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Learning, Memory and Personality

  • Chapter
A Model for Personality

Abstract

There is a tremendous volume of research concerned with the effects of individual differences on learning and memory (see M.W. Eysenck 1977 for a review), and the individual-difference variables investigated include cognitive factors (e.g. intelligence), motivational-emotional factors (e.g. anxiety) and purely motivational factors (e.g. need for achievement). The emphasis in this chapter will be on personality factors of the motivational-emotional kind, especially those that appear to constitute major, consistently replicable, personality dimensions. There is very substantial evidence (e.g. H.J. Eysenck 1967) that the orthogonal personality factors of neuroticism and introversion-extraversion fulfil these criteria, as does anxiety. It is reasonable to assume that the anxiety dimension, as measured by tests such as the Manifest Anxiety Scale (Taylor 1953), lies within the two-dimensional space defined by introversion-extraversion and neuroticism, correlating approximately +0.3 to +0.4 with the introversion end of the introversion-extraversion dimension and +0.6 to +0.7 with the neuroticism end of the neuroticism-stability dimension (Eysenck 1973).

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Authors
  1. M. W. Eysenck
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  1. Department of Psychology, Institute of Psychiatry, De Crespigny Park, Denmark Hill, SE5 8AF, London, England

    Hans J. Eysenck

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© 1981 Springer-Verlag Berlin Heidelberg

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Eysenck, M.W. (1981). Learning, Memory and Personality. In: Eysenck, H.J. (eds) A Model for Personality. Springer, Berlin, Heidelberg. https://doi.org/10.1007/978-3-642-67783-0_6

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  • DOI: https://doi.org/10.1007/978-3-642-67783-0_6

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