Perspectives on Personality 8th Edition by Charles Carver, ISBN-13: 978-0134415376

Description

Perspectives on Personality 8th Edition by Charles Carver, ISBN-13: 978-0134415376

[PDF eBook eTextbook]

• Publisher: ‎ Pearson; 8th edition (February 22, 2016)
• Language: ‎ English
• 320 pages
• ISBN-10: ‎ 013441537X
• ISBN-13: ‎ 978-0134415376

For courses in Personality Psychology

An overview of personality psychology that brings various perspectives to life

Perspectives on Personality describes a range of viewpoints that are used by personality psychologists today, and helps students understand how these viewpoints can be applied to their own lives. Authors Charles Carver and Michael Scheier dedicate a chapter to each major perspective, presenting an overview of the perspective’s orienting assumptions and core themes and concluding with a discussion of problems within that theoretical viewpoint and predictions about its future prospects. The Eighth Edition incorporates several important recent developments in the field, including genetics and genomics and the biological underpinnings of impulsiveness.

Informative, yet engaging — viewpoints of personality psychologists today Written in an informal, conversational style, Carver and Scheier engage students by helping them understand how various perspectives of the field of personality can apply to their own lives. This book describes a range of viewpoints that are used by personality psychologists today. Each perspective on personality is presented in a pair of chapters, introduced by a prologue that provides an overview of that perspective’s orienting assumptions and core themes. By starting with these orienting assumptions, you’ll be placed right inside the thought processes of the theorists, as you go on to read the chapters themselves. Each chapter concludes with a discussion of current problems within that theoretical viewpoint and the authors’ analysis about its future prospects. The result is a book that is engaging and enjoyable as well as informative. Learning Goals Upon completing this digital book, readers should be able to:

– Identify the ideas that form each theoretical viewpoint

– Understand the importance of research and why the role of research stresses the fact that personality psychology is a living, dynamic process of ongoing scientific exploration

– See how each perspective reflects fundamental assumptions about human nature and how behavior problems can arise and be treated from each perspective

– Understand how the different viewpoints relate to each other and the usefulness of blending theoretical viewpoints, treating theories as complementary, rather than competing

Table of Contents:

Title Page

Copyright Page

Dedication

Brief Contents

Contents

Preface

Acknowledgments

About the Authors

1: What Is Personality Psychology?

1.1: Defining Personality

1.1.1: Why Use the Word Personality as a Concept?

1.1.2: A Working Definition

1.1.3: Two Fundamental Themes in Personality Psychology

1.2: Theory in Personality Psychology

1.2.1: What Do Theories Do?

1.2.2: The Role of Research in Evaluating Theories

1.2.3: What Else Makes a Theory Good?

1.3: Perspectives on Personality

1.3.1: Perspectives to Be Examined Here

1.3.2: Perspectives Reconsidered

1.4: Organization within Chapters

1.4.1: Assessment

1.4.2: Problems in Behavior, and Behavior Change

Summary: What Is Personality Psychology?

2: Methods in the Study of Personality

2.1: Gathering Information

2.1.1: Observe Yourself and Observe Others

2.1.2: Depth Through Case Studies

2.1.3: Depth from Experience Sampling

2.1.4: Seeking Generality by Studying Many People

2.2: Establishing Relationships among Variables

2.2.1: Correlation between Variables

2.2.2: Two Kinds of Significance

2.2.3: Causality and a Limitation on Inference

2.2.4: Experimental Research

2.2.5: Recognizing Types of Studies

Box 2.1 Correlations in the News

2.2.6: What Kind of Research Is Best?

2.2.7: Experimental Personality Research and Multifactor Studies

2.2.8: Reading Figures from Multifactor Research

Summary: Methods in the Study of Personality

3: Issues in Personality Assessment

3.1: Sources of Information

3.1.1: Observer Ratings

Box 3.1 What Does Your Stuff Say about You?

3.1.2: Self-Reports

3.1.3: Implicit Assessment

3.1.4: Subjective versus Objective Measures

3.2: Reliability of Measurement

3.2.1: Internal Consistency

3.2.2: Inter-Rater Reliability

Box 3.2 A New Approach to Assessment: Item Response Theory

3.2.3: Stability across Time

3.3: Validity of Measurement

3.3.1: Construct Validity

3.3.2: Criterion Validity

3.3.3: Convergent Validity

3.3.4: Discriminant Validity

3.3.5: Face Validity

3.3.6: Culture and Validity

3.3.7: Response Sets and Loss of Validity

3.4: Two Rationales behind the Development of Assessment Devices

3.4.1: Rational or Theoretical Approach

3.4.2: Empirical Approaches

3.5: Never-Ending Search for Better Assessment

Summary: Issues in Personality Assessment

4: The Trait Perspective

4.1: Types and Traits

4.1.1: Nomothetic and Idiographic Views of Traits

4.2: What Traits Matter?

