skip to content
Personality psychology Preview this item
ClosePreview this item

Personality psychology

Author: Daniel Cervone; Lawrence A Pervin
Publisher: Singapore : Wiley, 2014.
Edition/Format:   Print book : English : 12th international student edView all editions and formats

Now in a new edition, this book expands on previous editions on the study of personality and neuroscience. It draws on research on the biological foundations of personality and trait-based research  Read more...


(not yet rated) 0 with reviews - Be the first.

More like this


Find a copy in the library

&AllPage.SpinnerRetrieving; Finding libraries that hold this item...


Document Type: Book
All Authors / Contributors: Daniel Cervone; Lawrence A Pervin
ISBN: 9781118322215 1118322215
OCLC Number: 847523733
Description: xix, 618 p. : ill. (some col.) ; 26 cm.
Contents: <p>PREFACE, v <p>CHAPTER 1 PERSONALITY THEORY: FROM EVERYDAY OBSERVATIONS TOSYSTEMATIC THEORIES, 1 <p>QUESTIONS TO BE ADDRESSED IN THIS CHAPTER, 3 <p>FIVE GOALS FOR THE PERSONALITY THEORIST, 4 <p>1. Observation That Is Scientific, 4 <p>2. Theory That Is Systematic, 5 <p>3. Theory That Is Testable, 5 <p>4. Theory That Is Comprehensive, 5 <p>5. Applications: From Theory to Practice, 6 <p>WHY STUDY PERSONALITY? 6 <p>DEFINING PERSONALITY, 7 <p>QUESTIONS ABOUT PERSONS: WHAT, HOW, AND WHY, 9 <p>ANSWERING QUESTIONS ABOUT PERSONS SCIENTIFICALLY: UNDERSTANDINGSTRUCTURES, PROCESSES, DEVELOPMENT, AND THERAPEUTIC CHANGE, 9 <p>Structure, 9 <p>Units of Analysis, 10 <p>Hierarchy, 11 <p>Process, 12 <p>Growth and Development, 13 <p>Genetic Determinants, 14 <p>Environmental Determinants, 15 <p>Culture, 17 <p>Social Class, 18 <p>Family, 18 <p>Peers, 19 <p>Psychopathology and Behavior Change, 19 <p>IMPORTANT ISSUES IN PERSONALITY THEORY, 19 <p>Philosophical View of the Person, 20 <p>Internal and External Determinants of Behavior, 20 <p>Consistency across Situations and over Time, 21 <p>The Unity of Experience and Action and the Concept of Self,22 <p>Varying States of Awareness and the Concept of the Unconscious,23 <p>The Influence of the Past, Present, and Future on Behavior,24 <p>Can We Have a Science of Personality? What Kind of a Science CanIt Be? 24 <p>EVALUATING PERSONALITY THEORIES, 26 <p>THE PERSONALITY THEORIES: AN INTRODUCTION, 27 <p>The Challenge of Constructing a Personality Theory, 27 <p>The Personality Theories: A Preliminary Sketch, 27 <p>On the Existence of Multiple Theories: Theories as Toolkits,30 <p>MAJOR CONCEPTS, 31 <p>REVIEW, 32 <p>CHAPTER 2 THE SCIENTIFIC STUDY OF PEOPLE, 33 <p>QUESTIONS TO BE ADDRESSED IN THIS CHAPTER, 34 <p>THE DATA OF PERSONALITY PSYCHOLOGY, 35 <p>LOTS of Data, 36 <p>How Do Data from Different Sources Relate to One Another? 