Shackman Psyc210 Module05 TraitsAndStates Part1

Nuts & Bolts Plan for
Today
Cumulative review and check-in
Lecture (selections from Matthews

chapter)
Take-home critical thinking
questions
Time permitting, cover material on
the unconscious mind from Module 4
How are the readings going, 1?

a. I carefully read the
assigned papers
b. I generally skim the
papers
c. I do not read the papers
How are the readings going, 2?

a. The assigned papers were easy to
understand; it required little effort
to identify the aims, key results,
and implications
b. Papers were understandable; it
required moderate effort
c. Papers were challenging to
understand; required substantial
time and effort
d. Papers were too advanced; unable
to identify the aims, key results,
and implications
How are the readings

going, 3?
A. Im ok
B. I would benefit
from some
additional
instruction on
how to decipher
the readings
Hows It Going?
A. I am quite comfortable
with the class and
expectations
B. Im ok
C. I am uncomfortable with
the class &/or unclear
on the expectations; I
am unsure about the
best way forward &/or
apprehensive about my
ability to earn a
satisfactory grade
Which features of modern culture tend to

magnify the impact of individual differences in
T&P, such as C/SC?
A. Longevity
B. Risk exposure (fast
food nation)
C. The relatively high
prevalance of
psychiatric disorders,
such as depression,
anxiety, and
substance abuse
D. All of the above
The Five Factor Model (FFM) is predicated on

the lexical hypothesis, the assumption that
the deep structure of T&P is embedded in our
natural language, waiting to be discovered.
What are some concerns with this
assumption?
A. Meaningful aspects of T&P may

not be captured by single word
adjectives (e.g., relationships
or processes). Key aspects of
T&P might be too complex for
single words, requiring
phrases, sentences, or even
whole paragraphs of words
B. No guarantee that words
(natural language) will permit
the expression of scientifically
crucial aspects of personality
C. Both
The FFM assumes that responses obtained

from untrained lay individuals (e.g., military
personnel, undergraduates) are an adequate
means of uncovering the core dimensions of
personality. What are potential concern with
this assumption?
A.
B.
C.
D.
Lay individuals are sloppy

and inconsistent in their use
of language (e.g.
aggressive, critical)
Untrained raters may not
have sufficiently
sophisticated mental models
of T&P
Untrained judges are more
likely to be biased or even to
lie
All of the above
Tomarken argued that biological

measures of T&P need to be
A. Reliable: Show
adequate internal
consistency reliability
B. Reliable: Show
adequate test-retest
stability (trait-like)
C. Reliable and Valid
Establishing the construct validity of a

measure requires that we demonstrate that it is
A.Sensitive to
some process,
such as fear
B. Specific to
some process
(fear & no other
process)
C. Sensitive and
Specific
he FFM was derived using factor analysis.

Factor analysis is a useful technique for
A. Reducing the
dimensionality of a
dataset
B. Compressing data
C. Identifying a relatively
small number of
factors that describe a
dataset
D. Creating new
questionnaires
E. All of the above
Can factor analysis be used to

objectively discover the nature of T&P?
A. Yes
B. No
In terms of discovery, potential

limitations of factor analysis include
A. Garbage In/Garbage Out;
Dependent on the kinds of inputs;
Cant identify factors that are not
sampled or represented in the data
B. Subjective decisions about the
number of factors to retain (degree
of acceptable lossiness); Splitter
or lumper
C. Requires the analyst to decide at
the outset whether dimensions are
independent or correlated (i.e.,
needs to pick the rotation
technique)
The FFM is largely based on factor analyses of

adjectives. Was the pool of words
A. representative of
the English
language
B. selected on the
basis of
preconceived
notions about the
importance and
understandability
of particular words?
Were the methods that were used to reduce

the ~400,000 words comprising the
unabridged dictionary to a more manageable
pool of adjectives (personality descriptors)
A. replicable,
objective, and
atheoretical
B. subjective,
idiosyncratic,
and
theoretically
biased?
The key take home point from

