within the adaptive triangle, shown in Fig. 6.3 (Matthews, 1999; Matthews
et al., in press).
The cognitive-adaptive model integrates the various correlates of extra-
version illustrated in Fig. 6.2. The lower level components at the center of the
pie provide the initial predisposition, with emotional, cognitive, and motiva-
tional aspects. Being preequipped to acquire social skills entails emotional at-
tributes that confer stress-resistance: interacting with strangers is prone to
induce anxiety. The predisposition includes cognitive components that facili-
tate the process of compiling new, procedural skills from existing competen-
cies, as described by Anderson’s (1996) skill theory. It also entails motiva-
tional tendencies linked to reward sensitivity, such as curiosity about people,
that encourage social interaction and opportunities to learn. Likewise, fol-
lowing skill acquisition, all three domains of the trilogy of mind are impli-
cated in maintaining and refining skills linked to the demanding social con-
text. We can break down high-level self-knowledge into social interests,
emotional dispositions, and various cognitions including self-efficacy, confi-
dence, and coping strategies geared to the social environment. Although
these processes are distinct from one another, they are functionally interre-
lated, so that the extraversion trait relates to multiple, independent biases in
emotion, cognition and motivation.
- TRAITS, STATES, AND INTELLECTUAL FUNCTIONING 151
FIG. 6.3. Styles of adaptive self-regulation supporting extraversion.