37 <p>Fixed versus Flexible Measures, 39 <p>Personality and Brain Data, 40 <p>Personality Theory and Assessment, 41 <p>GOALS OF RESEARCH: RELIABILITY, VALIDITY, ETHICAL BEHAVIOR,43 <p>Reliability, 43 <p>Validity, 43 <p>The Ethics of Research and Public Policy, 45 <p>THREE GENERAL STRATEGIES OF RESEARCH, 46 <p>Case Studies, 46 <p>Case Studies: An Example, 47 <p>Correlational Studies, 49 <p>Correlational Research: An Example, 50 <p>Experiments, 52 <p>Experimental Research: An Example, 54 <p>Evaluating Alternative Research Approaches, 57 <p>Case Studies and Clinical Research: Strengths and Limitations,57 <p>The Use of Verbal Reports, 58 <p>Correlational Research and Questionnaires: Strengths andLimitations, 59 <p>Laboratory, Experimental Research: Strengths and Limitations,61 <p>Summary of Strengths and Limitations, 63 <p>PERSONALITY THEORY AND PERSONALITY RESEARCH, 64 <p>PERSONALITY ASSESSMENT AND THE CASE OF JIM, 65 <p>Autobiographical Sketch of Jim, 66 <p>MAJOR CONCEPTS, 66 <p>REVIEW, 67 <p>CHAPTER 3 A PSYCHODYNAMIC THEORY: FREUD SPSYCHOANALYTIC THEORY OF PERSONALITY, 69 <p>QUESTIONS TO BE ADDRESSED IN THIS CHAPTER, 70 <p>SIGMUND FREUD (1856 1939): A VIEW OF THE THEORIST, 70 <p>FREUD S VIEW OF THE PERSON, 72 <p>The Mind as an Energy System, 73 <p>The Individual in Society, 76 <p>FREUD S VIEW OF THE SCIENCE OF PERSONALITY, 76 <p>FREUD S PSYCHOANALYTIC THEORY OF PERSONALITY, 77 <p>Structure, 77 <p>Levels of Consciousness and the Concept of the Unconscious,78 <p>Dreams, 79 <p>The Motivated Unconscious, 80 <p>Relevant Psychoanalytic Research, 80 <p>Current Status of the Concept of the Unconscious, 83 <p>The Psychoanalytic Unconscious and the Cognitive Unconscious,85 <p>Id, Ego, and Superego, 87 <p>Process, 89 <p>Life and Death Instincts, 89 <p>The Dynamics of Functioning, 90 <p>Anxiety, Mechanisms of Defense, and Contemporary Research onDefensive Processes, 91 <p>Denial, 91 <p>Projection, 92 <p>Isolation, Reaction Formation, and Sublimation, 94 <p>Repression, 95 <p>Growth and Development, 97 <p>The Development of the Instincts and Stages of Development,98 <p>Erikson s Psychosocial Stages of Development, 102 <p>The Importance of Early Experience, 105 <p>The Development of Thinking Processes, 108 <p>MAJOR CONCEPTS, 109 <p>REVIEW, 111 <p>CHAPTER 4 FREUD S PSYCHOANALYTIC THEORY: APPLICATIONS,RELATED THEORETICAL CONCEPTIONS, AND CONTEMPORARY RESEARCH,113 <p>QUESTIONS TO BE ADDRESSED IN THIS CHAPTER, 114 <p>PSYCHODYNAMIC PERSONALITY ASSESSMENT: PROJECTIVE TESTS, 115 <p>The Logic of Projective Tests, 115 <p>The Rorschach Inkblot Test, 116 <p>The Thematic Apperception Test (TAT), 117 <p>Projective Tests: Do They Work? 120 <p>PSYCHOPATHOLOGY, 122 <p>Personality Types, 122 <p>Confl ict and Defense, 124 <p>PSYCHOLOGICAL CHANGE, 125 <p>Insights into the Unconscious: Free Association and DreamInterpretation, 125 <p>The Therapeutic Process: Transference, 126 <p>A CASE EXAMPLE: LITTLE HANS, 128 <p>THE CASE OF JIM, 132 <p>Rorschach and Thematic Apperception Test (TAT) Data, 132 <p>Comments on the Data, 134 <p>RELATED THEORETICAL CONCEPTIONS AND RECENT DEVELOPMENTS, 135 <p>Two Early Challenges to Freud: Adler and Jung, 135 <p>Alfred Adler (1870 1937), 135 <p>Carl G. Jung (1875 1961), 137 <p>The Cultural and Interpersonal Emphasis: Horney and Sullivan,141 <p>Reinterpreting Motivational Forces, 141 <p>Karen Horney (1885 1952), 141 <p>Harry Stack Sullivan (1892 1949), 143 <p>Object Relations, Self Psychology, and Attachment Theory,144 <p>Object Relations Theory, 144 <p>Self Psychology and Narcissism, 145 <p>Attachment Theory, 147 <p>Attachment Styles in Adulthood, 150 <p>Attachment Types or Dimensions? 