| |
| |
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| Examining Personality | |
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| |
| |
| What is Personality? | |
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| |
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| What Are the Fundamental Questions Addressed by Personality Psychology? | |
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| |
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| What Is the Personality System? | |
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| |
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| What Is the Field of Personality Psychology | |
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| |
| |
| Why Study Personality Psychology? | |
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| |
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| How Is This Book Organized -- And What Will You Learn? | |
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| Research in Personality Psychology | |
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| |
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| Where Do the Data Come From? | |
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| |
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| What Research Designs are Used in Personality? | |
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| |
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| What Does it Mean to Measure Personality? | |
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| |
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| How Do Psychologists Study Many Personality Variables Together? | |
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| Perspectives on Personality | |
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| What are Perspectives on Personality? | |
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| What is the Biological Perspective? | |
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| What is the Intrapsychic Perspective? | |
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| What is the Sociocultural Perspective? | |
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| |
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| What is the Temporal-Developmental Perspective? | |
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| |
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| How Does One Cope with Multiple Theories? | |
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| Parts Of Personality | |
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| Motivation and Emotion | |
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| What Are Motives? | |
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| How Are Motives Expressed? | |
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| |
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| What Are Emotions and Why Are They Important? | |
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| What Are the Emotional Traits and How Are They Expressed? | |
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| What Are Happy People Like? | |
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| Interior Selves; Interior Worlds | |
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| |
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| What are Mental Models? | |
| |
| |
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| What Are Our Models of Ourselves? | |
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| |
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| What Are Our Models of the World? | |
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| |
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| What Are Our Models of Relationships? | |
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| How Good Are Our Models? | |
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| |
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| Mental Abilities and Navigating the World | |
| |
| |
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| What Is A Mental Ability? | |
| |
| |
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| What Are Some Major Intelligences and Mental Abilities? | |
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| |
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| Are There Additional Intelligences and Mental Abilities? | |
| |
| |
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| What Is The Relation Between Personality and Intelligence? | |
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| How Does Personality Express its Abilities? | |
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| The Conscious Self | |
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| What Is the Conscious Self? | |
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| What Does it Mean for the Self to Be Conscious? | |
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| Does the Self Possess Free Will? | |
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| Are There Alternatives to the Conscious Self? | |
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| How Is the Conscious Self Expressed? | |
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| Personality Organization | |
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| How the Parts of Personality Fit Together | |
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| What Is Personality Structure? | |
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| How Are Personality Traits Structured? | |
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| What Are Structural Models of Awareness and Why Do They Matter? | |
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| Can Identifying Key Functional Areas Help Develop Structural Models of Personality? | |
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| What Are the Structural Connections from Personality to the Environment? | |
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| Do Structures Matter? | |
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| Dynamics of Action | |
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| What Are Dynamics of Action? | |
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| Which Need Will Begin Action? | |
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| How Does Action Develop in the Mind? | |
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| How Are Acts Performed? | |
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| Dynamics of Self-Control | |
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| |
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| What Are Dynamics of Self-Control? | |
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| How Does Self-Control Occur? | |
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| Is Self-Control Always Conscious? | |
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| How Do We Deal with the Pain of Falling Short? | |
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| How is Self Control (Or its Absence) Expressed? | |
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| Personality Development | |
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| Personality Development in Childhood and Adolescence | |
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| What is Personality Development? | |
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| |
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| Do Infants Have a Personality? | |
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| How Does the Young Child's Personality Develop? | |
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| What Are the Challenges of Middle Childhood? | |
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| What Are Adolescents Doing? | |
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| Personality Development in Adulthood | |
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| What Is the Nature of Adult Development? | |
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| What Are Young Adults Like? | |
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| How Does the Individual Traverse Middle Adulthood? | |
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| Where Is Personality Headed In the Concluding Parts of Life? | |
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| Concluding Materials | |
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| Full Table Of Contents | |
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| Prefatory Materials | |
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| Contents in Brief | |
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| Contents | |
