scholarly journals Some Fundamental Principles of Living Systems’ Functioning and Their Impact on Human Psychological Systems

Systems ◽  
2021 ◽  
Vol 9 (2) ◽  
pp. 24
Author(s):  
Pavel Brazhnikov
Keyword(s):  
Learning Styles ◽  
Fibonacci Sequence ◽  
Living System ◽  
Living Systems ◽  
Big Five Personality ◽  
Information Analysis ◽  
Myers Briggs Type Indicator ◽  
Resource Base ◽  
Type Indicator ◽  
Personality Models

This theoretical article provides a brief description of the model of living systems’ functioning by defining them as self-reproducing information or as self-reproduction of resource flows patterns. It reviews the living systems growth limitation between their development cycles by the Fibonacci sequence. Besides, there are presented systems resource base criteria, necessary for accumulating the resources and their investment. The article also considers the conditions for the formation of various systems strategies. Then we reviewed the principles of elemental analysis of information by a person as a living system according to the considered model. The study also shows the possibility of forming priorities in analyzing information for 16 combinations as maximum. At that, it remains crucial to divide a human’s information analysis between the two hemispheres of the brain. The described combinations of priorities in a person’s information analysis are compared with the existing differential personality models, such as the big five personality traits, the Myers–Briggs type indicator, temperaments model and Honey and Mumford Learning styles.

Relationships between Myers-Briggs Type Indicator Measure of Psychological Type and Neo Measure of Big Five Personality Factors in Polish University Students: A Preliminary Cross-Cultural Comparison

2008 ◽  
Vol 103 (2) ◽  
pp. 588-590 ◽  
Author(s):  
Jerome J. Tobacyk ◽  
Mary M. Livingston ◽  
James E. Robbins
Keyword(s):  
University Students ◽  
Big Five ◽  
English Language ◽  
Psychological Type ◽  
Personality Factors ◽  
Big Five Personality ◽  
Myers Briggs Type Indicator ◽  
Type Indicator ◽  
Myers Briggs ◽  
Big Five Personality Factors

English-language versions of the Myers-Briggs Type Indicator (Form G) measure of psychological type and the NEO-FFI measure of the Big Five personality factors were completed by 57 Polish university students fluent in the English language. The pattern of correlations between MBTI and NEO-FFI scales for the Polish sample was compared to the pattern of correlations for measures of these same constructs reported for Americans. Four of the five significant relationships between MBTI and NEO-FFI scales reported in the American sample were also recorded in the Polish sample: MBTI Extraversion-Introversion with NEO Extraversion, MBTI Sensing-Intuition and MBTI Judging-Perceiving with NEO-Openness, and MBTI Judging-Perceiving with NEO Conscientiousness. Pending replication with a larger, more representative sample, this preliminary study supports the validity of psychological type in Polish society.

scholarly journals Teachers are from Heaven, Students are from Hell — True or False?

2003 ◽  
Vol 17 (6) ◽  
pp. 417-422
Author(s):  
Luiz Fernando Capretz
Keyword(s):  
Learning Styles ◽  
Teaching And Learning ◽  
Psychological Theory ◽  
Learning Approaches ◽  
Myers Briggs Type Indicator ◽  
Approach To Learning ◽  
University Teachers ◽  
Class Differences ◽  
Type Indicator ◽  
Approach To Teaching

Researchers have long tried to relate personality types to teaching and learning styles. It is believed that the psychological theory behind the Myers–Briggs Type Indicator (MBTI) can help university teachers to accept variety in teaching and learning approaches. This paper makes some assertions about the personality traits of academics and students. These traits can create harmony or discord for individual students, depending on whether their approach to learning matches the teacher's approach to teaching. Although some teaching strategies can be useful for a whole class, differences among students make it necessary to diversify those strategies.

The Search for Innovation Styles

2010 ◽  
Author(s):  
Anthony A. Nix ◽  
Robert B. Stone
Keyword(s):  
Learning Styles ◽  
Product Design ◽  
Personality Types ◽  
Team Dynamics ◽  
Innovative Product ◽  
Myers Briggs Type Indicator ◽  
Design Environment ◽  
Type Indicator ◽  
Myers Briggs ◽  
The Way

The Myers-Briggs Type Indicator test is known to be a quick and easy way to build good team dynamics. However the workplace is not always built around four person teams that you can easily change based on individual personalities. Research has shown that the various MBTI personalities associate with different learning styles. This gives reason to believe that different individual designers may synthesize data and conceptualize ideas differently in a design environment. If this is true, designers may need a customizable environment or they may need to explore different ways to achieve their potential. This paper examines how individuals with different MBTI personality types take in and view information during the conceptualization stages of product design and whether the way information is inputed is vital to an innovative product design.

