Social Sciences and Humanities Conseil de recherches en Research Council of Canada sciences humaines du Canada Internal use Application for a Grant 895830 Identification This page will be made available to selection committee members and external assessors. Funding opportunity Insight Grants Joint or special initiative
Application title Personality and Performance Measurement, Understanding, Prediction and Enhancement
Applicant family name Applicant given name Initials Peterson Jordan B Org. code Full name of applicant's organization and department 1350911 University of Toronto Psychology Org. code Full name of administrative organization and department 1350911 University of Toronto Psychology Preferred Adjudication Committee 435-10
Does your proposal involve Aboriginal Research as defined by SSHRC? Yes No
Does your proposal involve human beings as research subjects? If "Yes", consult the Tri-Council Policy Statement: Ethical Conduct for Research Involving Humans and submit your proposal to Yes No your organization’s Research Ethics Board. Does any phase of the proposed research or research-related activity: A. Constitute a physical activity carried out on federal lands in Canada, as defined in sub-section 2(1), Yes No in relation to a physical work and that is not a designated project; B. Constitute a physical activity carried out outside of Canada in relation to a physical work and that Yes No is not a designated project; C. (i) Permit a designated project (listed in the CEAA 2012 Regulations Designating Physical Activities Yes No (RDPA)) to be carried out in whole or in part; C. (ii) Depend on a designated project (listed in the RDPA) that is, or will be, carried out by a third party? Yes No Year 1 Year 2 Year 3 Year 4 Year 5 Total
Total funds requested from SSHRC 73,325 82,325 79,325 82,325 82,325 399,625
Personal information will be stored in the Personal Information Bank for the appropriate program. Application WEB 2016/10/17
Page 1 PROTECTED B WHEN COMPLETED Social Sciences and Humanities Conseil de recherches en Research Council of Canada sciences humaines du Canada Family name, Given name Peterson, Jordan Participants List names of your team members (co-applicants and collaborators) who will take part in the intellectual direction of the research. Do not include assistants, students or consultants.
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Page 2 PROTECTED B WHEN COMPLETED Social Sciences and Humanities Conseil de recherches en Family name, Given name Research Council of Canada sciences humaines du Canada Peterson, Jordan Research Activity The information provided in this section refers to your research proposal. Keywords List keywords that best describe your proposed research or research activity. Separate keywords with a semicolon. Personality; Individual differences; psychometrics; performance enhancement; Big Five; expressive writing; cognition; industrial and organizational performance; conscientiousness; openness; extraversion; agreeableness; neuroticism
Disciplines - Indicate and rank up to 3 disciplines that best correspond to your activity. Rank Code Discipline If "Other", specify
Personality 1 63018
Psychometrics 2 63020
Industrial, Organizational Psychology 3 63028
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1 332 Productivity 2 244 Innovation, Industrial and Technological Development 3 160 Employment and labour Temporal Periods If applicable, indicate up to 2 historical periods covered by your proposal. From To
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Page 3 PROTECTED B WHEN COMPLETED Social Sciences and Humanities Conseil de recherches en Research Council of Canada sciences humaines du Canada
Family name, Given name Peterson, Jordan Research Activity (cont'd) Geographical Regions If applicable, indicate and rank up to 3 geographical regions covered by or related to your proposal. Duplicate entries are not permitted.
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Countries If applicable, indicate and rank up to 5 countries covered by or related to your proposal. Duplicate entries are not permitted.
Rank Code Country Prov./ State
1 1100 CANADA
2 3218 NETHERLANDS, THE 3 1200 UNITED STATES 4 3225 UNITED KINGDOM
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Page 4 PROTECTED B WHEN COMPLETED Social Sciences and Humanities Conseil de recherches en Research Council of Canada sciences humaines du Canada Family name, Given name Peterson, Jordan Response to Previous Critiques - maximum one page Applicants may, if they wish, address criticisms and suggestions offered by adjudication committees and external assessors who have reviewed previous applications.
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Page 5 PROTECTED B WHEN COMPLETED Social Sciences and Humanities Conseil de recherches en Research Council of Canada sciences humaines du Canada Family name, Given name Peterson, Jordan Summary of Proposal The summary of your research proposal should indicate clearly the problem or issue to be addressed, the potential contribution of the research both in terms of the advancement of knowledge and of the wider social benefit, etc. The studies outlined in this grant application have two objectives: (1) To improve measurement, understanding & prediction of personality and behavior, including academic/IO performance, creativity and political orientation; (2) To increase academic retention & enhance academic performance.
My lab has played a significant role in the formal detailing of the Big 5 trait personality model, extending it into a hierarchy, with the Big 2 (Plasticity and Stability) at the top (DeYoung et al., 2002), following Digman (1997), and the 10 Aspects on the bottom, with the Big Five Aspect Scale (DeYoung et al., 2007), which provides an empirical differentiation of each trait (something that had been done previously only at a theoretical level), and which has been widely cited and used. We have also produced other measures, ranging from the Creative Achievement Questionnaire (Carson et al., 2005), which might now constitute the standard measure of lifetime creative production, to a series of political belief measures, which are too new to be gauged for impact. We have also examined the inter-relationships between these measures, and examined them in detail in relationship to general cognitive ability and important demographic factors. The consequence of all this has been a significant improvement in modeling personality at multiple levels of analysis and understanding of its relationship with other aspects of human psychology and behavior. The first 9 of the 11 studies in this application extend such basic psychometric work and exploration, proposing to improve the Big-5 models further, by re-deriving it from the ground up at the adjective level, and extending that derivation to nouns, verbs, and behaviors; examining the relationship between personality and facial expression, with a new mode of exploring the latter; relating personality to a range of hormonal factors; extracting personality information from narratives, using a new algorithm designed for such work; evaluating the different response of different personality types to task design and performance feedback, so that we can understand motivation in relationship to traits; and extending our work modeling and predicting performance in the workplace.
We recently developed an online writing tool, the Future Authoring (FA) program, which helps its users envision and plan their lives for the next 3-5 years. Over the last 5 years, Over the last 5 yrs, ~10,000 people have now used the program, ~5000 of whom have been student research participants. The results have been stellar, with dramatic decreases in dropout rates (~25%) reported at three different post-secondary educational institutions (McGill U (Morisano et al., 2010), Erasmus University (Schippers et al., 2015), and Mohawk College (Finnie et al., in prep) and improvements of grades of approximately the same magnitude, particularly among currently poorer-performing cadres of students. The second 2 studies of the 11 proposed describe our plans to develop a high-school version of the FA program and to test its effectiveness in 15 schools with 1500 students, as well as to produce another program to help people understand and improve their personalities and map them on to John Holland's RIASEC job category scheme (Nauta, 2010), so that they will be able to make far more informed career choices.
The completion of all these studies will result in the production of 4 Master's and at least 5 Ph.D. theses, a minimum of 25 published papers, a solid increment in our understanding of personality, and a boost in academic performance, increase in high school retention and improvement in career guidance for tens of thousands of students.
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Page 6 PROTECTED B WHEN COMPLETED DETAILED DESCRIPTION 1. OBJECTIVES: 1.1. Objective 1: To improve measurement, understanding & prediction of personality and behavior, including academic/IO performance, creativity and political orientation; 1.2. Objective 2: To increase academic retention & enhance academic performance. 2. CONTEXT: 2.1. Objective 1: Measurement, understanding and prediction: Context: My lab has increased measurement accuracy in trait personality, creative achievement and political psychology. We formulated an influential three-tier model of traits, with the super-factors of Stability and Plasticity at the top (DeYoung et al., 2002, with 300 citations), and ten Aspects at the bottom (DeYoung et al., 2007, 600 cit.) – the first empirical differentiation of the Big 5. We also produced the Creative Achievement Questionnaire (Carson et al., 2005, 500 cit.), examined the relationship between cognitive ability and Openness (DeYoung et al., 2005, 250 citations) and, in a series of new theses and papers, re-vamped the psychometric measurement and analysis of political belief (Hirsh et al., 2010, 2013; Xu et al., 2013, 2015, 2016; Tritt et al., 2013, 2014a, 2014b, 2016; Burton et al., 2016). Nine of the 11 studies in this application extend that basic research. 2.2. Objective 2: Retention and Performance Enhancement: Context: We recently developed an online writing tool, the Future Authoring (FA) program (see selfauthoring.com). Its users write a positive vision for the next 3-5 years, a negative counter-vision (describing the potential dead-ends of their bad habits and attitudes), and a detailed life-plan. 10,000 people have used the program over the last 5 years, ~5000 of whom have been student research participants. The results have been stellar. At McGill, the FA program helped increased the retention rates and grades of struggling students by ~25% (Morisano et al., 2010). The first 700 students who completed the program at Holland’s Erasmus University experienced similar consequences: 25% improvement in retention and academic achievement, with particularly powerful effects among historically poor-performing groups, such as male non-western ethnic minority students (Schippers et al., 2016). A more recent paper (Schippers et al., submitted) described the multi- year stability of such results, and their extension to 3000 students. Last year, in a collaboration with U Ottawa and Mohawk College (funded by the Higher Education Quality Council of Ontario), we showed that FA, administered during the summer orientation session, decreased dropout in the first semester by ~30%. Effects were particularly pronounced for males (17% vs 9%: decrease of 47%), those with lower high school grades, and those on a non-professional college track (Finnie et al., in prep). We have now developed a high school version of the program. More than a dozen schools in 3 countries (N=1500 students) will start the program in 2017. The final 2 studies in this application describe that work and its extensions. 3. METHODOLOGY1: 3.1. Objective 1: Measurement, understanding and prediction: Big-5 personality traits explain as much as 25% of the variance in important real-world outcomes (Ozer & Benet-Martinez, 2006). These are very large effect sizes (c.f. Hemphill, 2003), but great value
1 Note on subjects and statistics: We will crowd-source many of the experiments, using sites such as Amazon’s mTurk, which produce samples more representative than undergrad participants. Most of our measures produce continuous, normally distributed data, which can be well handled by multiple regression, factor analysis, ANOVA/MANOVA and structural equation modeling techniques, using the multi-trait, multi-factor construct validation methods originally suggested by Cronbach & Meehl (1955), as we have in our previously published papers. Demographic measures will be employed where appropriate.
