Jae Hee Kim

Mr. Lenon
Integrated Humanities 10
September 22nd, 2016

Personality:

In the typefinder personality test, I got four different personalities. The test suggested
that I was an introverted person and a thinking person, but it told me that I was both sensing
and intuitive; and both judging and perceiving. This lead me to getting INTJ (The Mastermind),
INTP (The Architect), ISTJ (The Inspector), ISTP (The Craftsman).
INTJ, or the Mastermind, was represented by the King in chess, and told me that I enjoy
logical reasoning, complex problem-solving, and that I am eager to improve systems with
innovative ideas.
INTP, or the Architect, was represented by a man sitting down and resting his chin on his
hand, seeming to be thinking about something. It told me that I was a philosophical innovator,
fascinated by logical analysis, systems, and design. It told me that I was a detached, analytical
observer and that sometimes I might be oblivious to what is happening around me because I
might be lost in thought.
The third personality that I got, the ISTJ, or the Inspector, told me that I am a responsible
organizer, driven to create and enforce order. It told me that I am a steady, productive
contributor and that I am reliable and dutiful.
The last personality that I got, the ISTP, or the Craftsman, suggested that I am an
observant artisans with an understanding of mechanics and an interest in troubleshooting. It told
me that I approach their environments with a flexible logic, looking for a practical solution. I am
independent and adaptable and attentive to details.
Answering the test questions was hard for me, and I had to think a lot before answering
the questions. I answered neutral for a lot of questions, which is probably why I got four different
personalities.
I think I do relate to all four personalities, though, in some way, except for maybe the
ISTJ personality. This also coordinated with the test results I got for the true color personality
test; I got green and gold, which relates to my results in the 16 personalities test. Green, in the
true colors test, was for people who thought a lot and were practical and intellectual, and gold
was for those who were responsible. Gold coordinates with the ISTJ personality I got, and green
coordinates with the other three personalities.
A better understanding of my personality helped me realize that it is just my personality
that I prefer staying at home and sleeping rather than going out with my friends to Jockey Plaza;
I used to question why I wasn’t as outgoing as the rest of my friends and used to think I was the
weird one. This personality test has helped me realize that it might be because I am an
introverted person, and that staying in home might help me “recharge” my energy rather than
hanging out with my friends outside. Also, understanding my personality more has lead me to
knowing more about myself and knowing what I may be lacking in order to be a more balanced
person, such as using my feelings more when making decisions rather than just thinking without
emotions, as I usually do.

Development:

The teenage brain reacts differently from both the adult and the child brain. During the
teenage years, the brain develops intellectual abilities such as memory and reading abilities,
and in sheer intelligence, it is the same or even better than the adult brain (NIMH). The capacity
for learning is at the highest in one's teenage years, but studies show that the way teenage
brains and adult brains think and react are slightly to very different in terms of use of
calculations about the future, impulse control, and reactions to emotional content (NIMH). This
is because the prefrontal cortex, which is not fully developed during one’s childhood years,
starts to grow during one’s teenage years, and the prefrontal cortex is in charge of decision
making, personality expression and planning complex cognitive behavior (Frith, Dolan)
It is not only the brain that is changed during the teenage years; the body also changes,
and several different hormones are released during this time, and these hormones do not only
stimulate sex-related growth, but also impact the overall social behavior (NIMH). One of the
hormones that contribute to the effects mentioned above are the stress hormones (NIMH).
The teenage brain development also affects my psychology because I am a teenager
myself. Although the most basic psychology of myself may be the same from when I was a
child, I feel like my personality has changed a lot over these past few years since I have entered
the teenage phase, which has affected my psychology as well.
For example, my emotions have also been going up and down, as well, and my family
has told me that I am very moody these days. I tend to laugh at a lame joke one minute, and
then get mad at my mother in the next.
Also, I’ve been more “rebellious” and I’ve taken more risks than before. I used to not put
any emotions and just think objectively for every decision I made, but lately I’ve made some
decisions based on my emotions as well. Before starting 10th grade, I was debating on whether
I should take Humanities or World History, and although my mom told me I should take
Humanities because if I want to learn Economics later on, Humanities would help me, I chose
World History because I wanted to learn History and enjoy learning it (I ended up switching back
to Humanities, though).
Relying more on my emotions might also relate to the fact that I stay up later than I
usually did before (I tend to get 6 hours of sleep on a normal weekday), as it was mentioned in
the Teenage Brain: Still in Construction article, and the fact that I’ve been more stressed than I
was in my childhood, which has affected my behavior as well.

