Teaching accuracy in judgments of conscientiousness

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Description: The current study examined whether or not one could be implicitly or explicitly taught to make more accurate judgments of conscientiousness. Participants consisted of 139 undergraduate general psychology students. Participants were randomly assigned to one of three conditions: implicit instruction, explicit instruction, or no instruction (control condition). Those in the implicit condition practiced making judgments of conscientiousness from interviews of videotaped targets and then received feedback to the correctness of these judgments. Participants in the explicit condition were explicitly taught behaviors related to the trait of conscientiousness. There was no instruction provided to those in the control condition. In order to assess accuracy, participants in all conditions watched 10 video clips of targets and provided ratings of conscientiousness. Results indicated that only participants in the explicit condition did significantly better in judging targets conscientiousness than participants in the control condition. These results are discussed in terms of their implications for future research and training professionals.
Language: English
Format: Degree Work