Personality and Executive Functioning - Research Proposal Example

? Personality and Executive Functioning The relationship between executive function and personality has been researched widely. Although literatures explain on each variable and how it is manifested in individuals, little research has been able to elucidate on if the relationship exists, and more importantly to prove why the relationship exist. In addition, research on how different executive functions operate has not been exhausted because of the existence of different situations in which different personalities utilize them. In this regard, the current study aims at investigating if the relationship exists and the connecting factors. The research will utilize existing literatures and recent data from empirical findings. The findings of the current study will be instrumental in adding the knowledge of the existing findings. Cross-sectional survey design will be used to correct data from participants that will be purposively sampled to represent individuals with historical accounts of questionable personalities. Introduction Personality The assessment and description of how people behave the way they do entails different personalities of different people. However, since what people use to describe and assess individual personalities is highly dependent on informal conceptions, different theories have been developed to help in explaining why and how different personality traits develop. In a bid to explain the causal of personality, it is fundamental to first understand what personality entails. According to Burton, et al., (2011), personality is a set of thoughts, feelings and behaviors that make individuals unique. In addition, Marien, et al. (2012) argued that personality also constitutes individual’s emotion as well as psychological mechanisms of an individual. In light of these definitions, it is arguably true to say that there is no single definition that can elucidate on the precise meaning of personality because different personality theories view personality differently. In this regard, it can be summed up that personality is a pattern of permanent traits that are unique and tend be consistent. In another dimension, it is apparent that personality is characterized by consistent behaviors that people tend to act in the same way in different situations. In addition, although personality is believed to be a psychological construct, research has documented that personality is also influenced by biological mechanisms as well as needs. Executive functioning On the other hand, executive function has been argued to help individuals in planning, strategizing and acting upon given situations in a given manner that help in executing the mandate at hand. In fact, according to Marien, et al. (2012), executive functioning can be used to describe a set of cognitive abilities necessary for goal directed behavior. These abilities help individuals to adapt planned behaviors especially when one is faced with similar situation in future. In addition, executive functions are regarded as high-level abilities that go beyond normal attention, motor skills and memory. According to Coolidge, et al., (2004), executive functions helps individuals employ strategies that can help them remember certain complex information. With regard to effects of unpredictable environmental situations, executive functions allow people to recognize the significance of unpredictable situations and initiative mitigating skills for the unexpected. Additionally, executive functions help individuals in inhibiting unsuitable behaviors Coolidge, et al., (2004) postulate that people with poor executive functions may find it difficult to interact with other people because they may act or say inappropriate things to them. They have little problem solving skills and can hurt people unknowingly. In addition, such people hesitate to do or say some usual things with the fear of embarrassment of doing them the wrong way. The relationship between personality style and executive function Executive functions have three facets (updating, inhibiting, and shifting) that support individual personalities (McCloskey & Perkins, 2013). In addition, executive functions such as working memory are used in the regulation of unwanted behaviors. It has also been noted that reduction of executive functions can contribute to situational risk factors personality failure. On the other hand, since executive functions are believed to be trainable, improvement on the same would translate to better behaviors that depict individual’s personality. Active representation, which is part of executive functions, may be used to strengthen working memory. Self regulatory is bound to fail if active representation is not applied on goals set. In this regard, psychological studies have been conducted to determine the relationship that exists between the two variables. The general notable ratios have been articulated depending on the degree of consciousness exhibited by individuals when faced with different situations. Notably, updating working memory is one of the ways in which different people with different personality engage in as the first step towards mitigating or responding to situations. In addition, inhibitory control has been associated with updating personality of individuals by a way of determining how various mental processes are incorporated in order to come up successful performance of a task (Hunter & Sparrow, 2012). Studies on the function of inhibition have documented that children are capable of applying inhibition