153 <p>CRITICAL EVALUATION, 155 <p>Scientific Observation: The Database, 156 <p>Theory: Systematic? 156 <p>Theory: Testable? 157 <p>Theory: Comprehensive? 157 <p>Applications, 158 <p>Major Contributions and Summary, 158 <p>MAJOR CONCEPTS, 160 <p>REVIEW, 160 <p>CHAPTER 5 A PHENOMENOLOGICAL THEORY: CARL ROGERS SPERSON-CENTERED THEORY OF PERSONALITY, 163 <p>QUESTIONS TO BE ADDRESSED IN THIS CHAPTER, 164 <p>CARL R. ROGERS (1902 1987): A VIEW OF THE THEORIST,165 <p>ROGERS S VIEW OF THE PERSON, 168 <p>The Subjectivity of Experience, 168 <p>Feelings of Authenticity, 169 <p>The Positivity of Human Motivation, 169 <p>A Phenomenological Perspective, 170 <p>ROGERS S VIEW OF THE SCIENCE OF PERSONALITY, 170 <p>THE PERSONALITY THEORY OF CARL ROGERS, 171 <p>Structure, 171 <p>The Self, 171 <p>Measuring Self-Concept, 173 <p>The Q-Sort Technique, 173 <p>The Semantic Differential, 174 <p>Process, 176 <p>Self-Actualization, 177 <p>Self-Consistency and Congruence, 178 <p>States of Incongruence and Defensive Processes, 179 <p>Research on Self-Consistency and Congruence, 179 <p>The Need for Positive Regard, 182 <p>Growth and Development, 183 <p>Research on Parent Child Relationships, 185 <p>Social Relations, Self-Actualization, and Well-Being Later inLife, 188 <p>MAJOR CONCEPTS, 188 <p>REVIEW, 189 <p>CHAPTER 6 ROGERS S PHENOMENOLOGICAL THEORY:APPLICATIONS, RELATED THEORETICAL CONCEPTIONS, AND CONTEMPORARYRESEARCH, 191 <p>QUESTIONS TO BE ADDRESSED IN THIS CHAPTER, 193 <p>CLINICAL APPLICATIONS, 193 <p>Psychopathology, 193 <p>Self-Experience Discrepancy, 193 <p>Psychological Change, 194 <p>Therapeutic Conditions Necessary for Change, 195 <p>Outcomes of Client-Centered Therapy, 198 <p>Presence, 200 <p>A CASE EXAMPLE: MRS. OAK, 202 <p>THE CASE OF JIM, 204 <p>Semantic Differential: Phenomenological Theory, 204 <p>Comments on the Data, 204 <p>RELATED THEORETICAL CONCEPTIONS, 205 <p>The Human Potential Movement, 205 <p>Abraham H. Maslow (1908 1970), 206 <p>The Positive Psychology Movement, 207 <p>Classifying Human Strengths, 208 <p>The Virtues of Positive Emotions, 209 <p>Flow, 209 <p>Existentialism, 210 <p>The Existentialism of Sartre: Consciousness, Nothingness,Freedom, and Responsibility, 211 <p>Contemporary Experimental Existentialism, 213 <p>RECENT DEVELOPMENTS IN THEORY AND RESEARCH, 215 <p>Discrepancies among Parts of the Self, 215 <p>Fluctuations in Self-Esteem and Contingencies of Worth, 216 <p>Authenticity and Internally Motivated Goals, 217 <p>Cross-Cultural Research on the Self, 219 <p>Cultural Differences in the Self and the Need for PositiveSelf-Regard, 220 <p>CRITICAL EVALUATION, 223 <p>Scientific Observation: The Database, 223 <p>Theory: Systematic? 224 <p>Theory: Testable? 224 <p>Theory: Comprehensive? 