| |
| |
| |
The Enterprise of Personality Research: How Should It Be Conducted? | |
| |
| |
The Three Disciplines of Psychology | |
| |
| |
Three Research Traditions in Personality Psychology: Clinical, Correlational, and Experimental | |
| |
| |
The Clinical, Case Study Approach | |
| |
| |
The Correlational Approach | |
| |
| |
The Place of Self-Report Data | |
| |
| |
The Experimental Approach | |
| |
| |
Linkages Among Theory, Content, and Research Method | |
| |
| |
Convergence Among Data from Alternative Research Methods | |
| |
| |
Summary and Conclusions | |
| |
| |
| |
What Units Shall We Use? Traits, Motives, And Cognitions | |
| |
| |
Trait Units of Personality | |
| |
| |
Early Trait Psychologists: Allport, Cattell, and Eysenck | |
| |
| |
Current Trait Theory: The Big Five and Five-Factor Models | |
| |
| |
Critique of Current Trait Theory | |
| |
| |
Motive Units of Personality | |
| |
| |
Pitchfork-Drive, Carrot-Incentive, and Cognitive Theories of Motivation | |
| |
| |
Pitchfork-Drive Theories of Motivation | |
| |
| |
Carrot-Incentive Theories of Motivation | |
| |
| |
Cognitive Theories of Motivation | |
| |
| |
Critique of the Motive Unit | |
| |
| |
Where Do Motives Come From? | |
| |
| |
Are There Universal Motives? | |
| |
| |
How Are Motives to Be Measured? | |
| |
| |
Cognitive Units of Personality | |
| |
| |
Cognitive Style | |
| |
| |
Cantor and Kihlstrom's Social Intelligence | |
| |
| |
Social Cognition: Expectancies, Beliefs, Attributions | |
| |
| |
Critique of the Cognitive Model | |
| |
| |
What About the "Hot" Aspects of Personality Functioning? | |
| |
| |
What About Individual Differences and General Processes? | |
| |
| |
Relations Among the Units | |
| |
| |
Summary | |
| |
| |
| |
Am I Me Or Am I The Situation? Where We Stand In Relation To The Person-Situation Controversy | |
| |
| |
The Dichotomy Between Internal and External Determinants of Behavior | |
| |
| |
The Person-Situation Debate: 1968-1988 | |
| |
| |
The Mischel Challenge: 1968 | |
| |
| |
The Response and Debate | |
| |
| |
The Interactionist View | |
| |
| |
Lessons Learned: 1988 | |
| |
| |
The Simmering Controversy and the Attempt at Rapprochement | |
| |
| |
So What Is Known and Where Do We Go from Here? | |
| |
| |
Summary | |
| |
| |
| |
Is The Child Father To The Man? The Longitudinal Consistency Of Personality | |
| |
| |
The Continuity of Personality: Concepts and Assessment | |
| |
| |
Evidence of Personality Continuity | |
| |
| |
Block's Longitudinal Research | |
| |
| |
Kagan's Temperament Research | |
| |
| |
Caspi's Research on Behavioral Development | |
| |
| |
Magnusson's IDA Study | |
| |
| |
Sroufe's Attachment Research | |
| |
| |
Some Questions Concerning Continuity and the Reasons for It | |
| |
| |
What Do We Know and Where Do We Go from Here? | |
| |
| |
Summary | |
| |
| |
| |
The Nature-Nuture Controversy: Genes, Environments, And Gene-Environment Interactions | |
| |
| |
The Goals and Methods of Behavior Genetics | |
| |
| |
The Nature and Nurture of Personality | |
| |
| |
Genetic and Environmental Factors in Personality: Intelligence | |
| |
| |
Genetic and Environmental Factors in Personality: Temperament and the Big Five | |
| |
| |
Genetic and Environmental Factors in Personality: Gender Identity and Sexual Behavior | |
| |
| |
Genetic and Environmental Factors in Personality: Psychopathology and Behavior Problems | |
| |
| |
Conclusion | |
| |
| |
Summary | |
| |
| |
Personal, Sociopolitical, And Ethical Features | |
| |
| |
Personal Factors in the Science of Personality | |
| |
| |
Social and Political Considerations | |
| |
| |
Social Darwinism, the Psychology of Sex Differences, and the IQ Controversy | |
| |
| |
Conclusion | |
| |
| |
Ethics of the Scientific Enterprise | |
| |
| |
Milgram's Research on Obedience to Authority | |
| |
| |
Zimbardo's Prison Experiment | |
| |
| |
The Protection of Subjects and the Conduct of Research | |
| |
| |
Reporting of Results | |
| |
| |
Summary | |
| |
| |
References | |
| |
| |
Index | |