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Perspectives on Personality

Eighth Edition

Charles S. Carver University of Miami

Michael F. Scheier Carnegie Mellon University

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Library of Congress Cataloging-in-Publication Data

Names: Carver, Charles S., author. | Scheier, Michael, author. Title: Perspectives on personality / Charles S. Carver, Michael F. Scheier, University of Miami, Carnegie Mellon University. Description: Eighth Edition. | New York : Pearson, 2016. | Revised edition of the authors’ Perspectives on personality, 2012. | Includes index. Identifiers: LCCN 2016001740| ISBN 9780134415376 | ISBN 013441537X Subjects: LCSH: Personality. Classification: LCC BF698 .C22 2016 | DDC 155.2--dc23 LC record available at http://lccn.loc.gov/2016001740

10 9 8 7 6 5 4 3 2 1 EB

ISBN-10: 0-13-441537-X ISBN-13: 978-0-13-441537-6

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To Youngmee Kim

CSC

To Meredith and Jeremy, who bring great joy to my life

MFS

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v

9: Psychosocial Theories 125

10: The Learning Perspective 144

11: Self-Actualization and Self- Determination 164

12: The Cognitive Perspective 183

13: The Self-Regulation Perspective 201

14: Overlap and Integration among Perspectives 219

1: What Is Personality Psychology? 1

2: Methods in the Study of Personality 9

3: Issues in Personality Assessment 20

4: The Trait Perspective 30

5: The Motive Perspective 50

6: Genetics, Evolution, and Personality 67

7: Biological Processes and Personality 86

8: The Psychoanalytic Perspective 105

Brief Contents

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3.1.4: Subjective versus Objective Measures 22

3.2: Reliability of Measurement 22 3.2.1: Internal Consistency 22 3.2.2: Inter-Rater Reliability 23

Box 3.2 A New Approach to Assessment: Item Response Theory 23

3.2.3: Stability across Time 24

3.3: Validity of Measurement 24 3.3.1: Construct Validity 25 3.3.2: Criterion Validity 25 3.3.3: Convergent Validity 26 3.3.4: Discriminant Validity 26 3.3.5: Face Validity 26 3.3.6: Culture and Validity 26 3.3.7: Response Sets and Loss of Validity 27

3.4: Two Rationales behind the Development of Assessment Devices 28

3.4.1: Rational or Theoretical Approach 28 3.4.2: Empirical Approaches 28

3.5: Never-Ending Search for Better Assessment 29 Summary: Issues in Personality Assessment 29

4: The Trait Perspective 30 4.1: Types and Traits 30

4.1.1: Nomothetic and Idiographic Views of Traits 31

4.2: What Traits Matter? 31 4.2.1: Factor Analysis 31 Box 4.1 A Closer Look at Factor Analysis 32

4.2.2: Let Reality Reveal Itself 33 4.2.3: Start from a Theory 33 4.2.4: The Interpersonal Circle as Another

Theoretical Starting Point 35

4.3: The Five-Factor Model 35 4.3.1: What Are the Five Factors? 36

4.4: Reflections of the Five Factors in Behavior 37 4.4.1: Extraversion and Agreeableness 37 4.4.2: Conscientiousness, Openness, and

Neuroticism 38

4.5: Relations to Earlier Trait Models 39

4.6: Other Variations 39 4.6.1: Expanding and Condensing the

Five-Factor Model 40 4.6.2: Are Superordinate Traits the Best Level

to Use? 40

4.7: Traits, Situations, and Interactionism 40 4.7.1: Is Behavior Actually Traitlike? 41

Box 4.2 How Stable Is Personality over Long Periods? 41

Preface xiii

About the Authors xv

1: What Is Personality Psychology? 1 1.1: Defining Personality 1

1.1.1: Why Use the Word Personality as a Concept? 1 1.1.2: A Working Definition 2 1.1.3: Two Fundamental Themes in Personality

Psychology 2

1.2: Theory in Personality Psychology 3 1.2.1: What Do Theories Do? 3 1.2.2: The Role of Research in Evaluating Theories 3 1.2.3: What Else Makes a Theory Good? 4

1.3: Perspectives on Personality 5 1.3.1: Perspectives to Be Examined Here 5 1.3.2: Perspectives Reconsidered 6

