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The underlying theory of how students and scholars interpret whatever materials they are working with is a subject of debate among psychologists and sociologists, similar to the debate over the "nature versus nurture" theory of some other forms of human behavior. In my opinion, whether personality or training plays a bigger factor in interpreting information will depend not only on the individual involved, but also the academic field that is being studied. Additionally, different interpretations arise even when people with the same personalities look at exactly the same objects, facts, data or events. This phenomenon is a fundamental part of human nature, not just a function of different personalities.

First of all, analysis and interpretation of information is going to depend a great deal upon the individual involved. Some people are much more emotional than others, which can lead them to act on their emotions in spite of their training. Other people may have a personality that can be subjugated to his or her training, no matter what the situation. Emotions are an integral part of one's personality. For example, a highly trained police officer with a hot temper may go beyond the bounds of his training and beat a suspect if provoked enough by that suspect. The officer had been fully trained while at the police academy on how to deal with hostile suspects during an arrest, and he knew exactly what the proper procedure was. However, the taunting of the suspect caused the temperament part of the officer's personality to take over and lash out, in spite of his regimented training.

On the other side of the spectrum, an individual with the very same training, perhaps from the same class as the hot-tempered policeman, may have viewed the situation in a very different manner and simply ignored the taunts of the suspect. This officer's personality allowed him to take provocation and insults without feeling it personally and to therefore follow his training in the situation. In the latter case, it was the training that was used to handle the problem. In the former, it was purely personality that caused the policeman's behavior. For the first officer, personality was more important, while for the second officer, training provided the basis for action.

Secondly, the type of academic field that is being studied also plays a big part in whether personality or training is the foundation for interpretation. Certain academic fields demand that the student or scholar act based on training, while others require the personality of the individual to guide interpretation. Perhaps the simplest example is the difference between a mathematics student and a student of the arts. The mathematics student will analyze the data being studied by using his or her training with formulas and numbers; there is very little personality involved in the study and application of mathematics. However, each and every art student will approach a painting or a sculpture from an almost purely personal point of view, which depends almost exclusively on that student's personality. Perhaps artistic training will give the art student the vocabulary to describe the object, but in this case it is personality that gives the basis for analysis.

Finally, it must be said that there are not just the two variables involved that give people different views of the exact same situations. A crime may have one hundred people as eyewitnesses, and investigators will get one hundred different descriptions. Although some of those people almost certainly have the same or similar personalities, other human variables distort what actually happened. Human nature is much too complex to ascribe different viewpoints or analyses based on the training versus personality argument.

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