Personality assessment through computer simulation of real-life scenarios

The efficacy of using computerized simulation as a method of personality assessment of adolescent youths was examined. A simulation program designed specifically for this study examined three levels of dominant motivational need: achievement, affiliation, and power. Four levels of interpersonal response style to hypothetical conflict situations were also assessed. These levels were: independent, cooperative, defensive, and aggressive. In addition, an index of psychological distress was also assessed by the simulation program. The computer simulation program asked students to respond to a series of hypothetical conflict scenarios. Throughout the simulation game, the program provided interactive feedback as to the outcome of the student's choice. The three levels of need and four levels of response style, as well as the index of psychological distress were compared to profiles on the Personality Inventory for Youth (PIY), a standardized personality test.;Data were collected on two groups. The first group consisted of 36 children with no history of emotional disturbance. A second group of 17 students served as a clinical sample with all students previously being identified as emotionally disabled and presently placed in special education programs. Both groups contained students aged 12 through 18 in grades 6 through 12.;The results indicated that on the simulation game, the normal group scored significantly higher of need for power and independence, while the clinical sample scored higher on aggression and on the indicator of psychological distress. Predictably, the clinical group scored significantly higher on numerous scales of the PIY, and an overall test of differences between the groups was significant. In addition, significant correlations were obtained among needs, interpersonal response styles, and the clinical indicator and various scales of the PIY.;The study demonstrated the utility of computer simulation in the personality assessment of adolescent youths. The interactive design of this methodology allowed for direct assessment of the personality dimensions of interest, in contrast to traditional personality tests that rely on self-report or observation. Data supported the computer program's ability to detect key dimensions of psychological functioning.