1 | Page remains in their improvement. Increasing the predictive validity of worker screening by 6%, for example, produces a productivity gain of 44% (Schmidt & Hunter, 1983). 3.1.1. Study 1: Measurement: Improvement of the Big-5 lexical corpus: Introduction: There are still substantial gaps in our understanding of personality (Paunonen & Jackson, 2000; Saucier & Goldberg, 1998; Widiger, 2005), even at the level of the Big-5 or its close variants, such as the HEXACO (Ashton et al., 2004) or interpersonal circumflex models (Wiggins, 1996). Many of these stem from the original derivation techniques of the Big-5 models, which were designed, for example, to be “value-free” (Tellegen, 1993), such that all negative words used to describe normal but undesirable personality traits (hateful, cruel, contemptible, cowardly) were eliminated, a priori. This problem was compounded by limited computational power of the time, which forced use of a tiny subset of the vast corpus of potential descriptive terms, and by the difficulty of administering lengthy personality batteries to individual participants (Goldberg, 1990; John, Naumann, & Soto 2008). This all had serious consequences. It is not clear, for example, what value-laden terms were initially eliminated.2 Furthermore, our understanding of the relationship between normal and pathological personality has been impaired, because the elimination of negative terms decreased the correlation between standard trait measures and measures of psychopathology (Tellegen, 1993; Widiger, 2005). Finally, our ability to predict important psychological factors with personality has been compromised to an unknowable degree. We plan to re-evaluated personality models from the bottom up. Method: We will identify the 3000 most common adjectives (90% of usage) from the English fiction sub-corpora available at www.wordfrequency.info. 500 people will be asked, using a Likert-type scale, a set of questions similar to “would this word normally be used to describe a person.” The 1200 words most frequently chosen as “descriptive” will be used in two ways: 1. We will randomly distribute them across 6 200-word subsets, administer each of these as self-report personality questionnaires to 300 people (N=1800), and factor analyze the results. We will create a new personality measure from the most stable, powerful and comprehensive of these descriptors. 2. We will ask 3600 participants to use the 200-word subsets to rate one of 30 famous individuals/ fictional character targets. We will amalgamate each set of 6 into single “meta-raters” and analyze their data as if they were single participants – for a total of 180 meta-raters and 20 meta- raters per celebrity. We will examine method convergence. If successful, identical methods could be applied to additional descriptive corpora, including those composed of verbs and nouns. 3.1.2. Study 2: Measurement: Big-5, beyond adjectives: Introduction: The Big-5 model arose from analysis of adjectival clustering (c.f. Oliver, 1990). Some attempts to derive personality models form nouns and verbs have been made (De Raad, 1992), but none in English (Saucier, 2003). Building on the Dutch psycho-lexical research, we will derive a personality model from nouns, verbs, and adjectives. Method: 800 paticipants will be administered 3 personality scales (a verb-based scale, a noun-based scale, and an adjective-based scale), along with the BFAS (DeYoung et al., 2007), the CAQ (Carson et al. 2005), our behavioural-act questionnaire (see below), a verbal general cognitive ability measure, and a demographics measure. 3.1.3. Study 3: Measurement: Grounding Personality in Behavioural Frequency: Introduction: The predictive validity of personality scales increases when scale items are tightly associated with specific behaviours (Bing, Davidson & Smothers, 2014). Recently it has been shown that frequency-based responses offer an alternative to Likert scales (Edwards & Woehr, 2007;
2 although Tellegen (1993) included a Positive (“excellent” vs. “ordinary”) and Negative Valence (“evil” vs. “decent”) in his alternative 7-trait model, replicated in Hebrew (Almagor et al., 1995).
2 | Page McGee, 2011; Chapman, Bowler, Bowler & Cope, 2012), addressing an insufficiency noted much earlier (Moser, 1989). However, personality models have not been derived from such response. We piloted a study (n=450) revealing a Big-5-like dimensional structure in data derived from frequency-based responses to a list of 500 behavioural acts, with each new factor correlating with the standard Big-5 at an average of r = .4. We plan to improve this behavioral measure and assess its comparative predictive utility. Method: 1600 participants will be administered a 50-item behavioural-act frequency measure derived from our pilot data, as well as a novel verb-based personality scale with a frequency-based metric, the (DeYoung et al., 2007), the CAQ (Carson et al. 2005), and a series of questionnaires assessing proclivities well-predicted by personality, including procrastination (Conscientiousness explains 38% variance (Steel, 2007)); social networking (Extraversion: 29% variance (Wolff & Kim, 2012)); emotional eating (Neuroticism: 23% (Elfhag & Morey, 2008)); aggression (Agreeableness: 22% (Gleason et al., 2004); and creative achievement (13% of the variance accounted for by Openness (Kaufman et al., 2016). Demographics will be considered as potential moderators. 3.1.4. Study 4: Understanding: Finding the Big-5 in faces: Introduction: Psychologists, as well as animators, have established connections between traits and facial appearance (Arya et al., 2006; Jefferies et al., 2006; Borkenau & Liebler, 1992; Cruz, 1995; Ruch, 1997; Sutherland, 1986), although such studies have been based on a limited characterization of personality and facial appearance/response. People can judge extraversion on the basis of facial cues after exposure of less than 1/6 average time to blink (Borkenau et al., 2009). Facial cues also broadcast information such as sexual and political orientation (Freeman et al., 2010; Rule & Ambady, 2010), and intelligence (Kleisner et al., 2014). Our recent pilot study (N=500) indicated that rater accuracy of stranger personality improved when subtle facial motion was enhanced by graphics technology. We plan to develop, test and extend this technology. Method: 400 participants will complete the BFAS, the CAQ, and measures of general cognitive ability, and be filmed while watching emotion-eliciting IAPS videos and pictures (Lang, Bradley & Cuthbert, 2008). Video will be processed using our motion-enhancing algorithm. A team of RAs will be trained to code the magnified facial activity with the Facial Action Coding System (FACS; Ekman, 1999) and extract the resultant “action units,” which will then be examined in relation to the trait, personality and demographic measures (as Ekman (2005) suggested). 3.1.5. Study 5: Understanding: The hormonal basis of personality: Introduction: Our understanding of trait personality would be expanded by co-assessment of direct biological markers. Non-invasive salivary assays of hormone level provide a good starting point. Their temporal patterns of change & stability mimic those typical of self-report measures (Granger, Shirtcliff et al., 2004; Sellers et al., 2007), they are substantially heritable (Harris, Vernon, & Boomsma, 1998; Travison et al., 2014), and are associated with stable behavioral tendencies (Dabbs et al., 1995; Josephs et al., 2003; Josephs et al., 2006; van Bokhoven et al., 2006). Finally, hormones influence sexual differentiation (Arnold, 2009), and males and females show pronounced personality differences (Weisberg et al., 2011), magnified in the most gender-neutral countries (Costa et al., 2001). Very few studies have examined personality and its relationship to hormonal function (e.g., Sellers et al., 2007). These have inadequate power (N<20), single hormone assays, lack of control for time, food intake, stress and mood, and typically include only males. Method: 200 men and women (ages 19-45), will be administered the BFAS and the CAQ, the Profile of Mood States (2-A) (Heuchert & McNair, 2016), a hormone assay control measure (time of day, height, weight, oral & endocrine health, substance use, relationship status, handedness, and menstrual cycle details), as well as a hormone assay, measuring basal levels of
3 | Page oxytocin, estrogens, androgens, progesterone, and cortisol. The inter-relationships between these measures will be statistically assessed. 3.1.6. Study 6: Understanding: Narration formality as an indicator of Conscientiousness: Introduction: In two recent pilot studies (N=400), participants wrote 300-word paragraphs about past emotional experiences. Trained coders rated the “formal structure” of this writing, assessing grammar, word choice, and sentence structure. We derived an algorithm from these ratings capable of detecting the overall “formalness” of writing samples (r= .4 with Conscientiousness). Given the paucity of data on the measurement of that trait, this is a particularly notable finding. “Formalness” and Conscientiousness appear most tightly associated when the former is not an explicit requirement. Method: 400 students active online will thus provide (a) 30 Facebook posts, (b) 20 emails written for admin purposes, (c) 20 emails to friends, (d) a copy of their online Linked-in biography, and an academic transcript, as well as completing the BFAS, the CAQ, and a measure of general cognitive ability. Participants will be asked to write 300 words about a pleasant memory and a 200-word review of their experience in the lab. All writing samples will be analyzed with our newly-developed algorithm. A subset will also be coded, as in the pilot study, to ensure replication of algorithm accuracy. The relationship between the personality/ cognitive measures and “formalness” derived by the algorithm will be statistically assessed. 3.1.7. Study 7: Understanding: Improving the effectiveness of performance feedback by considering personality traits and task demands: Introduction: Three of our recent studies (Swift & Peterson, submitted) demonstrated that the effectiveness of task feedback (see Kluger & DeNisi, 1996) (negative or positive) is moderated by personality traits and task type. Negative feedback significantly demotivates conscientiousness and neurotic people, for example, when they are working on a frustrating task, but motivates them during non-threatening, playfully framed tasks. Method: 400 undergraduate students will provide their academic transcripts, complete the BFAS, the CAQ, and a measure of general cognitive ability, and complete 2 task “games,” based on common administrative tasks. The task interface will include cartoon backgrounds and playful colors, to reinforce “game” status. During the 2 trials of game 1, participants will respond to cellphone text queries, mimicking the admin task of responding to emails. During game 2’s 2 trials, participants will identify errors in text, mimicking the admin task of proofing. During all trials, optional breaks may be taken. After the 1st game trial, 100 participants will be given accurate negative feedback, 100 participants will be given false mild negative feedback, 100 participants will be given false harsh feedback, and 100 participants will not be given no feedback. Following feedback, participants will repeat the task. Motivation will be quantified by speed of response and number and duration of breaks following feedback. The relationship between the measures will be statistically assessed. 3.1.8. Study 8: Prediction: Administrative Performance ion the Civil Service. Introduction: We recently completed a pilot study (N = 30) with a Canadian Federal Government Department assessing the utility of trait Conscientiousness (derived from the Unfakeable Big-5 (Hirsh & Peterson, 2008)) and a comprehensive test battery designed to assess dorsolateral prefrontal cognitive function (Higgins et al., 2007). Top and bottom quartile performers of 60 completed the battery, with results predicting aggregated supervisor-rated performance data. The correlation between group membership and the combination of performance measures exceeded r = .70, p < .001. We recently developed a short analog of the original 90-min neuropsych battery (which also involved a complex download process). The new all-online test takes a much more practical 20 min. Method: 200 Gov’t employees will take the 20-min online neuropsych test, along with the Unfakeable Big-5. Performance will be analyzed in relationship to cognitive/personality data.
4 | Page 3.1.9. Study 9: Prediction: Prediction of multiple multi-item political belief and behavior measures with trait personality: Introduction: A recent series of our studies simultaneously examined personality and political belief along with real-world behaviors, such as media exposure, associated with both. We produced a 3-factor measure of conservatism (the Attitude- Based Political Orientation Scale (AB-POS) (Burton, 2016)), assessing “masculine independence, religious traditionalism, and ethnic separateness.” We also validated a 2-factor “political correctness” measure, indicating that the construct (1) exists and (2) has personality correlates that clearly distinguish it from liberalism/conservatism (Brophy, 2015). Finally, we found that the variance in political belief accounted for by personality strongly varies with the “resolution” of the political measures (1-11% of 1-item voting or party affiliation, but 11-30% of multi-item measures, such as those listed below). Temperament thus appears to influence political belief more profoundly than previously thought. Method: We previously showed that the BFAS provides incremental prediction of political belief, with the two aspects of Agreeableness contributing in opposite directions (Hirsh et al., 2010; Osborne et al, 2012), and Orderliness, an aspect of Conscientiousness, predicting conservatism (Hirsh et al., 2010), and the second factor of political correctness (Brophy, 2015). We want to extend this analysis, with our newer better political measures. 500 participants will therefore complete the new PC measure, and the AB-POS, as well as the BFAS, the CAQ and measures of general cognitive ability. To examine convergent and divergent validity, participants will also complete be given the Authoritarianism-Conservatism-Traditionalism Scale (ACT; Duckitt et al., 2010), as well as the Disgust-Scale-Revised (Olatunji et al., 2007) (related to the ACT (Inbar et al. 2009), the Social Dominance Orientation Scale (Pratto et al., 1994), the IPIP Liberalism scale (Goldberg, 1999). 3.2. Objective 2: Increase academic retention and improve academic performance: A large research literature derived from two independent research traditions: expressive writing: (Pennebaker, 1997) and goal-setting (Latham and Locke, 1991). In the former case, many studies demonstrate that health improves if people write about past traumas or future uncertainties. In the latter, a recent meta-analysis of 25000 (Schmidt, 2013) indicates that employees who write personal life- (not career-) goals for their lives improve their job performance by 10%. My lab’s Future Authoring (FA) program, a hybrid of Pennebaker/Latham & Locke’s methods, has improved academic retention/performance among 1000’s of adult students, as reviewed earlier. 3.2.1. Study 10: Enhancement. Development/evaluation of FA for high schools. Introduction: A desktop Version 1 of the FA High School (FA-HS) program was field-tested in Holland for feasibility of practical implementation. Version 2, fully online, is scheduled for testing in late 2017. Method:15 secondary schools (N=1500 final year students) in N. America, the UK, and Europe, are slated to complete the intervention and associated research measures. The FA-HS intervention will be integrated into the curriculum at the beginning of the 2nd semester of the school year. It requires 3 sessions (one 20 min and two of an hour) separated by at least 1 week. Session 1 will include an intro video and Modules 1 (habits, relationships, academics and career choices) and 2 (a positive vision of the ideal future, as well as a negative counter-vision). Session 2 will include an intro video as well as Module 3 (organization of initial writing into concise prioritized goals). Session 3 includes Modules 4 (development of a detailed implementation plan) and 5 (scheduling, benchmark and completion dates). Users can consult with their teachers throughout this process. Metrics of attendance, grades and assignment punctuality will be assessed for a baseline semester, and after the FA-HS program for two semesters. Students will also complete the BFAS, the CAQ, and a demographics survey.
