Software engineering involves cognitively demanding activities impacted by individual differences. We investigate how cognitive capability and personality traits are associated with software problem solving accuracy. We assessed cognitive capability using Baddeley's three-minute grammatical reasoning test. Personality was measured using the IPIP-NEO-50 test. Eighty participants (40 software practitioners and 40 software engineering students) completed these two tests with nine interview-style problem solving tasks, comprising six coding-related and three logical-reasoning questions. Our practitioners achieved slightly higher grammatical reasoning accuracy than students, although this difference was not statistically significant. Students achieved higher accuracy on the coding and logical-reasoning tasks. For all, grammatical reasoning accuracy was positively correlated with problem solving accuracy, indicating that individuals with higher reasoning accuracy tended to perform better on applied problem solving tasks. Conscientiousness was the strongest personality-related association, positively correlated with both grammatical reasoning and problem solving accuracy. Openness to experience was also positively correlated with grammatical reasoning and problem solving accuracy. Neuroticism showed a small negative correlation with problem solving accuracy and weak negative correlation with grammatical reasoning accuracy. Practical implications for education and industry include integrating structured reasoning tasks in curricula, and considering the interplay of personality and cognition in recruitment and role allocation.

翻译：软件工程涉及受个体差异影响的认知密集型活动。本研究探讨认知能力与人格特质如何与软件问题解决准确性相关联。我们采用巴德利三分钟语法推理测试评估认知能力，并使用IPIP-NEO-50测试测量人格特质。八十名参与者（40名软件从业者与40名软件工程专业学生）在完成这两项测试的同时，完成了九道面试风格的问题解决任务，包含六道编程相关题目与三道逻辑推理题目。从业者的语法推理准确率略高于学生，但该差异未达到统计显著性。学生在编程与逻辑推理任务中表现出更高的准确率。对所有参与者而言，语法推理准确率与问题解决准确率呈正相关，表明推理准确率较高的个体在应用型问题解决任务中往往表现更优。尽责性是最强的人格相关关联因素，与语法推理准确率和问题解决准确率均呈正相关。经验开放性同样与语法推理准确率和问题解决准确率呈正相关。神经质与问题解决准确率呈微弱负相关，与语法推理准确率呈弱负相关。对教育界与工业界的实践启示包括：在课程体系中整合结构化推理任务，以及在招聘与岗位分配中综合考虑人格特质与认知能力的相互作用。