4.2.1: Factor Analysis

Box 4.1 A Closer Look at Factor Analysis

4.2.2: Let Reality Reveal Itself

4.2.3: Start from a Theory

4.2.4: The Interpersonal Circle as Another Theoretical Starting Point

4.3: The Five-Factor Model

4.3.1: What Are the Five Factors?

4.4: Reflections of the Five Factors in Behavior

4.4.1: Extraversion and Agreeableness

4.4.2: Conscientiousness, Openness, and Neuroticism

4.5: Relations to Earlier Trait Models

4.6: Other Variations

4.6.1: Expanding and Condensing the Five-Factor Model

4.6.2: Are Superordinate Traits the Best Level to Use?

4.7: Traits, Situations, and Interactionism

4.7.1: Is Behavior Actually Traitlike?

Box 4.2 How Stable Is Personality over Long Periods?

4.7.2: Situationism

4.7.3: Interactionism

4.7.4: Other Aspects of Interactionism

4.7.5: Was the Problem Ever Really as Bad as It Seemed?

4.8: Interactionism as Context-Dependent Expression of Personality

4.8.1: Fitting the Pieces Together

Box 4.3 Theoretical Issue: What Really Is a Trait?

4.9: Assessment from the Trait Perspective

4.9.1: Comparing Individuals Using Personality Profiles

4.10: Problems in Behavior, and Behavior Change, from the Trait Perspective

4.10.1: The Five-Factor Model and Personality Disorders

4.10.2: Interactionism in Behavior Problems

4.10.3: Behavior Change

4.11: Problems and Prospects for the Trait Perspective

Summary: The Trait Perspective

5: The Motive Perspective

5.1: Basic Theoretical Elements

5.1.1: Needs

5.1.2: Motives

5.1.3: Press

5.2: Needs, Motives, and Personality

5.2.1: Motive States and Motive Dispositions

5.2.2: Measuring Motives Using the Thematic Apperception Test

5.3: Studies of Specific Dispositional Motives

5.3.1: Need for Achievement

5.3.2: Need for Power

5.3.3: Need for Affiliation

5.3.4: Need for Intimacy

5.3.5: Patterned Needs

5.4: Implicit and Self-Attributed Motives

5.4.1: Incentive Value

5.4.2: Implicit Motives Are Different from Self-Attributed Motives

5.5: Approach and Avoidance Motives

5.5.1: Approach and Avoidance in Other Motives

5.6: Motives and the Five-Factor Trait Model

5.6.1: Traits and Motives as Distinct and Complementary

5.7: Personology and the Study of Narratives

5.8: Assessment from the Motive Perspective

Box 5.1 The Process Underlying the TAT or the PSE

5.8.1: Other Implicit Assessments

5.9: Problems in Behavior, and Behavior Change, from the Motive Perspective

5.9.1: The Need for Power and Alcohol Abuse

5.9.2: Focusing On and Changing Motivation

5.10: Problems and Prospects for the Motive Perspective

Summary: The Motive Perspective

6: Genetics, Evolution, and Personality

6.1: Determining Genetic Influence on Personality

Box 6.1 Early Biological Views: Physique and Personality

6.1.1: Twin Study Method

6.1.2: Adoption Research

6.2: What Personality Qualities Are Genetically Influenced?

6.2.1: Temperaments

6.2.2: More Recent Views of Temperaments

6.2.3: Inheritance of Traits

6.2.4: Temperaments and the Five-Factor Model

6.2.5: How Distinct Are the Genetics of Other Qualities?

6.2.6: Environmental Influences

6.3: Complications in Behavioral Genetics

6.3.1: Heritability Varies with the Environment

6.3.2: Correlations between Genetic and Environmental Influences

6.4: Molecular Genetics and Genomics

6.4.1: Gene-by-Environment Interactions

6.4.2: Environmental Effects on Gene Expression

6.5: Evolution and Human Behavior

6.5.1: Sociobiology and Evolutionary Psychology

Box 6.2 Theoretical Issue: Universal Adaptations and Why There Are Individual Differences

6.5.2: Genetic Similarity and Attraction

6.5.3: Avoidance of Incest

6.5.4: Mate Selection and Competition for Mates

6.5.5: Mate Retention and Other Issues

6.5.6: Aggression and the Young Male Syndrome

6.6: Assessment from the Genetic and Evolutionary Perspective

6.7: Problems in Behavior, and Behavior Change, from the Genetic and Evolutionary Perspective

6.7.1: Schizophrenia and Bipolar Disorder

Box 6.3 Living in a Postgenomic World

6.7.2: Substance Use and Antisocial Behavior

6.7.3: Evolution and Problems in Behavior

6.7.4: How Much Behavior Change Is Possible?

