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Significant differences between introvert and extrovert people's simple reaction time in conflict situations
Abstract
This study investigated the simple reaction time and the reaction time during a conflict of introverted and extroverted persons, looking to prove that there are significant differences in terms of reaction time between these two categories of people. 60 people of which 30 extroverted and 30 introverted completed the International Personality Item Pool test extraversion scale and were tested at the Complex Senzo-motorial Tester (CST-2). The conflict situation was created with red and green color stimuli. The research findings are also supported by previous researches which show that there are significant differences between introverts and extroverts regarding simple reaction time, and reaction time to a conflict to the color red and green, with a significantly higher reaction time for introverts than extraverts, but with significantly fewer mistakes. On the other hand, extraverts responded better to external stimuli, but are more likely to make mistakes in extreme situations, situations that can be created by themselves.
... Dobbs et al. believe that introverts experience a greater reduction in cognitive function than extroverts in exposure to noise [13]. But the results of a study conducted by Burtăverde and Mihaila showed no significant difference in cognitive function between introverts and extroverts [14]. Neuroticism is considered a dimension of human temperament. ...
Background and Aim: Noise pollution is one of the urban problems that can affect the exposed individuals’ cognitive function. This study set to investigate the impact of traffic noise on drivers’ cognitive variables including perceptual capacity, speed of perception, and divided attention concerning the role of individual orientation and neuroticism.
Methods: This study recruited 35 male student participants. The Eysenck personality questionnaire was used to evaluate the participants’ personalities (neuroticism and extroversion). Participants were then exposed to traffic noise, and the Adaptive Tachistoscopic Traffic Perception Test (ATTPT) was performed to assess their capacity and speed of perception. The Peripheral Perception Test (PPT) was also conducted to evaluate the divided attention using the Vienna test system software.
Results: Introverted and stable individuals had better performance in perceptual capacity and speed of perception tasks after exposure to traffic noise. However, these effects were not observed in extrovert and unstable individuals. This study also showed no significant alterations in variables in extroverted (introverted/extroverted) subjects with neuroticism (unstable/stable) concerning divided attention tasks after traffic noise exposure.
Conclusion: This study showed that divided attention in extrovert individuals with neuroticism was not influenced by traffic noise exposure. But perceptual capacity and perception speed was influenced by traffic noise in introverts and unstable subjects.
... SI mengidentifikasi apa yang diketahui dan ditanya dengan penuh hati-hati , dengan cermat dalam membaca soal dan dibaca berulang kali. Hal ini dikarenakan menurutBurtaverde & Mihaila (2011), individu introvert yang fokus dan takut gagal membuat mereka lebih berhati-hati. b. ...
Perbedaan proses berpikir siswa dalam menyelesaikan masalah dapat dipengaruhi oleh tipe kepribadian yaitu Extrovert dan Introvert. Tujuan penelitian ini untuk mendeskripsikan proses berpikir siswa extrovert dan introvert dalam menyelesaikan masalah matematika kontekstual. Penelitian ini merupakan penelitian deskriptif kualitatif. Instrumen yang digunakan yaitu angket tipe kepribadian, Tes Kemampuan Matematika (TKM), Tes Pemecahan Masalah (TPM), dan pedoman wawancara. Penelitian ini dilaksanakan pada siswa kelas XI SMA dengan kemampuan setara. Hasil penelitian ini menunjukkan bahwa siswa exstrovert maupun introvert mampu melakukan semua tahapan proses berpikir dalam menyelesaikan masalah matematika. Siswa exstrovert dan introvert pada saat penerimaan informasi membaca soal dengan cermat. Siswa extrovert membaca cukup sekali, sedangkan siswa introvert membaca berulang kali. Namun pada tahap pengolahan informasi siswa extrovert mengalami kesalahan dalam pemilihan nilai optimum hasil penyelesaian. Siswa introvert dapat melaksanakan rencana dengan merubah permasalahan ke model matematika, mencari titik yang dilalui, menggambar grafik, uji titik, menentukan daerah penyelesaian, metode uji titik pojok dan menemukan hasil penyelesaian dengan benar. Siswa extrovert dapat membuat kesimpulan dari permasalahan yang diberikan meskipun pada lembar jawaban tidak dituliskan, siswa extrovert memeriksa kembali hasil yang dikerjakan dengan membaca dari awal tanpa menghitung kembali. Sedangkan siswa introvert dapat menuliskan kesimpulan yang diperoleh dan memeriksa kembali hasil yang dikerjakan dengan membaca dan menghitung ulang. Hasil penelitian ini menjadi masukan bagi guru agar memperhatikan proses berpikir siswa dengan memberikan soal masalah matematika kontekstual. Kata kunci : proses berpikir, masalah matematika kontekstual, myer brigss type indicator, extrovert dan introvert
... Jung suggested two personalities, namely extrovert and introvert personality. Based on research conducted by Burtăverde & Mihăilă (2011) regarding the significant differences between extroverts and introverts towards simple reactions to conflict situations, it is concluded that introverted individuals who are focused and afraid of failure make them more careful, make fewer mistakes, but require more time longer to think. On the other hand, extroverts respond more quickly but are prone to errors because they focus more on the environment and not on themselves. ...
