BOOK
Personality, Individual Differences and Intelligence
John Maltby | Liz Day | Ann Macaskill
(2017)
Additional Information
Book Details
Abstract
A comprehensive and accessible fourth edition of a market leading text on personality, individual differences and intelligence that offers up-to-date research and a wealth of pedagogical features.
The fourth edition of the marketing leading Personality, Individual Differences and Intelligence continues to offer a comprehensive, accessible and thoroughly up to date introduction to this fascinating field. A thoughtfully developed pedagogical approach guides you from the foundations to the more advanced topics, employing a range of features to encourage reflection, critical thinking and thereby a deeper understanding.Table of Contents
| Section Title | Page | Action | Price |
|---|---|---|---|
| Cover | Cover | ||
| Title Page | iii | ||
| Copyright Page | iv | ||
| Dedication | v | ||
| Brief Contents | vii | ||
| Contents | ix | ||
| About the Authors | xviii | ||
| Preface | xix | ||
| Acknowledgements | xxiv | ||
| PART 1 Personality and Individual Differences | 1 | ||
| 1 Personality Theory in Context | 2 | ||
| Key themes | 2 | ||
| Learning outcomes | 2 | ||
| Introduction | 3 | ||
| General population perspectives: implicit personality theories | 3 | ||
| Problems with implicit theories | 4 | ||
| How is personality defined? | 4 | ||
| Lay definitions of personality | 4 | ||
| Psychological definitions of personality | 5 | ||
| The aims of studying personality | 5 | ||
| The source of the term ‘personality’ | 7 | ||
| Approaches to studying personality: idiographic versus nomothetic | 7 | ||
| Describing personality | 9 | ||
| Distinctions and assertions in personality research | 9 | ||
| Effects of personality versus situational effects | 10 | ||
| Measurement issues | 10 | ||
| Strands of personality theorising | 12 | ||
| The clinical approach and its history | 12 | ||
| Individual differences’ emphasis on personality and its history | 13 | ||
| Current conceptualisations of individual differences | 13 | ||
| Studying personality as a personal experience | 14 | ||
| Reading critically and evaluating theories | 16 | ||
| The cultural context of personality theories | 18 | ||
| Final comments | 19 | ||
| Summary | 19 | ||
| Connecting up | 20 | ||
| Critical thinking | 20 | ||
| Going further | 20 | ||
| Film and literature | 21 | ||
| 2 The Basis of the Psychoanalytic Approach to Personality | 22 | ||
| Key themes | 22 | ||
| Learning outcomes | 22 | ||
| Introduction | 23 | ||
| Description of Freud’s theory of personality | 23 | ||
| Levels of consciousness | 23 | ||
| The nature of human beings and the source of human motivation | 25 | ||
| The structure of the personality | 27 | ||
| The development of personality | 28 | ||
| Defence mechanisms | 31 | ||
| Repression | 31 | ||
| Denial | 32 | ||
| Projection | 32 | ||
| Reaction formation | 32 | ||
| Rationalisation | 32 | ||
| Conversion reaction | 33 | ||
| Phobic avoidance | 33 | ||
| Displacement | 33 | ||
| Regression | 33 | ||
| Isolation | 34 | ||
| Undoing | 34 | ||
| Sublimation | 34 | ||
| Clinical applications of Freudian theory | 34 | ||
| Evaluation of Freudian theory | 36 | ||
| Description | 36 | ||
| Explanation | 36 | ||
| Empirical validity and testable concepts | 36 | ||
| Comprehensiveness | 38 | ||
| Parsimony | 38 | ||
| Heuristic value | 39 | ||
| Applied value | 39 | ||
| Final comments | 39 | ||
| Summary | 40 | ||
| Connecting up | 41 | ||
| Critical thinking | 41 | ||
| Going further | 41 | ||
| Film and literature | 42 | ||
| 3 Developments of Freudian Theorising | 44 | ||
| Key themes | 44 | ||
| Learning outcomes | 44 | ||
| Introduction | 45 | ||
| Individual psychology of Alfred Adler | 46 | ||
| Inferiority feelings | 46 | ||
| Personality development in Adlerian terms | 47 | ||
| Birth order | 48 | ||
| Characteristics of the neurotic personality | 48 | ||
| Adlerian treatment approaches | 49 | ||
| Evaluation of Adler’s individual psychology theory | 50 | ||
| Carl Jung and analytic psychology | 52 | ||
| Structures within the psyche | 53 | ||
| Jungian personality types | 55 | ||
| Jung’s conception of mental illness and its treatment | 56 | ||
| Evaluation of Jung’s theory | 57 | ||
| Description | 57 | ||
| Explanation | 58 | ||
| Empirical validity | 58 | ||
| Testable concepts | 58 | ||
| Comprehensiveness | 58 | ||
| Parsimony | 59 | ||
| Heuristic value | 59 | ||
| Applied value | 59 | ||
| The psychology of Karen Horney | 59 | ||