6.8: Problems and Prospects for the Genetic and Evolutionary Perspective

Summary: Genetics, Evolution, and Personality

7: Biological Processes and Personality

7.1: Eysenck’s Early Views on Brain Functions

7.2: Incentive Approach System

7.2.1: Behavioral Approach

7.2.2: More Issues in Approach

7.2.3: Neurotransmitters and the Approach System

7.3: Behavioral Avoidance, or Withdrawal, System

7.3.1: Neurotransmitters and the Avoidance System

7.4: Relating Approach and Avoidance Systems to Traits and Temperaments

7.4.1: The Role of Sociability

7.4.2: The Role of Impulsivity

7.5: Sensation Seeking, Constraint, and Effortful Control

7.5.1: Sensation Seeking

7.5.2: Relating Sensation Seeking to Traits and Temperaments

7.5.3: Another Determinant of Impulse and Restraint

7.5.4: Neurotransmitters and Impulse versus Constraint

Box 7.1 Research Question: How Do You Measure Neurotransmitter Function?

7.6: Hormones and Personality

7.6.1: Hormones, the Body, and the Brain

7.6.2: Early Hormonal Exposure and Behavior

7.6.3: Testosterone and Adult Personality

Box 7.2 Steroids: An Unintended Path to Aggression

7.6.4: Cycle of Testosterone and Action

7.6.5: Testosterone, Dominance, and Evolutionary Psychology

7.6.6: Responding to Stress

7.7: Assessment from the Biological Process Perspective

7.7.1: Electroencephalograms

7.7.2: Neuroimaging

7.8: Problems in Behavior, and Behavior Change, from the Biological Process Perspective

7.8.1: Biological Bases of Anxiety and Depression

7.8.2: Biological Bases of Antisocial Personality

7.8.3: Biological Therapies

7.9: Problems and Prospects for the Biological Process Perspective

Summary: Biological Processes and Personality

8: The Psychoanalytic Perspective

Box 8.1 Was Freud Really the Sole Creator of Psychoanalysis?

8.1: Basic Themes

8.2: The Topographical Model of the Mind

8.3: The Structural Model of Personality

8.3.1: Id

8.3.2: Ego

8.3.3: Superego

8.3.4: Balancing the Forces

8.4: The Drives of Personality

Box 8.2 Distortion in Psychoanalytic Ideas by Translation and Cultural Distance

8.4.1: Life and Death Instincts

8.4.2: Catharsis

8.5: Anxiety and Mechanisms of Defense

8.5.1: Repression

Box 8.3 Unintended Effects of Thought Suppression

8.5.2: Denial

8.5.3: Projection

8.5.4: Rationalization and Intellectualization

8.5.5: Displacement and Sublimation

8.5.6: Research on Defenses

8.6: Psychosexual Development

8.6.1: The Oral Stage

8.6.2: The Anal Stage

8.6.3: The Phallic Stage

Box 8.4 The Theorist and the Theory: Freud’s Own Oedipal Crisis

8.6.4: The Latency Period

8.6.5: The Genital Stage

8.7: Exposing the Unconscious

8.7.1: The Psychopathology of Everyday Life

8.7.2: Dreams

8.8: Assessment from the Psychoanalytic Perspective

8.9: Problems in Behavior, and Behavior Change, from the Psychoanalytic Perspective

8.9.1: Origins of Problems

8.9.2: Behavior Change

Box 8.5 Repression, Disclosure, and Physical Health

8.9.3: Does Psychoanalytic Therapy Work?

8.10: Problems and Prospects for the Psychoanalytic Perspective

Summary: The Psychoanalytic Perspective

9: Psychosocial Theories

9.1: Object Relations Theories

Box 9.1 Ego Psychology

9.1.1: Self Psychology

9.2: Attachment Theory and Personality

9.2.1: Attachment Patterns in Adults

9.2.2: How Many Patterns?

Box 9.2 How Do You Measure Adult Attachment?

