<?xml version="1.0" encoding="UTF-8"?><xml><records><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Diana   Raufelder</style></author><author><style face="normal" font="default" size="100%">Danilo   Jagenow</style></author><author><style face="normal" font="default" size="100%">Frances   Hoferichter</style></author><author><style face="normal" font="default" size="100%">Kate  Mills  Drury</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">THE PERSON-ORIENTED APPROACH IN THE FIELD OF EDUCATIONAL PSYCHOLOGY</style></title><secondary-title><style face="normal" font="default" size="100%">Problems of Psychology in the 21st Century </style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">configural frequency analysis</style></keyword><keyword><style  face="normal" font="default" size="100%">educational psychology</style></keyword><keyword><style  face="normal" font="default" size="100%">individual differences</style></keyword><keyword><style  face="normal" font="default" size="100%">person-oriented approach</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2013</style></year><pub-dates><date><style  face="normal" font="default" size="100%">April/2013</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">https://oaji.net/articles/2014/444-1400266225.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">5</style></volume><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">Individual differences are a fundamental component of psychology, but these differences are often treated as “noise” or “errors” in variable-oriented statistical analyses. Currently, there is a small but emerging body of research using the person-oriented approach. In this paper a brief theoretical and methodological overview of the person-oriented approach is given. A person-oriented approach is often preferable where the main theoretical and analytical unit is a pattern of operating factors, rather than individual variables. In order to illustrate the relevance of this approach to research in educational psychology several representative statistical methods are outlined, two of which employ a person-oriented approach (latent class analysis/ latent profile analysis, configural frequency analysis/ prediction configural frequency analysis) and one that combines person and variable-oriented approaches. Examples of data analyses are used to demonstrate that variable and person-oriented approaches provide the researcher with different information that can be complementary.
</style></abstract><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">79-88</style></section></record><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Ilona Kalva</style></author><author><style face="normal" font="default" size="100%">Dmitry Shyryaev</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">BEHAVIOR IN UNCERTAIN ENVIRONMENTS, AND PRONE TO RISK OR CAUTION</style></title><secondary-title><style face="normal" font="default" size="100%">Problems of Psychology in the 21st Century </style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">individual differences</style></keyword><keyword><style  face="normal" font="default" size="100%">probability learning risky behavior</style></keyword><keyword><style  face="normal" font="default" size="100%">type of temperament</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2012</style></year><pub-dates><date><style  face="normal" font="default" size="100%">07/2012</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">https://oaji.net/articles/2014/444-1391944728.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">3</style></volume><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">The purpose of this study was to appreciate the possibility to use the method of study of probabilistic forecasting for staff selection needs. Indicators of probabilistic forecasting, prone to risk were studied in a stochastic environment. This is a pilot study, because  a well known technique:  Bayesian logic applied to decision making with probability inference - using the knowledge of prior events to predict future events -  in the new modification was used. The novelty lies in the fact that, besides the opportunity to study the prognostic abilities of the brain in a situation of uncertainty, was made an attempt to study the impact on the forecasting process of emotions associated with possible monetary gain or loss. Differences   in effectiveness and dynamics of probabilistic activity were revealed in persons with differing extent of gain and temperament type. </style></abstract><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">26-31</style></section></record></records></xml>