Understanding and being understood
Department
Mathematisch-Naturwissenschaftliche Fakultät II
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Abstract
Die vorliegende Dissertation geht der Frage nach, welchen Einfluss kognitiv geprägte Persönlichkeitsmerkmale auf das gegenseitige Verständnis zwischen Gesprächspartnern haben. Intelligenz und Bewertungsdispositionen werden als Haupteffekte untersucht. Zudem wird dem Einfluss von dyadischen Persönlichkeitsunterschieden auf das zwischenmenschliche Verständnis sowie der Frage, ob sich Hochbegabte in ihrer sozialen Anpassung von einer Vergleichsgruppe von Universitätsabsolventen unterscheiden, nachgegangen. Es konnte gezeigt werden, dass Personen einen Zusammenhang zwischen der Intelligenz ihrer Interaktionspartner und der Qualität der jeweiligen Beziehungen wahrnehmen. Dieser Effekt lässt sich jedoch (mit Ausnahme des Wortschatzes) nicht durch psychometrische Intelligenzmessungen bestätigen. Zweitens liefern die Ergebnisse der Studie keine belege für die Behauptung, dass zwischenmenschliche Persönlichkeitsunterschiede die Qualität der Kommunikation beeinträchtigen. Drittens stellt sich die Stichprobe von Hochbegabten als weniger sozial angepasst dar als die Stichprobe von Hochschulabsolventen. Es gibt jedoch Hinweise darauf, dass dies nicht durch ihre extrem hohe Intelligenz, sondern durch eine Stichprobenverzerrung hin zu Anpassungsproblemen verursacht wird. Insgesamt zeigen die Ergebnisse, dass das zwischenmenschliche Verständnis einen bedeutsamen Faktor für die Entwicklung enger Beziehungen darstellt. Allerdings legt der geringe Einfluss von Intelligenz und Bewertungsdispositionen auf die Qualität dyadischer Interaktionen den Schluss nahe, dass die meisten Menschen die Anforderungen zwischenmenschlicher Interaktionen auch meistern können, ohne über eine hohe Intelligenz zu verfügen. Darüber hinaus scheint es den meisten Gesprächspartnern zu gelingen, einander trotz dyadischer Unterschiede in ihrer Persönlichkeit zu verstehen.
The current dissertation investigated the role of cognitive personality traits on the mutual understanding between interaction partners. For this purpose, main effects of intelligence and dispositional valuations were studied. In addition, it was asked whether within-dyad personality differences affect mutual understanding and whether gifted individuals differ from a comparison group of university students in their level of social adjustment. Results indicated that individuals perceive a relation between the intelligence level of their interaction partners and the quality of their social relationships. However, such an effect could not be replicated with psychometric intelligence measures (with the exception of vocabulary). Second, the results of the current study did not support the contention that dyadic personality differences constrain communication quality. Third, it could be shown that the sample of gifted individuals was less well adjusted than the sample of university alumni. However, several indications were found that this was not due to their extremely high intelligence but to an oversampling of gifted individuals with adjustment problems. Together, the results showed that mutual understanding is an important factor in the development of close relationships. However, the limited impact of intelligence and dispositional valuations on the quality of dyadic interactions suggests that most people are able to cope with the demands of interpersonal interactions without having a high intelligence level. In addition, most conversation partners seem able to understand each other in spite of within-dyad personality differences.
The current dissertation investigated the role of cognitive personality traits on the mutual understanding between interaction partners. For this purpose, main effects of intelligence and dispositional valuations were studied. In addition, it was asked whether within-dyad personality differences affect mutual understanding and whether gifted individuals differ from a comparison group of university students in their level of social adjustment. Results indicated that individuals perceive a relation between the intelligence level of their interaction partners and the quality of their social relationships. However, such an effect could not be replicated with psychometric intelligence measures (with the exception of vocabulary). Second, the results of the current study did not support the contention that dyadic personality differences constrain communication quality. Third, it could be shown that the sample of gifted individuals was less well adjusted than the sample of university alumni. However, several indications were found that this was not due to their extremely high intelligence but to an oversampling of gifted individuals with adjustment problems. Together, the results showed that mutual understanding is an important factor in the development of close relationships. However, the limited impact of intelligence and dispositional valuations on the quality of dyadic interactions suggests that most people are able to cope with the demands of interpersonal interactions without having a high intelligence level. In addition, most conversation partners seem able to understand each other in spite of within-dyad personality differences.
Description
Keywords
Persönlichkeit, Soziale Beziehungen, zwischenmenschliche Kommunikation, Intelligenz, Hochbegabung, Anpassung, personality, Social relationships, interpersonal communication, intelligence, giftedness, adjustment
Dewey Decimal Classification
150 Psychologie
Citation
Denissen, Jacobus Josephus Adrianus.(2005). Understanding and being understood. 10.18452/15283