225 <p>Applications, 226 <p>Major Contributions and Summary, 226 <p>MAJOR CONCEPTS, 227 <p>REVIEW, 228 <p>CHAPTER 7 TRAIT THEORIES OF PERSONALITY: ALLPORT, EYSENCK,AND CATTELL, 229 <p>QUESTIONS TO BE ADDRESSED IN THIS CHAPTER, 230 <p>A VIEW OF THE TRAIT THEORISTS, 231 <p>TRAIT THEORY S VIEW OF THE PERSON, 232 <p>The Trait Concept, 232 <p>TRAIT THEORY S VIEW OF THE SCIENCE OF PERSONALITY, 233 <p>Scientific Functions Served by Trait Constructs, 233 <p>Description, 233 <p>Prediction, 234 <p>Explanation, 234 <p>TRAIT THEORIES OF PERSONALITY: BASIC PERSPECTIVES SHARED BYTRAIT THEORISTS, 235 <p>THE TRAIT THEORY OF GORDON W. ALLPORT (1897 1967), 236 <p>Traits: Personality Structure in Allport s Theory, 237 <p>Functional Autonomy, 238 <p>Idiographic Research, 239 <p>Comment on Allport, 240 <p>IDENTIFYING PRIMARY TRAIT DIMENSIONS: FACTOR ANALYSIS, 240 <p>THE FACTOR-ANALYTIC TRAIT THEORY OF RAYMOND B. CATTELL(1905 1998), 243 <p>Surface and Source Traits: Personality Structure inCattell s Theory, 243 <p>Sources of Evidence: L-Data, Q-Data, and OT-Data, 244 <p>Stability and Variability in Behavior, 247 <p>Comment on Cattell, 247 <p>THE THREE-FACTOR THEORY OF HANS J. EYSENCK (1916 1997),250 <p> Superfactors : Personality Structure inEysenck s Theory, 251 <p>Measuring the Factors, 254 <p>Biological Bases of Personality Traits, 255 <p>Extraversion and Social Behavior, 257 <p>Psychopathology and Behavior Change, 258 <p>Comment on Eysenck, 258 <p>MAJOR CONCEPTS, 259 <p>REVIEW, 260 <p>CHAPTER 8 TRAIT THEORY: THE FIVE-FACTOR MODEL; APPLICATIONSAND EVALUATION OF TRAIT APPROACHES TO PERSONALITY, 261 <p>QUESTIONS TO BE ADDRESSED IN THIS CHAPTER, 262 <p>THE FIVE-FACTOR MODEL OF PERSONALITY: RESEARCH EVIDENCE, 263 <p>Analysis of Trait Terms in Natural Language and inQuestionnaires, 263 <p>The Fundamental Lexical Hypothesis, 267 <p>Cross-Cultural Research: Are the Big Five Dimensions Universal?268 <p>The Big Five in Personality Questionnaires, 271 <p>The NEO-PI-R and Its Hierarchical Structure: Facets, 271 <p>Integration of Eysenck s and Cattell s Factorswithin the Big Five, 273 <p>Self-Ratings and Observer Ratings, 274 <p>PROPOSED THEORETICAL MODEL FOR THE BIG FIVE, 275 <p>GROWTH AND DEVELOPMENT, 279 <p>Age Differences Throughout Adulthood, 279 <p>Initial Findings from Childhood and Adolescence, 282 <p>Stability and Change in Personality, 282 <p>MAYBE WE MISSED ONE? THE SIX-FACTOR MODEL, 283 <p>APPLICATIONS OF THE BIG FIVE MODEL, 285 <p>THE CASE OF JIM, 288 <p>Factor-Analytic Trait-Based Assessment, 288 <p>Personality Stability: Jim 5 and 20 Years Later, 289 <p>Self-Ratings and Ratings by Wife on the NEO-PI, 291 <p>THE PERSON SITUATION CONTROVERSY, 292 <p>CRITICAL EVALUATION, 295 <p>Scientific Observation: The Database, 295 <p>Theory: Systematic? 296 <p>Theory: Testable? 296 <p>Theory: Comprehensive? 297 <p>Applications, 298 <p>Major Contributions and Summary, 299 <p>MAJOR CONCEPTS, 299 <p>REVIEW, 300 <p>CHAPTER 9 BIOLOGICAL FOUNDATIONS OF PERSONALITY, 301 <p>QUESTIONS TO BE ADDRESSED IN THIS CHAPTER, 302 <p>TEMPERAMENT, 303 <p>Constitution and Temperament: Early Views, 304 <p>Constitution and Temperament: Longitudinal Studies, 305 <p>Biology, Temperament, and Personality Development: ContemporaryResearch, 306 <p>Inhibited and Uninhibited Children: Research of Kagan andColleagues , 306 <p>Interpreting Data on Biology and Personality , 310 <p>Effortful Control and the Development of Conscience, 311 <p>EVOLUTION, EVOLUTIONARY PSYCHOLOGY, AND PERSONALITY, 314 <p>Evolutionary Psychology, 315 <p>Social Exchange and the Detection of Cheating, 317 <p>Sex Differences: Evolutionary Origins? 