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| Preface for Students | |
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| Preface for Instructors | |
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| Acknowledgements | |
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| About the Author | |
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| |
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| Examining Personality | |
| |
| |
| |
| What is Personality? | |
| |
| |
| |
| What Are the Fundamental Questions Addressed by Personality Psychology? | |
| |
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| Big Questions and Science | |
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| Questions and Inquiry | |
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| Who Am I? | |
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| How and Why Are People Different? | |
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| What Will My Future Be? | |
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| Different Kinds of Answers | |
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| What Is the Personality System? | |
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| A System of Systems | |
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| Defining Personality | |
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| Locating the Personality System | |
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| What Is the Field of Personality Psychology? | |
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| What Is a Field of Science? | |
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| The Emergence of Modern Personality Psychology (1890-1949) | |
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| Evolving Viewpoints on the Field (1950 to the Present) | |
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| Training and Research in Personality Psychology | |
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| Why Study Personality Psychology? | |
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| The "Who Am I" Question - A Part of Scientific Inquiry | |
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| The "How and Why Are People Different?" Question -- Asked in Personality Assessment | |
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| The "What Is My Future" Question -- Prediction, Selection, and Change | |
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| How Is This Book Organized -- And What Will You Learn? | |
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| Some Cautions, and a Beginning | |
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| Personality Psychology's Answers | |
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| Identifying Personality | |
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| Parts of Personality | |
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| Personality Organization | |
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| Personality Development | |
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| Boxes | |
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| Casual Thinking and Scientific Thinking about Personality | |
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| Does Becoming a Personality Psychologist Influence How You View Others? | |
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| Careers of Two Psychologists | |
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| What Does Personality Psychology Offer Other Fields? | |
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| Research in Personality Psychology | |
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| |
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| Where Do the Data Come From? | |
| |
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| Olympian Issues | |
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| The Life Sphere and External (Life) Data | |
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| Observer Data | |
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| Test, Questionnaire, and Interview Data | |
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| What Research Designs are Used in Personality? | |
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| Types of Research Designs | |
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| The Case Study Method | |
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| The Method of Observationism | |
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| The Correlational Research Design | |
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| Natural Experiments | |
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| True Experimental Designs | |
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| What Does it Mean to Measure Personality? | |
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| The Psychometric Approach | |
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| Reliability | |
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| Validity | |
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| How Do Psychologists Study Many Personality Variables Together? | |
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| Multiple Variables and Multivariate Techniques | |
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| The Logic of Factor Analysis | |
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| Reading the Results of a Factor Analysis | |
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| A Critique of Factor Analysis | |
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| Boxes | |
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| Are Self-Judgments or an Observers' Judgments more Accurate? | |
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| Freud's Case of Emmy Von N | |
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| Funder's Laws | |
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| The Measurement of Length in the Physical Sciences | |
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| Perspectives on Personality | |
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| |
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| What are Perspectives on Personality? | |
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| Frameworks, Perspectives, Theories | |
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| Perspectives on Personality | |
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| Personality Theories | |
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| Micro-Theories and Research | |
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| What is the Biological Perspective? | |
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| Evolutionary Theory Views the Person | |
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| Natural and Sexual Selection | |
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| A Micro-Theory about Jealousy and Evolution | |
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| Biopsychology Views the Person | |
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| The Nervous System and Its Influences on Psychology | |
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| A Micro-Theory that Traits are Inherited | |
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| What is the Intrapsychic Perspective? | |
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| The Trait Psychologist Views the Person | |
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| The Nature of Traits and their Role in Personality | |
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| A Micro-Theory about Central Personality Traits | |
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| Psychodynamic Theory Views the Person | |
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| Defenses, Mental Models, and the Role of Dynamics | |
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| A Micro-Theory of Hidden Sexual Desire | |
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| What is the Sociocultural Perspective? | |
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| The Social-Cognitive View of the Person | |
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| The Person and Environment in Interaction | |
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| A Micro-Theory of Conditional Aggression | |
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| The Cross-Cultural View of the Person | |
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| A Micro-Theory of Collectivism Versus Individualism | |
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| What is the Temporal-Developmental Perspective? | |
