands out with a low score in extraversion, compared to the total mean and compared to assistants, justified data with a p>0.02. Conclusion: The residents of the trained group turned out to have lower anxiety in the stressful situation of the simulation compared to the other group. In addition, the women who turned out to be leaders in the trained group demonstrated control of the situation with lower HRs than the leaders in the untrained group, thus demonstrating the influence of training in resolving critical situations.
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PALIY, T., and A. BAGIYAN. CHARACTERISTIC OF A TEACHER-PHILOLOGIST’S PROFESSIONAL PERSONALITY THROUGH THE PRISM OF AXIOLOGY. Science and Innovation Center Publishing House, 2021. http://dx.doi.org/10.12731/2658-4034-2021-12-4-2-48-58.

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This article raises the urgent problem of modern higher linguistic education connected with the pedagogical activities of the teaching staff of language departments. The aim of the research is to design and test the axiological model of the professional personality of a philologist teacher. The study is based on sociological and culturological approaches, traditions of linguistic education in Russia, which are significant for the formation of the personality of a future teacher, translator, interpreter, etc., understanding of the peculiarities of the pedagogical activity of linguists. Discussion, psychological and mathematical-statistical methods were used in the course of the following research. The results of the study have demonstrated some certain unique features of the Russian axiological space. The priorities of students in the process of assessing teachers of philologists and their professional activities are also established. The results obtained can serve as a basis for the design and testing of original trainings, refresher courses, taking into account the received request from the objects of the educational process.
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Chappelle, Wayne, Julie Swearengen, Tanya Goodman, and William Thompson. Personality Test Scores that Distinguish U.S. Air Force Remotely Piloted Aircraft Drone Pilot Training Candidates. Fort Belvoir, VA: Defense Technical Information Center, February 2014. http://dx.doi.org/10.21236/ada600491.

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Nagahi, Morteza, Raed Jaradat, Simon Goerger, Michael Hamilton, Randy Buchanan, Sawsan Abutabenjeh, and Junfeng Ma. The impact of practitioners’ personality traits on their level of systems-thinking skills preferences. Engineer Research and Development Center (U.S.), October 2022. http://dx.doi.org/10.21079/11681/45791.

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In this study, we used a structural equation modeling method to investigate the relationship between systems engineers and engineering managers’ Systems-Thinking (ST) skills preferences and their Personality Traits (PTs) in the domain of complex system problems. As organizations operate in more and more turbulent and complex environments, it has become increasingly important to assess the ST skills preferences and PTs of engineers. The current literature lacks studies related to the impact of systems engineers and engineering managers’ PTs on their ST skills preferences, and this study aims to address this gap. A total of 99 engineering managers and 104 systems engineers provided the data to test four hypotheses posed in this study. The results show that the PTs of systems engineers and engineering managers have a positive impact on their level of ST skills preferences and that the education level, the current occupation type, and the managerial experience of the systems engineers and engineering managers moderate the main relationship in the study.
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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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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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Berlin, Noémie, Jan Dul, Marco Gazel, Louis Lévy-Garboua, and Todd Lubart. Creative Cognition as a Bandit Problem. CIRANO, May 2023. http://dx.doi.org/10.54932/anre7929.

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This paper characterizes creative cognition as a multi-armed bandit problem involving a trade-off between exploration and exploitation in sequential decisions from experience taking place in novel uncertain environments. Creative cognition implements an efficient learning process in this kind of dynamic decision. Special emphasis is put on the optimal sequencing of divergent and convergent behavior by showing that divergence must be inhibited at one point to converge toward creative behavior so that excessive divergence is counterproductive. We test this hypothesis in two behavioral experiments, using both novel and well-known tasks and precise measures of individual differences in creative potential in middle and high school students. Results in both studies confirmed that a task-dependent mix of divergence and convergence predicted high performance in a production task and better satisfaction in a consumption task, but exclusively in novel uncertain environments. These predictions were maintained after controlling for gender, personality, incentives, and other factors. As hypothesized, creative cognition was shown to be necessary for high performance under the appropriate conditions. However, it was not necessary for getting high grades in a traditional school system.
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Yatsymirska, Mariya. MODERN MEDIA TEXT: POLITICAL NARRATIVES, MEANINGS AND SENSES, EMOTIONAL MARKERS. Ivan Franko National University of Lviv, February 2022. http://dx.doi.org/10.30970/vjo.2022.51.11411.

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The article examines modern media texts in the field of political journalism; the role of information narratives and emotional markers in media doctrine is clarified; verbal expression of rational meanings in the articles of famous Ukrainian analysts is shown. Popular theories of emotions in the process of cognition are considered, their relationship with the author’s personality, reader psychology and gonzo journalism is shown. Since the media text, in contrast to the text, is a product of social communication, the main narrative is information with the intention of influencing public opinion. Media text implies the presence of the author as a creator of meanings. In addition, media texts have universal features: word, sound, visuality (stills, photos, videos). They are traditionally divided into radio, TV, newspaper and Internet texts. The concepts of multimedia and hypertext are related to online texts. Web combinations, especially in political journalism, have intensified the interactive branching of nonlinear texts that cannot be published in traditional media. The Internet as a medium has created the conditions for the exchange of ideas in the most emotional way. Hence Gonzo’s interest in journalism, which expresses impressions of certain events in words and epithets, regardless of their stylistic affiliation. There are many such examples on social media in connection with the events surrounding the Wagnerians, the Poroshenko case, Russia’s new aggression against Ukraine, and others. Thus, the study of new features of media text in the context of modern political narratives and emotional markers is important in media research. The article focuses review of etymology, origin and features of using lexemes “cмисл (meaning)” and “сенс (sense)” in linguistic practice of Ukrainians results in the development of meanings and functional stylistic coloring in the usage of these units. Lexemes “cмисл (meaning)” and “сенс (sense)” are used as synonyms, but there are specific fields of meanings where they cannot be interchanged: lexeme “сенс (sense)” should be used when it comes to reasonable grounds for something, lexeme “cмисл (meaning)” should be used when it comes to notion, concept, understanding. Modern political texts are most prominent in genres such as interviews with politicians, political commentaries, analytical articles by media experts and journalists, political reviews, political portraits, political talk shows, and conversations about recent events, accompanied by effective emotional narratives. Etymologically, the concept of “narrative” is associated with the Latin adjective “gnarus” – expert. Speakers, philosophers, and literary critics considered narrative an “example of the human mind.” In modern media texts it is not only “story”, “explanation”, “message techniques”, “chronological reproduction of events”, but first of all the semantic load and what subjective meanings the author voices; it is a process of logical presentation of arguments (narration). The highly professional narrator uses narration as a “method of organizing discourse” around facts and impressions, impresses with his political erudition, extraordinary intelligence and creativity. Some of the above theses are reflected in the following illustrations from the Ukrainian media: “Culture outside politics” – a pro-Russian narrative…” (MP Gabibullayeva); “The next will be Russia – in the post-Soviet space is the Arab Spring…” (journalist Vitaly Portnikov); “In Russia, only the collapse of Ukraine will be perceived as success” (Pavel Klimkin); “Our army is fighting, hiding from the leadership” (Yuri Butusov).
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