This research was undertaken to satisfy the dearth in the literature relative to clinical biofeedback technique with respect to selected personality types. It was further designed as a means of elucidating interactions between dependent measures in biofeedback training and some of the myriad intervening variables which affect them. This study focused on subjects' acquisition of operant control of frontalis EMG through biofeedback and examined the extent to which a linear dependence exists of performance on instructional set and personality. Sixty college undergraduates were selected for participation in the study. Subjects selected for participation were individuals scoring highest on the Pleasing and Achieving dimensions of the Langenfeld Inventory of Personality Priority (LIPP). The instrument generates a five factor personality profile theoretically based in Adlerian psychology. Subjects learned to reduce frontalis EMG during five 6 minute trials of feedback training subsequent to instructions about the biofeedback task. These instructions were classified as: (a) pleasing instructions believed appetitive to those with high pleasing scores, and (b) achieving instructions believed appetitive to those with high achieving scores. A Semantic Differential List was employed to test for perceived differences in the experimenter by subjects. / The linear dependence of percent change in EMG (performance) on instructional set and LIPP personality score was summarized through the calculation of the multiple regression analysis. No linear relationship was evident between any of the independent variables and performance for the achieving population. For pleasing subjects, however, a strong linear dependence of performance on instructional set and LIPP personality score was revealed (F = 4.183, p < .026). The results further revealed a significant personality priority by instructional set interaction effect with respect to the activity (p < .013) and potency (p < .022) factors depicted by the Semantic Differential List. Achieving-pleasing and pleasing-achieving groups rated the experimenter significantly higher on the potency factor than did the achieving-achieving group (p < .05). / A discussion includes an interpretation of the results and implications for practical and heuristic applications. / Source: Dissertation Abstracts International, Volume: 43-10, Section: B, page: 3400. / Thesis (Ph.D.)--The Florida State University, 1982.
| Identifer | oai:union.ndltd.org:fsu.edu/oai:fsu.digital.flvc.org:fsu_74960 |
| Contributors | EWING, AUBREY KNOX., Florida State University |
| Source Sets | Florida State University |
| Detected Language | English |
| Type | Text |
| Format | 114 p. |
| Rights | On campus use only. |
| Relation | Dissertation Abstracts International |
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