p> Mathematical abilities that are the basis of mathematical problem solving skills, mathematical communication skills, mathematical reasoning abilities, mathematical connection abilities, mathematical representation abilities. This study aims to describe the mathematical ability of junior high school students in terms of the extrovert-introvert personality type. The results of the study will be used as the main library material in the implementation of the next research. This study specifically discusses Carl Gustav Jung's personality type which distinguishes two personality types, namely introverted and extroverted personalities. The type of research used in this study is a literature study research method. The data sources in this study are literature or come from various literatures, including books, journals, newspapers, personal documents and so on. Sources of data used in this study are primary data sources and secondary data sources. Data collection techniques used are Editing, Organizing, and Finding. For data analysis using deductive, inductive, and interpretative. The results of this literature study show: junior high school students with introverted personality types have good mathematical abilities compared to students with extroverted personality types. </p
... Jung suggested two personalities, namely extrovert and introvert personality (Samand et al., 2019;Yuliani et al., 2019). Based on research regarding the significant differences between extrovert and introvert individuals to simple reactions to conflict situations, it is concluded that introverted individuals who are focused and afraid of failure make them more careful, make fewer mistakes, but take more time to think (Burtăverde & Mihaila, 2011). In contrast, extrovert personalities respond more quickly but are prone to errors because they focus more on the environment rather than on themselves, extrovert individual have lower concentration abilities than introverted individual. ...
In implementing mathematics learning in schools, educators must pay attention to five main competencies, namely problem solving, communication, connection, reasoning, and representation. Mathematical representation is a tool to convey students' algebraic thinking as an aid to construct their ideas about patterns and functions. This study aims to examine the mathematical representation of students in terms of introvert and extrovert personality types. To see the characteristics of mathematical representations in solving mathematical problems when viewed from the personality type of each student. This research method is descriptive qualitative. The number of schools and students who were sampled from this study was taken using a multistage sampling technique. The data collection instruments in this study were personality questionnaires, problem-solving tests, interviews, observations, and documents obtained from research subjects. The problem-solving analysis used is based on the Krulik and Rudnik steps. The personality types of extroverted students and introverted students do have different mindsets so that even though in some steps they use the same representation, their tendencies or habits represent problem-solving using different forms of representation. The personality types of extroverted students represent them more symbolically and almost all answers from extroverted students are closer to true when compared to introverted students.
... The terms introversion and extra version were popularized by Carl Jung. Based on research on significant differences between extrovert and introvert individuals against simple reactions in conflict situations, it was concluded that introverted individuals are focus and fear failure, that is make them more careful, and minimize making mistakes, but it takes a longer time to think [12]. In contrast, extroverted personalities respond faster but are prone to making mistakes, because they focus more on the environment not on themselves. ...
This study aims to determine whether the instrument to be used is feasible or not to obtain research data. The research instrument used is the introvert-extrovert personality testand math-type problem-solving test. The introvert-extrovert personality testconsist of 17 questionsand the math-type problem-solving consist 2 types of questions, that is TPM I and II. The feasibility test of the introvert-extrovert personality instrument includes content validity, internal consistency, and reliability. While the feasibility test of the mathematical problem solving test instrument only used the validity of the content. For the validity of the contents of each test, conducted through expert judgment is the assessment made by experts. The number of respondents who took the test for the instrument test was 35 students. The respondents are students of secondary school in East Jakarta. The results of the instrument feasibility test show that: 1) Introvert-extrovert personality instruments have 17 statements that are eligible to retrieve the research data, and 2) The mathematical problem solving test instrument with linear equation system topic is feasible to use with some revisions from the expert judgment.