1.4: Organization within Chapters 6 1.4.1: Assessment 6 1.4.2: Problems in Behavior, and Behavior Change 7

Summary: What Is Personality Psychology? 7

2: Methods in the Study of Personality 9 2.1: Gathering Information 9

2.1.1: Observe Yourself and Observe Others 9 2.1.2: Depth Through Case Studies 9 2.1.3: Depth from Experience Sampling 10 2.1.4: Seeking Generality by Studying

Many People 10

2.2: Establishing Relationships among Variables 11 2.2.1: Correlation between Variables 12 2.2.2: Two Kinds of Significance 14 2.2.3: Causality and a Limitation on Inference 14 2.2.4: Experimental Research 15 2.2.5: Recognizing Types of Studies 16

Box 2.1 Correlations in the News 17 2.2.6: What Kind of Research Is Best? 17 2.2.7: Experimental Personality Research and

Multifactor Studies 17 2.2.8: Reading Figures from Multifactor

Research 18 Summary: Methods in the Study of Personality 19

3: Issues in Personality Assessment 20 3.1: Sources of Information 20

3.1.1: Observer Ratings 20

Box 3.1 What Does Your Stuff Say about You? 21 3.1.2: Self-Reports 21 3.1.3: Implicit Assessment 21

Contents

vii

viii Contents

4.7.2: Situationism 41 4.7.3: Interactionism 41 4.7.4: Other Aspects of Interactionism 43 4.7.5: Was the Problem Ever Really as Bad as

It Seemed? 43

4.8: Interactionism as Context-Dependent Expression of Personality 43

4.8.1: Fitting the Pieces Together 44

Box 4.3 Theoretical Issue: What Really Is a Trait? 45

4.9: Assessment from the Trait Perspective 46 4.9.1: Comparing Individuals Using

Personality Profiles 46

4.10: Problems in Behavior, and Behavior Change, from the Trait Perspective 47

4.10.1: The Five-Factor Model and Personality Disorders 47

4.10.2: Interactionism in Behavior Problems 47 4.10.3: Behavior Change 48

4.11: Problems and Prospects for the Trait Perspective 48 Summary: The Trait Perspective 49

5: The Motive Perspective 50 5.1: Basic Theoretical Elements 51

5.1.1: Needs 51 5.1.2: Motives 51 5.1.3: Press 52

5.2: Needs, Motives, and Personality 52 5.2.1: Motive States and Motive Dispositions 52 5.2.2: Measuring Motives Using the Thematic

Apperception Test 53

5.3: Studies of Specific Dispositional Motives 53 5.3.1: Need for Achievement 53 5.3.2: Need for Power 55 5.3.3: Need for Affiliation 57 5.3.4: Need for Intimacy 57 5.3.5: Patterned Needs 58

5.4: Implicit and Self-Attributed Motives 59 5.4.1: Incentive Value 59 5.4.2: Implicit Motives Are Different from

Self-Attributed Motives 59

5.5: Approach and Avoidance Motives 60 5.5.1: Approach and Avoidance in

Other Motives 61

5.6: Motives and the Five-Factor Trait Model 61 5.6.1: Traits and Motives as Distinct and

Complementary 61

5.7: Personology and the Study of Narratives 62

5.8: Assessment from the Motive Perspective 62

Box 5.1 The Process Underlying the TAT or the PSE 63

5.8.1: Other Implicit Assessments 63

5.9: Problems in Behavior, and Behavior Change, from the Motive Perspective 64

5.9.1: The Need for Power and Alcohol Abuse 64 5.9.2: Focusing On and Changing Motivation 64

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

13: The Self-Regulation Perspective 201 13.1: From Cognition to Behavior 201

13.1.1: Intentions 202 13.1.2: Goals 202 13.1.3: Goal Setting 203 13.1.4: Implementation Intentions and the

Importance of Strategies 203 13.1.5: Deliberative and Implemental Mindsets 204

13.2: Self-Regulation and Feedback Control 204 13.2.1: Feedback Control 204

Box 13.1 Theoretical Issue: Feedback versus Reinforcement 205

13.2.2: Self-Directed Attention and the Action of the Comparator 206

13.2.3: Mental Contrasting and Goal Matching 206 13.2.4: Hierarchical Organization 206 13.2.5: Issues Concerning Hierarchical