| Essentials of Horney’s theoretical position | 59 | ||
| The development of the personality and the neurotic personality | 60 | ||
| Defence mechanisms | 63 | ||
| Penis envy and female masochism | 65 | ||
| Evaluation of Horney’s theory | 66 | ||
| Description | 66 | ||
| Explanation | 66 | ||
| Empirical validity | 66 | ||
| Testable concepts | 66 | ||
| Comprehensiveness | 66 | ||
| Parsimony | 67 | ||
| Heuristic value | 67 | ||
| Final comments | 67 | ||
| Summary | 67 | ||
| Connecting up | 68 | ||
| Critical thinking | 69 | ||
| Going further | 69 | ||
| Film and literature | 71 | ||
| 4 Learning Theory Perspectives on Personality | 72 | ||
| Key themes | 72 | ||
| Learning outcomes | 72 | ||
| Introduction | 73 | ||
| Introduction to learning theory | 74 | ||
| The clinical perspective within classical conditioning | 75 | ||
| The radical behaviourism of B. F. Skinner | 76 | ||
| Attempts to apply learning theory approaches to personality | 80 | ||
| The stimulus-response model of personality of Dollard and Miller | 81 | ||
| Albert Bandura and social learning theory | 82 | ||
| Learning with Bandura’s model | 84 | ||
| Personality development in social learning theory | 85 | ||
| Self-efficacy as a self-regulatory process | 86 | ||
| Increasing self-efficacy ratings | 86 | ||
| Measuring self-efficacy | 87 | ||
| Julian Rotter and locus of control | 88 | ||
| The impact of locus of control on behaviour | 89 | ||
| Walter Mischel | 90 | ||
| The impact of Mischel | 94 | ||
| Evaluation of learning theory approaches | 95 | ||
| Description | 95 | ||
| Explanation | 95 | ||
| Empirical validity | 96 | ||
| Testable concepts | 96 | ||
| Comprehensiveness | 96 | ||
| Parsimony | 97 | ||
| Heuristic value | 97 | ||
| Applied value | 97 | ||
| Final comments | 97 | ||
| Summary | 98 | ||
| Connecting up | 99 | ||
| Critical thinking | 99 | ||
| Going further | 100 | ||
| Film and literature | 101 | ||
| 5 Cognitive Personality Theories | 102 | ||
| Key themes | 102 | ||
| Learning outcomes | 102 | ||
| Introduction | 103 | ||
| Theory of personal constructs of George A. Kelly | 104 | ||
| The view of the person in Kelly’s theory | 104 | ||
| Concepts within Kelly’s theory | 105 | ||
| Personality development according to Kelly | 109 | ||
| Assessing personality in personal construct theory | 109 | ||
| Clinical applications of personal construct theory | 111 | ||
| Albert Ellis and rational-emotive behaviour therapy | 112 | ||
| Origins of the theory of rational-emotive behaviour therapy | 112 | ||
| Rational and irrational thoughts | 113 | ||
| The importance of perception and the subjective worldview | 115 | ||
| Development of the individual | 118 | ||
| The basic model of rational-emotive behaviour therapy | 118 | ||
| Sources of psychological disturbance | 120 | ||
| Applications of rational-emotive behaviour therapy | 120 | ||
| Research evidence for effectiveness of rational-emotive behaviour therapy | 120 | ||
| Contentious issues | 121 | ||
| Overall evaluation of cognitive approaches | 122 | ||
| Description | 122 | ||
| Explanation | 122 | ||
| Empirical validity | 122 | ||
| Testable concepts | 122 | ||
| Comprehensiveness | 122 | ||
| Parsimony | 122 | ||
| Heuristic value | 123 | ||
| Applied value | 123 | ||
| Final comments | 123 | ||
| Summary | 123 | ||
| Connecting up | 124 | ||
| Critical thinking | 124 | ||
| Going further | 124 | ||
| Film and literature | 125 | ||
| 6 Humanistic Personality Theories | 127 | ||
| Key themes | 127 | ||
| Learning outcomes | 127 | ||
| Introduction | 128 | ||
| Historical roots and key elements of the humanistic approach | 129 | ||
| Abraham Maslow and self-actualisation | 129 | ||
| Human nature and human motivation | 129 | ||
| Hierarchy of needs | 131 | ||
| Discussion of basic needs | 133 | ||
| Characteristics of self-actualisers | 133 | ||
| Personality development | 134 | ||
| Mental illness and its treatment in Maslow’s approach | 135 | ||
| Evaluation of Maslow’s approach | 135 | ||
| Carl Rogers and person-centred therapy | 137 | ||
| Basic principles underlying the theory | 137 | ||
| Self-actualisation | 139 | ||
| Effect of society on self-actualisation | 139 | ||
| Developmental impact on the child of their parents’ self-concept | 141 | ||
| The role of the actualising tendency in development | 142 | ||
| Rogers’ conceptualisation of psychological problems | 143 | ||
| The principles of Rogerian counselling | 144 | ||
| The role of the therapist or counsellor | 146 | ||
| Evaluation of Rogers’ theory | 149 | ||
| Self-determination theory | 151 | ||
