Showing papers by "Jüri Allik published in 2004"
TL;DR: This paper examined the worldwide distribution of personality profiles using the five-factor model of personality and conducted secondary analyses of data from 36 cultures, finding that geographically proximate cultures often have similar profiles, and multidimensional scaling showed a clear contrast of European and American cultures with Asian and African cultures.
Abstract: It has long been believed that personality traits vary by geographicallocation, but few studies have examined the worldwide distribution of personality profiles. Using the five-factor model of personality—a comprehensive and apparently universal trait structure—we conducted secondary analyses of data from 36 cultures. Distance from the equator and mean temperature were not meaningfully related to personality factors. However, cluster analysis showed that geographically proximatecultures often have similar profiles, and multidimensional scaling showed a clear contrast of European and American cultures with Asian and African cultures. The former were higher in extraversion and openness to experience and lower in agreeableness. A second dimension reflected differences in psychological adjustment. Observed differences between cultures may be the result of differences in gene pools or in features of culture; acculturation studies and the analyses of other natural experiments are needed to understand the origin...
582 citations
TL;DR: In this paper, the authors reanalyzed available data on the relationship between individualism-collectivism and social capital within one country (the United States) and across 42 countries and found that states with a high level of social capital (higher degree of civic engagement in political activity, where people spend more time with their friends and believe that most people can be trusted) were more individualistic.
Abstract: Many social scientists have predicted that one inevitable consequence of modernization is the unlimited growth of individualism, which poses serious threats to the organic unity of society. Others have argued that autonomy and independence are necessary conditions for the development of interpersonal cooperation and social solidarity. We reanalyzed available data on the relationship between individualism-collectivism and social capital within one country (the United States) and across 42 countries. In America, the states with a high level of social capital (higher degree of civic engagement in political activity, where people spend more time with their friends and believe that most people can be trusted) were found to be more individualistic. A correspondingly strong association between individualism and social capital was observed in the comparison of different countries. These results support Durkheim’s view that whenindividualsbecomemoreautonomous and seemingly liberated from social bonds, they actuall...
361 citations
Bradley University1, Pontifical Catholic University of Chile2, University of Tartu3, University of Louisville4, University of Latvia5, University of New Mexico6, Slovak Academy of Sciences7, University of San Carlos8, University of Malta9, Ghent University10, Clemson University11, University of Buenos Aires12, Osaka University13, Illinois State University14, National Autonomous University of Mexico15, University of Brasília16, University of Western Australia17, University of Lima18, Boğaziçi University19, University of Kassel20, University of York21, University of Queensland22, Åbo Akademi University23, Al Akhawayn University24, Indian Institute of Technology Kharagpur25, University of Hawaii at Manoa26, University of Catania27, University of Otago28, University of Dhaka29, Chemnitz University of Technology30, Knox College31, Comenius University in Bratislava32, University of Rijeka33, University of Malaya34, Vilnius University35, American University of Beirut36, Kwangju Health College37, University of Salzburg38, Utrecht University39, National Computerization Agency40, City University of Hong Kong41, University of Idaho42, University of Zimbabwe43, University of Lisbon44, University of Central Lancashire45, Loyola Marymount University46, University of Natal47, University of Granada48, University of Botswana49, University of Jordan50, Babeș-Bolyai University51, University of Cyprus52, University of Belgrade53, KPMG54, University of Montpellier55, University of Zurich56, University of Alabama57, Baylor University58, Queen's University Belfast59, University of Ljubljana60, University of Haifa61, University of La Serena62, Florida Atlantic University63, University of California, Davis64, University of Dar es Salaam65, Ramapo College66, Cyprus College67, Middle East Technical University68, University of the South Pacific69, VU University Amsterdam70, State University of New York System71, University of the Aegean72, Vrije Universiteit Brussel73, University of Lethbridge74, University of Vienna75, University of Hong Kong76, Yuan Ze University77, Charles University in Prague78, Chonnam National University79
TL;DR: In the International Sexuality Description Project, a total of 17,804 participants from 62 cultural regions completed the RelationshipQuestionnaire (RQ), a self-report measure of adult romantic attachment as discussed by the authors.
Abstract: As part of the International Sexuality Description Project, a total of 17,804 participants from 62 cultural regions completedthe RelationshipQuestionnaire(RQ), a self-reportmeasure of adult romanticattachment. Correlational analyses within each culture suggested that the Model of Self and the Model of Other scales of the RQ were psychometrically valid within most cultures. Contrary to expectations, the Model of Self and Model of Other dimensions of the RQ did not underlie the four-category model of attachment in the same way across all cultures. Analyses of specific attachment styles revealed that secure romantic attachment was normative in 79% of cultures and that preoccupied romantic attachment was particularly prevalent in East Asian cultures. Finally, the romantic attachment profiles of individual nations were correlated with sociocultural indicators in ways that supported evolutionary theories of romantic attachment and basic human mating strategies.
314 citations
TL;DR: The Estonian NEO-FFI was administered to 2650 Estonian adolescents (1420 girls and 1230 boys) aged from 12 to 18 years and attending 6th, 8th, 10th, or 12th grade at secondary schools all over Estonia as mentioned in this paper.
