Thanks for bringing this up. Now that you’ve said it, I think I’d observed something similar about myself. Like you, I find it far easier to solve internal problems than external. In SCUBA class, I could sketch the inner mechanism of the 2nd stage, but I’d be the last to put my equipment together by the side of the pool.
Your description maps really well onto introversion and extroversion. I searched for psychology articles on extraversion, introversion and learning styles. A lot of research has been done in that area. For example:
Through the use of EPQ vs. LSQ and CSI questionnaires (see FOOTNOTE below), Furnham (1992) found that extraverts are far more active and far less reflective in their learning. They don’t need to chew over the information before they act on it.
Jackson and Lawty-Jones (1996) confirmed those findings with a similar study but fewer questionnaires (only EPQ vs. LSQ).
Zhang (2001) administered more questionnaires (TSI vs. SVSDS) to find that, unsurprisingly, having a social personality makes you more likely to want to employ external thinking style—that is, interact with others.
More studies used more questionnaires to find the same—i.e. Furnham, 1996; Furnham, Jackson, and Miller 1999; and many others, I’m sure.
The above seem to answer Swimmer963’s question: extraverted people are the ones who are better at actively applying the knowledge that they have quickly and on the spot in collaborative situations. Introverted people need time to reflect. Caveat: this conclusion is based on questionnaire studies, where people described their behavior instead of demonstrating it.
Unfortunately, I couldn’t find a single good experiment that addressed this question directly. But I did find this one…
Suda and Fouts (1980) set up an experiment where a sixth-grader would be left to believe that a little girl in the room next door had fallen off a chair. The sixth-grader then faced a choice: go into the girl’s room (active help) or go into the experimenter’s room (passive help) or continue with the “apparent” experiment (something about children’s drawings of people). If the sixth-grader tried to help, the experimenter would return. The peer was a confederate instructed not to initiate interactions or helping behavior.
I wish they’d included a table of their results in the article. Here’s what I managed to glean from the blurb: Overall, more extraverts helped. Extraverts tended to help actively, by going to the girl’s room themselves. Only a couple introverts tried to help actively; most of those who chose to help at all have done so passively.
During the interviews afterwards, half of the introverted kids said that they didn’t actively help because it might’ve been “wrong” to stop drawing.
What conclusions / interpretations can we draw from this experiment, aside the obvious? Introverted kids might not have been as good at reacting to the world around them as extraverted kids. This might be the very same dynamic that leads to introverted adults being unable to do as well in the real world “people situation” of the Quebec test as well as they could do on the written Ontario test.
FOOTNOTE:
A popular classification of personality traits in the articles I’ve read was due to the Eysenck Personality Questionnaire (EPQ). Personality is measured across three dimensions: Extraversion vs. Introversion, Neuroticism vs. Stability and Psychoticism vs. Socialisation Wikipedia article.
Honey and Mumford’s (1982) Learning Style Questionnaire (LSQ) identifies four learning styles: Activists jump into the problem at hand. “They revel in short-term crisis fire fighting,” as Furnham puts it. Reflectors are careful and methodical; they prefer to stand back and analyze everything carefully before they act. Theorists tend to synthesize the facts they observe into coherent theories. And Pragmatists want what they learn to be practical and applicable, preferably immediately.
Whetten and Cameron’s (1984) Cognitive Style Instrument (CSI) considers the learning styles form a slightly different angle than LSQ, by analyzing how people: gather information (perceptive vs. receptive), evaluate information (systematic vs. initiative) and respond to information (active vs. reflective). The last parameter is the most interesting in this case. It describes whether people act on the information quickly (active) or prefer to reflect on it before taking action (reflective).
Sternberg and Wagner (1992) Thinking Styles Inventory (TSI) asks 65 questions to classify people into one of 13 learning styles. Two of them are external and internal; people who think externally are eager to use their knowledge to interact with people, and those who think internally prefer to work independently.
Short-Version Self-Directed Search (SVSDS) assesses personality types across 6 scales, one of which is social.
REFERENCES:
(1) Furnham A. Personality and Learning Style—a Study of 3 Instruments. Personality and Individual Differences 1992 APR;13(4):429-438.
(2) Jackson C, LawtyJones M. Explaining the overlap between personality and learning style. Personality and Individual Differences 1996 MAR;20(3):293-300.
(3) Zhang LF. Thinking styles and personality types revisited. Personality and Individual Differences 2001 OCT 15;31(6):883-894.
(4) Furnham A. The FIRO-B, the learning style questionnaire, and the five-factor model. Journal of Social Behavior and Personality 1996 JUN;11(2):285-299.
(5) Furnham A, Jackson CJ, Miller T. Personality, learning style and work performance. Personality and Individual Differences 1999 DEC;27(6):1113-1122.
(6) Suda W, Fouts G. Effects of Peer Presence on Helping in Introverted and Extroverted Children. Child Dev 1980;51(4):1272-1275.
WOW MoreOn...this is exactly the kind of thorough research/data I was looking for. I think I may have done the Eysenck test or a similar one in high school, during our “Civics and Careers” class.