| The four theories of self-determination theory | 152 | ||
| Evaluation of self-determination theory | 156 | ||
| The reward controversy and the eight criteria | 156 | ||
| Description | 157 | ||
| Explanation | 157 | ||
| Empirical validity and testable concepts | 157 | ||
| Applied value | 157 | ||
| Comprehensiveness | 158 | ||
| Parsimony | 158 | ||
| Heuristic value | 158 | ||
| Final comments | 158 | ||
| Summary | 159 | ||
| Connecting up | 160 | ||
| Critical thinking | 160 | ||
| Going further | 160 | ||
| Film and literature | 161 | ||
| 7 The Trait Approach to Personality | 163 | ||
| Key themes | 163 | ||
| Learning outcomes | 163 | ||
| Introduction | 164 | ||
| Emergence of personality traits | 165 | ||
| Defining personality traits | 166 | ||
| The development of trait theories within psychology | 166 | ||
| Sheldon and somatotypes | 166 | ||
| Early lexical approaches to personality and the lexical hypothesis | 167 | ||
| Gordon Allport | 168 | ||
| Raymond Cattell and the emergence of the factor analytic approach | 170 | ||
| Types of traits | 170 | ||
| Contribution of Cattell | 174 | ||
| Hans Eysenck’s trait theory of personality | 174 | ||
| Eysenck’s structure of personality | 175 | ||
| Research evidence for Eysenck’s types | 178 | ||
| Psychopathology and Eysenck’s therapeutic approach | 179 | ||
| Eysenck’s contribution to trait theorising | 179 | ||
| The five-factor model | 179 | ||
| Evidential sources for the five-factor model | 179 | ||
| A sixth personality factor? Expanding on the five-factor model of personality | 182 | ||
| The sixth factor of personality: honesty–humility? The introduction of the HEXACO model of personality | 182 | ||
| Theory of the HEXACO model of personality structure | 182 | ||
| The big one? The general factor of personality | 186 | ||
| Evaluation of trait approaches | 188 | ||
| Final comments | 189 | ||
| Summary | 189 | ||
| Connecting up | 190 | ||
| Critical thinking | 190 | ||
| Going further | 191 | ||
| Film and literature | 192 | ||
| 8 Biological Basis of Personality I Genetic Heritability of Personality and Biological and Physiological Models of Personality | 193 | ||
| Key themes | 193 | ||
| Learning outcomes | 193 | ||
| Introduction | 194 | ||
| Behavioural genetics | 194 | ||
| Behavioural genetics: basic ideas | 194 | ||
| How the influence of genes is assessed in behavioural genetics | 194 | ||
| Methods for assessing genetic heritability of personality | 196 | ||
| Genetic heritability estimates and personality | 196 | ||
| Considerations within behavioural genetics and personality | 200 | ||
| Conceptions of genetic heritability and the environment | 200 | ||
| Different types of genetic variance | 201 | ||
| Shared and non-shared environments | 201 | ||
| Problems with the representativeness of twin and adoption studies | 206 | ||
| Assortative mating | 207 | ||
| Changing world of genetics | 207 | ||
| A framework for considering heritability in personality | 208 | ||
| Psychophysiology, neuropsychology and personality | 210 | ||
| Eysenck’s biological model of personality and arousal | 211 | ||
| Gray’s BAS/BIS theory | 213 | ||
| Cloninger’s biological model of personality | 216 | ||
| Empirical evidence for biological theories of personality | 218 | ||
| The central nervous system and biological personality dimensions | 218 | ||
| The autonomic nervous system and biological personality dimensions | 219 | ||
| Biological personality dimensions and other biological and physiological systems | 219 | ||
| Consideration of biological theories of personality | 219 | ||
| Final comments | 220 | ||
| Summary | 221 | ||
| Connecting up | 221 | ||
| Critical thinking | 221 | ||
| Going further | 222 | ||
| Film and literature | 222 | ||
| 9 Biological Basis of Personality II Evolutionary Psychology and Animal Studies of Personality | 224 | ||
| Key themes | 224 | ||
| Learning outcomes | 224 | ||
| Introduction | 225 | ||
| Evolutionary theory | 225 | ||
| Evolutionary psychology and adaptation | 225 | ||
| Evolutionary personality and personality and individual differences psychology | 230 | ||
| An introduction to evolutionary personality psychology: Buss’ theory of personality and adaptation | 230 | ||
| How individual differences arise through cooperation: the example of leadership | 232 | ||
| Life history and personality | 234 | ||
| Consideration of the evolutionary theory of personality | 236 | ||
| Animals and their personality | 237 | ||
| Animals and personality: a historical context | 237 | ||