5 | Page 3.2.2. Study 11: Enhancement: Development and evaluation of RIASEC-BFAS based writing program. Introduction: Because today’s occupational prospects are increasingly fluid, the ability to adapt and seamlessly transition between jobs is imperative. Thus, arming secondary school students with a clear understanding of who they are and what that might mean for their occupational choice and success appears vital. Method: We will develop a web application to guide students in identifying, understanding and improving their personality traits, and mapping them on to John Holland’s RIASEC job categorization scheme (Nauta, 2010), which is strongly associated with Big-5 traits (De Fruyt & Mervielde, 1997). The application will constitute a modification of the Present Authoring program, another component of the SelfAuthoring Suite (selfauthoring.com) to which the Future Authoring program belongs. Method: Module 1 will help students generate an accurate model of their personality strengths and weaknesses, using the Big-5 Aspect scale, with improvements incorporated from Studies 1-3. Mod. 2 will require students to select their 3 most significant positive and negative traits from the Mod. 1 output, and to write about emotional experiences associated with them. Mod. 3 will help users develop plans and goals to mobilize their personality, capitalizing on their strengths, and offsetting their weaknesses. Mod 4. will provide users with a guide to career choice, based on the mapping of their personality to the RIASEC model. We will pilot this program with the schools who have already signed on for the FA-HS program, assessing student career goals, anxiety and motivation prior to and following completion of the program. We will aim at 100 students for initial and 1500 for full-scale evaluation. 4. CONCLUSION: The studies in this grant proposal will substantively improve measurement, understanding and prediction of personality and its associated psychological concomitants, including academic and organizational performance, creativity, and political conceptualization. In addition, the development of the FA-HS version and the RIASEC-BFAS program will extend the well-documented effects of the adult programs down the academic hierarchy, helping younger people (a) plan futures that will be productive and of high quality and (b) promoting the idea that individuals can voluntarily plot their personal destinies. It might be noted, finally, that this grant application does not constitute a complete description of our future plans. We will add a social-networking component to the FA program so users can post their life-plans online (edited for privacy) and appeal to others for feedback (which will then be voted on for quality by other users). This will crowd-source life planning, and produce a cadre of well-practiced life- plan commentators (good practice for individuals pursuing social work or psychology careers). We have produced a beta version online program to help university students write better essays, tested with ~100 students. We have another beta version of a web-based writing program to help couples understand and cope with their personality differences. We plan to produce a household domestic-duty planning program for couples/roommates, many of whom experience severe stress when unable to negotiate an equitable living arrangement. We will continually monitor and modify these exercises to improve usability, building in analytic tools to determine halting points and completion rates, breaking each exercise into smaller subcomponents, whose completion can be signified by a certificate or badge. We plan to conduct the appropriate user and market analysis of all of the programs and processes outlined in this application, and also to determine the appropriate means of communicating and advertising their existence to the general public whose enlightenment and education is one of our primary goals.
6 | Page Almagor, M., Tellegen, A. & Waller, N.G. (1995). The Big Seven model: A cross-cultural replication and further exploration of the basic dimensions of natural language trait descriptors. Journal of Personality and Social Psychology, 69, 300-307. Arnold, A. P. (2009). The organizational-activational hypothesis as the foundation for a unified theory of sexual differentiation of all mammalian tissues. Hormones and Behavior, 55, 570-578. Arya, A., Jefferies, L. N., Enns, J. T., & DiPaola, S. (2006). Facial actions as visual cues for personality. Computer Animation and Virtual Worlds, 17, 371-382. Ashton, M.C., Lee, K., Perugini, M., Szarota, P., de Vries, R.E., Di Blas, L., Boies, K. & De Raad, B. (2004). A six-factor structure of personality-descriptive adjectives: solutions from psycholexical studies in seven languages. Journal of Personality and Social Psychology, 86, 356–366. Bing, M. N., Davison, H. K., & Smothers, J. (2014). Item-level frame-of-reference effects in personality testing: An investigation of incremental validity in an organizational setting. International Journal of Selection and Assessment, 22, 165-178. Borkenau, P., & Liebler, A. (1992). Trait inferences: Sources of validity at zero acquaintance. Journal of Personality and Social Psychology, 62, 645-651. Borkenau, P., Brecke, S., Möttig, C., & Paelecke, M. (2009). Extraversion is accurately perceived after a 50-ms exposure to a face. Journal of Research in Personality, 43, 703-706. Brophy, C. (2015). Political correctness: Social-fiscal liberalism and left-wing authoritarianism. (Masters Thesis), University of Toronto, Toronto, Canada. Burton, C. (2016). American conservative political orientation: Masculine independence, religious traditionalism, and ethnic separateness. (Doctoral Thesis), University of Toronto, Toronto, Canada. Burton, C. M., Plaks, J. E., & Peterson, J. B. (2015). Why do conservatives report being happier than liberals? The contribution of neuroticism. Journal of Social and Political Psychology, 3, 89- 102. Carson, S., Peterson, J.B. & Higgins, D.M. (2005). Reliability, validity and factor structure of the creative achievement questionnaire. Creativity Research Journal, 17, 37-50. Chapman, K.E., Bowler, M.C., Bowler, J.L. & Cope, J.G. (2012). The impact of cognitive complexity on frequency-based measures of Big Five measures. International Journal of Business and Social Science, 3, 16-24. Costa, P.T., Terracciano, A. & McCrae, R.R. (2001). Gender differences in personality traits across cultures: robust and surprising findings. Journal of Personality and Social Psychology, 81, 322-331. Cronbach, L.J. & Meehl, P.E. (1955). Construct validity in psychological tests. Psychological Bulletin, 52, 281-302. Cruz, M. H. (1995). Personality, gender, and psychophysiological correlates of emotion. (Doctoral Thesis). University of Michigan, Ann Arbor, Michigan, USA. Dabbs, J. M., Carr, T. S., & Frady, R. L. (1995). Testosterone, crime, and misbehavior among 692 male prison inmates. Personality and Individual Differences, 18, 627-633.
1 | Page De Fruyt, F., & Mervielde, I. (1997). The five-factor model of personality and Holland's RIASEC interest types. Personality and Individual Differences, 23, 87-103. De Raad, B. (1992). The replicability of the Big Five personality dimensions in three word- classes of the Dutch language. European Journal of Personality, 6, 15-29. DeYoung, C. G., Quilty, L. C., & Peterson, J. B. (2007). Between facets and domians: 10 aspects of the Big-5. Journal of Personality and Social Psychology, 93, 880-896. DeYoung, C.G., Peterson, J.B. & Higgins, D.M. (2005). Sources of openness/intellect: Cognitive and neuropsychological correlates of the fifth factor of personality. Journal of personality, 73, 825-858. DeYoung, C.G., Peterson, J.B. & Higgins, D.M. (2002). Higher order factors of the big five predict conformity: Are there neuroses of health? Personality and Individual Differences, 33, 533-552. Digman,J. M. (1997). Higher-order factors of the Big Five. Journal of Personality and Social Psychology, 73,1246–1256. Duckitt, J., Bizumic, B., Krauss, S. W., & Heled, E. (2010). A tripartite approach to right-wing authoritarianism: The authoritarianism-conservatism-traditionalism model. Political Psychology, 51(5), 685-715. Edwards, B.D. & Woehr, D.J. (1999). An examination and evaluation of frequency-based personality measurement. Personality and Individual Differences, 43, 803-814 Ekman, P. (1999). Basic emotions. Handbook of cognition and emotion. (pp. 45-60) John Wiley & Sons Ltd, New York, NY. Ekman, P. (2005). Conclusion: What we have learned by measuring facial behavior: Further comments and clarifications. What the face reveals: Basic and applied studies of spontaneous expression using the facial action coding system (FACS, 2nd ed.). (pp. 605-626) Oxford University Press, New York, NY. Elfhag, K. & Morey, L.C. (2008). Personality traits and eating behavior in the obese: poor self- control in emotional and external eating but personality assets in restrained eating. Eating Behavior, 9, 285-293. Finnie, R., Peterson, J.B., Poirier, W., Fricker, T., Bozkurt, E. and Pratt, M. (in preparation). Using Future Authoring to improve student outcomes. Freeman, J. B., Johnson, K. L., Ambady, N., & Rule, N. O. (2010). Sexual orientation perception involves gendered facial cues. Personality and Social Psychology Bulletin, 36(10), 1318-1331. Gleason, K.A., Jensen-Campbell, L.A. & Richardson, D.S. (2004). Agreeableness as a predictor of aggression in adolescence. Aggressive Behavior, 30, 43-61. Goldberg, L. R. (1999). A broad-bandwidth, public domain, personality inventory measuring the lower-level facets of several five-factor models. In I. Mervielde, I. Deary, F. De Fruyt, & F. Ostendorf (Eds.), Personality Psychology in Europe (Vol. 7, pp. 7-28). Tilburg, The Netherlands: Tilburg University Press. Goldberg, L.R. (1990). An alternative description of personality: the big five factor structure. Journal of Personality and Social Psychology, 59, 1216-1229.
