Tomas Chamorro-Premuzic
Goldsmiths, University of London
Adrian Furnham
University College London
Contents
Preface xi
Overview: Predicting Future Achievement 1
Personality Traits 3
2.1 History of Personality Traits 4
2.2 Personality Traits and States 7
2.3 Eysenck's Gigantic Three and the Biological Basis
of Personality Traits 9
2.4 Cattell's 16PF and the Lexical Hypothesis 15
2.5 The Five Factor Model (Big Five) 16
2.6 Summary and Conclusions 23
Intellectual Ability 24
3.1 History of Intelligence Testing 25
3.2 Psychometric Intelligence and the Notion of g 28
3.3 Cattell's Theory of Fluid and Crystallized Intelligence 29
3.4 Genetic Versus Environmental Causes of Intelligence 31
3.5 Piaget and the Developmental Theory of Cognitive Ability 33
3.6 Debate: g Versus Multiple Abilities 34
3.7 Other Approaches: Emotional, Social, and Practical
Intelligence 37
3.8 Summary and Conclusions 40
The Personality-Intelligence Interface 42
4.1 Arousability Theory and the Biological Basis of Personality
and Intelligence 43
4.2 Top-Down Approaches 46
4.3 Personality and IQ Test Performance 48
4.4 Neuroticism and Test Anxiety 49
4.5 Extraversion and Test-Taking Style (Speed vs. Accuracy) 54
4.6 Investment Theories 56
4.7 Openness to Experience (Need for Cognition) 56
4.8 Typical Intellectual Engagement (TIE) 62
4.9 Agreeableness, Modesty, and Test-Taking Attitudes 63
4.10 Conscientiousness (Need for Achievement) 65
4.11 Summary and Conclusions 66
Personality and Intelligence as Predictors of Academic 68
and Work Performance
5.1 Psychometric Intelligence and the Prediction of AP 70
5.2 Personality Traits and the Prediction of AP 72
5.3 The Gigantic Three and AP 73
5.4 Neuroticism, Worry, and Exam Stress 74
5.5 Extraversion and Study Habits 77
5.5 Psychoticism and Poor AP 79
5.6 Openness and AP 80
5.7 Agreeableness and AP 81
5.8 Conscientiousness and AP 83
5.9 Current Directions on Personality Traits and AP 84
5.10 Success in the Workplace 85
5.11 Evidence Versus Belief 87
5.12 Personality Traits and WP 88
5.13 Summary and Conclusions 92
6 Self-Concepts and Subjectively Assessed Intelligence (SAI) 93
6.1 Intelligence From a Lay Perspective 96
6.2 History of Lay Conceptions of Intelligence Research 98
6.3 Sternberg's Research on Lay Conceptions of
Intelligence 101
6.4 Gender Differences in SAI 103
6.5 Estimating Relatives' Scores 107
6.6 Culture Differences in Estimated Intelligence 110
6.7 Estimates of Other and Multiple Intelligences 112
6.8 Correlations Between Self-Estimated and Psychometrically
Measured IQ 114
6.9 SAI and AP 117
6.10 SAI and Personality Traits 119
6.11 Summary and Conclusions 120
7 Individual Differences and Real-Life Outcomes 123
7.1 Leadership 124
7.2 Creativity 129
7.3 Art Judgment 137
7.4 Summary and Conclusions 142
8 Overall Summary and Conclusions 144
References 151
Author Index 181
Subject Index 189
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Goldsmiths, University of London
Adrian Furnham
University College London
Contents
Preface xi
Overview: Predicting Future Achievement 1
Personality Traits 3
2.1 History of Personality Traits 4
2.2 Personality Traits and States 7
2.3 Eysenck's Gigantic Three and the Biological Basis
of Personality Traits 9
2.4 Cattell's 16PF and the Lexical Hypothesis 15
2.5 The Five Factor Model (Big Five) 16
2.6 Summary and Conclusions 23
Intellectual Ability 24
3.1 History of Intelligence Testing 25
3.2 Psychometric Intelligence and the Notion of g 28
3.3 Cattell's Theory of Fluid and Crystallized Intelligence 29
3.4 Genetic Versus Environmental Causes of Intelligence 31
3.5 Piaget and the Developmental Theory of Cognitive Ability 33
3.6 Debate: g Versus Multiple Abilities 34
3.7 Other Approaches: Emotional, Social, and Practical
Intelligence 37
3.8 Summary and Conclusions 40
The Personality-Intelligence Interface 42
4.1 Arousability Theory and the Biological Basis of Personality
and Intelligence 43
4.2 Top-Down Approaches 46
4.3 Personality and IQ Test Performance 48
4.4 Neuroticism and Test Anxiety 49
4.5 Extraversion and Test-Taking Style (Speed vs. Accuracy) 54
4.6 Investment Theories 56
4.7 Openness to Experience (Need for Cognition) 56
4.8 Typical Intellectual Engagement (TIE) 62
4.9 Agreeableness, Modesty, and Test-Taking Attitudes 63
4.10 Conscientiousness (Need for Achievement) 65
4.11 Summary and Conclusions 66
Personality and Intelligence as Predictors of Academic 68
and Work Performance
5.1 Psychometric Intelligence and the Prediction of AP 70
5.2 Personality Traits and the Prediction of AP 72
5.3 The Gigantic Three and AP 73
5.4 Neuroticism, Worry, and Exam Stress 74
5.5 Extraversion and Study Habits 77
5.5 Psychoticism and Poor AP 79
5.6 Openness and AP 80
5.7 Agreeableness and AP 81
5.8 Conscientiousness and AP 83
5.9 Current Directions on Personality Traits and AP 84
5.10 Success in the Workplace 85
5.11 Evidence Versus Belief 87
5.12 Personality Traits and WP 88
5.13 Summary and Conclusions 92
6 Self-Concepts and Subjectively Assessed Intelligence (SAI) 93
6.1 Intelligence From a Lay Perspective 96
6.2 History of Lay Conceptions of Intelligence Research 98
6.3 Sternberg's Research on Lay Conceptions of
Intelligence 101
6.4 Gender Differences in SAI 103
6.5 Estimating Relatives' Scores 107
6.6 Culture Differences in Estimated Intelligence 110
6.7 Estimates of Other and Multiple Intelligences 112
6.8 Correlations Between Self-Estimated and Psychometrically
Measured IQ 114
6.9 SAI and AP 117
6.10 SAI and Personality Traits 119
6.11 Summary and Conclusions 120
7 Individual Differences and Real-Life Outcomes 123
7.1 Leadership 124
7.2 Creativity 129
7.3 Art Judgment 137
7.4 Summary and Conclusions 142
8 Overall Summary and Conclusions 144
References 151
Author Index 181
Subject Index 189
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