Commentary on Multiple Personality and Channeling

In her paper, Multiple Personality and Channeling, Dr. Rogers compares and contrasts the two phenomena, tries to outline some distinctions between them, and expresses concern lest persons who have the ability to channel be pathologized for their capacity to engage in a creative social activity which is currently very much in vogue (p.11 ) (1). I appreciate her efforts and here will offer some additional observations and reflections from my own work and experience

Directions of Goldberg's five-factor approach across the sexes

Digitized from print original stored in HDR. Due to the character of the original source materials and the nature of batch digitization, quality control issues may be present in this document. Please report any quality issues you encounter to [email protected], referencing the URI of the item.Includes bibliographical references: leaves 18-21.Program year: 1997/1998In recent research, validity of Big Five personality measures has been questioned. Specifically, the question of social comparison targets needs research. When persons evaluate themselves on personality dimensions, implicit comparisons are made. Introductory psychology volunteers (N = 646) participated in a study that varied instruction-related social comparison targets. We hypothesized that explicit manipulation of the social comparison targets in instructions to participants would influence patterns of self-ratings on the Big Five factors. We found significant main effects for instruction across all five factors of the Big Five, but not in the precise form predicted. There was no evidence that varying comparison targets systematically influenced self-ratings. Findings indicated, however, that men and women rated themselves differently on all of the Big Five factors. Moreover, ideal ratings of males and females were significantly higher than self-ratings on all five factors of personality. Further research should examine personality comparison processes as they apply to various forms of ideal persons

The development of communicative competence of the pupil creative personalit

У статті визначено змістове наповнення ключових понять проблеми, визначені особливості компетентнісного підходу, виявлені істотні характеристики комунікативної компетентності учнів сільської школи. розроблені напрями розвитку комунікативної компетентності обдарованої дитини.В статье определено содержательное наполнение ключевых понятий проблемы, определены особенности компетентносного подхода, выявлены существенные характеристики коммуникативной компетентности учеников сельской школы, разработаны направления развития коммуникативной компетентности одаренного ребенка.Key concepts of the problem and their meaning are reflected in the article, the peculiarities of competent approach are determined; the main characteristics of communicative competence pupils of rural school are joined, developed directions of communicative competence of a talented child

Directions of Goldberg's five-factor approach across the sexes

Due to the character of the original source materials and the nature of batch digitization, quality control issues may be present in this document. Please report any quality issues you encounter to [email protected], referencing the URI of the item.Includes bibliographical references: leaves 18-21.In recent research, validity of Big Five personality measures has been questioned. Specifically, the question of social comparison targets needs research. When persons evaluate themselves on personality dimensions, implicit comparisons are made. Introductory psychology volunteers (N = 646) participated in a study that varied instruction-related social comparison targets. We hypothesized that explicit manipulation of the social comparison targets in instructions to participants would influence patterns of self-ratings on the Big Five factors. We found significant main effects for instruction across all five factors of the Big Five, but not in the precise form predicted. There was no evidence that varying comparison targets systematically influenced self-ratings. Findings indicated, however, that men and women rated themselves differently on all of the Big Five factors. Moreover, ideal ratings of males and females were significantly higher than self-ratings on all five factors of personality. Further research should examine personality comparison processes as they apply to various forms of ideal persons

The Relationship of Creativity Domains with Personality Traits and Academic Environment in Higher Education

Creativity assessment is the cornerstone of effective creativity development in higher education It is one of the main topics in creativity research as it is one of the most difficult skill to measure in any of the 21 st century skills We argue that in additions to the big five creativity in higher education is related to the environment and that more research is needed to understand this relations Therefore this study aimed to investigate this relations specifically creativity domain with personality traits and the academic environment Measures for these constructs were administered to 103 Malaysian undergraduate students In order to examine the nature of the relations between creative personality and other constructs we used Structural Equation Modeling The results indicate that the model is valid and reliable for assessing the creative person of higher education students This study showed that both personality traits and academic environment are important to assess the creative personalit

Towards the reduction of sex-based stereotypes

Due to the character of the original source materials and the nature of batch digitization, quality control issues may be present in this document. Please report any quality issues you encounter to [email protected], referencing the URI of the item.Includes bibliographical references (leaves 14-18).With more females entering the workforce (U.S. Bureau of Labor Statistics, 1998), it has become of increasing importance to reduce the negative effects that sex-based stereotyping can engender. The current experiment investigates if mutual interdependence can result in a greater perception of a female partner's competence and a reduction of hostility towards women in general. Male participants worked either interdependently or independently with a female partner. Dyads were then separated and males completed a series of dependent measures prone to capture ratings of their female partner's competence and hostility and benevolence towards women in general. A marginally statistically significant effect was found supporting our primary hypothesis, that males in the mutual interdependence condition reported a greater competence rating for their specific female partner. There were no statistically significant effects found for our exploratory hypothesis that this previous effect would generalize to women in general. Past research on the reduction of race-based stereotypes, reduction of hostility between groups, and individuating processes, has suggested that mutual interdependence and positive task success between members of opposing groups attenuates hostility and stereotyping for a specific partner or group. These findings are replicated by this research

Акмеологічні ресурси розвитку творчого потенціалу особистості вчителя

У статті розкриваються основні акмеологічні ресурси розвитку творчого потенціалу особистості вчителя. Акмеологічний підхід є базовою узагальнюючою категорією, що складається з сукупності принципів, прийомів, методів, форм, які дають змогу вирішувати акмеологічні проблеми та завдання. Самопідготовка, самоосвіта, самовиховання, імпровізація є основою формування і розвитку творчого потенціалу особистості вчителяВ статье раскрываются основные акмеологические ресурсы развития творческого потенциала личности учителя. Акмеологический подход является базовой обобщающей категорией, состоящей из совокупности принципов, методов, форм, которые позволяют решать акмеологические проблемы и задачи. Самоподготовка, самообразование, самовоспитание, импровизация служат базой формирования и развития творческого потенциала личности учителяThe article presents basic acmeological resources of development of creative potential of teacher’s personality. Acmeological approach is a basic generalized category, which consists of amount of principles, methods, receptions, forms which give an opportunity to solve acmeological problems and tasks. Self-preparation, self-education, self-training, improvisation is a basis of formation and development of creative potential of teacher’s personalit

Relationship between teacher checklist, parent rating scale, and California Test of Personality in grades I, II, and III

Thesis (Ed.M.)--Boston Universit