2 | Page Granger, D. A., Shirtcliff, E. A., Booth, A., Kivlighan, K. T., & B., S. E. (2004). The "trouble" with salivary testosterone. Psychoneuroendocrinology, 29, 1229-1240. Harris, J. A., Vernon, P. A., & Boomsma, D. I. (1998). The heritability of testosterone: A study of Dutch adolescent twins and their parents. Behavior Genetics, 28, 165-171. Hemphill, J.F. (2003). Interpreting the magnitude of correlation coefficients. American Psychologist, 58, 78-79. Heuchert, J.P. & McNair, D.M. (2016). POMS-2. http://www.mhs.com/product.aspx? gr=cli&prod=poms2&id=resources Higgins, D.M., Peterson, J.B., Lee, A. and Pihl, R.O. (2007). Prefrontal cognitive ability, intelligence, Big Five personality and the prediction of advanced academic and workplace performance. Journal of Personality and Social Psychology, 93, 298-319. Hirsh, J. B., & Peterson, J. B. (2008). Predicting creativity and academic success with a “fake- proof” measure of the Big Five. Journal of Research in Personality, 42, 1323-1333. Hirsh, J. B., & Peterson, J. B. (2008). Predicting creativity and academic success with a "Fake- Proof" measure of the Big-5. Journal of Research in Personality, 42, 1323-1333. Hirsh, J. B., DeYoung, C. G, Xu, X., & Peterson, J. B. (2010). Compassionate liberals and polite conservatives: Associations of agreeableness with political ideology and moral values. Personality and Social Psychology Bulletin, 36, 655-664. Hirsh, J.B., Walberg, M.D. & Peterson, J.B. (2013). Spiritual liberals and religious conservatives. Social Psychological and Personality Science, 4, 14-20. Hunter, J.E., Schmidt, F.L. & Judiesch, M.K. (1990). Individual differences in output variability as a function of job complexity. Journal of Applied Psychology, 75, 28-41. Inbar, Y., Pizarro, D. A., & Bloom, P. (2009). Conservatives are more easily disgusted than liberals. Cognition & Emotion, 23, 714-725. Jeffery, L. Rhodes, G. & Busey, T. (2006). View-specific coding of face shape. Psychological Science, 17, 501-505. Josephs, R. A., Newman, M. L., Brown, R. P., & Beer, J. M. (2003). Status, testosterone, and human intellectual performance: Stereotype threat as status concern. Psychological Science, 14, 158-163. Josephs, R. A., Sellers, J. G., Newman, M. L., & Mehta, P. H. (2006). The mismatch effect: When testosterone and status are at odds. Journal of Personality and Social Psychology, 90, 999- 1013. Kaufman, S. B., Quilty, L. C., Grazioplene, R. G., Hirsh, J. B., Gray, J. R., Peterson, J. B., & DeYoung, C. G. (2016). Openness to Experience and Intellect differentially predict creative achievement in the arts and sciences. Journal of Personality, 84, 248–258. Kleisner, K., Chvátalová, V., & Flegr, J. (2014). Perceived intelligence is associated with measured intelligence in men but not women. PLoS One, http://dx.doi.org/10.1371/ journal.pone.0081237.
3 | Page Kluger, A. N., & DeNisi, A. (1996). The effects of feedback intervention on performance: A historical review, a meta-analysis, and a preliminary feedback intervention theory. Psychological Bulletin, 119, 254-284. Lang, P.J., Bradley, M.M., & Cuthbert, B.N. (2008). International affective picture System (IAPS): Affective ratings of pictures and instruction manual. Technical Report A-8. University of Florida, Gainesville, FL. Latham, G. P., & Locke, E. A. (1991). Self-regulation through goal setting. Organizational Behavior and Human Decision Processes, 50, 212-247. Morisano, D., Hirsh, J. B., Peterson, J. B., Shore, B., & Pihl, R. O. (2010). Personal goal setting, reflection, and elaboration improves academic performance in university students. Journal of Applied Psychology, 95, 255-264. Moser, M. (1989). The act-frequency approach: A conceptual critique. Personality and Social Psychology Bulletin, 15, 73-83. Nauta, M. M. (2010). The development, evolution and status of Holland’s theory of vocational personalities: reflections and future directions for counseling psychology. Journal of Counseling Psychology, 57, 11-22. Olatunji, B. O., Williams, N. L., Tolin, D. F., Sawchuck, C. N., Abramowitz, J. S., Lohr, J. M., & Elwood, L. (2007). The Disgust Scale: Item analysis, factor structure, and suggestions for refinement. Psychological Assessment, 19, 281-297. Osborne, D., Wootton, L. W., & Sibley, C. G. (2012). Are liberals agreeable or not? Politeness and compassion differentially predict political conservatism via distinct ideologies. Social Psychology, 44(5), 354-360. Ozer, D.J. & Benet-Martinez, V. (2006). Personality and the prediction of consequential outcomes. Annual Review of Psychology, 57, 401-421. Paunonen, S.V. & Jackson, D.N. (2000). What is beyond the Big Five? Plenty! Journal of Personality, 68, 821-835. Pennebaker, J. W. (1997). Writing about emotional experiences as a therapeutic process. Psychological Science, 8, 162-166. Pratto, F., Sidanius, J., Stallworth, L. M., & Malle, B. F. (1994). Social dominance orientation: A personality variable predicting social and political attitudes. Journal of Personality and Social Psychology, 67, 741-763. Ruch, W. (1997). State and trait cheerfulness and the induction of exhilaration: A FACS study. European Psychologist, 2, 328-341. Rule, N. O., & Ambady, N. (2010). Democrats and Republicans can be differentiated from their faces. PLoS ONE, 5, e8733. Saucier, G. & Goldberg, L.R. (1998). What is beyond the Big-5? Journal of Personality, 66, 495-524. Schippers, M., Scheepers, A. & Peterson, J.B. (2016). A scalable goal-setting intervention closes both the gender and ethnic minority achievement gap. Palgrave Communications. doi:10.1057/palcomms.2015.14
4 | Page Schippers, M., Scheepers, A., Morisano, M., Locke, E.A. & Peterson, J.B. (submitted). Personal goal-setting boosts academic performance irrespective of goal domain. Schmidt, F.L. (2013). The economic value of goal-setting to employees. In E.A. Locke & G. Latham (Eds.), New developments in goal setting and task performance (pp 16-20). New York: Routledge. Sellers, J. G., Mehl, M. R., & Josephs, R. A. (2007). Hormones and personality: Testosterone as a marker of individual differences. Journal of Research in Personality, 41, 126-138. Sutherland, M. E. (1986). Emotionally stressful imagery, personality characteristics and psychophysiological responses. Available from PsycINFO. (617326684; 1987-52272-001). Swift, V. & Peterson, J. B. (submitted). Improving the effectiveness of performance feedback by considering personality traits and task demands. Tellegen, A. (1993). Folk concepts and psychological concept of personality and personality disorder. Psychological Inquiry, 4, 122-130. Travison, T. G., Zhuang, W. V., Lunetta, K. L., Karasik, D., Bhasin, S., Kiel, D. P.,& Murabito, J. M. (2014). The heritability of circulating testosterone, oestradiol, oestrone and sex hormone binding globulin concentrations in men: The Framingham Heart Study. Clinical Endocrinology, 80, 277-282. Tritt, S. M., Inzlicht, M., & Peterson, J. B. (2013). Preliminary support for an arousal model of political conservatism. PLOS ONE, 8, e83333. Tritt, S. M., Page-Gould, E., Peterson, J.B., & Inzlicht, M. (2014a). System justification and psychophysiological responses to feedback. Journal of Experimental Psychology-General, 143, 1004-1010. Tritt, S.M., Inzlicht, M., Peterson, J.B. (2014b). Confounding valence and arousal: what really underlies political orientation. Behavioral and Brain Sciences, 37, 330-331. Tritt, S.M., Peterson, J.B., Page-Gould, E & Inzlicht, M. (2016). Ideological reactivity: political conservatism and brain responsivity to emotional and neutral stimuli. Emotion, DOI: 10.1037/emo0000150. van Bokhoven, I., van Goozen, S., van Engeland, H., Schaal, B., Arseneault, L., Seguin, J., . . . Tremblay, R. E. (2006). Salivary testosterone and aggression, delinquency, and social dominance in a population-based longitudinal study of adolescent males. Hormones and Behavior, 50, 118- 125. Weisberg, J., DeYoung, C. G., & Hirsh, J. B. (2011). Gender differences in personality across the ten aspect of the Big-5. Frontiers in Psychology, 2, doi: 10.3389/fpsyg.2011.00178. Widiger, T.A. & Samuel, D.B. (2005). Evidence-based assessment of personality disorders. Psychological Assessment, 17, 278-287. Wiggins, J. S., (1996). An informal history of the interpersonal circumplex tradition. Journal of Personality Assessment, 66, 217-233. Wolff, H.G. & Kim, S. (2012). The relationship between networking behaviors and the Big Five personality dimensions. Career Development International, 17, 43-66.
5 | Page Xu, X. & Peterson, J.B. (2015). Differences in media preference mediate the link between personality and political orientation. Political Psych. doi: 10.1111/pops.12307 Xu, X., Mar, R.A. & Peterson, J.B. (2013). Does cultural exposure partially explain the association between personality and political orientation? Personality and Social Psychology Bulletin, 39, 1497-1517. Xu, X., Plaks, J.E. & Peterson, J.B. (2016). From dispositions to goals to ideologies: toward a synthesis of personality and social psychological approaches to political orientation. Social and Personality Psychology Compass, 10, 267-280.
6 | Page KNOWLEDGE MOBILIZATION PLAN 1. Scientific Communication: We plan first and foremost to continue to publish the results of our studies in the appropriate journals, and to continue presenting at the relevant conferences. The best indication of future performance is past performance. Since 2010, we published 23 papers and 5 chapters. 12 more are submitted or past the data-acquisition point. We have also given 15 talks or symposia and presented 31 posters. We hope for 30 papers in the next five years. The majority of these will be first-authored by my grad students, as that is the most effective way of developing their careers. 2. Invited Lectures: I have delivered 47 invited lectures to diverse audiences since 2010. Many of these were televised (see Media Dissemination, below). In these forums, I have provided sophisticated psychological information (much of it based on my lab’s research) to thousands of people. I plan to continue that into the future. 3. Media Dissemination: I have a trade book dealing with psychological matters submitted to Penguin Random House (pub date 2017), based on the answers I have posted on Quora.com, a popular educational site. I have posted nearly 500 of my university lectures on YouTube, which is rapidly becoming a primary source for information for people all over the world. YouTube gives lectures the reach and longevity of printed material. It is a truly revolutionary technology, massively underutilized by university educators. As of October 2016, my online lectures have been viewed 1.3 million times (with an average viewing time of nearly 20 minutes per viewing), with more than 12K people subscribing. My most popular lecture, from my 2015 personality class covering Existentialism has been watched by 100000 people. I want to develop that channel, and to produce podcasts of all my lectures. I also have 25000 Twitter followers, and regularly post psychologically- relevant educational material. I have been a guest panelist on 30+ TVO’s The Agenda 60-min. current event program, and will continue with that work. Many articles have been written about my lab’s work on psychometric assessment (including Canadian Business and the Globe and Mail Business Section). I have also appeared as a commentator on dozens of TV and radio shows in the last six years, including the CBC and CTV National and cable news shows, PBS, Global TV, CBC Radio, and Canada AM. I plan to continue and expand such public educational work. 4. Web-Based Program Dissemination: The Future Authoring program, as well as its partner programs, can be accessed by interested individuals at less than cost at selfauthoring.com. Thousands of people have enrolled, in addition to the now 10,000 students who have used it at Mohawk College, Erasmus University, and the University of Amsterdam. We are actively promoting the program’s use in Canada, the US and Europe. The additional programs described in the proposal (Future Authoring- High School and the RIASEC program) will also be made available to the public. as will be the case with any additional programs. We hope for very widespread adoption in secondary and post-secondary institutions, worldwide. 5. Corporate, Government, Industrial and Institutional Dissemination: I have lectured on psychology and psychometrics to dozens of corporate audiences (typical size: 150-200) in the last years, most commonly with the Canadian Conference Board, who have placed me on their preferred speakers list. I taught at the Rotman School of Business Executive Leadership Forum, every year for the last four years. I serve as the sole psychometric consultant to The Founder Institute (fi.co), the world’s largest early-stage technology company incubator, and have assessed 30,000 of their applicants in 8 languages with online tools based on my lab’s research. Launched 6 years ago, Fi.co trains entrepreneurs in 135 cities on all 6 continents. It has created 2000+ businesses with 15,000+ employees. The end goal is one million employed people. My psychometric programs are also being used by a number of additional corporations, where I have familiarized HR staff with state-of-the art psychometric evaluation (which will be improved with the proposed studies). I helped co-author Canada’s contribution to the 2012 UN Secretary General’s High-Level Panel on Global Sustainability, and had the opportunity to extensively discuss psychometric issues with the former Deputy Governor of the Bank of Canada, and the CEO of RIM. I have extensive contacts with the legal community in Toronto, and advise several senior legal partners on psychological and psychometric matters. I plan to continue with and expand such work.
