170,463 research outputs found
Temperament and Character Inventory (TCI)
No full textThe Temperament and Character Inventory (TCI) is an instrument for personality assessment that was developed by C. Robert Cloninger to provide a comprehensive biopsychosocial model of personality as it develops within individuals (Cloninger, Svrakic & Przybeck, 1993). It deconstructs personality into seven dimensions that vary widely in the general population, rather than focusing only on pathology or abnormal traits (Cloninger, 2004). Nevertheless, it was designed to be equally applicable to clinical populations without being stigmatizing or pathologizing. The TCI is based on a biopsychosocial model of complex interactions among genetic, psychological, social, cultural, and spiritual constructs, rather than assuming that personality can be decomposed into independent dimensions (Cloninger & Cloninger, 2011; Cloninger & Garcia, 2015)
Interview With Professor C. Robert Cloninger
No full textOn March 26, 2019, at the 12th Geneva Conference on Personality-centered Medicine, I had the opportunity to interview Professor Cloninger – a contemporary theoretician of the personality, creator of the psychobiological theory of personal structure, Professor of Psychiatry, Psychology and Genetics at Wallace Renard, Director of the Center for Social Care at the University of Washington and beyond his many contributions, he is a very warm, positive and spiritual person
Testing a model for the genetic structure of personality: A comparison of the personality systems of Cloninger and Eysenck
No full textGenetic analysis of data from 2,680 adult Australian twin pairs demonstrated significant genetic contributions to variation in scores on the Harm Avoidance, Novelty Seeking, and Reward Depen-dence scales of Cloninger's Tridimensional Personality Questionnaire (TPQ), accounting for be-tween 54 % and 61 % of the stable variation in these traits. Multivariate genetic triangular decompo-sition models were fitted to determine the extent to which the TPQ assesses the same dimensions of heritable variation as the revised Eysenck Personality Questionnaire. These analyses demonstrated that the personality systems of Eysenck and Cloninger are not simply alternative descriptions of the same dimensions of personality, but rather each provide incomplete descriptions of the structure of heritable personality differences. Much research has been published on the factorial structure of personality, and many theories of personality structure have been propounded (e.g., Eysenck & Eysenck, 1969, 1976; Gray, 1982; McCrae & Costa, 1989; Tellegen, 1985). Much of this work has used samples of unrelated individuals. However, a growing body of data indicates an important contribution of genetic factors to personality differences (Eaves, Eysenck, & Martin, 1989; Loehlin, 1992). Support for the role of genetic factors comes from studies using a variety of personality assess-ments, including studies of separated twins (Bouchard, Lykken
The psychobiological model of personality and its association with student approaches to learning : Integrating temperament and character
No full textThis document is the authors’ version of the final accepted manuscript published in 2020 by Scandinavian Journal of Educational Research.
https://www.tandfonline.com/doi/full/10.1080/00313831.2020.1739137Correspondence concerning this article should be addressed to Prof. Paulo Moreira, Instituto de Psicologia e de Ciências da Educação, Universidade Lusíada, Rua de Moçambique 21 e 71, Porto 4100-348, Portugal. Email: [email protected] results from the complex interactions among multiple learning and memory systems. There is a need to examine the personality-learning association using a personality model that captures this complexity: Cloninger’s psychobiological model. The study addresses this need using a person-centered approach. In total, 686 adolescents completed the Junior Temperament and Character Inventory (JTCI) and a measure of approaches to learning. Students with a ‘steady’ temperament showed a preference for the deep approach. Students with high character coherence also had this preference. A temperament profile-by-character profile interaction was crucial for understanding students’ preferred approach to learning. These findings imply that adaptive learning approaches result from an integration of major systems of learning and memory, as measured by the Temperament and Character Inventory
Self-Directedness
No full textSelf-directedness (self-concept) is one of the three aspects of human character in Cloninger’s biopsychosociospiritual model of personality (Cloninger, Svrakic & Przybeck, 1993). This character trait involves a person’s sense of responsibility, hopeful purpose, self-acceptance, self-actualization, and resourcefulness (Cloninger, 2004)
Cooperativeness
No full textCooperativeness (concept of relations with others) is one of the three aspects of human character in Cloninger’s biopsychosociospiritual model of personality (Cloninger, Svrakic & Przybeck, 1993). This character trait is a measure of how well people get along with others, that is, tolerance, helpfulness, empathy, compassion, and social principles (Cloninger, 2004)
Individual differences in personality traits reflect structural variance in specific brain regions.
No full textPersonality dimensions such as novelty seeking (NS), harm avoidance (HA), reward dependence (RD) and persistence (PER) are said to be heritable, stable across time and dependent on genetic and neurobiological factors. Recently a better understanding of the relationship between personality traits and brain structures/systems has become possible due to advances in neuroimaging techniques. This Magnetic Resonance Imaging (MRI) study investigated if individual differences in these personality traits reflected structural variance in specific brain regions. A large sample of eighty five young adult participants completed the Three-dimensional Personality Questionnaire (TPQ) and had their brain imaged with MRI. A voxel-based correlation analysis was carried out between individuals' personality trait scores and grey matter volume values extracted from 3D brain scans. NS correlated positively with grey matter volume in frontal and posterior cingulate regions. HA showed a negative correlation with grey matter volume in orbito-frontal, occipital and parietal structures. RD was negatively correlated with grey matter volume in the caudate nucleus and in the rectal frontal gyrus. PER showed a positive correlation with grey matter volume in the precuneus, paracentral lobule and parahippocampal gyrus. These results indicate that individual differences in the main personality dimensions of NS, HA, RD and PER, may reflect structural variance in specific brain areas
- …
