ABSTRACT
Most people hold beliefs about personality characteristics typical of members of their own and others' cultures. These perceptions of national character may be generalizations from personal experience, stereotypes with a "kernel of truth," or inaccurate stereotypes. We obtained national character ratings of 3989 people from 49 cultures and compared them with the average personality scores of culture members assessed by observer ratings and self-reports. National character ratings were reliable but did not converge with assessed traits. Perceptions of national character thus appear to be unfounded stereotypes that may serve the function of maintaining a national identity.
Subject(s)
Character , Culture , Ethnicity , Personality , Adolescent , Adult , Cross-Cultural Comparison , Female , Humans , Male , Personality Assessment , Reproducibility of Results , Social Perception , Stereotyping , Surveys and QuestionnairesABSTRACT
The cross-cultural validity of the Need for Cognition Scale and its relationship with cognitive performance were investigated in two studies. In the first study, the relationships between the scale and university entrance scores, course grades, study skills, and social desirability were examined. Using the short form of the Turkish version of the Need for Cognition Scale (S. Gülöz & C. J. Sadowski, 1995) no correlation with academic performance was found but there was significant correlation with a study skills scale and a social desirability scale created for this study. When regression analysis was used to predict grade point average, the Need for Cognition Scale was a significant predictor. In the second study, participants low or high in need for cognition solved multiple-solution anagrams. The instructions preceding the task set the participants' expectations regarding task difficulty. An interaction between expectation and need for cognition indicated that participants with low need for cognition performed worse when they expected difficult problems. Results of the two studies showed that need for cognition has cross-cultural validity and that its effect on cognitive performance was mediated by other variables.