9.2.3: Stability and Specificity

9.2.4: Other Reflections of Adult Attachment

9.2.5: Attachment Patterns and the Five-Factor Model

Box 9.3 How Impactful Is Early Childhood Adversity?

9.3: Erikson’s Theory of Psychosocial Development

9.3.1: Ego Identity, Competence, and the Experience of Crisis

9.3.2: Infancy

9.3.3: Early Childhood

9.3.4: Preschool

9.3.5: School Age

9.3.6: Adolescence

Box 9.4 The Theorist and the Theory: Erikson’s Lifelong Search for Identity

9.3.7: Young Adulthood

9.3.8: Adulthood

9.3.9: Old Age

9.3.10: The Epigenetic Principle

9.3.11: Identity as Life Story

9.3.12: Linking Erikson’s Theory to Other Psychosocial Theories

9.4: Assessment from the Psychosocial Perspective

9.4.1: Object Relations, Attachment, and the Focus of Assessment

9.4.2: Play in Assessment

9.5: Problems in Behavior, and Behavior Change, from the Psychosocial Perspective

9.5.1: Narcissism as a Disorder of Personality

9.5.2: Attachment and Depression

9.5.3: Behavior Change

9.6: Problems and Prospects for the Psychosocial Perspective

Summary: Psychosocial Theories

10: The Learning Perspective

10.1: Classical Conditioning

10.1.1: Basic Elements

10.1.2: Discrimination, Generalization, and Extinction in Classical Conditioning

Box 10.1 What’s Going On in Classical Conditioning?

10.1.3: Emotional Conditioning

Box 10.2 Classical Conditioning and Attitudes

10.2: Instrumental Conditioning

10.2.1: The Law of Effect

10.2.2: Reinforcement and Punishment

10.2.3: Discrimination, Generalization, and Extinction in Instrumental Conditioning

10.2.4: Schedules of Reinforcement

10.2.5: Reinforcement of Qualities of Behavior

10.3: Social and Cognitive Variations

10.3.1: Social Reinforcement

10.3.2: Vicarious Emotional Arousal

10.3.3: Vicarious Reinforcement

Box 10.3 Modeling and Delay of Gratification

10.3.4: What Really Is Reinforcement?

10.3.5: Efficacy Expectancies

10.3.6: Role of Awareness

10.4: Observational Learning

10.4.1: Attention and Retention

10.4.2: Production

10.4.3: Acquisition versus Performance

10.5: Modeling of Aggression and the Issue of Media Violence

10.6: Assessment from the Learning Perspective

10.6.1: Conditioning-Based Approaches

10.6.2: Social–Cognitive Approaches

10.7: Problems in Behavior, and Behavior Change, from the Learning Perspective

10.7.1: Classical Conditioning of Emotional Responses

10.7.2: Conditioning and Context

10.7.3: Instrumental Conditioning and Maladaptive Behaviors

10.7.4: Social–Cognitive Approaches

10.7.5: Modeling-Based Therapy for Skill Deficits

10.7.6: Modeling and Responses to Fear

10.7.7: Therapeutic Changes in Efficacy Expectancy

10.8: Problems and Prospects for the Learning Perspective

Summary: The Learning Perspective

11: Self-Actualization and Self-Determination

11.1: Self-Actualization

11.1.1: The Need for Positive Regard

11.1.2: Contingent Self-Worth

11.2: Self-Determination

11.2.1: Introjection and Identification

11.2.2: Need for Relatedness

11.2.3: Self-Concordance

11.2.4: Free Will

11.3: The Self and Processes of Defense

Box 11.1 How Can You Manage Two Kinds of Congruence Simultaneously?

11.3.1: Incongruity, Disorganization, and Defense

11.3.2: Self-Esteem Maintenance and Enhancement

11.3.3: Self-Handicapping

11.3.4: Stereotype Threat

11.4: Self-Actualization and Maslow’s Hierarchy of Motives

Box 11.2 The Theorist and the Theory: Abraham Maslow’s Focus on the Positive

11.4.1: Characteristics of Frequent Self-Actualizers

11.4.2: Peak Experiences

11.5: Existential Psychology

11.5.1: The Existential Dilemma

11.5.2: Emptiness

11.5.3: Terror Management

11.6: Assessment from the Self-Actualization and Self-Determination Perspective

11.6.1: Interviews in Assessment

Box 11.3 Self-Actualization and Your Life

11.6.2: Measuring the Self-Concept by Q-Sort

11.6.3: Measuring Self-Actualization

11.6.4: Measuring Self-Determination and Control

11.7: Problems in Behavior, and Behavior Change, from the Self-Actualization and Self-Determination