in determining whether the instructions given are necessary or not. Their belief on the importance of instructions given acts as a governing factor on whether inhibition is necessary and the response to be given on the situation brought about by the instructions. In addition, shifting has been described as a way individuals divert their attention from situations and direct it on other things (McCloskey & Perkins, 2013). However, unconscious goals have been found not to require shifting especially on individuals with executive functions deficit. In light of such deliberations, it is apparent that the relationship between executive function and personality style is highly dependent on the situation and whether the set goal is conscious or unconscious. In addition, it is also evident that different executive functions are applicable depending on personality of the individual and the situation at hand. Objectives of the study To identify the relationship that exists between personality style and executive function To identify things that link personality and executive function To evaluate ways in which personality could be determined by executive function To find out ways in which executive function is triggered by personality Hypothesis Executive function can be used to regulate unwanted behaviors Unconscious goal engages the executive function without conscious awareness of that particular goal Planning is an important executive function that help individuals to avoid poor performance Working memory can be enhanced by application of different executive functions Generation of executive function depends on the personality style Dependent variable (executive functions) Independent variable Literature review Marien, et al. (2012) argued that many of individual behaviors are shaped by goals set to accomplish in future. However, there are several obstacles that inhibit people from attaining such goals. When this happens, people tend to adapt to the new and emerging situations that help them to overcome the obstacles. In this regard, goal pursuant is believed to rely on executive functions that make people to remain focused towards attaining the set goals as well as altering behaviors to suit the emerging environment. In fact, Marien, et al. (2012) noted that the modal view suppose that people consciously set their goals and shape their behaviors thus the study of goal directed behavior is based on executive functions. Nevertheless, there has been heated debate on whether unconscious goals require executive functions in their control. The controversy is heighted by the fact that previous research indicates that goal pursuant can also be as a result of activities outside person’s awareness, something that has remained controversial because executive function requires consciousness thus, it is impossible to conduct any goal pursuant unconsciously. Besides, unconscious goals are believed to operate in an effortless way whereas conscious goals require some mental functions. In their research, Marien, et al., (2012) observed that unconscious activation of a goal weaken performance of another goal that requires executive functions. In this regard, if there was impairment of another goal that required executive control process, it is apparent that unconscious goals indirectly utilize executive functions in its attainment. In another study conducted by Coolidge, et al., (2004) on the relationship between personality and bullying behavior, it was found out (among other things) that bullying behavior was correlated to executive functions deficits. The study was conducted on fourteen school students age 11- 15 years. The students were purposively sampled as having been involved in bullying by the school administrator. Bullying in schools is characterized by physical and/or verbal bullying behaviors. Coolidge, et al., (2004) argued that such behaviors are as a result of neuropsychological dysfunction mostly characterized by executive functions deficits. This argument is based on the fact that, in these students, the bullying antisocial behavior is as a result of insufficient frontal lobe functioning, which would help them to be able to obey the laid down rules and regulations. Additionally, bullies may lack the ability to restrain their aggressive behavior. Several studies have indicated that students found to have bullying behaviors have been found to have psychiatric symptoms. It has also been found out that bullies have lower levels of anxiety compared to victims of bullying. This implies that their behaviors have little contemplation of goal directed behavior that is exhibited in persons with executive functions. Burton, et al., (2011) noted that individuals with suicide attempts exhibit poor executive functioning skills. In their study, Burton, et al., (2011) pointed that more than 30, 000 Americans are reported to commit suicide. For these individuals, they have common characteristics such as inability to have planning ability and other executive skills that enable people to overcome challenges in life. This is arguably true because the ability to apply these skills to evade the risk of suicidal thinking is absent. Nevertheless, Burton, et al., (2011) argued that some psychological disorders such as bipolar and depression make executive functions susceptible to impairment. Current neuropsychological research has documented that decision making and impulsivity tend to increase suicidal behavior. In addition, Burton, et al., (2011) noted that individuals who have had suicidal attempts, but successfully managed to overcome the