There are twelve known brain rules. Out of them, we studied exercise, survival, wiring,
memory, sleep, stress, vision, attention and gender during class. To live a more psychologically
healthier life in the future, I would incorporate more exercise and sleep into my life, and I would
make sure to apply the knowledge I have of memory to my life as well.
I don’t do a lot of exercise daily, but after learning about the brain rules, I’ve been
making sure to at least do a few minutes of exercise, if not stretching, every day, to stimulate
brain movement. Also, as I’ve mentioned earlier, I stay up late most of the time, and don’t think
about sleep as an important factor of my life. However, after learning about the brain rules, I’ve
been trying to sleep more so that my short term memories from the day can be turned into long
term memories. This has helped and made me both more psychologically and physically
healthy.
Although I had realized that repeating certain facts had helped certain facts to stay for a
longer time, I hadn’t known that repeating content could turn short term memories to long term
memories. Learning about the brain rules had made this clearer, and now I try my best to
incorporate this more into my life, both academic and personal.
I also tend to jump a lot from one task to another, and claim that I can multitask very
easily; I can watch a video, listen to music, and do homework all at the same time. I can watch a
soccer match and write an essay at the same time. Or so I thought, before I’d learned that
multitasking is really the brain jumping from one task to another, which tires both the brain and
me. Since then, I’ve tried to not multitask as much, and just stick to one task at a time.

Outside Influences:

My claim statement for how knowledge on brain injury might help us leave healthier lives
was: “knowing the causes and effects and the process of recovery of a concussion will allow us
to make better life choices on avoiding the possible brain injuries because it could lead to
lifelong incurable effects such as CTE. This will help us live more psychologically and physically
healthy lives.”
Knowing about the causes of brain injury will lead me to be more careful and avoid such
situations that might lead to a concussion. I will, in the future, if I begin to play soccer, try not to
head the ball as much, because it might lead to a concussion. I will make sure to put on all
equipment as instructed before playing a sport, and visit the doctor as soon as possible if I
believe that my brain has been hurt for some reason in order to prevent a concussion.
We were also instructed to research about the symptoms of concussion, and this will
help me live a more psychologically healthy life because I would visit the doctor as soon as I
believe I have any of the symptoms of a concussion or brain injury. For example, if I am hit on
the head by a basketball, and the next day I have a headache, feel dizzy, have a difficult time
concentrating on tasks, have nausea, and feel more irritable than usual, I would make sure to
check in with a doctor as soon as possible. If I had known the symptoms of a concussion, I
would have just let it pass by, which would make the concussion even worse, which could even
lead to CTE (chronic traumatic encephalopathy), a lifelong progressive brain disease.
If I get a concussion or a brain injury, I plan to recover the way my research has told me
to: I would get as much rest as I can gather, even if that means stopping some of my daily
activities such as school. I would make sure to slowly and gradually come back to my daily life
before the injury only after the symptoms have started to fade away, and when I am sure I can
handle the situation without pushing myself too hard. Eating a lot would also help a lot with the
recovering from a brain injury, and I would try not to multitask for the time, because multitasking
tires the brain. I would also avoid looking at too many screens, whether it be phones, laptops,
tablets or computers; I would try to distance myself from any electronic device while recovery. I
would also avoid any activities that might be physically demanding, such as doing chores.
Visiting the doctor and making sure to take the medicine he instructs me to take would also be
crucial to my brain recovery.