11.7.1: Client-Centered Therapy

11.7.2: Beyond Therapy to Personal Growth

11.8: Problems and Prospects for the Self-Actualization and Self-Determination Perspective

Summary: Self-Actualization and Self-Determination

12: The Cognitive Perspective

Box 12.1 Personal Construct Theory: Foreshadowing the Cognitive Perspective

12.1: Representing Your Experience of the World

12.1.1: Schemas and Their Development

12.1.2: Effects of Schemas

12.1.3: Semantic Memory, Episodic Memory, Scripts, and Procedural Knowledge

12.1.4: Socially Relevant Schemas

12.1.5: Self-Schemas

12.1.6: Entity versus Incremental Mindsets

12.1.7: Attribution

12.2: Activation of Memories

12.2.1: Priming and the Use of Information

12.2.2: Nonconscious Influences on Behavior

12.3: Connectionist Views of Mental Organization

Box 12.2 What’s in a Name?

12.3.1: Dual-Process Models

Box 12.3 Delay of Gratification: The Role of Cognitive Strategies

12.3.2: Explicit and Implicit Knowledge

12.4: Broader Views on Cognition and Personality

Box 12.4 The Theorist and the Theory: Mischel and His Mentors

12.4.1: Cognitive Person Variables

12.4.2: Personality as a Cognitive–Affective Processing System

12.5: Assessment from the Cognitive Perspective

12.5.1: Think-Aloud, Experience Sampling, and Self-Monitoring

12.5.2: Contextualized Assessment

12.6: Problems in Behavior, and Behavior Change, from the Cognitive Perspective

12.6.1: Information-Processing Deficits

12.6.2: Depressive Self-Schemas

12.6.3: Cognitive Therapy

12.7: Problems and Prospects for the Cognitive Perspective

Summary: The Cognitive Perspective

13: The Self-Regulation Perspective

13.1: From Cognition to Behavior

13.1.1: Intentions

13.1.2: Goals

13.1.3: Goal Setting

13.1.4: Implementation Intentions and the Importance of Strategies

13.1.5: Deliberative and Implemental Mindsets

13.2: Self-Regulation and Feedback Control

13.2.1: Feedback Control

Box 13.1 Theoretical Issue: Feedback versus Reinforcement

13.2.2: Self-Directed Attention and the Action of the Comparator

13.2.3: Mental Contrasting and Goal Matching

13.2.4: Hierarchical Organization

13.2.5: Issues Concerning Hierarchical Organization

13.2.6: Evidence of Hierarchical Organization

13.2.7: Construal Levels

13.2.8: Emotions

13.2.9: Expectancies Influence Effort versus Disengagement

Box 13.2 Confidence about Life: Effects of Generalized Optimism

13.2.10: Partial Disengagement

13.3: Further Themes in Self-Regulation

13.3.1: Approach and Avoidance

13.3.2: Intention-Based and Stimulus-Based Action

13.3.3: Self-Regulation as Self-Control

13.4: Assessment from the Self-Regulation Perspective

13.4.1: Assessment of Self-Regulatory Qualities

Box 13.3 Reduction of Self-Regulation: Deindividuation and Alcohol

13.4.2: Assessment of Goals

13.5: Problems in Behavior, and Behavior Change, from the Self-Regulation Perspective

13.5.1: Problems as Conflicts among Goals and Lack of Strategy Specifications

13.5.2: Problems from an Inability to Disengage

13.5.3: Self-Regulation and the Process of Therapy

13.5.4: Therapy Is Training in Problem Solving

13.6: Problems and Prospects for the Self-Regulation Perspective

Summary: The Self-Regulation Perspective

14: Overlap and Integration among Perspectives

14.1: Similarities among Perspectives

14.1.1: Psychoanalysis and Evolutionary Psychology

14.1.2: Psychoanalysis and Self-Regulation

14.1.3: Psychoanalysis and Cognitive Processes

14.1.4: Social Learning, Cognitive, and Self-Regulation Views

14.1.5: Maslow’s Hierarchy and Hierarchies of Self-Regulation

14.1.6: Self-Actualization and Self-Regulation

14.1.7: Traits and Their Equivalents in Other Models

14.2: Recurrent Themes, Viewed from Different Angles

14.2.1: Impulse and Restraint

14.2.2: Individual versus Group Needs

14.3: Combining Perspectives

14.3.1: Eclecticism

14.3.2: Biology and Learning as Complementary Influences on Personality

14.4: Which Theory Is Best?

Summary: Overlap and Integration among Perspectives

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