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Intelligence and Personality: Bridging the Gap in Theory and Measurement Intelligence and Personality Bridging the Gap in Theory and Measurement Intelligence and Personality Bridging the Gap in Theory and Measurement Edited by Janet M.Collis University of Plymouth Samuel Messick Educational Testing Service LAWRENCE ERLBAUM ASSOCIATES, PUBLISHERS Mahwah, New Jersey London This edition published in the Taylor & Francis e-Library, 2008. “To purchase your own copy of this or any of Taylor & Francis or Routledge’s collection of thousands of eBooks please go to http://www.ebookstore.tandf.co.uk/.” The final camera copy for this work was prepared by the editors and therefore the publisher takes no responsibility for consistency or correctness of typographical style. However, this arrangement helps to make publication of this kind of scholarship possible. Copyright © 2001 by Lawrence Erlbaum Associates, Inc. All rights reserved. No part of the book may be reproduced in any form, by photostat, microform, retrieval system, or any other means, without the prior written permission of the publisher. Lawrence Erlbaum Associates, Inc., Publishers 10 Industrial Avenue Mahwah, New Jersey 07430 Cover design by Kathryn Houghtaling Lacey Library of Congress Cataloging-in-Publication Data Intelligence and personality : bridging the gap in theory and measurement/edited by Janet M.Collis, Samuel Messick. p. cm. Includes bibliographical references and index. ISBN 0-8058-3166-5 (alk. paper) 1. Personality and intelligence—Congresses. I. Collis, Janet M. II. Messick, Samuel. BF698.9.I6 I55 2001 153.9—dc21 99–058492 ISBN 1-4106-0441-1 Master e-book ISBN CONTRIBUTORS John W.Berry Paul Kline Queen’s University University of Exeter, Devon, UK Ontario, Canada David F.Lohman Peter Borkenau The University of Iowa, USA Martin Luther University Halle-Wittenberg, Germany Samuel Messick Educational Testing Service, USA Lyn Corno Teachers College David N.Perkins Columbia University, USA Harvard University, USA Noel Entwistle Lawrence A.Peryin University of Edinburgh, UK Rutgers University, USA Adrian Furnham Anna Piotrowska University College University of Warsaw, Poland London, UK Bernd Schaal Peter Gollwitzer University of Konstanz, Germany University of Konstanz, Germany Ulrich Schiefele Jan-Eric Gustafsson University of Bielefeld, Germany University of Göteborg, Sweden Robert J.Sternberg Jopp Hettema Yale University, USA Tilburg University, Jan Strelau The Netherlands University of Warsaw, Poland Willem K.B.Hofstee Shari Tishman University of Groningen, Harvard University, USA The Netherlands Bogdan Zawadzki Sidney H.Irvine University of Warsaw, Poland University of Plymouth, UK Moshe Zeidner Arthur R.Jensen University of Haifa, Israel University of California, USA CONTENTS List of Contributors v Preface xi Janet M.Collis PART I: INTELLIGENCE IN RELATION TO TEMPERAMENT AND CHARACTER Chapter 1 3 Spearman’s Hypothesis Arthur R.Jensen Chapter 2 27 On the Hierarchical Structure of Ability and Personality Jan-Eric Gustafsson Chapter 3 45 Intelligence and Personality: Do They Mix? Willem K.B.Hofstee Chapter 4 61 Temperament and Intelligence: A Psychometric Approach to the Links Between Both Phenomena Jan Strelau, Bogdan Zawadzki, and Anna Piotrowska Chapter 5 79 Issues in the Definition and Measurement of Abilities David F.Lohman 101 Chapter 6 Issues in the Measurement of Temperament and Character Peter Borkenau Chapter 7 115 Ability and Temperament Paul Kline vii viii CONTENTS PART II: INTELLIGENCE AND CONATION Chapter 8 123 Conative Individual Differences in Learning Lyn Corno for R.E.Snow Chapter 9 143 How Goals and Plans Affect Action Peter M.Gollwitzer and Bernd Schaal Chapter 10 167 The Role of Interest in Motivation and Learning Ulrich Schiefele Chapter 11 201 Challenges and Directions for Intelligence and Conation: Integration Moshe Zeidner PART III: INTELLIGENCE AND STYLE Chapter 12 221 Learning Styles and Cognitive Processes in Constructing Understanding at the University Noel Entwistle Chapter 13 237 Dispositional Aspects of Intelligence David N.Perkins and Shari Tishman Chapter 14 263 Style in the Organization and Defense of Cognition Samuel Messick Chapter 15 277 Self-Concept and Status as Determinants of Cognitive Style Sidney H.Irvine Chapter 16 295 Test-Taking Style, Personality Traits, and Psychometric Validity Adrian Furnham CONTENTS ix PART IV: INTELLIGENCE AND PERSONALITY IN CONTEXT Chapter 17 315 Persons in Context: Defining the Issues, Units, and Processes Lawrence A.Pervin Chapter 18 327 Contextual Studies of Cognitive Adaptation John W.Berry Chapter 19 343 Personality in Context, Control, and Intelligence Joop Hettema Chapter 20 355 Successful Intelligence: Understanding What Spearman Had Rather Than What He Studied Robert J.Sternberg Author Index 383 Subject Index 