Blocks critique is that the FFM
A. Is a bunch of hooey
B. Reflects the
fundamental nature
of T&P
C. Is a convenient
short-hand, a
sometimes useful
fiction that begs for
additional research
In his 1968 book Personality and Assessment, Walt

Mischel argued that the primary determinant of
moods, thoughts, and behavior is
A. The situation,
because T&P at
most predict
outcomes r = .
30 (9%
variance)
B. T&P
C. Both
But contemporary science suggests that moods,

thoughts, and behavior are determined by
A. The situation
B. T&P
C. Both
Trait-like individual differences in T&P are strongly

predictive of
A. Academic
performance (above
& beyond IQ)
B. Marital stability &
satisfaction
C. Mental & physical
health and wellbeing
(morbidity)
D. Death (mortality)
E. All of the above
Correlation and variance explained: If

two variables are correlated R = .50, the
amount of variance accounted for is:
A. 0.50 * 0.50 = .25 =

25%
B. 0.50 / 0.50 = 1 =
100%
C. Sqrt(.50) = .7071 =
70%
Longitudinal research studies
A. Provide strong evidence that

antecedants (childhood)
predict consequences
(adulthood), a precondition
for establishing causation
B. Complex, costly, and timeconsuming
C. Can not prove causation,
because they do not
manipulate the putative
cause of the outcome
D. All of the above
Moffitt et al PNAS: What is C/SC?
A. Do things by the book;

follow rules
B. Prefer order and neatness
C. Planful; not impulsive
D. Able to delay gratification;
self-disciplined
(marshmallow test)
E. Focused; not easily
distracted
F. All of the above
Which features of modern culture tend to magnify the

impact of individual differences in T&P, such as C/SC?
A. Longevity
B. Risk exposure (fast
food nation)
C. The relatively high
prevalance of
psychiatric disorders,
such as depression,
anxiety, and
substance abuse
D. All of the above
Moffitt et al PNAS: Key results:

Childhood C/SC predicted mid-life
A. Composite measure
of health
B. Composite measure
of personal wealth
C. Incarceration,
criminal conviction
and other indices of
public safety
D. All of the above
Moffitt et al PNAS: Key results:

Which is true?
A. Kids with low C/SC are prone to

smoke, become parents, and
drop out of school as teens
B. Teen snares explain the
negative adult outcomes
experienced by many kids with
low C/SC
C. Teen snares are only part of the
story. Might make more sense to
target the root cause (low
childhood C/SC) for intevention,
rather than teen symptoms
D. All of the above
PSYC 210:
How are traits (T&P)
and states related?
AJ Shackman
12 February 2015
Todays Conceptual Roadmap

How are Traits (trait-like individual
differences in T&P) related to States?
What is the role of the context,
environment, or what Mischel called the
situation?
Can Traits influence States in the absence
of trait-relevant cues or stimuli? Students?
Can N/NE influence neg mood in the absence of
threat?
Can E/PE influence pos mood in the absence of
reward?

situation?
threat?
reward?

situation?
threat?
reward?

situation?
threat?
reward?
Mathews Chapter 4
Starting Point: What are

traits?
Trait-like (stable) individual differences in
emotional and cognitive biases that first
emerge early in life (but continue to evolve
for many years) that account for consistency
in behavior, inner experience (moods,
emotions, thoughts across time and contexts
Stable: reasonable test-retest stability
(correlation)
Organized into 3 broad-band factors (N/NE,
E/PE, and C/SC)

traits?
emotions, thoughts
across time and contexts
Students?
(correlation)
E/PE, and C/SC)

traits?
(correlation)
E/PE, and C/SC)

traits?
(correlation)
E/PE, and C/SC)