Organization 208 13.2.6: Evidence of Hierarchical Organization 208 13.2.7: Construal Levels 209 13.2.8: Emotions 209 13.2.9: Expectancies Influence Effort versus

Disengagement 209

Box 13.2 Confidence about Life: Effects of Generalized Optimism 210

13.2.10: Partial Disengagement 211

13.3: Further Themes in Self-Regulation 211 13.3.1: Approach and Avoidance 211 13.3.2: Intention-Based and Stimulus-Based

Action 211 13.3.3: Self-Regulation as Self-Control 213

13.4: Assessment from the Self-Regulation Perspective 213 13.4.1: Assessment of Self-Regulatory Qualities 213

Box 13.3 Reduction of Self-Regulation: Deindividuation and Alcohol 214

13.4.2: Assessment of Goals 214

13.5: Problems in Behavior, and Behavior Change, from the Self-Regulation Perspective 214

13.5.1: Problems as Conflicts among Goals and Lack of Strategy Specifications 214

13.5.2: Problems from an Inability to Disengage 215

13.5.3: Self-Regulation and the Process of Therapy 215

13.5.4: Therapy Is Training in Problem Solving 216

13.6: Problems and Prospects for the Self-Regulation Perspective 216 Summary: The Self-Regulation Perspective 217

Contents xi

14.2.1: Impulse and Restraint 225 14.2.2: Individual versus Group Needs 226

14.3: Combining Perspectives 226 14.3.1: Eclecticism 227 14.3.2: Biology and Learning as Complementary

Influences on Personality 227

14.4: Which Theory Is Best? 228 Summary: Overlap and Integration among Perspectives 228

Glossary 230

References 237

Credits 282

Name Index 284

Subject Index 297

14: Overlap and Integration among Perspectives 219

14.1: Similarities among Perspectives 220 14.1.1: Psychoanalysis and Evolutionary

Psychology 220 14.1.2: Psychoanalysis and Self-Regulation 221 14.1.3: Psychoanalysis and Cognitive Processes 221 14.1.4: Social Learning, Cognitive, and

Self-Regulation Views 223 14.1.5: Maslow’s Hierarchy and Hierarchies

of Self-Regulation 224 14.1.6: Self-Actualization and Self-Regulation 224 14.1.7: Traits and Their Equivalents in

Other Models 225

14.2: Recurrent Themes, Viewed from Different Angles 225

xii Contents

secondary goal is to consider the usefulness of blending theoretical viewpoints, treating theories as complemen- tary, rather than competing.

In revising, we’ve tried very hard to make the content accessible. We use an informal, conversational style, and we’ve used examples of how the ideas can apply to one’s own life. We hope these qualities make the book engaging and enjoyable, as well as informative.

New to This Edition • Incorporates important developments in the field of

personality psychology over the past 5 years or so. • Cutting edge material has been added on topics in

molecular genetics and genomics (Chapter 6) without loss of continuity with earlier versions.

• New material has been added on the biological under- pinnings of impulsiveness (Chapter 7) expanding on the previous edition’s coverage.

• Expanded coverage of “mindsets” as a facet of the cog- nitive perspective (Chapter 12).

• More detailed coverage of the role of mental contrasting in the self-regulation perspective (Chapter 13).

• Over 200 new citations have been included.

Available Instructor Resources The following resources are available for instructors. These can be downloaded at http://www.pearsonhighered. com/irc. Login required.

• Instructor’s Manual: Prepared by Steve Graham, the instructor’s manual is a wonderful tool for classroom preparation and management. It includes a summary, essay questions and exercises for each chapter.

• PowerPoint: The PowerPoint Presentation is an exciting interactive tool for use in the classroom. Each chapter pairs key concepts with images from the textbook to reinforce student learning.

• Test Bank: Also prepared by Steve Graham, the Test Bank includes additional questions in multiple-choice and open-ended—short and essay response—formats.

• MyTest: The Eight Edition Test Bank comes with Pearson MyTest, a powerful assessment-generation program that helps instructors easily create and print quizzes and exams. Visit: http://www.pearsonhighered.com/ mytest.

P erspectives on Personality, Eighth Edition, examines one of the most engaging topics in all of life: human personality. As the title of the book implies, there

are many viewpoints on personality, many ways to think about human nature. This book describes a range of per- spectives that are taken by personality psychologists today.

