The dimensions of personality in humans and other animals: A comparative and evolutionary perspective

This paper considers the structure and proximate mechanisms of personality in humans and other animals. Significant similarities were found between personality structures and mechanisms across species in at least two broad traits: Extraversion and Neuroticism. The factor space tapped by these personality dimensions is viewed as a general integrative framework for comparative and evolutionary studies of personality in humans and other animals. Most probably, the cross-species similarities between the most broad personality dimensions like Extraversion and Neuroticism as well as other Big Five factors reflect conservative evolution: constrains on evolution imposed by physiological, genetic and cognitive mechanisms. Lower-order factors, which are more species- and situation-specific, would be adaptive, reflecting correlated selection on and trade-offs between many traits

Smelling out predators is innate in birds

The role of olfaction for predation risk assessment remains barely explored in birds, although predator chemical cues could be useful in predator detection under low visibility conditions for many bird species. We examine whether Great Tits Parus major are able to use the odour of mustelids to assess predation risk when selecting cavities for roosting. We analysed whether the response to predator chemical cues is innate and assessed whether the antipredatory response is associated with exploratory behaviour, a proxy for the personality of birds. In a choice experiment in aviaries, we offered naïve adult Great Tits of known personality two nest-boxes, one control and one experimental. The experimental nest-box had the odour of a mustelid predator or a strong new odour without biological significance, the control nest-box contained no odour. When one of the cavities contained the odour of a predator, birds avoided the use of either of the two offered nest-boxes, whereas there was no avoidance of boxes when one of the nest-boxes contained a control odour. There was no relationship with exploratory behaviour. We show that the ability to use the chemical cues of predators is innate in birds, but individual differences in the response to predator chemical cues cannot be explained by the personality of the bird.

Academic Performance and Behavioral Patterns

Identifying the factors that influence academic performance is an essential part of educational research. Previous studies have documented the importance of personality traits, class attendance, and social network structure. Because most of these analyses were based on a single behavioral aspect and/or small sample sizes, there is currently no quantification of the interplay of these factors. Here, we study the academic performance among a cohort of 538 undergraduate students forming a single, densely connected social network. Our work is based on data collected using smartphones, which the students used as their primary phones for two years. The availability of multi-channel data from a single population allows us to directly compare the explanatory power of individual and social characteristics. We find that the most informative indicators of performance are based on social ties and that network indicators result in better model performance than individual characteristics (including both personality and class attendance). We confirm earlier findings that class attendance is the most important predictor among individual characteristics. Finally, our results suggest the presence of strong homophily and/or peer effects among university students

Design: One, but in different forms

This overview paper defends an augmented cognitively oriented generic-design hypothesis: there are both significant similarities between the design activities implemented in different situations and crucial differences between these and other cognitive activities; yet, characteristics of a design situation (related to the design process, the designers, and the artefact) introduce specificities in the corresponding cognitive activities and structures that are used, and in the resulting designs. We thus augment the classical generic-design hypothesis with that of different forms of designing. We review the data available in the cognitive design research literature and propose a series of candidates underlying such forms of design, outlining a number of directions requiring further elaboration

Using the Inquiry-based Learning Approach to Enhance Student Innovativeness: A Conceptual Model

Individual innovativeness has become one of the most important employability skills for university graduates. In this paper, we focus on how students could be better prepared to be innovative in the workplace, and we argue that inquiry-based learning (IBL) – a pedagogical approach in which students follow the inquiry-based processes used by scientists to construct knowledge – can be effective for this purpose. Drawing on research which examines the social and cognitive micro-foundations of innovative behaviour, we develop a conceptual model that links IBL and student innovativeness, and introduce three teacher-controlled design elements that can influence the strength of this relationship, namely whether an inquiry is open or closed, discovery-focused or information focused and individual or teambased. We argue that an open, discovery-focused and team-based inquiry offers the greatest potential for enhancing students’ skills in innovation. This paper has several implications for higher education research and practice