1 | Page Social Sciences and Humanities Conseil de recherches en Research Council of Canada sciences humaines du Canada
Family name, Given name Peterson, Jordan Expected Outcomes Elaborate on the potential benefits and/or outcomes of your proposed research and/or related activities. Scholarly Benefits Indicate and rank up to 3 scholarly benefits relevant to your proposal. Rank Benefit If "Other", specify
Enhanced theory 1
Enhanced research methods 2
Student training/skill development 3
Social Benefits Indicate and rank up to 3 social benefits relevant to your proposal. Rank Benefit If "Other", specify
Training and skill development 1
Behavioural outcomes 2
Economic outcomes, including enhanced 3 commercialization Audiences Indicate and rank up to 5 potential target audiences relevant to your proposal. Rank Audience If "Other", specify
Academic sector/peers, including scholarly 1 associations Students 2
Private sector 3
General public 4
Federal government 5
Personal information will be stored in the Personal Information Bank for the appropriate program. Application WEB
Page 7 PROTECTED B WHEN COMPLETED Social Sciences and Humanities Conseil de recherches en Research Council of Canada sciences humaines du Canada Family name, Given name Peterson, Jordan Expected Outcomes Summary Describe the potential benefits/outcomes (e.g., evolution, effects, potential learning, implications) that could emerge from the proposed research and/or other partnership activities. The studies detailed in this application have two objectives: (1) To improve measurement, understanding & prediction of personality and behavior, including academic/IO performance, creativity and political orientation; (2) To increase academic retention & enhance academic performance. The benefits/outcomes of Objective 1 include:
1. Better modeling of the basic personality trait hierarchy and other psychological factors: The Big-5 model is the most influential current psychometrically-derived description of human personality. Its proper assessment is scientifically informative, at the most basic of levels. Genetic studies of personality cannot be done properly without accurate personality measures. Gender differences cannot be examined accurately. Child development cannot be interpreted or understood properly. Psychopathology cannot be diagnosed or ameliorated effectively. Neuropsychological and neurobiological models of attitude, value and behavior require accurate personality measures. It's psychological research at its most fundamental -- and our current models are insufficient, at least in part because their basic methods of derivation were flawed. The proposed studies will improve our basic models of personality, and will in addition produce a plethora of usable measures with heightened validity, reliability and practical useability. Furthermore, they will substantively extend our measurement and understanding of other psychologically-influenced factors. We will produce and perfect measures of liberalism, conservatism and radical left-wing political thought, and examine them in relationship to personality, general cognitive ability, creativity and fundamental demographic factors. The production of these measures should have a substantive effect on scientific work in a variety of errors, judging by the results of our previous work. 2. Better understanding of personality. The extension of the investigation of personality into under-researched domains of emotional expression, hormonal status, narrative production, task feedback and reinforcement, I/O behavior and political attitude and action will help develop the "nomological network" of trait understanding, as well as improving our ability to derive trait measures from sources other than self- and other-report. This is particularly important with regards to Conscientiousness, an important focus of the current work, as no compelling neuropsychological, neurobiological or animal models of that trait currently exist, and it has proved exceptionally difficult to assess in manners other than that of questionnaire. This is practically as well as scientifically relevant: Conscientiousness is an excellent predictor of administrative/managerial and academic performance, so its proper measurement and potential enhancement is of major public importance.
The benefits of the second objective include: 3. Enhancement of academic retention and performance and improvement of career choice among high school students: Our previous work with 1000's of post-secondary students administered our online Future Authoring writing program has produced a ~25% improvement in academic performance (retention and grades). We plan to extend this work down the educational hierarchy to high school students, and to produce another program that will help people understand and improve their personalities, as well as mapping them on to well-established career and job categories, so that we can inform and improve their career choices.
It should be noted that in addition to the theoretical and practical benefits of this research for the scientific and broader public communities, dozens of undergraduates will be involved in the research projects, and a minimum of 4 new Master's and 4 Ph.D. theses will emerge.
Personal information will be stored in the Personal Information Bank for the appropriate program. Application WEB
Page 8 PROTECTED B WHEN COMPLETED A. Description of the research team (if applicable): This is a single PI application. The research will involve researchers from many other institutions, however, as well as the graduate students and undergrads who will be funded in case of a successful application.
B. Description of previous and ongoing research results: B.1. General Psychometrics and Personality Research: Measurement and Understanding 1. DeYoung, C.G., Peterson, J.B. & Higgins, D.M. (2002). Higher order factors of the big five predict conformity: Are there neuroses of health? Personality and Individual Differences, 33, 533-552. 2. Hirsh, J.B., DeYoung, C.G. & Peterson, J.B. (2009). Meta-traits of the Big 5 differ- entially predict engagement and restraint of behavior. Journal of Personality, 77, 1-17. 3. DeYoung, C. G., Peterson, J. B., Séguin et al. (2008). Externalizing behavior and the higher-order factors of the Big Five. Journal of Abnormal Psychology, 117, 947-953. 4. DeYoung, C. G., Quilty, L. C., & Peterson, J. B. (2007). Between facets and domains: Ten aspects of the Big Five. Journal of Personality and Social Psychology, 93, 880-896. 5. DeYoung, C.G., Weisberg, Y.J., Quilty, L.C. & Peterson, J.B. (2013). Unifying the aspects of the Big Five, the interpersonal circumplex, and trait affiliation. Journal of Personality, 81, 465-475. 6. DeYoung, C. G., Flanders, J. L., & Peterson, J. B. (2008). Cognitive abilities involved in insight problem solving: An individual differences model. Creativity Research Journal, 20, 278-290. 7. DeYoung, C. G., Grazioplene, R. G., & Peterson, J. B. (2012). From madness to genius: The Openness/Intellect trait domain as a paradoxical simplex. Journal of Research in Personality, 46, 63–78. 8. DeYoung, C. G., Peterson, J. B., & Higgins, D. M. (2005). Sources of Openness: Cognitive and neuropsychological correlates of the fifth factor of personality. Journal of Personality, 73, 1-34. 9. Kaufman, S. B., Quilty, L. C., Grazioplene, R. G., Hirsh, J. B., Gray, J. R., Peterson, J. B., & DeYoung, C. G. (2016). Openness to Experience and Intellect differentially predict creative achievement in the arts and sciences. Journal of Personality, 84, 248–258. 10. DeYoung, C.G., Quilty, L.C., Peterson, J.B. & Gray, J.R. (2014). Openness to experience, intellect and cognitive ability. Journal of Personality Assessment, 96, 46-52. 11. Hirsh, J. B., & Peterson, J. B. (2009). Personality and language use in self-narratives. Journal of Research in Personality, 43, 524-527. These 11 papers constitute the core of my labs’ basic psychometric work on the structure of personality. We have elaborated the hierarchical structure of the Big-5, from the top down. In the 1st paper (300 citations), elaborated on Digman’s earlier work (1997), proposing that the Big-5 could be grouped into Plasticity (extraversion and openness) and Stability (neuroticism reversed, conscientiousness and agreeableness) (see Silvia et al. 2009). This terminology has become broadly accepted in the field. The 2nd (65 cit.) and 3rd papers (70 cit.) associated the Big-2 with normal and abnormal behavioral markers, demonstrating in the first case that impulsivity can be modeled as high Plasticity/low Stability, and in the second that Plasticity is associated with action, at the level of behavior, and Stability with inhibition of action. The 4th paper (600 cit.) differentiates the Big-5 into 10 aspects and introduced the now widely-used Big Five Aspect Scale (BFAS). The 5th paper (50 cit.) examines the relationship between the Big-5 aspects and other influential personality models. Papers 6 through 10 (450+ cit.) provide a more
1 | Page differentiated view of trait Openness, a hybrid between cognitive ability and personality, per se. Paper 11 (70 cit.) examines the association between traits and language use in self-narratives – our first attempt to analyze the psycholinguistics of personality. B.2. General Psychometrics and Personality Research: Understanding and Prediction B.2.1. Political Attitudes, Beliefs and Behavior 1. Hirsh, J. B., DeYoung, C. G, Xu, X., & Peterson, J. B. (2010). Compassionate liberals and polite conservatives: Associations of agreeableness with political ideology and moral values. Personality and Social Psychology Bulletin, 36, 655-664. 2. Hirsh, J.B., Walberg, M.D. & Peterson, J.B. (2013). Spiritual liberals and religious conservatives. Social Psychological and Personality Science, 4, 14-20. 3. Xu, X. & Peterson, J.B. (2015). Differences in media preference mediate the link between personality and political orientation. Political Psych. doi: 10.1111/pops.12307 4. Xu, X., Mar, R.A. & Peterson, J.B. (2013). Does cultural exposure partially explain the association between personality and political orientation? Personality and Social Psychology Bulletin, 39, 1497-1517. 5. Xu, X., Plaks, J.E. & Peterson, J.B. (2016). From dispositions to goals to ideologies: toward a synthesis of personality and social psychological approaches to political orientation. Social and Personality Psychology Compass, 10, 267-280. 6. Tritt, S. M., Inzlicht, M., & Peterson, J. B. (2013). Preliminary support for an arousal model of political conservatism. PLOS ONE, 8, e83333. 7. Tritt, S. M., Page-Gould, E., Peterson, J.B., & Inzlicht, M. (2014). System justification and psychophysiological responses to feedback. Journal of Experimental Psychology- General, 143, 1004-1010. 8. Tritt, S.M., Inzlicht, M., Peterson, J.B. (2014). Confounding valence and arousal: what really underlies political orientation. Behavioral and Brain Sciences, 37, 330-331. 9. Tritt, S.M., Peterson, J.B., Page-Gould, E & Inzlicht, M. (2016). Ideological reactivity: political conservatism and brain responsivity to emotional and neutral stimuli. Emotion, DOI: 10.1037/emo0000150. 10. Burton, C. M., Plaks, J. E., & Peterson, J. B. (2015). Why do conservatives report being happier than liberals? The contribution of neuroticism. Journal of Social and Political Psychology, 3, 89-102. The 1st 10 of these papers constitute my lab’s recent foray into the domain of political thought, our newest attempt at criterion validity for personality prediction. The 1st paper (150 cit.) demonstrated the utility of the BFAS for that purpose, showing that the Compassion and Politeness aspects of Agreeableness predicted political belief in opposite directions. The 2nd paper indicated that liberals and conservatives differ in the structure of their religious predilections. Paper 3 won it’s first author, my Ph.D. student, a best student publication award, and indicated that traits influence media choices in a manner that increases their effect on political affiliation. Papers 4 & 5 extend that research. Papers 6-9 comprise a series of psychophysiological investigations into emotional reactivity and political belief, indicating that conservatives are more easily aroused by valenced stimuli (rather than more sensitive to negative emotion, the standard contention (REFERENCE). Paper 10 describes the increased happiness often reported by conservatives as a function of their lower, rather than higher, neuroticism (another finding running contrary to the most currently influential psychological theories).
