46. Shy does not mean introvert; introvert does not mean shy.
I've pasted in a few interesting articles related to this maxim.
Enjoy!
On SHYNESS:
Abstract
Shyness as an emotional state is considered by some researchers to be universal, a blend of fear and interest, and adaptive in evolution. Shyness as a personality trait may be defined experientially as excessive self-focus characterized by negative self-evaluation that creates discomfort or inhibition in social situations and interferes with pursuing one's interpersonal or professional goals. The experience of shyness can occur at any or all of the following levels: cognitive (e.g., excessive negative self-evaluation), affective (e.g., heightened negative emotion), physiological (e.g., racing heart), and behavioral (e.g., failure to respond appropriately). It may be triggered by a wide variety of situational cues. Among the most typical situations are interactions with authorities and strangers, one-on-one opposite-sex interactions, and unstructured social settings.
http://onlinelibrary.wiley.com/doi/10.1002/9780470479216.corpsy0870/abstract;jsessionid=09D1122C85F6447A878201FA1D3B4369.f02t04?deniedAccessCustomisedMessage=&userIsAuthenticated=true
The Extroverted Vs. the Introverted Personality and Second Language Learning
Paula Kezwer
Abstract
There have been a number of studies done to try to explain the effects of out goingness versus reservedness on second language learning. The results of these studies have often been contradictory with some showing a clear correlation between extroversion and success in learning a second language, others failing to demonstrate that there is a positive correlation between out goingness and second language proficiency. This paper presents a survey of all the major studies dealing with the influence of extroversion on second language learning. It is argued that among the reasons for the discrepancies in research results are the wide variety and dubious validity of the personality assessment instruments used; the nature of the tasks used to determine second language proficiency; and the structure of classroom interaction. The implications of extroversion and introversion for classroom teaching are also considered.
http://www.teslcanadajournal.ca/tesl/index.php/tesl/article/view/514
and yes, there is a biological difference between introverts and extroverts, from a neurobiological perspective, too.
P300, probability, and introverted/extroverted personality types ☆
Abstract
I've pasted in a few interesting articles related to this maxim.
Enjoy!
On SHYNESS:
Abstract
Shyness as an emotional state is considered by some researchers to be universal, a blend of fear and interest, and adaptive in evolution. Shyness as a personality trait may be defined experientially as excessive self-focus characterized by negative self-evaluation that creates discomfort or inhibition in social situations and interferes with pursuing one's interpersonal or professional goals. The experience of shyness can occur at any or all of the following levels: cognitive (e.g., excessive negative self-evaluation), affective (e.g., heightened negative emotion), physiological (e.g., racing heart), and behavioral (e.g., failure to respond appropriately). It may be triggered by a wide variety of situational cues. Among the most typical situations are interactions with authorities and strangers, one-on-one opposite-sex interactions, and unstructured social settings.
http://onlinelibrary.wiley.com/doi/10.1002/9780470479216.corpsy0870/abstract;jsessionid=09D1122C85F6447A878201FA1D3B4369.f02t04?deniedAccessCustomisedMessage=&userIsAuthenticated=true
The Extroverted Vs. the Introverted Personality and Second Language Learning
Paula Kezwer
Abstract
There have been a number of studies done to try to explain the effects of out goingness versus reservedness on second language learning. The results of these studies have often been contradictory with some showing a clear correlation between extroversion and success in learning a second language, others failing to demonstrate that there is a positive correlation between out goingness and second language proficiency. This paper presents a survey of all the major studies dealing with the influence of extroversion on second language learning. It is argued that among the reasons for the discrepancies in research results are the wide variety and dubious validity of the personality assessment instruments used; the nature of the tasks used to determine second language proficiency; and the structure of classroom interaction. The implications of extroversion and introversion for classroom teaching are also considered.
http://www.teslcanadajournal.ca/tesl/index.php/tesl/article/view/514
and yes, there is a biological difference between introverts and extroverts, from a neurobiological perspective, too.
P300, probability, and introverted/extroverted personality types ☆
Abstract
Extreme introverted and extroverted subject groups (n = 24 each) containing equal numbers of male and females were assessed with the P300 (P3) component of the event-related potential (ERP). A two-tone auditory discrimination task in which the probability of the target stimulus varied systematically in different conditions (.20, .40, .60, .80) was used to elicit the ERPs. The P3 amplitude demonstrated a significant interaction between personality type, probability, and subject gender and was generally smaller for introverts than for extroverts. Female subjects tended to have larger overall P3 components than male subjects. P3 latency was not affected by the personality variable. The results support previous findings for ERP differences between introverts and extroverts and suggest that personality type differentially influences target stimulus probability effects. The findings are discussed in terms of individual differences in cortical activity on P3 amplitude and personality measures.
http://www.sciencedirect.com/science/article/pii/030105119290003D
Last edited by Admin on Wed Jul 16, 2014 7:02 am; edited 1 time in total