/pdf/hereditary-factors-in-normal-personality-traits-as-measured-16ael8nd1d.pdf

Hereditary factors in normal personality traits (as measured by inventories). louisville twin study, research report number 19.

In 1960 Gottschaldt [21] reviewed the evidence on hereditary factors in personality in Volume 4 of a ten-volume German handbook on psychology. He described his report as less a presentation of established findings than a critical listing of problems and research hypotheses. He touched on the difficulty of generalizing from separate studies because of the great variety of personality theories used in the various studies.

Hereditary Factors in Normal Personality Traits (as Measured by Inventories)

The present study compared two different types of English-language teaching approaches, the grammatical approach (GA) and the communicative approach (CA), by the cotwin control method. This study has two purposes: to study the effects of teaching approaches and to estimate genetic influences upon learning aptitudes. Seven pairs of identical twins (MZ) and 4 pairs of fraternal twins (DZ) participated in the experiment along with 68 other nontwin fifth graders. Each cotwin was assigned to the GA and CA respectively and received 20 hours of lessons over a 10-day period. The behavioral similarities between MZ cotwins were statistically and descriptively depicted. No major effect of either teaching approach was noted, but the genetic influence upon individual differences of learning achievement was obvious. Furthermore, an interesting interaction between the teaching approaches and intelligence was found, that is, that the GA capitalises on and CA compensates for intelligence. This interactional pattern could be interpreted as an example of genotype-environment interaction. The relationship between genetic factors and learning aptitudes is discussed.

/pdf/the-effects-of-two-efl-english-as-a-foreign-language-3tyabzic4f.pdf

The effects of two EFL (English as a foreign language) teaching approaches studied by the cotwin control method: a comparative study of the communicative and the grammatical approaches.

https://www.jstage.jst.go.jp/article/jjep1953/11/3/11_142/_pdf

A study of personality formation through twin research: iii

The present study aimed at investigating the difference in retroactive inhibition between meaningful and rote learning.Ss, who were university students, were required to learn a series of 3 lists of paired-associates. S-term of each pair was a word and R-term was a NS or a combination of 2 or 3 NSs with English connectives (see Table 1). According to the kind of list, Ss were classified into 3 groups: M-M gr., Ss of which could learn both the second and third lists meaningfully, M-R gr., who could learn the second meaningfully but not the third, and R-R gr., who could learn neither of them meaningfully (Table 4).Ss learned Lists 1, 2 and 3 successively. After that, they were required to relearn List 2 and List 3. In each test session, which was given after the learning of one list, Ss were given a test of the list learned immediately before and tests of the other lists learned previously (Table 3). Performance of Ss at the test immediately after the original learning (List 2 or 3) and that of after the interference learning (List 3 or 2, respectively) were compared, in order to clarify the effect of retroactive inhibition.The results were as follows:1) When the original learning had been meaningful, the effect of retroactive inhibition was very small (Table 6 & 7). The mean reduction ratio in number of complete correct response was only 5.2%. In case of rote learning, however, the effect was much larger, i.e., mean reduction ratio was 53.6% (Table 9).2) Meaningfulness in interference learning was irrelevant to the size of the effect of retroactive inhibition (also Table 6-9).These results suggested that meaningful learning, compared with rote learning, can achieve more stable knowledge which is less vulnerable to interference learning.

https://www.jstage.jst.go.jp/article/jjpsy1926/40/6/40_6_304/_pdf

Keiko Kuhara

Papers

A study of personality formation through twin research: iii

有意味学習の実験的研究 i:有意味学習の優位