Determining Genetic Influence on Personality Assignment

Determining Genetic Influence on Personality Assignment

5.10: Problems and Prospects for the Motive Perspective 65 Summary: The Motive Perspective 65

 

6: Genetics, Evolution, and Personality 67 6.1: Determining Genetic Influence on Personality 67

 

Box 6.1 Early Biological Views: Physique and Personality 68

 

6.1.1: Twin Study Method 68 6.1.2: Adoption Research 69

 

6.2: What Personality Qualities Are Genetically Influenced? 69

 

6.2.1: Temperaments 69 6.2.2: More Recent Views of Temperaments 70 6.2.3: Inheritance of Traits 70 6.2.4: Temperaments and the Five-Factor Model 70 6.2.5: How Distinct Are the Genetics of Other

 

Qualities? 71 6.2.6: Environmental Influences 71

 

6.3: Complications in Behavioral Genetics 72 6.3.1: Heritability Varies with the Environment 72 6.3.2: Correlations between Genetic and

 

Environmental Influences 72

 

6.4: Molecular Genetics and Genomics 73 6.4.1: Gene-by-Environment Interactions 74 6.4.2: Environmental Effects on Gene

 

Expression 74

 

6.5: Evolution and Human Behavior 75 6.5.1: Sociobiology and Evolutionary Psychology 75

 

Box 6.2 Theoretical Issue: Universal Adaptations and Why There Are Individual Differences 75

 

6.5.2: Genetic Similarity and Attraction 76 6.5.3: Avoidance of Incest 77 6.5.4: Mate Selection and Competition for Mates 77 6.5.5: Mate Retention and Other Issues 79 6.5.6: Aggression and the Young Male Syndrome 80

 

6.6: Assessment from the Genetic and Evolutionary Perspective 81

 

6.7: Problems in Behavior, and Behavior Change, from the Genetic and Evolutionary Perspective 81

 

6.7.1: Schizophrenia and Bipolar Disorder 81

 

Box 6.3 Living in a Postgenomic World 81 6.7.2: Substance Use and Antisocial Behavior 82 6.7.3: Evolution and Problems in Behavior 83 6.7.4: How Much Behavior Change Is Possible? 83

 

6.8: Problems and Prospects for the Genetic and Evolutionary Perspective 83 Summary: Genetics, Evolution, and Personality 84

 

7: Biological Processes and Personality 86 7.1: Eysenck’s Early Views on Brain Functions 87

 

7.2: Incentive Approach System 87

 

Contents ix

 

8.3.1: Id 107 8.3.2: Ego 107 8.3.3: Superego 108 8.3.4: Balancing the Forces 108

 

8.4: The Drives of Personality 109

 

Box 8.2 Distortion in Psychoanalytic Ideas by Translation and Cultural Distance 109

 

8.4.1: Life and Death Instincts 110 8.4.2: Catharsis 110

 

8.5: Anxiety and Mechanisms of Defense 111 8.5.1: Repression 111

 

Box 8.3 Unintended Effects of Thought Suppression 112

 

8.5.2: Denial 112 8.5.3: Projection 112 8.5.4: Rationalization and Intellectualization 113 8.5.5: Displacement and Sublimation 113 8.5.6: Research on Defenses 114

 

8.6: Psychosexual Development 114 8.6.1: The Oral Stage 114 8.6.2: The Anal Stage 115 8.6.3: The Phallic Stage 116

 

Box 8.4 The Theorist and the Theory: Freud’s Own Oedipal Crisis 117

 

8.6.4: The Latency Period 117 8.6.5: The Genital Stage 117

 

8.7: Exposing the Unconscious 117 8.7.1: The Psychopathology of Everyday Life 118 8.7.2: Dreams 119

 

8.8: Assessment from the Psychoanalytic Perspective 119

 

8.9: Problems in Behavior, and Behavior Change, from the Psychoanalytic Perspective 120

 

8.9.1: Origins of Problems 120 8.9.2: Behavior Change 120

 

Box 8.5 Repression, Disclosure, and Physical Health 121

 

8.9.3: Does Psychoanalytic Therapy Work? 121

 

8.10: Problems and Prospects for the Psychoanalytic Perspective 122 Summary: The Psychoanalytic Perspective 123

 

9: Psychosocial Theories 125 9.1: Object Relations Theories 125

 

Box 9.1 Ego Psychology 126 9.1.1: Self Psychology 127

 

9.2: Attachment Theory and Personality 127 9.2.1: Attachment Patterns in Adults 129 9.2.2: How Many Patterns? 129

 

Box 9.2 How Do You Measure Adult Attachment? 130

 

9.2.3: Stability and Specificity 130 9.2.4: Other Reflections of Adult Attachment 131

 

7.2.1: Behavioral Approach 87 7.2.2: More Issues in Approach 88 7.2.3: Neurotransmitters and the Approach

