Teaching Strategies for Personality Assessment at the Undergraduate Level

Current evolutionary adaptiveness of anxiety: Extreme phenotypes of anxiety predict increased fertility across multiple generations

OBJECTIVE

Although recent research has begun to examine the impact of elevated anxiety on evolutionary fitness, no prior research has examined anxiety across a continuum. Such research is important as the effect of traits across a continuum on fertility hold important implications for the levels and distribution of the traits in later generations.

METHOD

In a three-generational sample (N = 2657) the linear and quadratic relationship between anxiety and the number of children, grandchildren, and great-grandchildren 15 years later was examined.

RESULTS

The findings suggested that anxiety had a positive quadratic relationship with the number of children, grandchildren, and great-grandchildren 15 years later. These relationships were not significantly moderated by sex. Moreover, most of the variance between anxiety and the number of great-grandchildren was explained by anxiety's influence on the number of children and grandchildren, as opposed to anxiety having an independent direct impact on the number of great-grandchildren.

CONCLUSION

These findings suggest that extreme values from the mean anxiety are associated with increased evolutionary fitness within the modern environment.

Introduction to the Special Section on Teaching, Training, and Supervision in Personality and Psychological Assessment

This special section contains empirical and conceptual articles pertaining to the broad topic of teaching, training, and supervision of assessment. Despite some evidence of a decline in recent decades, assessment remains a defining practice of professional psychologists in many subfields, including clinical, counseling, school, and neuropsychology, that consumes a consequential proportion of their time. To restore assessment to its rightful place of prominence, a clear agenda needs to be developed for advancing teaching and training methods, increasing instruction to state-of-the-art methods, and defining aims that could be elucidated through empirical inquiry. The 7 articles in this special section provide a developmental perspective of these issues that collectively provide practical tools for instructors and begin to set the stage for a research agenda in this somewhat neglected area of study that is vital to the identity of professional psychology. Additionally, 2 comments are provided by distinguished figures in the field concerning the implications of the articles in the special section to health services psychology and the competencies-based movement in applied psychology.