intrigue perform better when confronted with the same problem than those that have never had the suicidal history. Through application of executive functions such as planning, problem solving skills and inhibiting inappropriate behavior could be argued to be well utilized in the effort to overcome similar challenges in future. In another study conducted by Gothe, et al (2013) on the effects of Yoga exercise on executive function, it is apparent that there is a connection between personality and executive function. Gothe, et al (2013) noted that, yoga, which is a mind-body-based exercise, tends to improve working memory. The findings of the study also indicated that yoga enhanced accuracy for tasks requiring greater amount of executive function. These deliberations were supported by the idea that yoga improved cognitive function. For instance, lowered mood is associated with decline in cognitive function. In this regard, yoga was found to improve mood. This assertion was supported by the idea of the activities of yoga such as breathing and postures, which helps in improving mood. With such deliberations, it is apparent that there is a relationship between personality and executive function. Some behaviors that are exhibited by individuals in bad mood could be modified through yoga exercise that improves executive functions, which then improves the mood. In fact, it is therefore correct to argue that personality highly depends on the executive function of an individual. Another study conducted by Richeson & Trawalter (2005) on African Americans racial attitude and depletion of executive function after interracial interaction indicated that black individuals who had greater negative attitudes towards white before interacting were depleted of executive attentional resources. On the other hand, it was also found that white individuals contended with inhibiting beliefs and anxiety in regard to how to behave during interaction with black individuals needed more regulatory efforts to enable them survive during interaction. In this regard, it is evident that the personality of negative attitude is shaped by the executive function, which helps individuals to acquire regulatory efforts necessary to survive during interaction with individuals they do not like. The executive function exhibited by the regulatory control helps individuals with negative attitude towards another individual to plan on how they can endure during interaction. As stipulated earlier, every individual has his or her unique traits which make every person distinct and this is what constitutes to individual personality. Different executive functions such as shifting and scholastic attainment have been argued to highly determine personality of students and their performance in class. For instance, a study conducted by Clair & Gathercole, (2006) on the relationship between executive functions and achievements in school revealed that, for example, working memory was closely related to achievements in English, sciences and mathematics. In this regard, these findings could be backed up by the fact that the ability by students to execute scholastic achievements enables them to perform well in class. Another study conducted by Leon-Carrion, et al (2004), the importance of executive function is manifested in students on their learning and social behavior. Specifically, the authors noted that inhibitory control component, which is part of the executive function, is charged with the mandate of suppressing or controlling both internal and external information responsible for acting on an issue at hand. For instance, during play, through inhibitory control component, children are able to detect situations that might endanger their relationship with their peers. They are able to generate information that offers alternative action that could be used to counter the problem at hand. The empirical studies conducted on the elucidation of self regulation in childhood development have indicated that the theory of mind applied in explaining different ways in which children interact with others is all dependent on how different executive functions are manifested in them. An example of such a study was conducted by Blair & Razza (2007) whereby they sort to determine the extent to which several aspects of self regulation in children were linked to academic performance. Their findings indicated that several aspects of self regulation including executive function correlated, but variance was evident in mathematics, and other literacy ability. If this is something to go by, then, it is correct to argue that depending on what children prioritize and probably like, the executive functions that enabled them to perform differently in different literacy tests depends on the personality of each child. In light of this, it is apparent that executive functions play a critical part in determining the learning abilities of students during childhood. Further, the importance of executive functions in shaping personality is denoted by theoretical foundations, for example, the one proposed by Baddeley and Hitch in 1974, which outlines that the role of central executive, that controls and regulates different cognitive processes. In addition, the theoretical model outlines the importance of episodic buffer that helps in integrating information derived from working memory. The ability by students to hold long-term memory is as a result of functions of central executive. In their study, Clair & Gathercole, (2006) documented that it is crucial for students that want to perform well in class to have a