| Within-species versus cross-species comparisons | 238 | ||
| Methods in animal personality research | 238 | ||
| Reliability and validity of animal personality research | 239 | ||
| Animal personality: the emergence of the five-factor model of personality | 240 | ||
| Animal personality: informing evolutionary theories of personality? | 240 | ||
| Consideration of animal personality research | 241 | ||
| Adaptive personality and behavioural ecology | 243 | ||
| Definitions of personality: broad and narrow | 243 | ||
| Behavioural consistency: short-term and long-term variation | 244 | ||
| The conceptual nature and function of adaptive personality traits: plasticity versus highly constrained | 244 | ||
| Models of adaptive personality | 245 | ||
| Final comments | 245 | ||
| Summary | 246 | ||
| Connecting up | 246 | ||
| Critical thinking | 247 | ||
| Going further | 247 | ||
| Film and literature | 248 | ||
| PART 2 Intelligence | 249 | ||
| 10 An Introduction to Intelligence | 250 | ||
| Key themes | 250 | ||
| Learning outcomes | 250 | ||
| Introduction | 251 | ||
| Why does intelligence matter? | 251 | ||
| Implicit theories of intelligence | 252 | ||
| Research into implicit theories of intelligence | 252 | ||
| Laypersons’ implicit theories of intelligence | 252 | ||
| Laypersons’ implicit theories across cultures | 254 | ||
| Implicit theories of intelligence across the lifespan | 258 | ||
| Expert conceptions of intelligence | 260 | ||
| A task force in intelligence | 261 | ||
| The focus of this part of the text | 262 | ||
| Final comments | 264 | ||
| Summary | 264 | ||
| Connecting up | 264 | ||
| Critical thinking | 264 | ||
| Going further | 265 | ||
| Film and literature | 265 | ||
| 11 Theories and Measurement of Intelligence | 266 | ||
| Key themes | 266 | ||
| Learning outcomes | 266 | ||
| Introduction | 267 | ||
| The birth of the psychology of intelligence: Galton and Binet | 267 | ||
| Galton | 267 | ||
| Binet | 268 | ||
| The search for measurement continues: the birth of ‘IQ’ and standardised testing | 269 | ||
| Terman | 269 | ||
| Yerkes | 270 | ||
| General intelligence (g): the theory and the measurement | 271 | ||
| ‘g’ | 271 | ||
| Measuring ‘g’: the Wechsler and Raven’s Matrices | 272 | ||
| Multifactor theorists: Thurstone, Cattell and Guilford | 279 | ||
| Thurstone: ‘g’ results from seven primary mental abilities | 279 | ||
| Cattell: fluid and crystallised intelligence | 280 | ||
| Guilford: many different intelligences and many different combinations | 280 | ||
| Intelligence and factor analysis – a third way: the hierarchical approach | 281 | ||
| Vernon | 282 | ||
| Carroll: from the Three-Stratum Model of Human Cognitive Abilities to CHC | 283 | ||
| Cattell, Horn and Carroll (CHC): theory, research and practice together | 283 | ||
| Other theories of intelligence: Gardner and Sternberg | 284 | ||
| Howard Gardner: multiple intelligences | 284 | ||
| Robert Sternberg | 287 | ||
| Final comments | 289 | ||
| Summary | 290 | ||
| Connecting up | 291 | ||
| Critical thinking | 291 | ||
| Going further | 292 | ||
| Film and literature | 292 | ||
| 12 How Intelligence Tests are Used What Questions Emerge from the Measurement of Intelligence? | 293 | ||
| Key themes | 293 | ||
| Learning outcomes | 293 | ||
| Introduction | 294 | ||
| Types of intelligence tests | 294 | ||
| The distinction between the psychometric and the cognitive psychology approaches to intelligence testing | 295 | ||
| Simple biological and physiological measures of intelligence | 295 | ||
| Alexander Romanovich Luria | 296 | ||
| Das and Naglieri’s cognitive assessment system and the Kaufman’s ability tests | 298 | ||
| Features, uses and problems surrounding intelligence tests | 302 | ||
| Typical features of intelligence tests | 302 | ||
| The uses of intelligence tests | 302 | ||
| Problems and issues with intelligence tests | 306 | ||
| The intelligent use of intelligence tests | 309 | ||
| Some concluding comments | 310 | ||
| The Flynn effect | 310 | ||
| How was the Flynn effect discovered? | 310 | ||
| Explanations of the Flynn effect | 313 | ||
| The nutrition hypothesis versus the cognitive stimulation hypothesis | 318 | ||
| An end to the Flynn effect? | 320 | ||
| Final comments | 321 | ||
| Summary | 321 | ||
| Connecting up | 322 | ||
| Critical thinking | 322 | ||
| Going further | 322 | ||
| Film and literature | 323 | ||
| 13 Heritability and Socially Defined Group Differences in Intelligence | 324 | ||
| Key themes | 324 | ||
| Learning outcomes | 324 | ||
| Introduction | 325 | ||