Bibliography:
http://www.ncbi.nlm.nih.gov/pubmed/9049084
http://www.nimh.nih.gov/health/publications/the-teen-brain-still-under-construction/index.shtml
http://www.cdc.gov/traumaticbraininjury/recovery.html

Criterion C – Visual Organizer

0 - Student does not meet any of the criteria below.
1-2 Visual Organizer communicates how psychological ideas and concepts relate to their own
psychology in a way that shows ​little​ understanding of ideas and concepts.

Overall design is ​unclear clear and/or confusing​. Sections may appear to be ​separate and
unrelated​. Some sections may be ​missing​.

3-4 Visual Organizer communicates how psychological ideas and concepts relate to their own
psychology in a way that shows ​basic​ understanding of ideas and concepts.

Overall design is ​mostly clear​. Sections may appear to be ​separate and unrelated​.

5-6 Visual Organizer ​clearly​ communicates how psychological ideas and concepts relate to their own
psychology in a way that ​shows understanding​ of ideas and concepts.

Overall design is ​clear​. Design of each section ​makes sense within itself​.

7-​8 Visual Organizer ​clearly​ communicates how psychological ideas and concepts relate to their own
psychology in a way that shows a ​complex understanding​ of ideas and concepts.

Overall design is ​cohesive​ (meaning that there is something that connects all the sections, visuals,
and ideas together)

Criterion A – Written Justification

0 The student does not meet any of the descriptors below.

1-2 The student​ ​gives an ​confusing or inaccurate explanation​ of the concepts of personality,
development and outside influence, using ​limited​ ​descriptive terminology​ to demonstrate ​basic
knowledge and understanding​ of psychology.
 The student ​does not attempt to explain​ how their understanding understanding of personality
development, and outside influence, relate to their own psychology or explanation is ​confusing
and not relevant​ to the ideas. Explanation does ​not reference specific ideas​ from the text.

The student does not ​cite specific evidence​ from historical sources.

3-4 The student gives a ​basic explanation t​ he concepts of personality, development and outside
influence, ​some accurate, relevant, descriptive terminology​ to demonstrate ​knowledge and
understanding​ of psychology. Some parts of the explanation may be ​simple or unclear.

The student ​attempts to explain​ how their understanding of understanding of personality

development, and outside influence, relate to their own psychology. Explanation may be ​general
without reference to specific ideas​ from the text.

The student ​may not cite specific evidence​ from historical sources.

5-6 The student ​clearly explains ​the concepts of personality, development and outside influence, using
considerable, relevant, descriptive terminology​ to demonstrate ​knowledge and
understanding​ of psychology.

The student ​clearly explains​ how their understanding of personality development, and outside
influence relate to their own psychology, ​referencing specific ideas​ from the text.

The student ​cites specific evidence​ from the article to support their explanations.

7-​8 The student ​clearly explains ​the concepts of personality, development and outside influence,
accurately​ using ​a range of, relevant, descriptive terminology​ to demonstrate d​ etailed
knowledge and understanding​ of psychology.

The student ​clearly explains​ how their understanding of personality development, and outside
influence relate to their own psychology, in a way that demonstrates ​considerable personal
reflection​, while ​referencing multiple ideas​ from the text.

The student ​cites specific evidence​ from the article to support their explanations.

Hey Jae-Hee here is your summative feedback for your Psychological Profile Written
Justification and Visual Organizer. I was looking for evidence of Criterion A: Knowledge and
Understanding as well C: Communication.

The Written Justification showed me evidence for Criterion A. Here I saw that you showed a
clear understanding of psychology related to the three sections. You also have done some
good reflection on what this means for you as a teenager beginning to understand their
personality and figuring out what is best for your development. Well done!