... This might be explained by the characteristics of extrovert students who are outgoing and they speak more spontaneously. Extrovert students tend to have greater respond to external stimuli (Burtăverde & Mihăilă, 2011). Conversely, in classroom presentation which is a solitary activity requires students to write and speak on their own. ...
p> This research aimed at examining Indonesian EFL students ’ proficiency in writing and ability in public speaking across personality learning styles : extroversion and introversion . It involved 7 4 undergraduate students who took an Essay Writing course in the English Department of Universitas Negeri Malang, one of the leading universities in Indonesia. The students were distributed into three classes . The y were taught how to write essays. Then, the students were made aware that they had to complete two tasks: writing and presenting a cause and effect essay on topics related to English language teaching. The students’ cause and effect essays were scored to know their proficiency in writing and their presentation was assessed to know their ability in speaking. Two scoring rubrics were used and two raters were involved in the scoring process for interrater reliability. The results of the research showed that the Indonesian EFL student s’ proficiency in writing is strongly related to their ability in speaking for both groups of students . In addition, the Indonesian extrovert EFL students’ proficiency in writing is strongly related to their ability in speaking. The Indonesian introvert EFL students’ proficiency in writing is also strongly related to their ability in speaking. However, there is no significant difference of the proficiency in writing and ability speaking between the extrovert and introvert students. </p
... In this study the author applied the direct oblimin procedure and highlighted that 24 scales explained 59.93% of total variance. Burtaverde & Mihăilă (2011) were interested to highlight significant differences between introvert and extrovert reaction time in conflict situations. They find out that extraverts may react better to external stimuli, but they tend to make mistakes in extreme situations. ...
Masa pandemi Covid-19 membuat perubahan dalam kegiatan belajar di sekolah, dimana siswa dituntut lebih mandiri dalam belajar, sedangkan gaya belajar mandiri setiap siswa berbeda, salah satu faktor yang membedakan gaya belajar dimasa pandemi Covid-19 yaitu kepribadian. Sehingga hal tersebut, mempengaruhi pada penguasaan kemampuan matematis siswa, salah satunya adalah kemampuan pemecahan masalah matematis. Penelitian ini bertujuan untuk mendeskripsikan kemampuan pemecahan masalah matematis siswa SMP ditinjau dari tipe kepribadian yang berpengaruh pada gaya belajar di masa pandemi Covid-19. Pendekatan penelitian yang digunakan yaitu kualitatif dengan metode deskriptif. Subjek dalam penelitian ini yaitu siswa kelas IX SMPN 3 Klari yang terdiri dari 12 siswa. Proses pengambilan subjek menggunakan teknik nonprobability sampling masing-masing satu siswa untuk setiap tipe kepribadian dan gaya belajar. Instrumen yang digunakan terdiri dari angket kepribadian dan gaya belajar, tes tertulis, serta wawancara. Teknik analasis data terdiri dari tahap reduksi data, penyajian data, dan menarik kesimpulan. Hasil penelitian menujukan bahwa (1) siswa ekstrovert pada masa pandemi Covid-19 cenderung menggunakan gaya belajar visual dengan rata-rata hasil tes pemecahan masalah matematis pada kategori sedang (2) siswa introvert pada masa pandemi Covid-19 cenderung menggunakan gaya belajar auditori dengan rata-rata hasil tes pemecahan masalah matematis pada kategori sedang (3) siswa introvert yang menggunakan gaya belajar visual rata-rata hasil tes pemecahan masalah matematisnya berada pada kategori sedang.
This study aims to describe the mathematical problem solving abilities in terms of students personality types of grade VIII at MTs Al-Ma’arif NU Qamarul Huda Narmada academic year 2020/2021. This type of research is a qualitative descriptive with a quantitative approach. The sampling technique used saturated sampling and each 2 students were selected to represent each personality types. The data collection technique used are personality type questionnaires, mathematical problem solving ability tests, and interviews. The data analysis techniques used quantitative data analysis and qualitative data analysis that are data reduction, data presentation and conclusions. The result of this study are students with introvert and extrovert personality types are not able to write down the stage of understanding the problem, do the stage of making a plan by writing them into mathematical form, able to write down the problem solving systemtatically but there are some errors, write the conclusion of the answer though it’s not quite right. While students with ambivert personality types are able to do the stage of understanding the problem by writing down even though it’s incomplete, write a plan for solving the problem by directly writing it into mathematical form, are able to write the solution of the problem according to the plan even though there are some missteps, re-examine and write down the conclusion even though there are error in the results.
Purpose
Traffic noise can impair mental performance. The aim of this study was to evaluate the impact of traffic noise on the participants' mental performance.
Methods
Thirty-five male students participated in this study. The Eysenck questionnaire was used to assess personality traits (neuroticism and extraversion) of the subjects. The participants were exposed to both quiet and traffic noise conditions and performed “S3”-type choice reaction time (CRT) test as a simple task, and “S1”-type determine test as a complex task using the Vienna Test System software.