Abstract: The Estonian NEO-FFI was administered to 2650 Estonian adolescents (1420 girls and 1230 boys) aged from 12 to 18 years and attending 6th, 8th, 10th, or 12th grade at secondary schools all over Estonia. Although the mean levels of personality traits of Estonian adolescents were quite similar to the respective scores of Estonian adults, there was a developmental gap in Agreeableness and Conscientiousness. Three of the five personality dispositions demonstrated a modest cross-sectional change in the mean level of the trait scores: the level of Openness increased and the levels of Agreeableness and Conscientiousness decreased between 12 and 18 years of age. Although the five-factor structure of personality was already recognizable in the sample of 12-year-old children, it demonstrated only an approximate congruence with the adult structure, suggesting that not all children of that age have developed abilities required for observing one’s own personality dispositions and for giving reliable self-reports on the basis of these observations. The self-reported personality trait structure matures and becomes sufficiently differentiated around age 14‐15 and grows to be practically indistinguishable from adult personality by the age of 16. Personality of adolescents becomes more differentiated with age: along with the growth of mental capacities the correlations among the personality traits and intelligence become smaller. Copyright # 2004 John Wiley & Sons, Ltd.
162 citations
TL;DR: In this paper, a sample of 2735 12-to-18-year-olds in Estonia was administered with the Raven's Standard Progressive Matrices (SPM) and a scree test and the consistent Akaike information criterion (CAIC) indicated the presence of three significant factors.
122 citations
TL;DR: In this paper, a standardization of the Progressive Matrices on a sample of 2689 12-18 year olds in Estonia was carried out and the results confirmed the Lynn theory and showed a female advantage of 3.8 IQ points among 12-15 year olds and a male advantage of 1.6 IQ points on average among 16 and 18 year olds.
43 citations
TL;DR: Systematic differences in the growth pattern suggest that the development of intellectual capacities proceeds at different rates and the maturation process can take longer in some populations than in others.
Abstract: The Standard Progressive Matrices test was standardized in Estonia on a representative sample of 4874 schoolchildren aged from 7 to 19 years. When the IQ of Estonian children was expressed in relation to British and Icelandic norms, both demonstrated a similar sigmoid relationship. The youngest Estonian group scored higher than the British and Icelandic norms: after first grade, the score fell below 100 and remained lower until age 12, and after that age it increased above the mean level of these two comparison countries. The difference between the junior school children and the secondary school children may be due to schooling, sampling error or different trajectories of intellectual maturation in different populations. Systematic differences in the growth pattern suggest that the development of intellectual capacities proceeds at different rates and the maturation process can take longer in some populations than in others.
25 citations
TL;DR: A method of measuring the perceived temporal asynchrony of the FLE separately from its perceived spatial offset is proposed: a moving stimulus that changed its colour at a certain moment was presented and the observer indicated where and when the colour change occurred in relation to a stationary reference flash.
Abstract: The apparent lagging of a short flash in the relation to a moving object, the flash-lag effect (FLE), has so far been measured mainly in terms of illusory spatial offset. We propose a method of measuring the perceived temporal asynchrony of the FLE separately from its perceived spatial offset. We presented a moving stimulus that changed its colour at a certain moment. The observer indicated, in two different tasks, where and when the colour change occurred in relation to a stationary reference flash. Results show that the perceived time of the colour change was not congruent with the perceived location of the colour change: the colour change is perceived simultaneously with the flash, but is shifted in position. The presentation of the reference in the form of a flash is not critical for the occurrence of the FLE, because the same effect was obtained with a constantly visible reference signal, the position of which or time when it changed its colour were varied. The observer was not able to ignore the irrelevant dimension of the reference signal: the apparent time of the colour change was influenced by the position of the reference signal, and the apparent location of the colour change was influenced by the presentation time of the reference signal. The observer's inability to separate the spatial and temporal aspects of the moving stimulus clearly imposes certain limits on theories that are attempting to explain the FLE exclusively in terms of the perceived space and time.
18 citations
TL;DR: This paper examined the extent to which collectivist attitudes predict preference for the basic models of social relations and found that EM is the dominant principle in distributing (received) benefits: everyone should get equal shares (regardless of their needs or position) and nobody should have an advantage over another.
Abstract: This study examined the extent to which collectivist attitudes predict preference for the basic models of social relations. According to Fiske (1991), all social relations can be reduced to four basic forms – communal sharing (CS), authority ranking (AR), equality matching (EM), and market pricing (MP) – that guide people’s social initiatives and help them to understand and respond appropriately to the social actions of others. The preference for basic forms was studied using a set of questions about everyday hypothetical situations in which the four different models can be alternatively applied. We observed that EM is the dominant principle in distributing (received) benefits: everyone should get equal shares (regardless of their needs or position) and nobody should have an advantage over another. In those situations in which people were asked to contribute, the respondents were inclined to think in terms of cost and benefit, insisting that the contributions should be made according to MP. CS relationshi...
11 citations
01 Jan 2004
TL;DR: Systematic differences in the growth pattern suggest that the development of intellectual capacities proceeds at different rates and the maturation process can take longer in some populations than in others.
Abstract: Summary. The Standard Progressive Matrices test was standardized in Estonia on a representative sample of 4874 schoolchildren aged from 7 to 19 years. When the IQ of Estonian children was expressed in relation to British and Icelandic norms, both demonstrated a similar sigmoid relationship. The youngest Estonian group scored higher than the British and Icelandic norms: after first grade, the score fell below 100 and remained lower until age 12, and after that age it increased above the mean level of these two comparison countries. The difference between the junior school children and the secondary school children may be due to schooling, sampling error or different trajectories of intellectual maturation in different populations. Systematic differences in the growth pattern suggest that the development of intellectual capacities proceeds at different rates and the maturation process can take longer in some populations than in others.