traits?
(correlation)
E/PE, and C/SC)
Starting Point: Traits are

probabilistic
Fleeson JPSP 2001, 200

probabilistic
Traditional measures give the

impression that each of us can be
defined as a single, relatively fixed
score
E.g., Alex is a 5 out of 7 on E/PE
But recent experience sampling study
indicates that T&P is better
conceptualized as a stable distribution
of scores with marked variation from
moment to moment
E.g., an individual with a mean E/PE
score of 5 and a SD of 1, would show
scores of
3
4
5
6
about
about
about
about
11%
28%
43%
11%
of
of
of
of
the
the
the
the
time
time
time, and
time

probabilistic

score
But recent research indicates that
T&P is better conceptualized as a
distribution of scores with marked
variation from moment to moment
scores of
3
4
5
6
about
about
about
about
11%
28%
43%
11%
of
of
of
of
the
the
the
the
time
time
time, and
time

probabilistic

score
But recent work indicates that T&P is
better conceptualized as a
scores of
Distribution of Big 5 scores over 2

weeks of experience sampling (7point scale). 5 assessments per
day. Total: 70 surveys.
3
4
5
6
about
about
about
about
11%
28%
43%
11%
of
of
of
of
the
the
the
the
time
time
time, and
time

probabilistic

score
But recent work indicates that T&P is
better conceptualized as a
score of 5 and a SD of 1, might show
scores of
Distribution of Big 5 scores over 2

weeks of experience sampling (7point scale). 5 assessments per
day. Total: 70 surveys.
3
4
5
6
about
about
about
about
11%
28%
43%
11%
of
of
of
of
the
the
the
the
time
time
time, and
time

probabilistic
On a day to day basis, Extraverts quite

regularly act introverted, and
Introverts often act extraverted.
A key difference between Extraverts
and Introverts is not that they do
different things, not in the frequency
of being in the tails of the
distributions, but in the frequencies
with which they enact midrange
extraverted and introverted behaviors.
In daily life, Extraverts act in a
moderately extraverted way about
5%10% more often than Introverts
and vice versa

probabilistic
On a day to day basis, Extraverts

quite regularly act introverted, and
A key difference between
Extraverts and Introverts is not
that they do different things, but in
the frequencies with which they
engage in mildly extraverted and
introverted behaviors.
In daily life, Extraverts act in a
moderately extraverted way about
5%10% more often than Introverts
and vice versa

probabilistic
On a day to day basis, Extraverts

quite regularly act introverted, and
A key difference between
Extraverts and Introverts is not
that they do different things, but in
the frequencies with which they
engage in mildly extraverted and
introverted behaviors.
Extraverts act in a mildly
extraverted way about 5%10%
more often than Introverts and vice
versa
How are traits related

to emotional states
Traits & States: 2 Ideas

1. Traits are simply the average of states
2. States reflect an interaction between
traits (biases to react in a particular
way) and trait-relevant cues and
contexts (e.g., punishments and
rewards)
-
Some evidence
Some possible limitations

1. Traits are simply the average of fleeting
states
Traits (biases to react in a particular
way) and Trait-Relevant Contexts (e.g.,
punishments and rewards)
This Reactive view of traits is the
dominant perspective in the field

states

states
Traits = Mean(State1, State2StateS)

The simplest possible model
Traits are simply an average of states
E.g., queried a subject repeatedly, day in and day out, for a

month
6


month
6


month
6

This model is perhaps too simple, insofar as it does not specify
where states come from or why individuals differ in their
characteristic intensity
And it doesnt address trait-like biases and predispositions that

occur in the absence of discernible states
E.g., Individuals with high levels of N/NE tend to

Avoid situations associated with potential threat or danger
Engage in vigilance (checking and risk assessment

behaviors)
Worry and ruminate
Do so even when threat is absent


occur in the absence of discernible moods or statesat
baseline


behaviors)
Worry and ruminate
Grupe & Nitschke Nature Rev Neurosci 2013; Watson & Clark Psychol Bul


baseline


behaviors)
Worry and ruminate
Students an example?