| Section A – The heritability of intelligence | 326 | ||
| Intelligence: the nature versus nurture debate | 326 | ||
| Galton | 326 | ||
| Heritability of intelligence | 326 | ||
| What do we mean by heritability of intelligence? | 327 | ||
| Methods for assessing genetic heritability of intelligence | 328 | ||
| Heritability estimates of intelligence | 328 | ||
| Considerations within behavioural genetics and intelligence | 330 | ||
| Modern estimates of the genetic heritability of intelligence | 332 | ||
| Environmental influences on intelligence | 332 | ||
| Biological variables and maternal effects | 333 | ||
| Family environment | 336 | ||
| Education and intelligence | 342 | ||
| Culture and intelligence | 343 | ||
| Final comments on genetic heritability and environmental influences on intelligence | 344 | ||
| Section B – The bell curve: group differences in intelligence based on race | 345 | ||
| The bell curve | 345 | ||
| The bell curve: intelligence and class structure in American life | 346 | ||
| The cognitive elite: looking at the higher end of the bell curve | 347 | ||
| IQ scores and social and economic problems: looking at the lower end of the bell curve | 347 | ||
| The relationship between race and IQ: implications for social policy | 349 | ||
| Criticisms of The Bell Curve: Intelligence and Class Structure in American Life | 350 | ||
| Analysis of the assumptions used by Herrnstein and Murray | 350 | ||
| Statistical and evidence-based problems in The Bell Curve arguments | 354 | ||
| A darker side of psychology related to Herrnstein and Murray’s analysis | 356 | ||
| Final comments | 358 | ||
| Summary | 358 | ||
| Connecting up | 359 | ||
| Critical thinking | 359 | ||
| Going further | 359 | ||
| Film and literature | 360 | ||
| 14 Intelligence and the Self Emotional Intelligence, Creativity, and Sex Difference in Intelligence | 362 | ||
| Key themes | 362 | ||
| Learning outcomes | 362 | ||
| Introduction | 363 | ||
| Emotional intelligence | 364 | ||
| Salovey and Mayer’s four-branch model of emotional intelligence | 364 | ||
| Goleman’s model of emotional intelligence | 367 | ||
| Bar-On’s model of emotional intelligence | 370 | ||
| Providing contexts for understanding the three models of emotional intelligence | 371 | ||
| The application of emotional intelligence in psychology | 374 | ||
| Sex differences in emotional intelligence | 375 | ||
| Critical consideration of emotional intelligence theory and research | 376 | ||
| Creativity | 378 | ||
| Person | 379 | ||
| Process | 379 | ||
| Press | 379 | ||
| Product | 380 | ||
| Sternberg’s creative leadership theory: what constitutes creativity? | 381 | ||
| Creativity and the brain | 383 | ||
| Creativity and ‘psychopathology’ | 383 | ||
| Sex differences in intelligence | 386 | ||
| Sex differences on measures of general intelligence | 386 | ||
| Sex differences in specific intelligences | 388 | ||
| Looking for explanations of sex differences in measures of intelligence | 390 | ||
| Biological explanations for sex differences in intelligence | 391 | ||
| Biological variables for sex differences in measures of general intelligence | 391 | ||
| Biological variables for sex differences in spatial intelligence | 392 | ||
| Summary of biological factors in sex differences in intelligence | 395 | ||
| Environmental explanations for sex differences in intelligence | 396 | ||
| Stereotypes and sex differences in intelligence outside of education | 397 | ||
| Stereotypes and sex differences in intelligence within education | 397 | ||
| Interactions between technology and socioeconomic status and their influence on intelligence in the classroom | 399 | ||
| A final consideration of sex differences in measures of intelligence | 400 | ||
| Stereotype emphasis | 400 | ||
| Placing the extent of sex differences in intelligence within its proper context | 401 | ||
| Interim summary for sex differences in intelligence | 401 | ||
| Final comments | 402 | ||
| Summary | 402 | ||
| Connecting up | 403 | ||
| Critical thinking | 403 | ||
| Going further | 404 | ||
| Film and Literature | 405 | ||
| 15 Personality and Intelligence in Education and Work | 406 | ||
| Key themes | 406 | ||
| Learning outcomes | 406 | ||
| Introduction | 407 | ||
| Personality and intelligence predictors of achievement in education and the workplace | 408 | ||
| Established measures of personality and intelligence: predictors of achievement in education and work | 408 | ||
| The difficulties with using established measures of personality and intelligence in education and work | 411 | ||