 

System 88

 

7.3: Behavioral Avoidance, or Withdrawal, System 89 7.3.1: Neurotransmitters and the Avoidance

 

System 90

 

7.4: Relating Approach and Avoidance Systems to Traits and Temperaments 90

 

7.4.1: The Role of Sociability 90 7.4.2: The Role of Impulsivity 91

 

7.5: Sensation Seeking, Constraint, and Effortful Control 91

 

7.5.1: Sensation Seeking 91 7.5.2: Relating Sensation Seeking to Traits and

 

Temperaments 92 7.5.3: Another Determinant of Impulse

 

and Restraint 92 7.5.4: Neurotransmitters and Impulse versus

 

Constraint 93

 

Box 7.1 Research Question: How Do You Measure Neurotransmitter Function? 93

 

7.6: Hormones and Personality 94 7.6.1: Hormones, the Body, and the Brain 94 7.6.2: Early Hormonal Exposure and

 

Behavior 95 7.6.3: Testosterone and Adult Personality 96

 

Box 7.2 Steroids: An Unintended Path to Aggression 97

 

7.6.4: Cycle of Testosterone and Action 98 7.6.5: Testosterone, Dominance, and

 

Evolutionary Psychology 98 7.6.6: Responding to Stress 99

 

7.7: Assessment from the Biological Process Perspective 100

 

7.7.1: Electroencephalograms 100 7.7.2: Neuroimaging 100

 

7.8: Problems in Behavior, and Behavior Change, from the Biological Process Perspective 101

 

7.8.1: Biological Bases of Anxiety and Depression 101

 

7.8.2: Biological Bases of Antisocial Personality 101

 

7.8.3: Biological Therapies 102

 

7.9: Problems and Prospects for the Biological Process Perspective 103 Summary: Biological Processes and Personality 103

 

8: The Psychoanalytic Perspective 105 Box 8.1 Was Freud Really the Sole Creator of Psychoanalysis? 106

 

8.1: Basic Themes 106

 

8.2: The Topographical Model of the Mind 106

 

8.3: The Structural Model of Personality 107

 

9.2.5: Attachment Patterns and the Five-Factor Model 132

 

Box 9.3 How Impactful Is Early Childhood Adversity? 133

 

9.3: Erikson’s Theory of Psychosocial Development 133 9.3.1: Ego Identity, Competence, and the

 

Experience of Crisis 133 9.3.2: Infancy 134 9.3.3: Early Childhood 135 9.3.4: Preschool 135 9.3.5: School Age 136 9.3.6: Adolescence 136

 

Box 9.4 The Theorist and the Theory: Erikson’s Lifelong Search for Identity 137

 

9.3.7: Young Adulthood 137 9.3.8: Adulthood 138 9.3.9: Old Age 139 9.3.10: The Epigenetic Principle 139 9.3.11: Identity as Life Story 139 9.3.12: Linking Erikson’s Theory to

 

Other Psychosocial Theories 140

 

9.4: Assessment from the Psychosocial Perspective 140 9.4.1: Object Relations, Attachment, and the

 

Focus of Assessment 140 9.4.2: Play in Assessment 140

 

9.5: Problems in Behavior, and Behavior Change, from the Psychosocial Perspective 141

 

9.5.1: Narcissism as a Disorder of Personality 141 9.5.2: Attachment and Depression 141 9.5.3: Behavior Change 141

 

9.6: Problems and Prospects for the Psychosocial Perspective 142 Summary: Psychosocial Theories 142

 

10: The Learning Perspective 144 10.1: Classical Conditioning 144

 

10.1.1: Basic Elements 145 10.1.2: Discrimination, Generalization, and

 

Extinction in Classical Conditioning 146

 

Box 10.1 What’s Going on in Classical Conditioning? 146

 

10.1.3: Emotional Conditioning 147

 

Box 10.2 Classical Conditioning and Attitudes 148

 

10.2: Instrumental Conditioning 148 10.2.1: The Law of Effect 148 10.2.2: Reinforcement and Punishment 149 10.2.3: Discrimination, Generalization, and

 

Extinction in Instrumental Conditioning 149 10.2.4: Schedules of Reinforcement 150 10.2.5: Reinforcement of Qualities of Behavior 151

 

10.3: Social and Cognitive Variations 151 10.3.1: Social Reinforcement 151 10.3.2: Vicarious Emotional Arousal 152 10.3.3: Vicarious Reinforcement 152

 

Box 10.3 Modeling and Delay of Gratification 153 10.3.4: What Really Is Reinforcement? 153 10.3.5: Efficacy Expectancies 153 10.3.6: Role of Awareness 154

 

10.4: Observational Learning 154 10.4.1: Attention and Retention 154 10.4.2: Production 155 10.4.3: Acquisition versus Performance 155

