Teachers' implicit personality theories about the gifted: An experimental approach.

2013 ◽  
Vol 28 (1) ◽  
pp. 37-46 ◽  
Author(s):  
Tanja Gabriele Baudson ◽  
Franzis Preckel
Keyword(s):  
Experimental Approach ◽  
Implicit Personality ◽  
Personality Theories

scholarly journals Effects of student physical attractiveness

2005 ◽  
Vol 37 (1) ◽  
pp. 148-174 ◽  
Author(s):  
Stevan Krnjajic
Keyword(s):  
Academic Achievement ◽  
Physical Attractiveness ◽  
Peer Acceptance ◽  
Interpersonal Perception ◽  
Social Stereotypes ◽  
First Impression ◽  
Teachers And Students ◽  
Implicit Personality ◽  
Personality Theories ◽  
Physically Attractive

Implicit personality theories suggest that people draw conclusions about other persons by using a relatively small number of visible features. The formation of "the first impression" is influenced by the factors, such as sex, age, appearances, race or nationality. Frequently, conclusions based on those factors lead to developing social stereotypes. Attractiveness is a good example of "the first impression" effect, because physical attractiveness entails the creation of impression about another person along a relatively great number of dimensions. Experimental paradigm, introduced in the sphere of interpersonal perception around the mid-20th century, led to a relatively great number of studies on stereotype based on physical attractiveness. One of the most often quoted conclusions of studies on physical attractiveness is summarized by the idiom "what is beautiful is good". For example, socially desirable personality traits (responsibility kindness, energy quality, modesty), more successful private and professional life, are all attributed to physically attractive persons. In addition physical attractiveness is coupled with positive expectations, peer acceptance, academic achievement etc. On the basis of studies on the "what is beautiful is good" stereotype, we have situated our analysis within the domain of roles regulating social interaction between teachers and students i.e. effects of physical attractiveness on teacher expectations, peer acceptance and academic achievement.

Implicit Theories of Masculinity and Femininity: Dualistic or Bipolar?

1979 ◽  
Vol 3 (3) ◽  
pp. 259-269 ◽  
Author(s):  
H. Clayton Foushee ◽  
Robert L. Helmreich ◽  
Janet T. Spence
Keyword(s):  
College Students ◽  
Implicit Theories ◽  
Negative Relationship ◽  
Personal Attributes ◽  
Masculinity And Femininity ◽  
Implicit Personality ◽  
Personality Theories ◽  
Personal Attributes Questionnaire

The present study addressed the question of whether persons' implicit personality theories include the notion that the possession of masculine and feminine characteristics tend to preclude each other so that the two clusters of attributes are perceived to be negatively correlated. Subjects (college students) were given one of four basic descriptions of a group of men or women. These descriptions specified the presence or absence of “masculine” or “feminine” attributes as defined by the Personal Attributes Questionnaire (PAQ). Subjects given descriptions specifying the presence or absence of “masculine” characteristics were asked the extent to which they could make inferences about the presence or absence of “feminine” characteristics. An analogous procedure was implemented for the descriptions specifying the presence or absence of “feminine” characteristics. The results confirm the hypothesis that individuals tend to perceive a negative relationship between masculinity and femininity in others.

Relations among children's social goals, implicit personality theories, and responses to social failure.

1997 ◽  
Vol 33 (2) ◽  
pp. 263-272 ◽  
Author(s):  
Cynthia A. Erdley ◽  
Catherine C. Loomis ◽  
Kathleen M. Cain ◽  
Frances Dumas-Hines
Keyword(s):  
Social Goals ◽  
Implicit Personality ◽  
Personality Theories

scholarly journals TRAIT INTERRELATIONS IN IMPLICIT PERSONALITY THEORIES AND QUESTIONNAIRE DATA1

1972 ◽  
Vol 1972 (1) ◽  
pp. i-38
Author(s):  
Lawrence J. Stricker ◽  
Paul I. Jacobs ◽  
Nathan Kogan
Keyword(s):  
Implicit Personality ◽  
Personality Theories

A Classroom Exercise in Impression Formation

1987 ◽  
Vol 14 (3) ◽  
pp. 169-170 ◽  
Author(s):  
Joy L. Berrenberg
Keyword(s):  
Impression Formation ◽  
First Impressions ◽  
Formation Processes ◽  
Classroom Exercise ◽  
Implicit Personality ◽  
Personality Theories

This classroom exercise provides students with an opportunity to examine aspects of their own impression-formation processes. The data generated can be used to stimulate discussion about the origins of implicit personality theories, person prototypes, and the accuracy of first impressions.

An Exercise for Explicating and Critiquing Students’ Implicit Personality Theories

1994 ◽  
Vol 21 (3) ◽  
pp. 174-177 ◽  
Author(s):  
Dana D. Anderson ◽  
Paul Rosenfeld ◽  
Lori Cruikshank
Keyword(s):  
Active Learning ◽  
Theory Construction ◽  
Recent Growth ◽  
Implicit Personality ◽  
Personality Theories ◽  
Formal Theories ◽  
As If

Despite, its recent growth, implicit psychology is largely excluded from undergraduate personality textbooks. Students’ preconceptions about personality likely bias their evaluation of formal personality theories and are generally ignored by personality instructors. We present an exercise that requires students to critique their preconceived beliefs about personality as if these beliefs constituted formal personality theories. Students rated the assignment as difficult but though-provoking and valuable for the insight it gave them into the formal theories and their own beliefs. The exercise engenders active learning by involving students directly in the difficulties of theory construction. Students probably relate the more formal theories they learn to the existing framework of their own theories. This self-referencing should enhance memory of formal theories.

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