baseline

even when feeling relatively relaxed and calm

behaviors)
Worry and ruminate even when threat is absent
What if youre always

n high alert, actively
canning for danger,
ven when the chance
f threat is remote
Model #2. Traits x Contexts = States

Traits (Following Spielberger, Zuckerman, Eysenck)
Probabilistically alter the likelihood (frequency) or intensity of
transient states elicited by trait-relevant cues and contexts
E.g., A more dispositionally anxious individual will experience

more frequent or more intense anxiety in response to threat or
danger
Another way to think about this is that traits are simply the
average of many states
It goes without saying that EVERYONE will experience some

anxiety from time to time, the difference lies in the frequency or
the intensity
From this interactive perspective,

Traits x Trait-Relevant Cues States
Covert Thoughts and Overt Behaviors

cortical
[or] subcorticaldispositions
having
Traits
E.g., Aare
more
dispositionally
anxious individual will experience
the
capacity
guide
specific
phasic to threat or
more
frequentto
or gate
more or
intense
anxiety
in response
danger
reactions.
think about this is that traits are simply the

ItAnother
is onlyway
theto
phasic
aspect that is visible; the tonic is
carried somehow in the still mysterious realm of
structure.
neurodynamic
It goes without saying
that EVERYONE will experience some
the intensity
Gordon Allport (Amer Psychol 1966)



danger

the intensity



danger

the intensity

Watson & Clark Psychol Bull 198
In short
TRAITS
TRAIT-RELEVANT
CUES & CONTEXTS
STATES
Traits x Contexts = States
Hans Eysenck (1967), one of the grandfathers of the study

of personality and individual differences
Proposed that individuals with high N/NE have overreactive

limbic systems
The consequence, according to Eysenck, was that neurotics

have stronger sensitivity to signals of punishment or negative
events and react more intensely
Eysenck maintained that this oversensitivity is biologically

determined
Suls & Martin J Pers 200


limbic systems


determined


limbic systems


determined


limbic systems


determined and, as we shall see later in the semester, other
prominent theorists have adopted and refined this logic (e.g.,
Jerry Kagan and the amygdala)
Not just N/NE
Hannah & Reward

Hi E/PE
Lo E/PE
Bigger Peak Reactivity
Hannah & Reward
Ventral Striatum (REW)

ore Reactive in Extraverts
Students:
What kinds of evidence does Mathews present in support of the
Trait x Contexts = States Model?
Traits x Contexts = States: 2 Kinds of

Evidence
e.g., individual differences in E/PE are positively correlated with

momentary positive
affect (PA), R = .16 (~2% shared variance)
Traits x Contexts = States: #1

Naturalistic Mood

momentary positive

Naturalistic Mood
Pos Aff
Neg Aff

momentary positive

Experimental Mood
Pos Aff
Neg Aff

Experimental Mood
Pos Aff
Neg Aff

Experimental Mood
Larsen & Ketelaar JPSP 199

Experimental Mood

Experimental Mood

Experimental Mood
Students:
What are some potential limitations of this model?
Traits Impact Mood When Relevant Cues

are Absent
Traits Impact Mood When Relevant Cues

are Absent
N/NE Predicts Negative Emotion at

Baseline
Meta-analysis: Watson & Clark Psychol Bull 19
N/NE Predicts Negative Emotion at

Baseline
Individuals with high levels of N/NE report high levels of

momentary Anxiety and Negative Affect (NA) at baseline
Meta-analysis: Watson & Clark Psychol Bull 19
Traits x Contexts = States: Some Issues

T&P Does Not Just Alter Transient Emotional States &
Moods. T&P also alters:
Motivation and instrumental behavior, the likelihood of

encountering rewards (positive affect) and punishments
(negative affect)
E.g., anxious individuals are more avoidant and inhibited,
reducing the frequency with which they encounter anxietyprovoking stimuli
Grupe & Nitschke Nature Rev Neurosci 20


(negative affect)


(negative affect)