 

10.5: Modeling of Aggression and the Issue of Media Violence 156

 

10.6: Assessment from the Learning Perspective 157 10.6.1: Conditioning-Based Approaches 157 10.6.2: Social–Cognitive Approaches 157

 

10.7: Problems in Behavior, and Behavior Change, from the Learning Perspective 158

 

10.7.1: Classical Conditioning of Emotional Responses 158

 

10.7.2: Conditioning and Context 158 10.7.3: Instrumental Conditioning and

 

Maladaptive Behaviors 159 10.7.4: Social–Cognitive Approaches 159 10.7.5: Modeling-Based Therapy for Skill Deficits 160 10.7.6: Modeling and Responses to Fear 160 10.7.7: Therapeutic Changes in Efficacy

 

Expectancy 161

 

10.8: Problems and Prospects for the Learning Perspective 161 Summary: The Learning Perspective 162

 

11: Self-Actualization and Self-Determination 164

 

11.1: Self-Actualization 165 11.1.1: The Need for Positive Regard 165 11.1.2: Contingent Self-Worth 166

 

11.2: Self-Determination 166 11.2.1: Introjection and Identification 167 11.2.2: Need for Relatedness 168 11.2.3: Self-Concordance 168 11.2.4: Free Will 168

 

11.3: The Self and Processes of Defense 169

 

Box 11.1 How Can You Manage Two Kinds of Congruence Simultaneously? 169

 

11.3.1: Incongruity, Disorganization, and Defense 170 11.3.2: Self-Esteem Maintenance and Enhancement 170 11.3.3: Self-Handicapping 170 11.3.4: Stereotype Threat 171

 

11.4: Self-Actualization and Maslow’s Hierarchy of Motives 171

 

Box 11.2 The Theorist and the Theory: Abraham Maslow’s Focus on the Positive 172

 

11.4.1: Characteristics of Frequent Self-Actualizers 173 11.4.2: Peak Experiences 174

 

11.5: Existential Psychology 174

 

x Contents

 

11.5.1: The Existential Dilemma 175 11.5.2: Emptiness 175 11.5.3: Terror Management 175

 

11.6: Assessment from the Self-Actualization and Self-Determination Perspective 177

 

11.6.1: Interviews in Assessment 177

 

Box 11.3 Self-Actualization and Your Life 177 11.6.2: Measuring the Self-Concept by Q-Sort 178 11.6.3: Measuring Self-Actualization 178 11.6.4: Measuring Self-Determination

 

and Control 178

 

11.7: Problems in Behavior, and Behavior Change, from the Self-Actualization and Self-Determination Perspective 179

 

11.7.1: Client-Centered Therapy 179 11.7.2: Beyond Therapy to Personal Growth 180

 

11.8: Problems and Prospects for the Self-Actualization and Self-Determination Perspective 180 Summary: Self-Actualization and Self-Determination 181

 

12: The Cognitive Perspective 183 Box 12.1 Personal Construct Theory: Foreshadowing the Cognitive Perspective 184

 

12.1: Representing Your Experience of the World 184 12.1.1: Schemas and Their Development 184 12.1.2: Effects of Schemas 185 12.1.3: Semantic Memory, Episodic Memory,

 

Scripts, and Procedural Knowledge 185 12.1.4: Socially Relevant Schemas 186 12.1.5: Self-Schemas 186 12.1.6: Entity versus Incremental Mindsets 187 12.1.7: Attribution 187

 

12.2: Activation of Memories 188 12.2.1: Priming and the Use of Information 189 12.2.2: Nonconscious Influences on Behavior 190

 

12.3: Connectionist Views of Mental Organization 190

 

Box 12.2 What’s in a Name? 191 12.3.1: Dual-Process Models 192

 

Box 12.3 Delay of Gratification: The Role of Cognitive Strategies 193

 

12.3.2: Explicit and Implicit Knowledge 194

 

12.4: Broader Views on Cognition and Personality 194

 

Box 12.4 The Theorist and the Theory: Mischel and His Mentors 195

 

12.4.1: Cognitive Person Variables 195 12.4.2: Personality as a Cognitive–Affective

 

Processing System 196

 

12.5: Assessment from the Cognitive Perspective 197 12.5.1: Think-Aloud, Experience Sampling,

 

and Self-Monitoring 197 12.5.2: Contextualized Assessment 197

 

12.6: Problems in Behavior, and Behavior Change, from the Cognitive Perspective 198

 

12.6.1: Information-Processing Deficits 198

 

12.6.2: Depressive Self-Schemas 198 12.6.3: Cognitive Therapy 199

 

12.7: Problems and Prospects for the Cognitive Perspective 199 Summary: The Cognitive Perspective 200

 

 

PLACE THE ORDER WITH US TODAY AND GET A PERFECT SCORE!!!