2 | Page B.2.2. Creative, Academic and Industrial Performance 11. Carson, S., Peterson, J.B. & Higgins, D.M. (2003). Decreased latent inhibition is associated with increased creative achievement in high functioning individuals. Journal of Personality and Social Psychology, 89, 499-506. 12. Peterson, J.B., Smith, K.W. & Carson, S. (2002). Openness and extraversion are associated with reduced latent inhibition: replication and commentary. Personality and Individual Differences, 33, 1137-1147. 13. Carson, S., Peterson, J.B. & Higgins, D.M. (2005). Reliability, validity & factor structure of the Creative Achievement Questionnaire. Creativity Research Journal, 17, 37-50. 14. DeYoung, C. G., Flanders, J. L., & Peterson, J. B. (2008). Cognitive abilities involved in insight problem solving: An individual differences model. Creativity Research Journal, 20, 278-290. 15. Mar, R. A., Oatley, K., Hirsh, J., dela Paz, J., & Peterson, J. B. (2006). Bookworms versus nerds: Exposure to fiction versus non-fiction, divergent associations with social ability, and the simulation of fictional social worlds. Journal of Research in Personality, 40, 694–712. 16. Djikic, M., Oatley, K., Zoeterman, S., & Peterson, J.B. (2009). On being moved by art: how reading fiction transforms the self. Creativity Research Journal, 21, 24-29. 17. Djikic, M., Oatley, K., Zoeterman, S. & Peterson, J.B. (2009). Defenseless against art? Impact of reading fiction on emotion change in avoidantly-attached individuals. Journal of Research in Personality, 43, 14-17. 18. Peterson, J.B. (2011). Creative exploration and its illnesses. Editorial as Guest Editor: Special edition of the Canadian Journal of Psychiatry, 56, 129-131. 19. Peterson, J.B., Pihl, R.O., Higgins, D.M., Seguin, J.R. & Tremblay, R.E. (2003). Relationship between IQ, neuropsychological function, personality and grades among adolescent males. Individual Differences Research, 1, 159-172. 20. Higgins, D.M., Peterson, J.B., Lee, A. and Pihl, R.O. (2007). Prefrontal cognitive ability, intelligence, Big Five personality and the prediction of advanced academic and workplace performance. Journal of Personality and Social Psychology, 93, 298-319. 21. Hirsh, J. B., & Peterson, J. B. (2008). Predicting creativity and academic success with a fake-proof measure of the Big Five. Journal of Research in Personality, 42, 1323-1333. The 11th paper (500 cit.) demonstrated that a fundamental sensory gating phenomenon associated with thalamic activity (Kunisato et al. 2011) was less active among highly creative individuals (replicated in the 12th paper (130 cit.). The 13th paper (425 cit.) introduced The Creative Achievement Questionnaire (CAQ), a highly reliable and valid measure of lifetime creative production now widely used in studies of creativity. The 14th paper examined the relationship between Openness, convergent and divergent thinking and frame breaking and the solution of insight problems, which can only be solved by reframing, and is associated with as creative inspiration. Papers 15-17 (375 cit.) describe how fiction and art positively affect social ability and transform personality. The 18th paper served as the frontispiece to the Canadian Psychiatric Association's special edition on creativity and psychopathology. My former student, Shelley Carson, contributed the lead paper to the publication. Both papers discussed our work on the creative personality in relationship to Openness-related psychopathology. Papers 19-21 (200 cit.) described our attempts to predict grade school performance, academic and workplace performance, and creativity and academic success with neuropsychological tests, tests of general cognitive ability, and personality, including (Paper 21) a new, fake-proof ipsative measure of the
3 | Page Big-5, which we have used to test 30,000 applicants to the world’s biggest early technology incubator program, the Founder Institute (fi.co), operating in 125 cities. B.2.3. Performance Enhancement 22. Morisano, D., Hirsh, J. B., Peterson, J. B., Shore, B., & Pihl, R. O. (2010). Personal goal setting, reflection, and elaboration improves academic performance in university students. Journal of Applied Psychology, 95, 255-264. 23. Schippers, M., Scheepers, A. & Peterson, J.B. (2016). A scalable goal-setting intervention closes both the gender and ethnic minority achievement gap. Palgrave Communications. doi:10.1057/palcomms.2015.14 24. Schippers, M., Scheepers, A., Morisano, M., Locke, E.A. & Peterson, J.B. (submitted). Personal goal-setting boosts academic performance irrespective of goal domain. 25. Finnie, R., Peterson, J.B., Poirier, W., Fricker, T., Bozkurt, E. and Pratt, M. (in preparation). Using Future Authoring to improve student outcomes. These four papers detail our work with the first of almost 4000 students who have completed the Future Authoring program (see selfauthoring.com), an online writing program designed to help people formulate a comprehensive vision and plan for the next 3-5 years. Paper 22 (122 cit.) showed that struggle McGill students ended their academic year with a .65 standard deviation improvement in GPA, after the FA program, and had a dropout or extensive course withdrawal rate of 0%, compared to 20% in the control group. Papers 23 and 24 extend this work to now more than 3000 first year business students in the Netherlands, who have on average been characterized by a 20+% improvement in academic performance post Future Authoring (with particularly pronounced effects on males and minority students. Study 25 reports even better effects at Mohawk College, with 500 students, characterized by dropout rate decreases of ~30% in their first college semester, after spending <90 minutes using a shorter FA program.
C. Description of proposed student training strategies: I run a hierarchically-structured lab, and allow my graduate students (4, currently) maximal autonomy. I promote first-authorship among my students. I have provided each student with access to a psychometric screening system for identifying promising potential undergraduate research assistants. The typical graduate student supervises 7-15 such students/yr, engaging them in all aspects of the research enterprise. Many of the students go on to pursue research careers. I expect my graduate students to experiment and publish extensively, and to communicate the results of their research publicly. Five of my nine most recently graduated PhD students have found tenure-track jobs in research institutes (2 at U Toronto, 1 at York, 1 at the U Minnesota, 1 at the Ontario Institute of Technology) where they are pursuing productive careers. Another who graduated this year has a lecturer position in the Psych Dept at the U of T. The three others, who also graduated either this year or last, are on the job market or pursuing post-doctoral studies. I plan to have 4 graduate students working in my lab on a continual basis, and have 3 students now who are as good as the best of those I have supervised in the past.
4 | Page Social Sciences and Humanities Conseil de recherches en Research Council of Canada sciences humaines du Canada
Family name, Given name Peterson, Jordan Funds Requested from SSHRC For each budget year, estimate as accurately as possible the research costs that you are asking SSHRC to fund through a grant. For each Personnel costs category, enter the number of individuals to be hired and specify the total amount required. For each of the other categories, enter the total amount required.
Year 1 Year 2 Year 3 Year 4 Year 5 Personnel costs No. Amount No. Amount No. Amount No. Amount No. Amount Student salaries and benefits/Stipends Undergraduate 4 2,465 4 2,465 4 2,465 4 2,465 4 2,465 Masters 1 6,000 1 6,000 2 12,000 1 6,000 1 6,000 Doctorate 2 18,000 3 27,000 2 18,000 3 27,000 3 27,000 Non-student salaries and benefits/Stipends Postdoctoral Other Travel and subsistence costs Year 1 Year 2 Year 3 Year 4 Year 5 Applicant/Team member(s) Canadian travel 2,000 2,000 2,000 2,000 2,000 Foreign travel 3,000 3,000 3,000 3,000 3,000 Students Canadian travel 6,000 6,000 6,000 6,000 6,000 Foreign travel 6,000 6,000 6,000 6,000 6,000 Other expenses Professional/Technical services 10,000 10,000 10,000 10,000 10,000 Supplies Non-disposable equipment Computer hardware 2,000 2,000 2,000 2,000 2,000 Other Other expenses (specify) Subject Payment Online 10,710 10,710 10,710 10,710 10,710 Subject Payment Lab 6,400 6,400 6,400 6,400 6,400 Software 750 750 750 750 750 Total 73,325 82,325 79,325 82,325 82,325
Application WEB Personal information will be stored in the Personal Information Bank for the appropriate program.
Page 9 PROTECTED B WHEN COMPLETED BUDGET JUSTIFICATION
Personnel Costs: I have consistently run a lab with four or five students. I have budgeted for four for the next five years. The UT Psych Dept requires researchers to have $6000 per year in stipend available for Master’s students and $9000 for Ph.D. support. So that’s budgeted differently across years, depending on the ratio of Master’s/Ph.D.s relevant to each year. I have also budgeted $2465 per year for undergraduate work study support, which is the amount I have to co-pay (30%) for four such students. Direct student support makes up more than 40% of the total grant amount.
Travel and Subsistence Costs: I am assuming 1-2 Canadian trips and 1-2 foreign trips for the PI per year (at $1500-$2000 per trip) as well as 1 Canadian and 1 foreign trip for each student (at approximately $1500 per trip). The PI trips are necessary for project management and communication. The trips for the students are vital: they help them develop communication and presentation skills, improve their CV’s, and help them develop the connection networks necessary for the dissemination of their research results and the furtherance of their research and academic careers.
Professional/Technical Services: We are currently requiring approximately 100-150 hours per year in custom computer programming, at between $75 and $100 per hour. This is to aid in the design of psychometric instruments that can be administered efficiently over the web. This involves wireframe and sketch design, icon design, interface design, work-flow mockup, web app architecture and framework, design of database structure, development of web application (including modules, libraries, classes, etc.), as well as beta testing and full deployment.
Supplies: I will pay for necessary supplies from the “faculty allowance” provided by the U of Toronto for such purposes.
Non-Disposable Equipment: I am budgeting for desktop computer and laptop upgrade purchases, printers, scanners, monitors, etc. at $2000 per year.
Other Expenses
Subject Payment Online: Six of the proposed studies require a total of approximately 12000 online participants. The numbers are high because we have learned through painful experience that psychometric results do not reach stability until subject numbers in excess of 500 are reached (with more required in certain circumstances). Use of online crowd sourcing subject pools allow for high numbers at relatively low cost. I have budgeted 11,900 subjects divided across 5 years at $4.50 per. This is somewhat higher than is typical paid to online participants, but we have also learned that people pay more attention and respond more carefully when they are paid at least minimally decently for their time.
Subject Payment Lab: Six of the proposed studies require a total of 1600 lab participants, for studies that cannot be conducted over the web. I have budgeted 1600 subjects divided across 5 years at $25.00 per.
1 | Page Social Sciences and Humanities Conseil de recherches en Family name, Given name Research Council of Canada sciences humaines du Canada Peterson, Jordan Funds from Other Sources You must include all other sources of funding for the proposed research. Indicate whether these funds have been confirmed or not. Where applicable, include (a) the partners’ material contributions (e.g. cash and in-kind), and (b) funds you have requested from other sources for proposed research related to this application.