318 <p>Male-Female Mate Preferences , 319 <p>Causes of Jealousy , 320 <p>Evolutionary Origins of Sex Differences: How Strong Are theData? 321 <p>GENES AND PERSONALITY, 323 <p>Behavioral Genetics, 324 <p>Selective Breeding Studies, 324 <p>Twin Studies , 324 <p>Adoption Studies, 326 <p>Heritability Coefficient, 327 <p>Heritability of Personality: Findings, 328 <p>Some Caveats, 329 <p>Molecular Genetic Paradigms, 330 <p>Environments and Gene Environment Interactions, 332 <p>Shared and Nonshared Environment, 332 <p>Understanding Nonshared Environment Effects, 334 <p>Three Kinds of Nature Nurture Interactions, 335 <p>MOOD, EMOTION, AND THE BRAIN, 336 <p>Left and Right Hemispheric Dominance, 336 <p>Neurotransmitters and Temperament: Dopamine and Serotonin,339 <p>Three Dimensions of Temperament: PE, NE, and DvC, 340 <p>PLASTICITY: BIOLOGY AS BOTH CAUSE AND EFFECT, 342 <p>From Experience to Biology, 342 <p>Socioeconomic Status of Communities and Serotonin, 343 <p>NEUROSCIENTIFIC INVESTIGATIONS OF HIGHER-LEVEL PSYCHOLOGICAL FUNCTIONS, 344 <p>Brain and Self, 347 <p>Brain and Moral Judgment, 347 <p>MAJOR CONCEPTS, 349 <p>REVIEW, 350 <p>CHAPTER 10 BEHAVIORISM AND THE LEARNING APPROACHES TOPERSONALITY, 351 <p>QUESTIONS TO BE ADDRESSED IN THIS CHAPTER, 352 <p>BEHAVIORISM S VIEW OF THE PERSON, 353 <p>BEHAVIORISM S VIEW OF THE SCIENCE OF PERSONALITY, 354 <p>Environmental Determinism and Its Implications for the Conceptof Personality, 354 <p>Experimentation, Observable Variables, and Simple Systems,356 <p>WATSON, PAVLOV, AND CLASSICAL CONDITIONING, 358 <p>Watson s Behaviorism, 358 <p>Pavlov s Theory of Classical Conditioning, 360 <p>Principles of Classical Conditioning, 360 <p>Psychopathology and Change, 363 <p>Conditioned Emotional Reactions, 364 <p>The Unconditioning of Fear of a Rabbit, 364 <p>Systematic Desensitization, 365 <p>A Reinterpretation of the Case of Little Hans, 368 <p>Recent Developments, 369 <p>SKINNER S THEORY OF OPERANT CONDITIONING, 370 <p>A View of the Theorist, 371 <p>Skinner s Theory of Personality, 373 <p>Structure, 374 <p>Process: Operant Conditioning, 374 <p>Growth and Development, 377 <p>Psychopathology, 378 <p>Behavioral Assessment, 379 <p>Behavior Change, 381 <p>Free Will? 382 <p>CRITICAL EVALUATION, 383 <p>Scientific Observation: The Database, 384 <p>Theory: Systematic? 384 <p>Theory: Testable? 385 <p>Theory: Comprehensive? 