(negative affect)
Emotion regulation and recovery, the rapidity with which

individuals return to emotional baseline following the
termination of a challenge
E.g., after a stressful exam or even a date, anxious

individuals may stay up


(negative affect)




(negative affect)


Anticipatory affect, emotional states elicited by future


(negative affect)


Anticipatory affect, emotional states elicited by future
As Borkovec notes
The Anxious Phenotype & Anticipatory

Affect
It is quite likely that the summed [amount of] fear [for]

any given individual to clear and imminent physical or
psychological threat
The Anxious Phenotype & Anticipatory

Affect
It is quite likely that the summed [amount of] fear [for]

any given individual to clear and imminent physical or
psychological threat
lags far behind the summed amount of fear in response to

the anticipation of such events[Worry!]
Borkovec 1985

Common denominator = differences in the absence of overt
rewards/punishment
Suggests that the interactive model (traits x contexts

states behavior) is incomplete

Common denominator = differences in the absence of overt
rewards/punishment
Suggests that the interactive model (traits x contexts

states) is incomplete

Appears that T&P alters momentary feelings, thoughts, and
actions through
several different mechanisms, including biases in:
emotional reactivity to rewards and punishments
instrumental behaviors (e.g., avoidance, approach)
emotion regulation
anticipatory affect

Appears that T&P alters momentary feelings, thoughts, and
actions through
several different mechanisms, including biases in:
emotional reactivity to rewards and punishments
instrumental behaviors (e.g., avoidance, approach)
emotion regulation
anticipatory affect
Key Take Home Points

1. It was once thought that Traits x Contexts States Measureable
Behaviors
2. Consistent with this, Traits and Emotion States are moderately correlated,
and this correlation is relatively specific to Trait-Relevant Contexts (e.g.,
Negative Film Clips and Neuroticism, Positive Film Clips and Extraversion)
3. But this does not account for important differences in emotional states in
situations where there are not obvious rewards/punishments or other
emotionally-charged cues.
4. Therefore, the [Trait x Context = States] emotional reactivity model is
true but incomplete
5. Other mechanisms, such as
instrumental behaviors (eg avoidance/approach)
emotion regulation/recovery
anticipatory emotion/motivation
dreams, hopes, and worries

1. It was once thought that Traits x Contexts Emotional States
2. Consistent with this, Traits and Emotion States are moderately correlated,
and this correlation is relatively specific to Trait-Relevant Contexts (e.g.,
Negative Film Clips and Neuroticism, Positive Film Clips and Extraversion)
true but incomplete

2. Consistent with this, Traits and Emotional States are moderately
correlated, and this correlation is relatively specific to Trait-Relevant
Contexts (e.g., Negative Film Clips and Neuroticism, Positive Film Clips
and Extraversion)
true but incomplete

and Extraversion)
true but incomplete

and Extraversion)
true but incomplete
Critical Thinking
Questions
Please pick 2
Critical Thinking
Questions
1. Describe a real or hypothetical

example of T&P influencing thoughts,
feelings, or actions in the absence of
motivationally-significant cueswhen the
protagonist of your real-life or
hypothetical tale is home, sitting
comfortably on the couch, so to speak
Critical Thinking
Questions
2. Briefly describe one or more

mechanisms that could account for the
enduring influence of traits on states
(emotional, cognitive) in the absence of a
clear and imminent reward or punishment
Critical Thinking
Questions
3. In class, I focused on N/NE and E/PE,

how might these ideas (i.e., traits in the
absence of trait-relevant cues or
challenges) apply to C/SC?
Critical Thinking
Questions
4. Briefly comment
Are Traits and States categorically different or do they
instead reflect a continuous spectrum?
For example, might it make sense to conceptualize individual
differences as something like a planet (or an onion), featuring
A CORE: relatively fixed and immutable, slow to change
PLATE TECTONICS: a range of processes that act on
intermediate time scales (more fleeting than traits, more
enduring than states)
AN ATMOSPHERE: transient states, with rapid even
mercurial dynamics
Critical Thinking
Questions
4. Briefly comment
mercurial dynamics
Critical Thinking
Questions
4. Briefly comment
mercurial dynamics
Critical Thinking
Questions
4. Briefly comment
mercurial dynamics
Critical Thinking
Questions
4. Briefly comment
mercurial dynamics
Critical Thinking
Questions
5. New technology makes it possible to efficiently detect