scholarly journals Student Learning Styles And Performance In An Introductory Finance Class

2014 ◽  
Vol 7 (3) ◽  
pp. 183-190
Author(s):  
Daniel Alan Seiver ◽  
Kamal Haddad ◽  
Andrew Do
Keyword(s):  
Learning Styles ◽  
Student Performance ◽  
Personality Types ◽  
Academic Disciplines ◽  
College Courses ◽  
Myers Briggs Type Indicator ◽  
Course Performance ◽  
Type Indicator ◽  
And Performance ◽  
The Impact

Many academic disciplines have examined the role that variation in Jungian personality types plays in the academic performance of college students. Different personality types tend to have different learning styles, which in turn influence student performance in a variety of college courses. To measure the impact of learning styles on student performance in the introductory finance course, we administered an online Myers-Briggs Type Indicator (MBTI) test to students and then used regression analysis to measure the effects of different learning styles on course performance. We found several significant effects, which have implications for the teaching of introductory finance.

Learning Style and Personality Type

1992 ◽  
Vol 75 (1) ◽  
pp. 99-104 ◽  
Author(s):  
Robert J. Drummond ◽  
Ann H. Stoddard
Keyword(s):  
Learning Styles ◽  
Construct Validity ◽  
Learning Style ◽  
Undergraduate Students ◽  
Personality Type ◽  
Myers Briggs Type Indicator ◽  
Gregorc Style Delineator ◽  
Type Indicator ◽  
Myers Briggs

To investigate the relations between the Myers-Briggs Type Indicator and the Gregorc Style Delineator and to examine the construct validity of the Style Delineator, 41 undergraduate students preparing to be teachers were given both tests. Observed differences in learning styles by personality type partially support the construct validity of the Style Delineator. Judging individuals ( n = 25) tended to perceive themselves as concrete sequential thinkers as opposed to perceptive individuals ( n = 16) who thought of themselves as concrete random thinkers. Feeling types ( n = 29) tended to prefer random modes of thinking.

Assessing the dream-lag effect among participants with different intuition score measured by the Myers–Briggs Type Indicator.

Dreaming ◽  
2020 ◽  
Vol 30 (3) ◽  
pp. 267-277
Author(s):  
Jiaxi Wang ◽  
Xiaoling Feng ◽  
Ting Bin ◽  
Huiying Ma ◽  
Heyong Shen
Keyword(s):  
Myers Briggs Type Indicator ◽  
Type Indicator ◽  
Lag Effect ◽  
Myers Briggs

Campus Social Climate Correlates of Environmental Type Dimensions

NASPA Journal ◽  
2004 ◽  
Vol 41 (4) ◽  
Author(s):  
Daniel W. Salter ◽  
Reynol Junco ◽  
Summer D. Irvin
Keyword(s):  
Work Environment ◽  
Personal Growth ◽  
Type Theory ◽  
General Purpose ◽  
Myers Briggs Type Indicator ◽  
Environment Scale ◽  
Type Indicator ◽  
Group Environment ◽  
System Maintenance ◽  
Environment Type

To address the ability of the Salter Environment Type Assessment (SETA) to measure different kinds of campus environments, data from three studies of the SETA with the Work Environment Scale, Group Environment Scale, and University Residence Environment Scale were reexamined (n = 534). Relationship dimension scales were very consistent with extraversion and feeling from environmental type theory. System maintenance and systems change scales were associated with judging and perception on the SETA, respectively. Results from the SETA and personal growth dimension scales were mixed. Based on this analysis, the SETA may serve as a general purpose environmental assessment for use with the Myers-Briggs Type Indicator.

Validity of a Measure of Critical Thinking Skills

1987 ◽  
Vol 60 (3_part_2) ◽  
pp. 1223-1230
Author(s):  
Bruce Thompson ◽  
Janet G. Melancon
Keyword(s):  
Critical Thinking ◽  
Construct Validity ◽  
Item Difficulty ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Myers Briggs Type Indicator ◽  
Embedded Figures Test ◽  
Type Indicator ◽  
Embedded Figures ◽  
Myers Briggs

Based on data from 343 subjects, results suggest that Thompson's Test of Critical Thinking Skills has reasonable item difficulty and discrimination coefficients and appears to be valid. Construct validity was investigated by administering the Myers-Briggs Type Indicator and the Group Embedded Figures Test. Although conclusions must be considered tentative pending additional study, the results warrant continued inquiry regarding the measure's value.

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