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| A Psychosocial Stage Theory and Development | |
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| A Micro-Theory of the Emergence of Traits | |
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| The Humanistic and Positive Psychology Views of the Person | |
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| A Micro-Theory of Empathy and Psychotherapy | |
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| How Does One Cope with Multiple Theories? | |
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| |
| Which Theory is Right? | |
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| The Systems Approach | |
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| Boxes | |
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| The Use of Psychiatric Drugs to Improve Personality | |
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| |
| The Case of the Mathematician in the Guestroom | |
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| |
| Smith and Glass's Comparison of Psychotherapies Using Different Perspectives | |
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| Translating One Perspective Into Another | |
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| |
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| Parts Of Personality | |
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| Motivation and Emotion | |
| |
| |
| |
| What Are Motives? | |
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| Motives, Instincts and Needs | |
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| Projective Measures of Motives | |
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| Types of Motives | |
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| Self-Report of Motives | |
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| |
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| How Are Motives Expressed? | |
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| The Achievement Motive and its Relation to Personality | |
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| The Power Motive and Personality | |
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| The Affiliation Motive and Personality | |
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| The Sex Drive and Related Motives | |
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| Personal Strivings and Goals | |
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| |
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| What Are Emotions and Why Are They Important? | |
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| |
| The Motivation-Emotion Connection | |
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| Emotions as an Evolved Signal System | |
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| Cross-Cultural Issues | |
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| Emotional States, Moods, and Emotion- Related Traits | |
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| |
| |
| What Are the Emotional Traits and How Are They Expressed? | |
| |
| |
| The Two-Factor Approach to Measuring Emotion | |
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| |
| Affect Intensity | |
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| |
| From Emotional States to Emotion-Related Traits | |
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| |
| How Are Emotional Traits Expressed? | |
| |
| |
| |
| What Are Happy People Like? | |
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| Natural Happiness | |
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| Demographic Influences | |
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| The Most Happy Students | |
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| Boxes | |
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| Jon Krakauer and the Uneasy Fulfillment of a Boyhood Dream | |
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| The Projective Hypothesis of Shakespeare | |
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| |
| Achievement Motivation and Economic Progress | |
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| |
| Replicating Ekman's Results | |
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| |
| Positioning the Emotional Dimensions of Inner Space | |
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| Interior Selves; Interior Worlds | |
| |
| |
| |
| What are Mental Models? | |
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| |
| Mental Models and their Structure | |
| |
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| Mental Models are (Usually) Learned and Applied | |
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| |
| Differences in Models across People | |
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| |
| |
| What Are Our Models of Ourselves? | |
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| |
| The Self and Self-Models | |
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| Possible, Actual, and... Perhaps... Unconscious Selves | |
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| Self-Esteem and Self-Efficacy | |
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| |
| Stories of the Self | |
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| |
| |
| What Are Our Models of the World? | |
| |
| |
| Formal Models and Implicit Models | |
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| |
| Implicit Knowledge | |
| |
| |
| Learning Personality Types | |
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| |
| Implicit Theories of Personality | |
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| |
| The Concept of the Archetype | |
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| |
| |
| What Are Our Models of Relationships? | |
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| |
| Significant Other Models | |
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| |
| Core Conflictual Relationship Themes | |
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| |
| Roles and Role Playing | |
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| Morals and Values | |
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| How Good Are Our Models? | |
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| |
| Developing Constructive Models | |
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| |
| Avoiding Irrational Models | |
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| Expressing Better Models | |
| |
| |
| Boxes | |
| |
| |
| The International Society for Self and Identity (ISSI) | |
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| Markus and Nurius: Possible Selves in College Students | |
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| |
| World Knowledge in the Field of Artificial Intelligence | |
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| Playing a Role While Playing Basketball? | |
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| Mental Abilities and Navigating the World | |
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| |
| What Is A Mental Ability? | |
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| Questions about Mental Ability | |
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| Mental Abilities and Society | |
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| The Range of Mental Abilities: Three Examples | |
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| |
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| What Are Some Major Intelligences and Mental Abilities? | |
| |
| |
| Verbal-Propositional Intelligence and Mental Development | |
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| Uncovering More Cognitive Intelligences | |
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| |
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| Are There Additional Intelligences and Mental Abilities? | |
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| Social Abilities and Related Intelligences | |
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| Practical Intelligence | |
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| Emotional Intelligence | |
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| Measuring Creativity | |
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| The Theory of "g" | |
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| What Is The Relation Between Personality and Intelligence? | |
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| Personality Calls on Abilities | |
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| The Relations among Mental Ability Traits and Other Traits | |
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| Personality, Mental Abilities, and the Construction of Mental Models | |