and code emotional expressions on the face from digital
photographs or video footage.
Watch the video @
http://www.wsj.com/articles/startups-see-your-face-unmask-your-emotions-1422472398
Briefly comment on how we might harness this technology

for understanding the relationship between emotional
traits and states.
Critical Thinking
Questions
5. New technology makes it possible to efficiently detect

and code emotional expressions on the face from digital
photographs or video footage.
Watch the video @
http://www.wsj.com/articles/startups-see-your-face-unmask-your-emotions-1422472398
Briefly comment on how we might harness this technology

for understanding the relationship between emotional
traits and states.
The End
Check time
If there is time, talk about unconscious material from Module 4
Behavior is normally guided by

both conscious and preconscious processes (lie outside
of awareness)
Example #1: Automatic
attitudes and marriage
Behavior is normally guided by

both conscious and preconscious processes (lie outside
of awareness)
Example #1: Automatic
attitudes and marriage
For decades, social psychological

theories
have posited that the automatic
processes
captured by implicit measures have
implications for social outcomes. Ye
few studies have demonstrated any
long-term implications of automatic
processes, and
some scholars have begun to
question the relevance and even th
validity of these theories.
135 newlywed couplescompleted

an
Explicit measure of their conscious
attitudes toward their relationship
and an Implicit measure of their
automatic
attitudes toward their partner. They
For decades, social psychological

theories
have posited that the automatic
processes
captured by implicit measures have
implications for social outcomes. Ye
few studies have demonstrated any
long-term implications of automatic
processes, and
some scholars have begun to
question the relevance and even th
validity of these theories.
135 newlywed couplescompleted

an
Explicit measure of their conscious
attitudes toward their relationship
and an Implicit measure of their
automatic
attitudes toward their partner. They
Measuring Implicit Attitudes
Indicate as quickly as possible th

valence of positive & negative word
after seeing photographs of their
partner
An index of spouses automatic
attitudes
was formed by subtracting RT for
positive
words from RT for negative words
evil
Higher scores = more positive

attitudes
awesome
Measuring Implicit Attitudes
Indicate as quickly as possible th

valence of positive & negative word
after seeing photographs of their
partner
An index of spouses automatic
attitudes
was formed by subtracting RT for
positive
words from RT for negative words
evil
Higher scores = more positive

attitudes
awesome
evil
awesome
Implicit
Attitude
Toward
Spouse
Lovers
500
200
300
Haters
200
500
-300
We found no correlation between

spouses automatic and conscious
attitudes
Ss were unaware of their automatic
attitudes.
Further, spouses automatic attitud

not
their conscious ones, predicted
changes
in their marital satisfaction
spouses with more positive

automatic
attitudes were less likely to
experience
declines in marital satisfaction ove
time.
We found no correlation between

spouses automatic and conscious
attitudes
Ss were unaware of their automatic
attitudes.
Further, spouses automatic attitud

not
their conscious ones, predicted
changes
in their marital satisfaction
spouses with more positive

automatic
attitudes were less likely to
experience
declines in marital satisfaction ove
time.
Behavior is normally guided by both

conscious and pre-conscious
processes (lie outside of awareness)
Example #2: Lesions can dissociate
these 2 kinds of processes
Safety (CS-)
Danger (CS+)
ed Emotional Learning (SCR) and Cognitive Learning (contigency awa
Skin Conductance (aka SCR, GSR,

EDA)

EDA)
Maryland Neuroimaging Center
Measure of the skins electrical conductan
Varies depending on the amount of moist