385 <p>Applications, 386 <p>Major Contributions and Summary, 386 <p>MAJOR CONCEPTS, 387 <p>REVIEW, 388 <p>CHAPTER 11 A COGNITIVE THEORY: GEORGE A. KELLY SPERSONAL CONSTRUCT THEORY OF PERSONALITY, 389 <p>QUESTIONS TO BE ADDRESSED IN THIS CHAPTER, 390 <p>GEORGE A. KELLY (1905 1966): A VIEW OF THE THEORIST,392 <p>KELLY S VIEW OF THE SCIENCE OF PERSONALITY, 393 <p>KELLY S VIEW OF THE PERSON, 396 <p>THE PERSONALITY THEORY OF GEORGE A. KELLY, 397 <p>Structure, 397 <p>Constructs and Their Interpersonal Consequences, 398 <p>Types of Constructs and the Construct System, 399 <p>Assessment: The Role Construct Repertory (Rep) Test, 401 <p>Unique Information Revealed by Personal Construct Testing,403 <p>Cognitive Complexity/Simplicity, 403 <p>Process, 408 <p>Anticipating Events, 408 <p>Anxiety, Fear, and Threat, 411 <p>Growth and Development, 414 <p>CLINICAL APPLICATIONS, 415 <p>Psychopathology, 415 <p>Change and Fixed-Role Therapy, 416 <p>THE CASE OF JIM, 417 <p>Rep Test: Personal Construct Theory, 417 <p>Comments on the Data, 419 <p>RELATED POINTS OF VIEW AND RECENT DEVELOPMENTS, 419 <p>CRITICAL EVALUATION, 420 <p>Scientific Observation: The Database, 420 <p>Theory: Systematic? 421 <p>Theory: Testable? 421 <p>Theory: Comprehensive? 422 <p>Applications, 423 <p>Major Contributions and Summary, 423 <p>MAJOR CONCEPTS, 424 <p>REVIEW, 425 <p>CHAPTER 12 SOCIAL-COGNITIVE THEORY: BANDURA AND MISCHEL,427 <p>QUESTIONS TO BE ADDRESSED IN THIS CHAPTER, 428 <p>RELATING SOCIAL-COGNITIVE THEORY TO THE PREVIOUS THEORIES,428 <p>A VIEW OF THE THEORISTS, 429 <p>Albert Bandura (1925 ), 429 <p>Walter Mischel (1930 ), 430 <p>SOCIAL-COGNITIVE THEORY S VIEW OF THE PERSON, 432 <p>SOCIAL-COGNITIVE THEORY S VIEW OF THE SCIENCE OFPERSONALITY, 433 <p>SOCIAL-COGNITIVE THEORY OF PERSONALITY: STRUCTURE, 433 <p>Competencies and Skills, 433 <p>Beliefs and Expectancies, 434 <p>The Self and Self-Efficacy Beliefs, 436 <p>Self-Efficacy and Performance, 438 <p>Goals, 441 <p>Evaluative Standards, 442 <p>The Nature of Social-Cognitive Personality Structures, 444 <p>SOCIAL-COGNITIVE THEORY OF PERSONALITY: PROCESS, 445 <p>Reciprocal Determinism, 445 <p>Personality as a Cognitive-Affective Processing System (CAPS),446 <p>SOCIAL-COGNITIVE THEORY OF GROWTH AND DEVELOPMENT, 450 <p>Observational Learning (Modeling), 450 <p>Acquisition versus Performance, 451 <p>Vicarious Conditioning, 452 <p>Self-Regulation and Motivation, 455 <p>Self-Efficacy, Goals, and Self-Evaluative Reactions, 456 <p>Self-Control and Delay of Gratification, 458 <p>Learning Delay of Gratification Skills, 458 <p>Mischel s Delay of Gratifi cation Paradigm, 460 <p>Summary of the Social-Cognitive View of Growth and Development,462 <p>MAJOR CONCEPTS, 464 <p>REVIEW, 464 <p>CHAPTER 13 SOCIAL-COGNITIVE THEORY: APPLICATIONS, RELATEDTHEORETICAL CONCEPTIONS, AND ONTEMPORARY RESEARCH, 467 <p>QUESTIONS TO BE ADDRESSED IN THIS CHAPTER, 468 <p>COGNITIVE COMPONENTS OF PERSONALITY: BELIEFS, GOALS, ANDEVALUATIVE STANDARDS, 469 <p>Beliefs about the Self and Self-Schemas, 469 <p>Self-Schemas and Reaction-Time Methods, 471 <p>Self-Based Motives and Motivated Information Processing, 474 <p>Learning versus Performance Goals, 476 <p>Causes of Learning versus Performance Goals: Implicit Theories,478 <p>Standards of Evaluation, 480 <p>Self-Standards, Self-Discrepancies, Emotion, and Motivation,481 <p>A General Principles Approach to Personality,484 <p>Psychopathology and Change: Modeling, Self-Conceptions, andPerceived Self-Effi cacy, 486 <p>Self-Efficacy, Anxiety, and Depression, 487 <p>Self-Efficacy and Health, 488 <p>Therapeutic Change: Modeling and Guided Mastery, 489 <p>STRESS AND COPING, 494 <p>Ellis s Rational-Emotive Therapy, 496 <p>Beck s Cognitive Therapy for Depression, 498 <p>The Cognitive Triad of Depression, 498 <p>Research on Faulty Cognitions, 498 <p>Cognitive Therapy, 499 <p>THE CASE OF JIM, 500 <p>CRITICAL EVALUATION, 502 <p>Scientific Observation: The Database, 502 <p>Theory: Systematic? 