Date of Award:

5-1981

Document Type:

Dissertation

Degree Name:

Doctor of Philosophy (PhD)

Department:

Psychology

Committee Chair(s)

David Stone

Committee

David Stone

Committee

William Dobson

Abstract

Thirty-six Utah State University educational psychology students were randomly assigned to visual or verbal groups and were taught a set of teaching skills derived from a process learning model. Pre- and post-tests of fluency in which subjects described kinds of teaching skills were given. An in-depth personality analysis was given using the Wechsler-Bellevue Test with Gittinger modifications. From the Wechsler test a Personality Assessment System (PAS) profile was constructed on each student.

The major premise of the study was that students with similar personality profiles, according to the PAS, would show fluency regarding teaching skills in the same areas. The results, when isolating the primitive personality variables derived by the PAS system which yielded data on the dimensions of intellectual (I-E), procedural (R-F), and social (A-U), showed no significant difference in such skill fluency. More complex personality analysis had only exploratory implications.

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