working memory updated by different executive functions. In another dimension, research has indicated that executive functions deficits have been associated with several psychological disorders. For instance, a study conducted by Wiederman & Sansone (2009) on borderline personality disorder (BPD) and sexuality found that, BPD is associated with vulnerability of poor impulse management and dysfunctional cognitive among other factors. This means that victims of BPD do not have the capacity to employ different executive functions that would enable them to overcome affective issues that cause BPD. For instance, there is a record of lack of proper planning on how to deal with themes of neglect and lack of empathy that BPD might be experiencing. In addition, shifting from such intrigues appears to be another problem by the victims. That is why most parents have been described as being uncaring by offspring with BPD. Mostly children with BPD have at one time in their life been subjected to trauma marked with physical, sexual or even witness of violence. With such accounts, such children, if not well equipped with executive functions might find it hard to overcome or withstand such deeds, something that lead to BPD. In this regard, it is apparent that lack of necessary executive functions leads to serious and extreme cases of BPD characterized by fear of abandonment and lack of self esteem. Additionally, Ruocco & Swirsky-Sacchetti (2007) noted that, there have been increased cases of personality disorders as a result of head injuries. The argument is that when brain is damaged, one is not able to apply different executive functions required to live a normal life. For instance, patients with schizophrenia exhibit signs of poor measures of attention. This means that such patients have little contemplation of what is going around them and consequently have little control of the same using different executive functions. Rationale for the relationship between personality style and executive function Although many studies have been conducted in regard to the relationship between personality and executive function, it is apparent that no single study has elucidated on the explicit relationship. This has been due to the fact that different executive functions are triggered by different situations that individuals find themselves in. For instance, McCloskey & Perkins (2013) argued that an individual that once experienced a violence case would be in a position to apply planning function on how to handle such a case if it happens in future. However, if the individual have deficit in executive functions, the ability to have such plans would not be present. In another study, Hunter & Sparrow (2012) observed that the trigger of different functions is dependent on the personality of individuals. For instance, a white man with a negative attitude towards a black man would not generate configuration of bad deeds towards the black man. It is also difficult for students with no passion in education to enhance working memory in order to perform well in class. However, personality theories have largely dwelt on the five factor model, which defines individual personality. For instance, emotional stability has been used to determine the personality of individuals when confronted with emotional situations. The feeling of loneliness and lack of self esteem has been argued to be as a result of people not being in a position to actualize such situations in order to counter the feelings (Hunter & Sparrow, 2012). As a result, such individuals develop psychological disorders and may require a combination of executive functions to recover. The same case applies to the ability of individuals to have agreeableness instinct in order to overcome difficult times. For instance, most of the poor people have not been able to overcome poverty and circumstances revolving around it because of lack of agreeableness in them. It is apparent that people with agreeableness trait tend to accept the situation by realizing that the situation is a reality and that they need to focus on ways of mitigating it and move forward. However, for this to happen, the individual must be in a position to develop mechanisms of counteracting such situations by a way of employing different executive functions that enhance planning and improves working memory (McCloskey & Perkins, 2013). On the other hand, studies have documented that people with effective executive functions tend to develop consciousness when dealing with different people and situations. For instance, when confronted with a situation that elicit mixed reactions that can call for violence of use of abusive language, people with consciousness tend to apply the executive functions to reconsider the urge for such deeds. Nevertheless, people with violent personality may lack or have executive functions deficit, which make them unconscious in regard to their deeds. Such people end up utilizing their executive function on the unconscious behavior rather than channeling the same to counter the behavior. Since the use of executive function enables individuals to critically plan on how to achieve different goals in life (Hunter & Sparrow, 2012), the need for openness is vital. When setting goals, individuals with executive functions are aware of the consequences of not being open thus taking the risks of facing the aftermath of being open. With such deliberations on the five model of personality, it is evident that there is relationship between personality and self-regulation executive functions. On the same note, it is also