Sweat! Controlled by the SNS
Indication of psychological or physiologic

arousal
Widely used measure of emotional arousa

Conditionable
Phils SCR to an
electric shock

EDA)
Maryland Neuroimaging Center
Measure of the skins electrical conductan
Varies depending on the amount of moist

Sweat! Controlled by the SNS
Indication of psychological or physiologic

arousal
Widely used measure of emotional arousa
Conditionable (learned emotional reactio

Phils SCR to an
electric shock
Results
Amygdala Lesions
- block the emotional component of fear
learning (SCR), but not contingency awareness
Hippocampal Lesions
- Opposite pattern
Implication
- Conscious and pre-conscious processes are
independent and reflect distinct neural circuitry
Results
Amygdala Lesions
Hippocampal Lesions
- Opposite pattern
Implication
Results
Amygdala Lesions
Hippocampal Lesions
- Opposite patterni.e., a double dissociation
Implication
Results
Amygdala Lesions
Hippocampal Lesions
- Opposite patterni.e., a double dissociation
Implication
Implication
Behavior is normally guided by both conscious and pre-conscious processes (lie outside of awareness)
Understanding aspects of T&P
that lie outside of conscious awareness
mandates the use of implicit behavioral or physiological measures (e.g. SCR/GSR)
End of 2 Examples
Material
The End
To consider adding in
future terms
Extra Slides: 3
rd
Example
Behavior is normally guided by both

conscious and pre-conscious
processes (lie outside of awareness)
Example #3: Unconscious emotional
processes can guide actual behavior
Iowa Gambling Task

Ss pick 1 card at a time with the aim of maximizing reward
BAD Decks (A/B): big payoff with unpredictable big losses
GOOD Decks (C/D), smaller immediate gain, smaller losses; higher net
reward
Iowa Gambling Task

reward
BAD
BAD
GOOD
GOOD
Iowa Gambling Task

reward
A
00000
A
00000

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Nuts & Bolts Plan for

Cumulative review and check-in

Lecture (selections from Matthews

How are the readings going, 1?

How are the readings going, 2?

How are the readings

Which features of modern culture tend to

The Five Factor Model (FFM) is predicated on

A. Meaningful aspects of T&P may

The FFM assumes that responses obtained

Lay individuals are sloppy

Tomarken argued that biological

Establishing the construct validity of a

he FFM was derived using factor analysis.

Can factor analysis be used to

In terms of discovery, potential

The FFM is largely based on factor analyses of

Were the methods that were used to reduce

The key take home point from

In his 1968 book Personality and Assessment, Walt

But contemporary science suggests that moods,

Trait-like individual differences in T&P are strongly

Correlation and variance explained: If

A. 0.50 * 0.50 = .25 =

Longitudinal research studies

A. Provide strong evidence that

Moffitt et al PNAS: What is C/SC?

A. Do things by the book;

Which features of modern culture tend to magnify the

Moffitt et al PNAS: Key results:

Moffitt et al PNAS: Key results:

A. Kids with low C/SC are prone to

Todays Conceptual Roadmap

Todays Conceptual Roadmap

Todays Conceptual Roadmap

Todays Conceptual Roadmap

Starting Point: What are

Starting Point: What are

Starting Point: What are

Starting Point: What are

Starting Point: What are

Starting Point: Traits are

Fleeson JPSP 2001, 200

Starting Point: Traits are

Traditional measures give the

Fleeson JPSP 2001, 200

Starting Point: Traits are

Traditional measures give the

Fleeson JPSP 2001, 200

Starting Point: Traits are

Traditional measures give the

Distribution of Big 5 scores over 2

Fleeson JPSP 2001, 200

Starting Point: Traits are

Traditional measures give the

Distribution of Big 5 scores over 2

Fleeson JPSP 2001, 200

Starting Point: Traits are

On a day to day basis, Extraverts quite

Fleeson JPSP 2001, 200

Starting Point: Traits are

On a day to day basis, Extraverts

Fleeson JPSP 2001, 200

Starting Point: Traits are