Results
The results showed that, in simple task, the mean differences of motor time (p = .375) and reaction time (p = .316) were not statistically significant among stable/unstable individuals under quiet and under traffic noise conditions. In complex task, there was a significant difference in the number of correct response (p = .044) and incorrect response (p = .043) among stable/unstable individuals, while no such significant difference was found among other variables under study. None of the differences in the variables of simple and complex tests were statistically significant between introvert/extrovert under quiet and under traffic noise conditions (p > .05).
Conclusion
This study revealed that traffic noise had no effect on the performance of introvert/extrovert individuals in simple and complex tasks.
Analyzing the multiple regression model for the composite criterion, the multiple correlation coefficient, evidence a high and statistically significant correlation between the predictors and the criterion (r = 0.741, p < 0.05). Also, the beta coefficients provide that the variables of the tests are predictors for the performances registered in traffic (p < 0.05). This study based on the findings of the previous research highlight that the Romanian driving schools should improve the psychological assessment batteries with modern and validated instruments. The predictive regression validation model emphasizes the importance of using high performance statistical programs in choosing the psychological tests for evaluation.
Provides an introduction to personality disorders and the five-factor model of personality. The chapter provides a background on the five-factor model, a description of factors, methods of assessment, and introduces the contents of this edition. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
In an RT (reaction time) task involving responding to infrequent, regular signals, extraverts produced higher proportions of missed signals and lengthened RT's than introverts did. This result was only obtained after some time on task and is evidence that inhibitory states are formed more rapidly in extraverted subjects under low stimulation conditions. In a more extended version of the task, mean RT was found to be longer in extraverted than introverted subjects in the second half of the experiment though there was no significant difference between the groups in the first half. These findings are complementary to data from previous studies showing that extraverts generate stronger inhibitory potential in continuous responding tasks, or that their characteristic arousal level may be lower than that of introverted subjects. The need to distinguish between the different explanatory constructs is discussed and a simple model amalgamating the major theoretical positions is outlined.
The purpose of this study was to determine whether the manifestation of extraversion (i.e., acting and being extraverted) in everyday behavior can be explained by intentional (functional) constructs, namely, goals. By using a model in which personality states serve as an outcome of specific, momentary goal pursuit, we were able to identify the function of extraversion states in everyday behavior. Using experience-sampling methodology, we asked participants to describe their state extraversion, goal pursuit, and state affect over 10 days. Results show that 18 selected goals predicted 74% of the variance in state extraversion; both within-person and between-person fluctuations in state extraversion were strongly associated with changes in momentary goal pursuit. We extended findings relating state extraversion and state positive affect, showing that the relationship between goals and positive affect was partially mediated by state extraversion.
Eysenck (1967) has reviewed evidence which suggests that introverts have a higher level of arousal than extraverts. Moreover, Gray (1967) has proposed that introverts have weak nervous systems, in the Russian terminology. Studies of simple reaction time such as that of Mangan and Farmer (1967) have posed problems for these views, but it is suggested that this may have been due to criterion differences between introverts and extraverts. In the present study a simple visual reaction-time task and a signal-detection task were conducted side by side. No significant differences between introverts and extraverts were found in measures of strength derived from the former, or measures of criterion derived from the latter. However, high N Ss were found to have a significantly lower value for Nebylitsyn's index of the slope of the reaction time/stimulus intensity function, thus supporting the view that high N Ss have relatively weak nervous systems.
The study examined the relationship between the big-five model of personality and the use of self-regulated learning strategies. Measures of self-regulated learning strategies and big-five personality traits were administered to a sample of undergraduate students. Results from canonical correlation analysis indicated an overlap between the big-five personality factors and the set of self-regulatory learning strategies. The study also compared the relative contributions of the personality factors and the self-regulated learning strategies in predicting academic achievement. The results from hierarchical multiple regressions suggest that the personality trait of Intellect made an independent contribution to the variance in student GPA, whereas effort regulation mediated the effects of Conscientiousness and Agreeableness. The relevance of personality constructs in the learning context is discussed in terms of dispositions for active learning.
In the present study, we analysed the relationship between the Extraversion scale (measured with the Personality Inventory by Eysenck) with an attention test (measured with the Tolouse Pieron Test) and simple reaction time, in a sample of 90 young subjects (25 male and 65 female). In addition, the relationship between extraversion and arousal level was studied. Reaction time is moderated by neuroticism. The obtained results prove that statistically significant relations between any of the compared variables do not exist.
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