503 <p>Theory: Testable? 503 <p>Theory: Comprehensive? 503 <p>Applications, 504 <p>Major Contributions and Summary, 505 <p>MAJOR CONCEPTS, 505 <p>REVIEW, 506 <p>CHAPTER 14 PERSONALITY IN CONTEXT: INTERPERSONAL RELATIONS,CULTURE, AND DEVELOPMENT ACROSS THE COURSE OF LIFE, 507 <p>QUESTIONS TO BE ADDRESSED IN THIS CHAPTER, 509 <p>INTERPERSONAL RELATIONSHIPS, 510 <p>Rejection Sensitivity, 510 <p> Hot and Cool Focus, 513 <p>Transference in Interpersonal Relationships, 514 <p>MEETING ACADEMIC AND SOCIAL CHALLENGES: OPTIMISTIC STRATEGIESAND DEFENSIVE PESSIMISM, 516 <p>PERSONALITY CONSISTENCY IN CONTEXT, 517 <p>PERSONALITY DEVELOPMENT IN SOCIOECONOMIC CONTEXT, 520 <p>Causes and Effects of Personality Attributes, 522 <p>PERSONALITY FUNCTIONING ACROSS THE LIFE SPAN, 523 <p>Psychological Resilience in the Later Years, 523 <p>Emotional Life in Older Adulthood: Socioemotional Selectivity,524 <p>PERSONS IN CULTURES, 525 <p>Two Strategies for Thinking about Personality and Culture,525 <p>Strategy #1: Personality ... and Culture? 525 <p>Strategy #2: Culture and Personality, 527 <p>Personality and Self as Socially Constructed within Culture,528 <p>Independent and Interdependent Views of Self, 529 <p>PUTTING PERSONALITY IN CONTEXT INTO PRACTICE, 531 <p>Assessing Personality in Context: A Case Study, 531 <p>Personality Processes in Context: Fostering Social Change,536 <p>SUMMARY, 538 <p>MAJOR CONCEPTS, 538 <p>REVIEW, 539 <p>CHAPTER 15 ASSESSING PERSONALITY THEORY AND RESEARCH,541 <p>QUESTIONS TO BE ADDRESSED IN THIS CHAPTER, 542 <p>ON STRUCTURES, PROCESSES, DEVELOPMENT, AND THERAPEUTIC CHANGE,542 <p>Personality Structure, 542 <p>Process, 543 <p>Growth and Development, 545 <p>Psychopathology and Change, 545 <p>THE CASE OF JIM, 548 <p>HOW DID THEY DO? A CRITICAL EVALUATION OF PERSONALITY, 549 <p>Theories and Research, 549 <p>Scientific Observation: The Database, 549 <p>Theory: Systematic? 551 <p>Theory: Testable? 552 <p>Theory: Comprehensive? 552 <p>Applications, 553 <p>A FINAL SUMMING UP: THEORIES AS TOOLKITS, 554 <p>REVIEW, 555 <p>GLOSSARY, 557 <p>REFERENCES, 567 <p>NAME INDEX, 603 <p>SUBJECT INDEX, 609
Responsibility: Daniel Cervone, Lawrence A. Pervin.


User-contributed reviews
Retrieving GoodReads reviews...
Retrieving DOGObooks reviews...


Be the first.

Similar Items

Related Subjects:(1)

User lists with this item (1)

Confirm this request

You may have already requested this item. Please select Ok if you would like to proceed with this request anyway.

Linked Data

schema:bookEdition"12th international student ed."
schema:name"Personality psychology"

Content-negotiable representations

Close Window

Please sign in to WorldCat 

Don't have an account? You can easily create a free account.