The results of a personality test indicate a similar personality to what I expected. For instance, I do believe that I am an introvert. Based on the test I scored 5 out of 9, which indicates that I am in the 49th percentile hence an introvert. Additionally, I can relate with information regarding my level of conscientiousness achieved (6 out of 9). The personality test has only shown the weaknesses and strengths that I deal with every day. The structuring of the questions used in the test seem to bring out the qualities whether strengths or weaknesses that I seem to have in different aspects of my life. My friends also seem to agree on some of the results that the test indicates especially how I react emotionally and on issues regarding planning.
I think the big five personality dimensions are an accurate way of assessing a person’s personality. The personality of a person revolves attributes such as feelings, motives and thoughts that guide or influence how an individual behaves in social settings. Thus, the five dimensions of the personality test touch on these critical or innate behavior attributes of an individual. The big five-dimension personality test captures a higher percentage of the way an individual thinks, feel or behave. The big five-personality dimension is currently being applied in job evaluations. The results of the test allow employers to assess the ability of an individual to handle a certain job or task. For instance, emotional stability forms a core aspect in jobs that involve a high level of stress. The wide applicability of the model also indicates that the model has been able to provide accurate representations of personality traits of individuals.
Stanley Milgram did the Milgram experiment in 1963 on 40 men from New Haven and its neighboring communities (Milgram, 1963). The individual ages were between 20 and 50. Newspaper advertisements were used to attract the participants. The adverts indicated that the individuals were to participate in a study, in Yale University about memory and learning. The procedure for the experiment involved using a one inexperienced subject (teacher) and one victim (student) in each experiment. Milgram had developed an electric shock generator, which had a range of volts starting from 30 to 450 volts with 15-volt increments. The teacher would deliver an electric shock to the student in case the student got a wrong answer to the question asked. The teacher believed that he was actually shocking the student while, in the real sense, the student was simply pretending to be shocked. Each wrong answer resulted to an increase in the voltage level. If the 300-volt level would be reached, the student would beg to be released and would hit the wall (Milgram, 1963). The results of the tests indicated 65% of the teachers delivered maximum shocks.
The experiment worked because of the credibility of the institution that sponsored the experiment. Additionally, presence of an authority figure made participants be compliant to the required instructions. The experiment has been significant in explaining and understanding the German Holocaust (Brannigan, 2013).
Chances of such an experiment being repeated now are slim. The major barrier may be the ethical implications of using human subjects. Even though the experiment did not actually involve shocking of individual, the participants were traumatized to some extent (Brannigan, 2013). This then may result in fewer people participating in the experiment. However, if the human subjects are allowed, similar results may be obtained. Participants can only agree to be involved in the experiment if they are not truly given the main aim of the study. Based on history, it is evident that human beings may perform inhumane acts when subjected by authority.
Brannigan, A. (2013). Stanley Milgram's Obedience Experiments: A Report Card 50 Years Later. Society. pp. 623-628.
Feist, G. J., & Rosenberg, E. L. (2012). Psychology: Perspectives & connections. New York: McGraw-Hill Higher Education.
Milgram, S. (1963). Behavioral Study of Obedience. Retrieved from http://academic.evergreen.edu/curricular/social_dilemmas/fall/Readings/Week_06/milgram.pdf