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| How Does Personality Express its Abilities? | |
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| Intelligence in the Expression of Thought | |
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| Intelligences at School | |
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| Intelligences and Mental Abilities at Work | |
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| Intelligences in Relationships | |
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| Personality and Mental Abilities: The Big Picture | |
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| Boxes | |
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| Francis Galton's Own Intelligence | |
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| Alfred Binet's Rough Start | |
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| Emotional Intelligence | |
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| Valued Qualities and Social Meritocracies | |
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| The Conscious Self | |
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| |
| |
| What Is the Conscious Self? | |
| |
| |
| The Appearance of the Conscious Self | |
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| |
| James' Self-as-Knower | |
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| Freud's Concept of the Ego | |
| |
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| The Dialogical Self | |
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| |
| |
| What Does it Mean for the Self to Be Conscious? | |
| |
| |
| What Is Consciousness? | |
| |
| |
| Scientific Accounting for the Feeling of Consciousness | |
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| |
| Is Consciousness of Recent Origin? | |
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| The Brain and Consciousness | |
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| Does the Self Possess Free Will? | |
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| The Appearance of Will | |
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| The Free-Will - Determinism Debate | |
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| Freedom from the Free-Will Debate | |
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| Voluntary Cause and Control | |
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| |
| |
| Are There Alternatives to the Conscious Self? | |
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| |
| Agencies | |
| |
| |
| Alters | |
| |
| |
| The Unconscious, Id, and Superego | |
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| |
| |
| How Is the Conscious Self Expressed? | |
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| |
| Contents of Consciousness | |
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| The Structure of Consciousness and Flow | |
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| Levels of Consciousness | |
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| |
| Self-Determination Theory | |
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| Self-Control: A First Look | |
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| Boxes | |
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| The Idea of Free Will: Origins in Western Religious Thought | |
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| |
| Some Personality Psychologists Don't Like the Denial of Free Will | |
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| |
| Is There a Biophysics of Free Will? | |
| |
| |
| An Example of Flow in Adolescence | |
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| |
| Brain Correlates of Higher Consciousness | |
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| |
| |
| Personality Organization | |
| |
| |
| |
| How the Parts of Personality Fit Together | |
| |
| |
| |
| What Is Personality Structure? | |
| |
| |
| Personality Structure Described | |
| |
| |
| Why Is Personality Structure Important? | |
| |
| |
| There Exist Multiple Personality Structures | |
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| |
| Personality Structure Provides Organization | |
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| |
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| How Are Personality Traits Structured? | |
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| |
| The Big Two and the Big Three | |
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| The Big Five | |
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| The Big Six and Other Considerations | |
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| |
| |
| What Are Structural Models of Awareness and Why Do They Matter? | |
| |
| |
| Rationale for Structural Models of Awareness | |
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| |
| Consciousness and How Things Become Conscious | |
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| |
| The No Access Unconscious, or Unconscious Proper | |
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| |
| The Implicit or Automatic Unconscious | |
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| |
| The Unnoticed Unconscious | |
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| |
| The Dynamic Unconscious | |
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| |
| |
| Can Identifying Key Functional Areas Help Develop Structural Models of Personality? | |
| |
| |
| The Id, Ego, and Superego as a Processing-Area Model | |
| |
| |
| The Trilogy and Quaternity of Mind | |
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| |
| A Brain to Match? | |
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| |
| Integration in the Systems Set | |
| |
| |
| |
| What Are the Structural Connections from Personality to the Environment? | |
| |
| |
| Structures of Social Interaction | |
| |
| |
| Using Structural Dimensions to Fill in Personality | |
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| |
| Extending Personality to the Life Space | |
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| |
| |
| Do Structures Matter? | |
| |
| |
| Revisiting the Organization of Traits | |
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| Traits of the Life Space | |
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| Structure and the Description of the Person | |
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| From Structures to Dynamics | |
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| |
| Boxes | |
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| |
| More on Christopher Langan and his Life | |
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| |
| Does the Big Five Count as a Personality Structure? | |
| |
| |
| If There Are Structural Areas, What Are the Boundaries Between them Like? | |
| |
| |
| Was that Octopus You Saw Last Night Shy? | |
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| |
| |
| Dynamics of Action | |
| |
| |
| |
| What Are Dynamics of Action? | |
| |
| |
| Approaching Dynamics | |
| |
| |
| Dynamic Traits and Micro Dynamics | |
| |
| |
| Mid-Level (Meso-) and Macro-Level Dynamics | |
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| |
| Dynamics and their Change | |
| |
| |
| |
| Which Need Will Begin Action? | |
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| |
| Urges, Needs, and Presses | |
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| |
| Needs and their Relative Strengths | |
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| |
| Determinant Needs and Subsidiary Needs | |
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| |
| Needs and Need Conflicts | |
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| |
| Need Fusion | |
| |
| |
| |
| How Does Action Develop in the Mind? | |
| |
| |
| Motivation, Emotion, and Mood-Congruent Thought | |
| |
| |
| The Dynamic Lattice | |
| |
| |
| From Thought to Action | |
| |
| |
| Partial Expressions and Slips of the Tongue | |
| |
| |
| |
| How Are Acts Performed? | |
| |
| |
| The Communication Channels | |
| |
| |
| Conscious and Automatic Forms of Action | |
| |
| |
| Latent Versus Manifest Content | |
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| |
| Stagecraft and Self-Presentation | |
| |
| |
| Symbolic Interactionism and Social Alignment | |
| |
| |
| The Urge and the Situation | |
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| |
| Boxes | |
| |
| |
| The Mysterious Social Activities of Robert Leuci | |
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| |
| Computer Models of Personality Dynamics | |
| |
| |
| Greenwald's Studies of Subliminal Perception and Motivation | |
| |
| |
| Deception in Myth and Literature | |
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| |