395 PREFACE Janet M.Collis This volume emanates from the second in a series of symposia entitled the Spearman Seminars. The idea was conceived by Sidney Irvine in 1993, when the first Spearman Seminar took place in Plymouth, England, and gave rise to the book Human Abilities: Their Nature and Measurement. The contributors were some of the most outstanding researchers in the field of ability measurement and several of them were invited to return to Plymouth in 1997 to contribute to the next seminar and to the production of this book. The theme for the second meeting was deliberately chosen to broaden into issues of personality as well as ability, but more important to attempt to bridge the historical divide between these two domains. Leading contributors from Europe, North America, and the Middle East have attempted to address these issues, and the result is a remarkable collection of work that embraces the interfaces of intelligence and personality: style, structure, process, and context. PART I: INTELLIGENCE IN RELATION TO TEMPERAMENT AND CHARACTER In the opening chapter, Jensen commends the importance of a dual approach to the study of intelligence; both psychometric and factor analytic approaches (which emphasize individual differences) and experimental approaches (which stress common designs, features, and functions of the brain) are crucial to the understanding of intelligence. He discusses what he terms Spearman’s hypothesis—an observation made by Spearman that the size of group differences between White and Black subjects on different tests is a function of the g loading of each test. Jensen reports several tests of Spearman’s hypothesis by exploring the relationship between g loadings and standardized White-Black differences, resulting in significant correlations that are not diminished when controlling for socioeconomic status and that appear in both standard psychometric tests and elementary cognitive tests. Gustafsson provides a comprehensive discussion of several hierarchical models of cognition and personality with their accompanying theories, examining in particular bottom-up xi xii Preface and top-down approaches. Alternative views on the existence or otherwise of a general factor tends to influence the support of a particular hierarchical model. Through application of confirmatory factor analysis to a classical study (Holzinger & Swineford, 1939), Gustafsson showed that this approach is most appropriate for research on hierarchical models. The discussion is extended to include the relationship between ability and personality, where evidence of overlap between the two domains suggests that hierarchical models of ability may benefit from the examination of the variance attributed to personality factors. The debate on hierarchical approaches is continued by Hofstee, who gives an interesting account of attempts to assess maximal personality and typical intelligence but concludes that the concepts are problematic for a variety of reasons. A more promising outcome might be achieved by blending personality and stylistic intellect. To that end, Hofstee introduces a hierarchical model, with a new notion of personality (the p-factor) as a parallel to the established g- concept. He shows that the p-factor encompasses stylistic intellect and other personality factors and may well represent Competence or Coping. Identification of five hierarchical levels yields several patterns of stylistic intellect, and Hofstee emphasizes the usefulness of setting stylistic intellect within the context of personality rather than within the domain of maximal intelligence tests. Strelau, Zawadski, and Piotrowska examine the relationship between various measures of intelligence and temperament by paying particular attention to temperamental characteristics related to arousal. They conclude that a psychometric exploration of these links shows that not all intellectual characteristics are related to temperament. The relationship between fluid intelligence and temperament may be a function of developmental stages because the roles of fluid and crystallized intelligence are dependent on life stages. Strelau, et al. also consider that the strength of the relationship between emotionality and intelligence may be affected by the perceived stressfulness of the intelligence tasks given. Finally, the finding that crystallized intelligence is related to a temperament factor labeled sensitivity to environment reinforces Strelau et al.’s proposal that temperament may affect the interaction between genetically determined intelligence potential and the environment, thereby influencing the development of crystallized intelligence. Lohman compares and contrasts the approaches associated with differential and experimental psychology and emphasizes that both approaches make valuable
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