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Page 10 PROTECTED B WHEN COMPLETED Social Sciences and Humanities Conseil de recherches en Research Council of Canada sciences humaines du Canada Family name, Given name Peterson, Jordan Suggested Reviewers List Canadian or foreign specialists whom SSHRC may ask to assess your proposal. List keywords that best describe the assessor's areas of research expertise. Please refer to the Suggested Assessors section of the detailed instructions for more information on conflicts of interest. Family name Given name Initials Title Professor Org. code Keywords psychology, personality, emotion, expressive writing, psycholinguistics
Department/Division name Address Psychology
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Page 11 PROTECTED B WHEN COMPLETED Social Sciences and Humanities Conseil de recherches en Research Council of Canada sciences humaines du Canada Do not photocopy this page. Internal use CID (if known) 992249 75627 Identification Only the information in the Name section will be made available to selection committee members and external assessors. Citizenship and Statistical and Administrative Information will be used by SSHRC for administrative and statistical purposes only. Filling out the statistical and Administrative Information section is optional. Name Family name Given name Initials Title Peterson Jordan B Professor Citizenship - Applicants and co-applicants must indicate their citizenship status by checking and answering the applicable questions. Citizenship Canadian Permanent resident since Other (country) Have you applied for status (yyyy/mm/dd) permanent residency? Yes No
Statistical and Administrative Information Birth year Gender Permanent postal code Correspondence language Previous contact with SSHRC? in Canada (i.e. K2P1G4) (i.e. applicant, assessor, etc.)
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Full name used during previous contact, if different from above Jordan B. Peterson
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Address PROTECTED B WHEN COMPLETED Social Sciences and Humanities Conseil de recherches en Do not photocopy this page. Research Council of Canada sciences humaines du Canada Family name, Given name Peterson, Jordan Research Expertise (optional) The information provided in this section refers to your own research expertise, not to a research proposal. Filling out the following 4 sections is optional. This page will not be seen by selection committee members and external assessors. This section will be used for planning and evaluating programs, producing statistics, and selecting external assessors and committee members. Areas of Research Indicate and rank up to 3 areas of research that best correspond to your research interests as well as areas where your research interests would apply. Duplicate entries are not permitted. Rank Code Area
1 332 Productivity 2 140 Education 3 292 Mental Health Temporal Periods If applicable, indicate up to 2 historical periods covered by your research interests. From To Year Year BC AD BC AD
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Research Expertise (optional) PROTECTED B WHEN COMPLETED Social Sciences and Humanities Conseil de recherches en Research Council of Canada sciences humaines du Canada Family name, Given name Curriculum Vitae Peterson, Jordan Language Proficiency
Read Write Speak Comprehend aurally Other languages English x x x x French
Work Experience List the positions, academic and non-academic, you have held beginning with the current position and all previous positions in reverse chronological order, based on the start year. Current position Start date (yyyy/mm) Full Professor 1998/1 Org. code Full organization name 1350911 University of Toronto
Department/Division name
Psychology
Position type Tenured Non-tenure Employment status Full-time Part-time
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Position Start date End date (yyyy/mm) (yyyy/mm) Associate Professor 1993 1998 Org. code Full organization name 9927102 Harvard University
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Position Start date End date (yyyy/mm) (yyyy/mm) Postdoctoral fellow or associate 1991 1993 Org. code Full organization name 1240211 McGill University Department/division name Psychology
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Page 1 PROTECTED B WHEN COMPLETED Social Sciences and Humanities Conseil de recherches en Research Council of Canada sciences humaines du Canada Family name, Given name Peterson, Jordan Academic Background List up to 5 degrees, beginning with the highest degree first and all others in reverse chronological order, based on the start date. Degree type Degree name Start date Expected date Awarded date (yyyy/mm) (yyyy/mm) (yyyy/mm) Doctorate Ph.D. 1985/09 1991/04 Disc. code Discipline Did SSHRC support enable you to get this degree? 63032 Psychotherapy Yes No Org. code Organization 1240211 McGill University Country CANADA Degree type Degree name Start date Expected date Awarded date (yyyy/mm) (yyyy/mm) (yyyy/mm) BA Gen. Bachelor of Arts 1979/09 1982/04 Disc. code Discipline Did SSHRC support enable you to get this degree? 63000 Psychology Yes No Org. code Organization 1480111 University of Alberta Country CANADA Degree type Degree name Start date Expected date Awarded date (yyyy/mm) (yyyy/mm) (yyyy/mm)
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Personal information will be stored in the Personal Information Bank for the appropriate program. Web CV Page 2 PROTECTED B WHEN COMPLETED Social Sciences and Humanities Conseil de recherches en Research Council of Canada sciences humaines du Canada Family name, Given name Peterson, Jordan Credentials List up to 6 licences, professional designations, awards and distinctions you have received and feel would be the most pertinent to the adjudication of your application. List them in reverse chronological order, based on the year awarded. Category Name Source or Country Duration Value / Year (Months) awarded Professional C.Psych Provincial/Territorial Designation government CANADA 1999 Professional C. Psych Provincial/Territorial Designation government UNITED 1996 STATES
Research Expertise The information provided in this section refers to your own research expertise, not to a research proposal. Keywords List keywords that best describe your areas of research expertise. Separate keywords with a semicolon. personality; narrative; psychology of religion; social psychology; clinical psychology; neuropsychopharmacology; neuropsychology; industrial psychology; addiction; aggression; self-deception; anxiety Disciplines Indicate and rank up to 5 disciplines that best correspond to your research interests. Duplicate entries are not permitted.
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Personality 1 63018
Psychometrics 2 63020
Industrial, Organizational Psychology 3 63028
Social Psychology 4 63024
Psychotherapy 5 63032
Personal information will be stored in the Personal Information Bank for the appropriate program. Web CV Page 3 PROTECTED B WHEN COMPLETED Social Sciences and Humanities Conseil de recherches en Research Council of Canada sciences humaines du Canada Family name, Given name Peterson, Jordan Funded Research List up to 8 grants or contracts you have received from SSHRC or other sources. List them in reverse chronological order, based on the year awarded. If you are not the applicant (principal investigator), specify that persons' name.
Org. code Full name of funding organization Year awarded Total amount Higher Educational Quality Council of Ontario (yyyy) (CAN$) 1 2015 $50,000
Role Co-applicant Completion status x Complete Project title Future authoring and academic performance
Applicant's family name Applicant's given name Initials Peterson Jordan B Org. code Full name of funding organization Year awarded Total amount Social Sciences and Humanities Research Council of Canada (yyyy) (CAN$) 3010325 2012 $375,000
Role Applicant Completion status Complete Project title Conscientiousness and performance prediction
Applicant's family name Applicant's given name Initials Peterson Jordan B
Org. code Full name of funding organization Year awarded Total amount Social Sciences and Humanities Research Council of Canada (yyyy) (CAN$) 3010325 2008 $120,000 Role Applicant Completion status x Complete Project title Measurement of Trait Conscientiousness
Applicant's family name Applicant's given name Initials Peterson Jordan B
Org. code Full name of funding organization Year awarded Total amount Rotman Business School (yyyy) (CAN$) 1 2007 $180,000 Role Applicant Completion status x Complete Project title Predicting academic and business performance
Applicant's family name Applicant's given name Initials Peterson Jordan B
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Page 4 PROTECTED B WHEN COMPLETED Social Sciences and Humanities Conseil de recherches en Research Council of Canada sciences humaines du Canada Family name, Given name Peterson, Jordan Funded Research (cont'd)
Org. code Full name of funding organization Year awarded Total amount Social Sciences and Humanities Research Council of Canada (yyyy) (CAN$) 3010325 2005 $120,000
Role Applicant Completion status x Complete Project title Self-deception: assessment, modification and amelioration
Applicant's family name Applicant's given name Initials Peterson Jordan B Org. code Full name of funding organization Year awarded Total amount Natural Sciences and Engineering Research Council of (yyyy) (CAN$) 3010316 Canada 2004 $50,000
Role Applicant Completion status x Complete Project title Self Deception as failure to attend to messages of error
Applicant's family name Applicant's given name Initials Peterson Jordan B
Org. code Full name of funding organization Year awarded Total amount Social Sciences and Humanities Research Council of Canada (yyyy) (CAN$) 3010325 2003 $120,000 Role Applicant Completion status x Complete Project title Self-Deceptive Rigidity
Applicant's family name Applicant's given name Initials Peterson Jordan B
Org. code Full name of funding organization Year awarded Total amount Connaught Fund University of Toronto (yyyy) (CAN$) 1 1999 $30,000 Role Applicant Completion status x Complete Project title Neuropsych performance and prediction of academic achievement
Applicant's family name Applicant's given name Initials Peterson Jordan B
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Page 5 PROTECTED B WHEN COMPLETED RESEARCH CONTRIBUTIONS OVER THE LAST SIX YEARS 1.1. Refereed papers (all SSHRC supported) (24) 24. Xu, X., Plaks, J.E. & Peterson, J.B. (2016). From dispositions to goals to ideologies: a synthesis of personality & social psychological approaches to political orientation. Social & Personality Psychology Compass, 10, 267-280. 23. Zou, C., & Peterson, J. B. (2016). Quantifying the scientific output of new researchers using the zp-index. Scientometrics, 106, 1-16. 22. Schippers, M., Scheepers, A. & Peterson, J.B. (2016). A scalable goal-setting intervention closes both the gender and ethnic minority achievement gap. Palgrave Communications. doi:10.1057/palcomms.2015.14 21. Kaufman, S. B., Quilty, L. C., Grazioplene, R. G., Hirsh, J. B., Gray, J. R., Peterson, J. B., & DeYoung, C. G. (2016). Openness to Experience and Intellect differentially predict creative achievement in the arts and sciences. Journal of Personality, 84, 248–258. 20. Tritt, S.M., Peterson, J.B., Page-Gould, E & Inzlicht, M. (2016). Ideological reactivity: political conservatism & brain responsivity. Emotion, DOI 10.1037/emo0000150. 19. Xiaowen, X. & Peterson, J.B. (2015). Differences in media preference mediate the link between personality and political orientation. Political Psychology. DOI: 10.1111/pops.12307 18. Burton, C. M., Plaks, J. E., & Peterson, J. B. (2015). Why do conservatives report being happier than liberals? Journal of Social and Political Psychology, 3, 89-102. 17. DeYoung, C.G., Quilty, L.C., Peterson, J.B. & Gray, J.R. (2014). Openness to experience, intellect and cognitive ability. Journal of Personality Assessment, 96, 46-52. 16. Kaufman, S.B., Quilty, L.C., Grazioplene, R.G., Hirsh, J.B., Gray, J.R., Peterson, J.B. & 15. DeYoung, C.G. (2014). Openness to experience and intellect differentially predict creative achievement in the arts and sciences. Journal of Personality. 2014, DOI: 10.1111/jopy.12156. 14. Tritt, S.M., Inzlicht, M., Peterson, J.B. (2014). Confounding valence and arousal: what really underlies political orientation. Behavioral and Brain Sciences, 37, 330-331. 13. Tritt, S. M., Page-Gould, E., Peterson, J.B., & Inzlicht, M. (2014). System justification and psychophysiological responses to feedback. J Experimental Psychology (G), 143, 1004-10. 