The salience brain network and personality (self-directedness; cognitive control)

Abstract:

A prevailing topic in personality neuroscience is the question how personality traits are
reflected in the brain. Functional and structural networks have been examined by functional and structural magnetic resonance imaging, however, the structural correlates of functionally defined networks have not been investigated in a personality context. By using the Temperament and Character Inventory (TCI) and Diffusion Tensor Imaging (DTI), the present study assesses in a sample of 116 healthy participants how personality traits proposed in the framework of the biopsychosocial theory on personality relate to white matter pathways delineated by functional network imaging. We show that the character trait self-directedness relates to the overall microstructural integrity of white matter tracts constituting the salience network as indicated by DTI-derived measures. Self-directedness has been proposed as the executive control component of personality and describes the tendency to stay focused on the attainment of long-term goals. The present finding corroborates the view of the salience network as an executive control network that serves maintenance of rules and task-sets to guide ongoing behavior.

Click here for info regarding one of the better brain network overview articles by Bressler and Menon.


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The importance of differential psychology for school learning: 90% of school achievement variance is due to student characteristics

This is why the study of individual differences/differential psychology is so important. If you don’t want to read the article you can watch a video of Dr. Detterman where he summarizes his thinking and this paper.

Education and Intelligence: Pity the Poor Teacher because Student Characteristics are more Significant than Teachers or Schools. Article link.

Douglas K. Detterman

Case Western Reserve University (USA)

Abstract

Education has not changed from the beginning of recorded history. The problem is that focus has been on schools and teachers and not students. Here is a simple thought experiment with two conditions: 1) 50 teachers are assigned by their teaching quality to randomly composed classes of 20 students, 2) 50 classes of 20 each are composed by selecting the most able students to fill each class in order and teachers are assigned randomly to classes. In condition 1, teaching ability of each teacher and in condition 2, mean ability level of students in each class is correlated with average gain over the course of instruction. Educational gain will be best predicted by student abilities (up to r = 0.95) and much less by teachers' skill (up to r = 0.32). I argue that seemingly immutable education will not change until we fully understand students and particularly human intelligence. Over the last 50 years in developed countries, evidence has accumulated that only about 10% of school achievement can be attributed to schools and teachers while the remaining 90% is due to characteristics associated with students. Teachers account for from 1% to 7% of total variance at every level of education. For students, intelligence accounts for much of the 90% of variance associated with learning gains. This evidence is reviewed


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