Thanks for bringing this up. Now that you’ve said it, I think I’d observed something similar about myself. Like you, I find it far easier to solve internal problems than external. In SCUBA class, I could sketch the inner mechanism of the 2nd stage, but I’d be the last to put my equipment together by the side of the pool.
Your description maps really well onto introversion and extroversion. I searched for psychology articles on extraversion, introversion and learning styles. A lot of research has been done in that area. For example:
Through the use of EPQ vs. LSQ and CSI questionnaires (see FOOTNOTE below), Furnham (1992) found that extraverts are far more active and far less reflective in their learning. They don’t need to chew over the information before they act on it.
Jackson and Lawty-Jones (1996) confirmed those findings with a similar study but fewer questionnaires (only EPQ vs. LSQ).
Zhang (2001) administered more questionnaires (TSI vs. SVSDS) to find that, unsurprisingly, having a social personality makes you more likely to want to employ external thinking style—that is, interact with others.
More studies used more questionnaires to find the same—i.e. Furnham, 1996; Furnham, Jackson, and Miller 1999; and many others, I’m sure.
The above seem to answer Swimmer963’s question: extraverted people are the ones who are better at actively applying the knowledge that they have quickly and on the spot in collaborative situations. Introverted people need time to reflect. Caveat: this conclusion is based on questionnaire studies, where people described their behavior instead of demonstrating it.
Unfortunately, I couldn’t find a single good experiment that addressed this question directly. But I did find this one…
Suda and Fouts (1980) set up an experiment where a sixth-grader would be left to believe that a little girl in the room next door had fallen off a chair. The sixth-grader then faced a choice: go into the girl’s room (active help) or go into the experimenter’s room (passive help) or continue with the “apparent” experiment (something about children’s drawings of people). If the sixth-grader tried to help, the experimenter would return. The peer was a confederate instructed not to initiate interactions or helping behavior.
I wish they’d included a table of their results in the article. Here’s what I managed to glean from the blurb: Overall, more extraverts helped. Extraverts tended to help actively, by going to the girl’s room themselves. Only a couple introverts tried to help actively; most of those who chose to help at all have done so passively.
During the interviews afterwards, half of the introverted kids said that they didn’t actively help because it might’ve been “wrong” to stop drawing.
What conclusions / interpretations can we draw from this experiment, aside the obvious? Introverted kids might not have been as good at reacting to the world around them as extraverted kids. This might be the very same dynamic that leads to introverted adults being unable to do as well in the real world “people situation” of the Quebec test as well as they could do on the written Ontario test.
FOOTNOTE:
A popular classification of personality traits in the articles I’ve read was due to the Eysenck Personality Questionnaire (EPQ). Personality is measured across three dimensions: Extraversion vs. Introversion, Neuroticism vs. Stability and Psychoticism vs. Socialisation Wikipedia article.
Honey and Mumford’s (1982) Learning Style Questionnaire (LSQ) identifies four learning styles: Activists jump into the problem at hand. “They revel in short-term crisis fire fighting,” as Furnham puts it. Reflectors are careful and methodical; they prefer to stand back and analyze everything carefully before they act. Theorists tend to synthesize the facts they observe into coherent theories. And Pragmatists want what they learn to be practical and applicable, preferably immediately.
Whetten and Cameron’s (1984) Cognitive Style Instrument (CSI) considers the learning styles form a slightly different angle than LSQ, by analyzing how people: gather information (perceptive vs. receptive), evaluate information (systematic vs. initiative) and respond to information (active vs. reflective). The last parameter is the most interesting in this case. It describes whether people act on the information quickly (active) or prefer to reflect on it before taking action (reflective).
Sternberg and Wagner (1992) Thinking Styles Inventory (TSI) asks 65 questions to classify people into one of 13 learning styles. Two of them are external and internal; people who think externally are eager to use their knowledge to interact with people, and those who think internally prefer to work independently.
Short-Version Self-Directed Search (SVSDS) assesses personality types across 6 scales, one of which is social.
REFERENCES:
(1) Furnham A. Personality and Learning Style—a Study of 3 Instruments. Personality and Individual Differences 1992 APR;13(4):429-438.
(2) Jackson C, LawtyJones M. Explaining the overlap between personality and learning style. Personality and Individual Differences 1996 MAR;20(3):293-300.
(3) Zhang LF. Thinking styles and personality types revisited. Personality and Individual Differences 2001 OCT 15;31(6):883-894.
(4) Furnham A. The FIRO-B, the learning style questionnaire, and the five-factor model. Journal of Social Behavior and Personality 1996 JUN;11(2):285-299.
(5) Furnham A, Jackson CJ, Miller T. Personality, learning style and work performance. Personality and Individual Differences 1999 DEC;27(6):1113-1122.
(6) Suda W, Fouts G. Effects of Peer Presence on Helping in Introverted and Extroverted Children. Child Dev 1980;51(4):1272-1275.
WOW MoreOn...this is exactly the kind of thorough research/data I was looking for. I think I may have done the Eysenck test or a similar one in high school, during our “Civics and Careers” class.