Pavelić, Lucija.
(2014).
Examining the influence of fake-good instruction on Croatian personality markers response latency.
Diploma Thesis. Filozofski fakultet u Zagrebu, Department of Psychology.
[mentor Parmač Kovačić, Maja].
Abstract
The goal of the present study was to examine the effects of three types of instruction, general fake-good, specific fake-good, and honest, on response latency on Croatian personality markers. The main hypothesis, according to Self-Schema Model (McDaniel & Timm, 1990), and Semantic-Exercise Model, was that it takes longer to lie under specific fake-good instruction than to respond truthfully, while lying under general fake-good instruction takes less time than truthful responding. Personality markers were used instead of a classic personality test because they provide control over item characteristics and individual differences, so that additional correction methods were not required. The sample consisted of 50 psychology students. Each participant was presented with the electronic version of Croatian personality markers in three situations. The program automatically recorded response latencies for each item through all three situations. Although both fake-good instructions led to change in personality markers score, overall response latency, as well as latency on two personality traits (conscientiousness and extroversion), were found to be longer under honest, than under specific fake-good instruction. Potential explanations for such findings include the used sample of psychology students as participants, and the form of the fake-good instruction. Our guidelines for future research focuse on correcting limitations of the present research and on the prevailed use of personality markers instead of classic personality tests in response latency research.
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