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

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
Glossary

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