| Learning styles and experiential learning theory | 413 | ||
| Learning processes | 413 | ||
| Learning styles | 414 | ||
| Application and measurement of learning processes and styles | 415 | ||
| Critical consideration of Kolb’s theory | 416 | ||
| Emotional intelligence in education and the workplace | 416 | ||
| Goleman’s theory of emotional intelligence | 416 | ||
| Emotional intelligence and leadership | 416 | ||
| Emotional intelligence and self-learning | 417 | ||
| Consideration of emotional intelligence in education and the workplace | 418 | ||
| Successful intelligence and leadership: wisdom and giftedness | 420 | ||
| Wisdom | 420 | ||
| Giftedness | 422 | ||
| Giftedness, termites and IQ scores | 422 | ||
| Modern conceptions of giftedness: not just high IQ? | 422 | ||
| Psychological models of giftedness | 424 | ||
| Summary of giftedness | 426 | ||
| Working with those who have learning disabilities | 427 | ||
| Working with those who have learning disabilities: the darker historical line | 427 | ||
| Working with those who have learning disabilities: the positive historical line | 427 | ||
| Feuerstein and Structural Cognitive Modifiability | 428 | ||
| Theory and programme of structural Cognitive Modifiability | 428 | ||
| Final comments | 430 | ||
| Summary | 430 | ||
| Connecting up | 431 | ||
| Critical thinking | 431 | ||
| Going further | 431 | ||
| Film and literature | 432 | ||
| PART 3 Applications in Individual Differences | 433 | ||
| 16 Optimism | 434 | ||
| Key themes | 434 | ||
| Learning outcomes | 434 | ||
| Introduction | 435 | ||
| Learned optimism – explanatory style | 437 | ||
| Learned helplessness versus learned optimism | 437 | ||
| The ABC format | 439 | ||
| Distraction and disputation | 439 | ||
| Dispositional optimism | 440 | ||
| The Life Orientation Test: a measure of dispositional optimism | 440 | ||
| Optimism and well-being | 441 | ||
| Coping and appraisals | 441 | ||
| Benefits of optimism and well-being | 443 | ||
| Optimism: a cloud in the silver lining? | 446 | ||
| Situational optimism | 446 | ||
| Hope | 448 | ||
| Benefits of hope | 449 | ||
| Measurement of hope | 451 | ||
| A consideration of false hope | 451 | ||
| Optimism versus ‘positive thinking’ | 452 | ||
| Final comments | 454 | ||
| Summary | 454 | ||
| Connecting up | 454 | ||
| Critical thinking | 455 | ||
| Going further | 456 | ||
| Film and literature | 456 | ||
| 17 Irrational Beliefs | 458 | ||
| Key themes | 458 | ||
| Learning outcomes | 458 | ||
| Introduction | 459 | ||
| The basic theory of rational-emotive behaviour therapy (REBT) | 460 | ||
| The ABCs of human disturbance | 460 | ||
| ‘Must-urbatory’ thinking and disturbance | 463 | ||
| Irrational beliefs and mental health | 466 | ||
| Irrational beliefs and individual differences | 468 | ||
| Issues with irrational beliefs that need to be considered and addressed | 468 | ||
| The case for and against religion | 468 | ||
| The case for and against luck: the importance of belief in good luck | 472 | ||
| Superstitious beliefs | 473 | ||
| Irrational beliefs and sport | 475 | ||
| Final comments | 477 | ||
| Summary | 477 | ||
| Connecting up | 478 | ||
| Critical thinking | 478 | ||
| Going further | 478 | ||
| Film and literature | 479 | ||
| 18 Embarrassment, Shyness and Social Anxiety | 480 | ||
| Key themes | 480 | ||
| Learning outcomes | 480 | ||
| Introduction | 481 | ||
| Introducing social anxieties and social anxiety disorder | 481 | ||
| What exactly is social anxiety disorder? | 482 | ||
| General symptoms, prevalence and conceptions of social anxiety disorder | 483 | ||
| Definitions and diagnosis of social anxiety disorder | 484 | ||
| What causes social anxiety disorder? | 485 | ||
| Shyness | 487 | ||
| What is shyness? | 488 | ||
| The consequences of shyness | 490 | ||
| State versus trait shyness | 491 | ||
| State shyness | 491 | ||
| Trait shyness | 491 | ||
| Embarrassment | 495 | ||
| Four theories of embarrassment | 497 | ||
| Re-evaluation of the embarrassment models | 498 | ||
| Categorisation of embarrassing situations | 499 | ||
| Embarrassment, measurement and personality | 500 | ||
| Final comments | 501 | ||
| Summary | 501 | ||
| Connecting up | 502 | ||
| Critical thinking | 502 | ||
| Going further | 503 | ||
| Film and literature | 503 | ||
| 19 Interpersonal Relationships | 505 | ||
| Key themes | 505 | ||
| Learning outcomes | 505 | ||
| Introduction | 506 | ||
| Interpersonal attraction | 507 | ||
| Theories of interpersonal attraction | 507 | ||
| Fatal attraction | 508 | ||
