Thesis (Ph. D.)--University of Missouri-Columbia, 1999. / Typescript. Vita. Includes bibliographical references (leaves 70-80). Also available on the Internet.

Thesis (M.A.)--The Master's College, 2002. / Includes bibliographical references (leaves 133-136).

Thesis (Ph. D.)--University of Oregon, 2006. / Typescript. Includes vita and abstract. Includes bibliographical references (leaves 157-178). Also available for download via the World Wide Web; free to University of Oregon users.

Thesis (M.A.)--The Master's College, 2002. / Includes bibliographical references (leaves 133-136).

Thesis (M.A.) University of Missouri-Columbia, 2006. / The entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. Title from title screen of research.pdf file (viewed on August 28, 2007) Includes bibliographical references.

Thesis (M.A.)--University of Montana, 2007. / Title from title screen. Description based on contents viewed Aug. 28, 2007. Includes bibliographical references (p. 44-60).

How does the role of parenting and marriage relate to personality development over three age decades in adulthood? To examine this, participants (T1AgeRange = 20 to 55) self-reported on their personality traits (at the domain and aspect level) and investments in their children and relationship partners in up to four annual measurement occasions. Consistent with the predictions of social investment theory, being a parent (NParent = 260; NNever-Parent = 359) or being married (NMarried = 341; NNever-Married = 255) was associated with a more mature personality, especially in terms of agreeableness. The magnitude of differences between parents and never parents (and married and never married participants) in personality trait levels differed as a function of age decade, and for some of the personality traits, the pattern of level differences across the three age decades were explained by different rates of change among parents and never parents (and married and never married participants). Most notable, the difference between parents and never parents in levels of agreeableness and its politeness aspect that emerged during the 30s age decade (and continued into the 40s age decade) was due to the greater increase among parents in these traits from the late 20s to the early 30s. Parents’ investment in their children and married participants’ investment in their spouse was related to personality trait levels but not personality trait change, which is inconsistent with the predictions of social investment theory. Overall, these results indicate the importance for future research to focus on both the acute effects of an event and the ongoing effects of a role on personality development.

M.A. / The purpose of Personal and Professional Leadership (PPL) facilitating is to bring about intrapersonal, interpersonal and professional change and development in trainees. In order to ensure that these changes occur, trainees should be addressed on emotional as well as rational level -whether by means of PPL counselling and I or a PPL course. Personal and Professional Leadership development therefore focuses on constant growth and change. Growth is a prerequisite for change, which in turn necessitates learning. A common problem that hinders change and growth is that participants in a training group normally hail from heterogeneous backgrounds. This implies different personality traits, values, perceptions and belief systems, which influence directly how a person learns and processes information during a course. Consequently, the need exists to gain insight into the personality types and learning styles of groups in order to make adjustments in the activities of the course package. The preliminary literature study revealed that insightful similarities exist between different temperament, learning and personality styles on the one hand and brain dominance on the other hand. The need arose to research a suitable instrument within the PPL field with a rich interpretation, being simple, quick to complete and easy to interpret. The preliminary literature study confirmed that this could be achieved by using the Neethling Brain Instrument (NBI) as a brain dominance assessment instrument. The following research question was asked: Should brain dominance be used as an assessment instrument, would an enriched interpretation be possible by means of investigating temperament, learning and personality styles? The central objective of the research is to investigate the potential link between brain dominance and temperament, learning and personality styles, in order to facilitate the compilation of a personal portrayal profile of the group through interpretation from literature. This personal portrayal profile will give the facilitator insight into the different learning, personality and thinking styles of the group that will ensure a better understanding of the training group before training commences. This insight will help the facilitator to initiate change and growth. The research design for this study may be regarded as an exploratory and descriptive literature research study. The phenomenological method of research was applied. By means of logical deduction (i.e. logical arguing about the acceptability of certain essential characteristics), the different temperament, learning and personality styles were evaluated (inter-subjective evaluation) for the applicability on brain dominance, in order to draft the personal portrayal profile.

The study was designed to examine the hypothesis that psychopathy is associated with an affective deficit. Subjects were 42 incarcerated offenders divided into nonpsychopathic and psychopathic groups based on their scores on the Hare Revised Psychopathy Checklist (Hare, 1991). Facial expressions, central and peripheral physiological activity, and subjective ratings of affective valence and arousal were measured during exposure to a series of slides and film clips designed to elicit either positive or negative affective states. The results indicate that psychopaths do not differ from criminal controls in their affective self-report, autonomic nervous system response, or observed facial expressions to emotional stimuli. However, with respect to cerebral asymmetry, psychopaths failed to show relative right frontal activation during exposure to the disgust film. This result is discussed in relation to recent attempts to explain psychopathy in terms of lateralized cerebral dysfunction. / Arts, Faculty of / Psychology, Department of / Graduate

The purpose of this thesis was to make a comprehensive statistical evaluation of the California Test of Personality, Intermediate Series, Form A. This test was given to 175 boys and 155 girls in ten classes in Grade VIII, and 125 boys and 125 girls in eight classes in Grade X. All subjects were tested as a group in their respective classes at the Kitsilano Junior-Senior High School, Vancouver, British Columbia. Of the students originally tested, 100 students in each of the two grades were retested approximately six and one half months later. In resume of the results, one may say that within the limits of this study the following general conclusions appear. 1. There were significant differences between the mean scores at the 1% level between Grade VIII and X students on self adjustment, sense of personal worth, social adjustment, freedom from anti-social tendencies, school relations and total adjustment. Significant sex differences exist on various measures, both within grades and between grades. Where significant grade and sex differences exist, a separate set of norms should be used in scoring such groups. 2. The manual norms would appear to be of little value in the school system where this study took place. 3. Because of the high average scores on the various measures and the extreme negative skewness on many of the subtests, these measures probably do not discriminate between those students who are exceptionally well adjusted from those who are well adjusted. 4. The Kuder-Richardson reliabilities of the subtests indicate that they are not high enough for individual diagnosis. The total adjustment score for Grade VIII pupils is the only measure sufficiently reliable for individual diagnosis. The test-retest reliabilities indicate that what is being measured is perhaps something transitory, rather than the fundamental pattern or organization of personality. 5. According to an item analysis, the test appears to be more valid or internally consistent for Grade VIII students than for Grade X students. 6. Because items are more valid when correlated with subtest score than when correlated with self or social or total adjustment score, it is suggested that the scores on the subtests may be more meaningful than those on self or social or total adjustment. 7. The correlation between the Detroit Adjustment Inventory and the California Test of Personality is .51, and when corrected for attenuation it becomes .65. 8. Correlations between five measures on the California Test of Personality and teacher ratings of adjustment vary from -.145 to +.223. 9. In the main there are significant relationships between the various subtests. The subtests are probably not measuring uncorrelated unique traits. 10. The findings of correlation cluster analysis, correlation profile analysis and factor analysis tend to corroborate one another. Three factors or clusters of traits will account for most of the relationships among the subtests. Factor one was named a general adjustment factor, factor two was described as a sense of personal security or self assurance, and factor three was related primarily to cordial relations with people and respect for social standards. / Arts, Faculty of / Psychology, Department of / Graduate