apparent that as personality of individuals is shaped by the executive functions, some of the executive functions are triggered by the personality of the individual. For instance, an individual with the personality of consciousness would find it necessary to employ the executive function of shifting whenever confronted with a threatening situation. On the other hand, an individual whose executive functions such as proper planning for attaining certain goals would shape his personality of emotional instability when such goals tend to be hard to attain or with many barriers. Methodology The study at hand will be carried out using descriptive, cross-sectional survey design. This will involve gathering data from a sample of participants who will be sampled to represent different people with different personalities. The first group of respondents will be purposively be sampled to represent students with bullying behavior. The second group of respondents will be sampled to represent African Americans who have negative attitude towards whites and who have interacted with them. With intent of gaining insights about the relationship between personality and executive functions, there is a need to gather primary data from the selected respondents thus the need to utilize questionnaires and interviews for the purpose of collecting data. The design was considered ideal because cross sectional survey design prioritize on the relationship that exists, options opted for and the process to be taken. In light of this, the issue at hand will be articulated upon using the design. Purposive sampling will be used to select students that have at one time have had participated on bullying and African Americans that have interacted with whites they have negative attitude towards. Validity and reliability of the instruments to be used will be critically looked at with approval sort from the supervisor. In fact, before the actual study, pilot test will be conducted in two other groups that are not to be investigated in the actual study. This is necessary to test if there is ambiguity in any of the items as well as to test if the instrument could elicit the type of data anticipated. In the efforts to draw conclusions from the study, editing, coding of similar themes as well as classifying and tabulating the data will be endorsed to come up with efficient analysis. Analytically, editing of data enables the researcher to detect and correct possible errors and omissions in order to ensure there is accuracy and consistency. Coding of data will ensure that individual variable is measured for accuracy and clarity. In the analysis, descriptive and inferential analysis will be utilized in order to measure and determine the possible existing relationship among the variables. It is also worth mentioning that ethical considerations will be put in place in order to protect the rights of participants. It is critical for every researcher to ensure that anonymity of participants is assured. In addition, the participants should be assured of their confidentiality. This aims at ensuring that there is adequate avoidance of both physical and psychological harm of the participants. Before conducting the study on students, permission of the study will be sort from the administration and all participants enlightened on the purpose of the study. Additionally, no participant will be compelled to participate in the study. All participants will be educated on their right to decide not to participate in the study as well as their rights to withdraw from the study any time they feel like without any implications attached to their withdrawal. References: Marien, H., et al. (2012). Unconscious goal activation and the hijacking of the executive function. Journal of personality and social psychology. Coolidge, F., et al. (2004). Personality and neuropsychological correlates of bullying behavior. Personality and individual differences, 36: 1559-1569. Burton, C., et al. (2011). Differential effects of executive functioning on suicide attempts. J neuropsychiatry Clin Neuroschi, 23 (2) 173-179. Gothe, N., et al. (2013). The acute effect of yoga on executive function. Journal of physical activity and health, 10: 488-495. Richeson, J. & Trawalter, S. (2005). African americans’ implicit racial attitudes and the depletion of executive function after interracial interactions. Social cognition, 23 (4), 336-352. Clair, H. & Gathercole, S. (2006). Executive functions and achievements in school: Shifting, updating, inhibition, and working memory. The quarterly journal of experimental psychology, 59 (4), 745-759. Wiederman, M. & Sansone, R. (2009). Borderline personality disorder and sexuality. The family journal: counseling and therapy for couples and families, 17 (3), 277-282. Ruocco, A. & Swirsky-Sacchetti, T. (2007). Personality disorder and neuropsychological functioning in closed head injury. J Neuropsychiatry Clin Neurosci, 19 (1), 27-35. McCloskey, G. & Perkins, L. (2013). Essentials of executive functions assessment. Hoboken, N.J.: John Wiley & Sons. Leon-Carrion, J., et al. (2004). Development of the inhibitory component of the executive functions in children and adolescents. Intern. J. Neuroscience, 114: 1291-1311. Blair, C. & Razza, R. (2007). Relating Effortful Control, Executive Function, and False Belief Understanding to Emerging Math and Literacy Ability in Kindergarten. Child Development, 78 (2), 647–663 Hunter, S. Sparrow, E. (2012). Executive function and dysfunction: identification, assessment, and treatment. Cambridge; New York: Cambridge University Press. Read More