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| Dynamics of Self-Control | |
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| What Are Dynamics of Self-Control? | |
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| How Dynamics of Self-Control are Distinctive | |
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| The Need for Self-Control | |
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| Aims of Self-Control | |
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| How Does Self-Control Occur? | |
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| The Self in Self Control | |
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| The Problem of the Egotistical Ego | |
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| Feedback and the Feedback Loop | |
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| Personal Control as a Hierarchy of Feedback Loops | |
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| Kelly's Circumspection-Preemption-Control Cycle | |
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| The Search For - and Effect of - Feedback | |
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| Levels of Action and Behavioral Identification | |
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| Bottom-Up Control? | |
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| Is Self-Control Always Conscious? | |
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| Automatic Control and Dissociation | |
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| Dissociation and the Unconscious | |
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| Divided Consciousness and Hypnosis | |
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| Dissociation and the Hypnotic State | |
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| Individual Differences in Dissociation | |
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| Positive Affirmations | |
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| How Do We Deal with the Pain of Falling Short? | |
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| Falling Short and Mental Defense | |
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| Suppression | |
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| Repression | |
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| Specific Defense Mechanisms | |
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| How is Self Control (Or its Absence) Expressed? | |
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| The Search for Self Control | |
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| Control versus Impulsiveness | |
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| Implications of Self-Control | |
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| Boxes | |
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| An Example of Divided Consciousness | |
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| A Brief History of Hypnosis | |
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| Cybernetics, Personality, and Robots | |
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| The New Research on Developing Self-Control | |
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| Personality Development | |
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| Personality Development in Childhood and Adolescence | |
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| What is Personality Development? | |
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| Questions of Personality Development | |
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| Dividing the Life Span | |
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| Research Designs in Developmental Studies | |
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| Do Infants Have a Personality? | |
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| The Infant's Challenge | |
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| Infant Temperament | |
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| Attachment Patterns | |
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| How Does the Young Child's Personality Develop? | |
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| The Young Child's Self-Concept | |
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| Self-Control as a Part of Temperament | |
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| Parents and the Family Context | |
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| Family Size and Birth Order | |
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| The Gendered World | |
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| What Are the Challenges of Middle Childhood? | |
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| Middle Childhood's Challenges and Self Concept | |
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| From Temperament to Traits | |
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| Overcontrolled, Undercontrolled, and Flexible Children | |
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| Friendship Patterns | |
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| What Are Adolescents Doing? | |
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| Puberty and the Changing Self-Concept | |
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| Sexual and Sex-Role Development | |
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| Establishing Identity in Adolescence | |
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| Boxes | |
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| Jay's Self Understanding | |
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| Cultural Influences on Child Personality | |
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| Does What Parents Do Matter? | |
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| Childhood Patterns and Experimentation with Drugs | |
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| Personality Development in Adulthood | |
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| What Is the Nature of Adult Development? | |
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| Questions of Adult Development | |
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| The Transition to Adulthood | |
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| Temperament and Traits: From Childhood through Adulthood | |
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| Models of the Self and World | |
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| What Are Young Adults Like? | |
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| The Tasks of Young Adulthood | |
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| Finding a Desirable Partner | |
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| In Search of Good Work | |
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| How Does the Individual Traverse Middle Adulthood? | |
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| Staying Married | |
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| Finding Occupational Success | |
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| Personality and Health | |
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| Who Adjusts Course? | |
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| No Regrets? | |
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| Helson's Typology of Growth | |
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| Where Is Personality Headed In the Concluding Parts of Life? | |
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| Optimal Personality and Values | |
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| Good Functioning | |
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| Adding Strengths: Positive Psychology | |
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| Strengths in Context | |
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| Optimal Types | |
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| A Final Life Review | |
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| Boxes | |
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| How Consistent is Steven Reid's Personality? | |
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| Identical Twins Reared Apart | |
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| Personality and the Future | |
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| Abraham Maslow's Early Life and his Theory of Self-Actualization | |
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| Concluding Materials | |
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| Postscript | |
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| References | |