| Love styles | 509 | ||
| The triangular theory of love | 509 | ||
| Love styles (or the colours of love) | 511 | ||
| Individual and group differences in love styles | 513 | ||
| Romantic love and attachment styles | 514 | ||
| Relationship dissolution | 516 | ||
| The investment model | 516 | ||
| How individuals initiate the end of a relationship | 518 | ||
| How individuals react when the other person initiates the end of the relationship | 520 | ||
| Introducing forgiveness | 521 | ||
| What is forgiveness? | 522 | ||
| Models of the forgiveness process | 522 | ||
| The Enright model of forgiveness | 523 | ||
| The Worthington (pyramidal) model | 525 | ||
| Attachment and forgiveness | 528 | ||
| Forgiveness and personality | 528 | ||
| Final comments | 531 | ||
| Summary | 531 | ||
| Connecting up | 532 | ||
| Critical thinking | 532 | ||
| Going further | 532 | ||
| Film and literature | 533 | ||
| 20 Social Attitudes and Culture | 535 | ||
| Key themes | 535 | ||
| Learning outcomes | 535 | ||
| Introduction | 536 | ||
| Right-wing authoritarianism, conservatism and social dominance | 537 | ||
| Authoritarianism | 537 | ||
| Conservatism | 540 | ||
| Social dominance orientation | 542 | ||
| Theory of social dominance | 542 | ||
| The measurement of social dominance orientation | 544 | ||
| Right-wing attitudes and personality | 545 | ||
| Right-wing attitudes and Eysenck’s theory of personality | 545 | ||
| Five-factor theory of personality and conservatism | 546 | ||
| Critical consideration of right-wing attitudes theory | 547 | ||
| Religion | 549 | ||
| Dimensions of religiosity | 549 | ||
| Religion and mental health | 551 | ||
| Religion and personality | 553 | ||
| Religion, personality, coping and mental health | 555 | ||
| Critical review | 557 | ||
| Culture and personality | 557 | ||
| Psychological anthropology | 558 | ||
| Configurationalist approach | 558 | ||
| Basic and modal personality structure approach | 558 | ||
| National character | 560 | ||
| Personality and national culture: the work of Hofstede | 562 | ||
| Integrative model of personality | 566 | ||
| Evolution and human behaviour | 566 | ||
| The dispositional signature | 567 | ||
| Characteristic adaptations | 567 | ||
| Life narratives and the challenge of modern identity | 568 | ||
| The differential role of culture | 569 | ||
| Final comments | 571 | ||
| Summary | 571 | ||
| Connecting up | 572 | ||
| Critical thinking | 572 | ||
| Going further | 573 | ||
| Film and literature | 574 | ||
| 21 Well-being and Personality Disorders | 575 | ||
| Key themes | 575 | ||
| Learning outcomes | 575 | ||
| Introduction | 576 | ||
| The structure and measurement of well-being | 576 | ||
| Circumplex Theory of Affect: the structure of mood | 577 | ||
| Subjective and psychological well-being | 578 | ||
| Psychological well-being as a resilience across the life-span | 583 | ||
| Personality, mood and well-being | 583 | ||
| Personality disorders | 586 | ||
| General criteria for personality disorders: the Diagnostic and Statistical Manual of Mental Disorders (DSM-5) (American Psychiatric Association, 2013) | 587 | ||
| Personality disorders: Cluster A: paranoid, schizoid and schizotypal personality disorders | 589 | ||
| Personality disorders: Cluster B: antisocial, borderline, histrionic and narcissistic personality disorders | 591 | ||
| Personality disorders: Cluster C: avoidant, dependent and obsessive-compulsive personality disorders | 593 | ||
| Genetic, biological and environmental influences on personality disorders | 595 | ||
| Five-factor correlates of personality disorders | 599 | ||
| Issues with the conceptualisation and categorization of personality disorders | 600 | ||
| Final comments | 601 | ||
| Summary | 601 | ||
| Connecting up | 602 | ||
| Critical thinking | 603 | ||
| Going further | 603 | ||
| Film and literature | 603 | ||
| 22 Individual Differences in Health and Illness | 605 | ||
| Key themes | 605 | ||
| Learning outcomes | 605 | ||
| Introduction | 606 | ||
| Defining health | 607 | ||
| Personality, health and illness: how might they be linked? | 608 | ||
| Researching the links between personality, health and illness | 610 | ||
| Type A and Type B personality | 610 | ||
| Measurement of Type A/B personality | 611 | ||
| Research on Type A/B personality | 611 | ||
| Further psychological research on Type A personality | 613 | ||
| Type D personality | 614 | ||
| Individual differences in the reaction to physical illness | 614 | ||
| Conceptualising stress | 615 | ||
| Depression | 617 | ||