12. Tritt, S. M., Inzlicht, M., & Peterson, J. B. (2013). Preliminary support for an arousal model of political conservatism. PLOS ONE, 8, http://dx.doi.org/10.1371/journal.pone.0083333 11. Xu, X., Mar, R.A. & Peterson, J.B. (2013). Does cultural exposure explain the association between personality & political belief? Personality & Social Psychology Bull, 39, 1497-1517 10. DeYoung, C.G., Weisberg, Y.J., Quilty, L.C. & Peterson, J.B. (2013). Unifying the aspects of the Big Five, the interpersonal circumplex, and trait affiliation. J Personality, 81, 465-475. 9. Hirsh, J. B., Mar, R. A., & Peterson, J. B. (2013). Personal narratives as the highest level of cognitive integration. Behavioral and Brain Sciences, 36, 216-217. 8. Hirsh, J.B., Walberg, M.D. & Peterson, J.B. (2013). Spiritual liberals and religious conservatives. Social Psychological and Personality Science, 4, 14-20. 7. Hirsh, J.B., Mar, R.A. & Peterson, J.B. (2012). Psychological entropy: a framework for understanding uncertainty-related anxiety. Psychological Review, 119, 304-320. 6. DeYoung, C. G., Grazioplene, R. G., & Peterson, J. B. (2012). From madness to genius: The Openness/Intellect trait domain as a paradoxical simplex. J Research in Personality, 46, 63–78. 5. Djikic, M., Oatley, K. & Peterson, J.B. (2012). Serene Arts: Effect of personal unsettledness and of paintings’ narrative structure on personality. Empirical Studies of the Arts, 30, 183-193. 4. Peterson, J.B. (2011). Creative exploration and its illnesses. Canadian Journal of Psychiatry, 56, 129-131. Editorial as Guest Editor: Special edition of the Canadian Journal of Psychiatry. 3. Hirsh, J. B., Guindon, A., Morisano, D., & Peterson, J. B. (2010). Positive mood effects on delay discounting. Emotion, 10, 717-721. 2. Hirsh, J. B., DeYoung, C. G, Xu, X., & Peterson, J. B. (2010). Compassionate liberals and polite conservatives. Personality and Social Psychology Bulletin, 36, 655-664. 1. Morisano, D., Hirsh, J. B., Peterson, J. B., Shore, B., & Pihl, R. O. (2010). Setting, elaborating and reflecting on personal goals. J Applied Psychology, 95, 255-264. 1.2. Book Chapters 5. Peterson, J.B., Schippers, M.C. & Brophy, C. (2016). Onward to the future. Education Week. 4. Peterson, J.B., & Schippers, M. (2016) ‘Schrijf uw Toekomst’hoe kun je studenten (en anderen) beter maken? Profiel, XX, 6-9. 3. Peterson, J.B. (2016). Everyone should use it. TH&MA, 01-16. 2. Peterson, J.B. (2013). Three forms of meaning & management of complexity. In K. Markman, T. Proulx, & M. Linberg (Eds.). The Psychology of Meaning (pp. 17-48). Washington, DC: APA. 1. Peterson, J.B. (2012). The meaning of meaning. In Wong, P. et al. (Eds.). The Positive Psychology of Meaning and Spirituality (1st Edition). (Chapter 2). New York: Routledge. 1.3. Conference presentations (16) and posters (30) 16. Xu, X., Peterson, J. B., & Plaks, J. E. (2016, April). Orderliness and conservatism: Balsillie School of International Affairs, Waterloo, ON, Canada. 15. Brophy, C., & Peterson, J. (2016). Does the term ‘politically correct’ refer to anything real? From Minds to Movements: Balsillie School of International Affairs, Waterloo, ON, Canada. 14. Burton, C. & Peterson, J.B. (2016). The psychometric analysis of conservatism vs liberals. From Minds to Movements: Balsillie School of International Affairs, Waterloo, ON, Canada. 13. Swift, V. and Peterson, J.B. (2015, Sept). Tapping into Group Opinions. The British Psychological Society Developmental & Social Section Conference. 12 additional talks were presented 2010-2013. 30 posters were presented at scientific conferences between 2010-2016. 1.4. Invited Lectures (48). 48. Peterson, J.B. (2016, July). Hierarchies of values as determinants of world-revelation. 7th Biennial International Meaning Conference (INPM) (60 minutes, 50 participants). 47. Peterson, J.B. (2016, June). Morality and perception. Mensa Annual Conference. Toronto. (60 minutes, 50 participants). 46. Peterson, J.B. (2016, June). Why people differ: personality. University of Toronto Young Alumni Association (60 minutes, 200 participants). 45. Peterson, J.B. (2016, Mar). Mind Matters V: Altered States and Apocalyptic Vision. Buddhism and Psychology Student Union, University of Toronto (60 minutes, 500 participants). 44. Peterson, J.B. (2015, August). Narrative and goal setting. Colloquium, Rotterdam School of Management, Erasmus University, Rotterdam, the Netherlands (60 minutes, 20 participants). 43. Peterson, J.B. (2015, May). Symbols of reality. University of Toronto Alumni Association – Stress Free Degree. Toronto, Ontario (60 minutes, 100 participants). 42. Peterson, J.B. (2015, Mar). Mind Matters IV: Newton vs Darwin. Buddhism and Psychology Student Union, University of Toronto (60 minutes, 500 participants). 41. Peterson, J.B. & Vervaeke, J. (2015, Feb). The meaning of life. Buddhism and Psychology Student Union public discussion. (90 minutes, 600 participants). 40. Peterson, J.B. (2014, Mar). Medication harsh and bitter. Colloquium, University of Ottawa Department of Psychology (60 min, 50 participants). 39. Peterson, J.B. (2014, Mar). Mind Matters IV: Newton vs Darwin. Buddhism and Psychology Student Union, University of Toronto (60 minutes, 200 participants). 38. Peterson, J.B. (2014, June). Self authoring the past, present and future. Conference Board of Canada: Workplace Wellness and Mental Health. (60 minutes; 150 participants) 37. Peterson, J.B. (2014, July). The productivity of war – our thirst for atrocity. Stratford Festival (60 min; 150 participants) 36. Peterson, J.B. (2014, Sept). Messaging a response to global environmental change challenges. The Science and Technology Alliance for Global Sustainability: The Future Earth Forum. New York, NY (20 min, 50 participants) 35. Peterson, J.B. (2014, Oct). The world as forum for action vs place of things. UT Interdisciplinary Symposium on the Mind: (60 minutes; 300 participants) 34. Peterson, J.B. (2014, Oct). Aim and motivation. Rotterdam School of Management colloquium, Rotterdam, Netherlands (60 min, 15 participants). 21 other invited lectures were presented between 2010-2014 to audiences totaling 5500 people. 2. Other research contributions I have essentially finished a book on psychological matters (12 of the most important things everyone should know) for Penguin Random House Canada (pub date 2017). I helped write Canada’s contribution to the UN Secretary General’s 2012 High Level Panel Report on Global Sustainability. I was the only psychologist on Canada’s contingent for that panel, and worked extensively on the underlying narrative of the report. A short battery of problem-solving and unfakeable personality tests derived from my lab work is being used by a number of corporations. One of these, The Founder Institute (fi.co) is the largest early-stage technology company incubator in the world. The screening process has been featured in many media outlets, including The NY Times, CNN and Forbes. Fi.co is operating entrepreneurial training programs across six continents, in 60 countries, and in 135 cities, including many in the developing world. Since 2011, it has produced more than 2000 companies, employing 15000 people, with a portfolio value of $12 billion. They have used my tests (in eight languages) to screen more than twenty thousand applicants for their training program, which helps new entrepreneurs formalize their business plans, set up their operations, and obtain initial funding. 3. Most significant career research contributions 3.1. Personality measurement, modeling and prediction: My students and I developed the Big Five Aspect Scale, a very widely measure of what have come to be known as the ten aspects of the Big Five Personality traits (600 citations). These are increasingly regarded as cardinal personality attributes, with a large literature attesting to the utility of such high-resolution measure of personality. We have also published work helping confirm the existence of two higher-order personality traits, and have linked them to other well-established personality constructs. We published a three-study paper detailing the ability of a prefrontal executive function battery to predict academic and business achievement over and above IQ and trait personality (r = .57) for workplace performance, uncorrected for attenuation and reliability). We recently expanded our work on prediction using Big Five models to political behavior, and have established a strong relationship between conservatism and the Orderliness aspect of Big Five Conscientiousness, a finding which is helping us understand the potential biological basis of political thinking (as orderliness is associated with disgust sensitivity), as well as opening up new avenues of understanding for the motivation behind right and left wing political authoritarianism. 3.2. Creativity: my lab’s work on creativity has helped establish our current understanding of the biological basis of openness, and has provided the academic community with a novel and now widely used measure: The Creative Achievement Questionnaire (400 citations), as well as detailing the relationship between creativity and a fundamental biological property, latent inhibition (500 citations). 3.3. Performance Enhancement: My colleagues and I created the online SelfAuthoring Suite (selfauthoring.com), a series of three programs designed to help students write about their past, present and future. We demonstrated that three student populations numbering now more than four thousand participants that those who complete the Future Authoring program (one of the three SelfAuthoring Suite programs) show pronounced decreases in their drop-out rate (>25%) and improved academic performance. The first publication detailing that research now has approximately 125 citations. Thousands of individual users have, in addition, accessed the programs online. We have almost a dozen high schools and more than 1200 students in three countries lined up to start using a version of the program designed for younger people in 2017. Research detailing this work won an award for best symposium in 2015 at the American Association for Management. 3.4. Religion and Belief: My 1999 book, Maps of Meaning (200 citations), and associated papers are based on the idea that belief systems regulate emotion and motivation. A related paper, documenting the relationship between belief systems, anxiety and entropy, was published in Psych Review in 2012 and has garnered almost 200 citations. The book continues in print, and spawned a TV show with TVO and many associated public lectures. Lectures associated with Maps of Meaning and my University of Toronto Personality course have now had more than a million and a quarter views on my YouTube channel, Jordan Peterson Videos, which is one of the most-watched online sources for such information. 3.5. Alcoholism, Aggression and Drug Abuse: early in my career I published many papers on susceptibility to alcoholism, demonstrating that nonalcoholic males with extensive family histories of alcoholism were characterized by accelerated heart rate during intoxication, and that this was linked to the experience of incentive reward. Such HR increase has also been linked to gambling. This work has helped researchers focus on the motivational causes and underlying neuropsychopharmacological processes, focusing on opiate systems. 5. Contributions to training: Since 2010, I have supervised nine graduate students. One of those is currently working with me as a post-doc. Two others are current Ph.D. students. One is enrolled in the first year of the Master’s program. During that time, five of these students completed their Ph.D. theses (three this year), and four others completed their Master’s theses (the remaining five others either entered my supervision after their Masters or completed that degree before 2010). The most senior of the Ph.D’s is currently an Assistant Professor at the Rotman School of Management at the University of Toronto. The second is a post-doc, who won a prestigious award for her first academic paper. The third is a lecturer in the Department of Psychology at the U of T. The fourth has taken a position as a clinician in private practice. The final Ph.D. is currently in the job market for an academic position. I give preference to my graduate students with regards to first authorship, allow them (encourage them) to develop a programmatic line of research in an area of their interest, and make developing their careers a top priority. During that time, there have been at least fifty undergraduate research assistants and work-study students employed in my lab, as well. The top RA’s often end up with a publication or at least a conference poster presentation. Many have gone on to graduate school.