| Anxiety defined | 617 | ||
| Concepts especially relevant to health psychology covered previously | 618 | ||
| Locus of control | 619 | ||
| Self-efficacy | 620 | ||
| Optimism | 620 | ||
| Intelligence | 620 | ||
| Expanding definitions of health and well-being | 621 | ||
| Personality and well-being: the positive psychology approach | 621 | ||
| Final comments | 622 | ||
| Summary | 623 | ||
| Connecting up | 624 | ||
| Critical thinking | 624 | ||
| Going further | 625 | ||
| Film and literature | 626 | ||
| 23 An Introduction to Psychometric Testing | 627 | ||
| Key themes | 627 | ||
| Learning outcomes | 627 | ||
| Introduction | 628 | ||
| Types and uses of psychometric tests | 628 | ||
| Developing a psychometric test | 629 | ||
| Developing items for a psychometric test | 629 | ||
| Writing items for a psychometric test | 630 | ||
| Clarity of questions | 631 | ||
| Leading questions | 632 | ||
| Embarrassing questions | 633 | ||
| Hypothetical questions | 633 | ||
| Questions with reverse wording | 633 | ||
| Response formats | 634 | ||
| Instructions | 636 | ||
| Collecting the data | 637 | ||
| Reliability | 638 | ||
| Internal reliability (internal consistency) | 638 | ||
| Using internal reliability to select items | 639 | ||
| Computing the scale (producing an overall score) | 642 | ||
| Test-retest reliability (reliability over time) | 644 | ||
| Validity | 646 | ||
| Advanced techniques in psychometric evaluation: factor analysis | 653 | ||
| Factor analysis | 653 | ||
| Exploratory factor analysis | 654 | ||
| Confirmatory factor analysis | 661 | ||
| The International Personality Item Pool and the Higher Education Academy in Psychology practicals web page | 663 | ||
| Final comments | 663 | ||
| Summary | 666 | ||
| Connecting up | 666 | ||
| Critical thinking | 666 | ||
| Going further | 667 | ||
| Film and literature | 668 | ||
| Glossary | G1 | ||
| A | G1 | ||
| B | G2 | ||
| C | G3 | ||
| D | G4 | ||
| E | G6 | ||
| F | G7 | ||
| G | G8 | ||
| H | G8 | ||
| I | G8 | ||
| K | G10 | ||
| L | G10 | ||
| M | G10 | ||
| N | G11 | ||
| O | G12 | ||
| P | G12 | ||
| R | G14 | ||
| S | G15 | ||
| T | G17 | ||
| U | G18 | ||
| V | G18 | ||
| W | G18 | ||
| References and further reading | R1 | ||
| Index | I1 | ||
| A | I1 | ||
| B | I3 | ||
| C | I4 | ||
| D | I7 | ||
| E | I8 | ||
| F | I10 | ||
| G | I11 | ||
| H | I12 | ||
| I | I14 | ||
| J | I15 | ||
| K | I16 | ||
| L | I16 | ||
| M | I17 | ||
| N | I19 | ||
| O | I20 | ||
| P | I20 | ||
| Q | I22 | ||
| R | I22 | ||
| S | I24 | ||
| T | I27 | ||
| U | I28 | ||
| V | I28 | ||
| W | I29 | ||
| X | I30 | ||
| Y | I30 | ||
| Z | I30 | ||
| 24 Academic Argument and Thinking | 669 | ||
| Key themes | 669 | ||
| Learning outcomes | 669 | ||
| Introduction | 670 | ||
| The structure of arguments: premises and conclusions | 670 | ||
| Deductive versus inductive arguments | 671 | ||
| Fallacies in arguments | 672 | ||
| Fallacies of the undistributed middle | 672 | ||
| The fallacy of affirming the consequent | 673 | ||
| Argument directed at the person (argumentum ad hominem, ‘argument directed at the man’) | 673 | ||
| Appealing to ignorance or absence of fact (argumentum ad ignorantiam, ‘argument to ignorance’) | 674 | ||
| Appeal to popular beliefs (argumentum ad populum, ‘argument to the people’) | 674 | ||
| Appeal to emotion (argumentum ad misericordiam, ‘argument to pity’) | 674 | ||
| False dilemma | 675 | ||
| Comparing populations | 676 | ||
| Summary | 676 | ||
| Going further | 676 | ||
| 25 Statistical Terms | 677 | ||
| Key themes | 677 | ||
| Learning outcomes | 677 | ||
| Introduction | 678 | ||
| Tests of association | 678 | ||
| Correlation coefficients | 678 | ||
| Factor analysis | 679 | ||
| Multiple regression | 682 | ||
| Tests of difference | 682 | ||
| Tests of difference for two sets of scores | 682 | ||
| Tests of difference for more than two sets of scores | 683 | ||
| Meta-analysis | 683 | ||
| Effect size | 684 | ||
| Summary | 685 | ||
| Going further | 685 | ||
| 26 Research Ethics | 686 | ||
| Key themes | 686 | ||
| Learning outcomes | 686 | ||
| Introduction | 687 | ||
| What do we mean by research ethics? | 687 | ||
| Why do we need ethical codes? | 687 | ||
| Basic principles for ethical research | 687 | ||
| Research studies have to comply with all legal requirements | 687 | ||
| Research participants | 688 | ||
| NHS and social services/social care research | 689 | ||
| Ethical principles for conducting research with human participants (The British Psychological Society) | 689 | ||
| Going further | 690 |