The content of this book reflects two strongly held be- liefs. The first is that ideas are the most important part of a first course on personality. For this reason, concepts are stressed throughout the book rather than theorists. Our first priority has been to present as clearly as we can the ideas that form each theoretical viewpoint.

The second belief is that research is important in per- sonality psychology. Ideas and intuitions are valuable, but someone needs to check to see whether they actually work. For this reason, each theory is accompanied by discus- sion of research that bears on the theory. This emphasis on the role of research stresses the fact that personality psy- chology is a living, dynamic process of ongoing scientific exploration.

As before, we focus on the idea that each viewpoint discussed in the book represents a perspective on personal- ity. By that, we mean a particular orienting viewpoint, an angle from which the theorists proceeded. Each perspec- tive reflects assumptions about human nature. As in previ- ous editions, each perspective chapter includes discussion of assessment from that perspective and some discussion of how behavior problems can arise and be treated from that perspective. Each chapter concludes with a discussion of current problems and strengths within that theoretical viewpoint and our own guess about its future.

The perspectives are presented in an order that makes sense to us, but the chapters can easily be read in other orders. Each theoretical section of the book is intended to stand more or less on its own. When one chapter is linked to a previous chapter, it is generally easy to see the point without having read the prior chapter. There are a few ex- ceptions to this, however. We refer back to the trait per- spective relatively often, so it’s probably best to read that chapter (Chapter 4) early on. It also makes historical sense to read the psychoanalytic perspective before the psycho- social perspective, because the latter grew partly from the former.

As in the previous editions, the final chapter takes up the question of how the different viewpoints relate to each other. The main goal of this chapter is to tie together ideas from theories discussed separately in earlier chapters. A

Preface

xiii

xiv Preface

Jagun Meeso, who struggled mightily with a neu- rogenerative disorder for many years, left us in July 2015. We miss her.

• From Pittsburgh, thanks go to Karen Matthews, my partner in life, and to our two children, Jeremy and Meredith. Thanks also to the following group of friends and colleagues: Chuck Carver, Sheldon Cohen, Ed Gerrard, David Klahr, Ken Kotovsky, Dick Jennings, Rich Schulz, and Jim Staszewski. Collectively, they make my life more than interesting. Finally, I’d like to thank Carnegie Mellon University for extend- ing me a leave of absence for the past year, in part enabling me to work on the new edition of the text.

Acknowledgments • From Coral Gables, my thanks to Youngmee Kim

for putting up with me, and for so much more. Also thanks to several other people who have been part of my life during the recent past: Linda Cahan, Sheri Johnson, André Perwin, Rod Gillis, Mike Antoni, and Kiara Timpano. I am unceasingly grateful to my fam- ily: Jeff, Allysen, Alexandra, and Julia; Nancy Adams; all the Sherricks; and Mike, Karen, Meredith, and Jeremy. My thanks to Nancy Quartin, who worked very hard to help bring this revision to fruition. The revision was completed while I was a Fellow at the Center for Advanced Study in the Behavioral Sciences at Stanford University; I thank the Center for its gen- erous support. Finally, a family sad note: Our dog

from APA’s Division of Personality and Social Psychology. In 2012, the authors received the Distinguished Lifetime Career Award from the International Society for Self and Identity. Mike was the 2003–2004 President of APA’s Divi- sion of Health Psychology and served for over 10 years as Department Head at CMU. Along with eight editions of Perspectives on Personality, the authors have published two books on self-regulation (the more recent titled On the Self- Regulation of Behavior, in 1998) and more than 400 articles and chapters. Mike is an avid outdoorsman, hunter, and fisherman. Chuck keeps intending to take up painting but getting distracted by things that need fixing and shrubbery that needs cutting.

www.psy.miami.edu/faculty/ccarver www.psy.cmu.edu/~scheier/mscheier/html

Charles S. Carver and Michael F. Scheier met in gradu- ate school at the University of Texas at Austin, where they both earned doctoral degrees in personality psychology. After graduation, they took positions at the University of Miami and Carnegie Mellon University (CMU), respec- tively, where they have remained throughout their careers. They’ve collaborated for four decades in work that spans personality, social, motivational, clinical, and health psy- chology. In 1998, they received awards for Outstanding Scientific Contribution (Senior Level) from the Division of Health Psychology of the American Psychological Associa- tion (APA). In 2007, they received the Donald T. Campbell Award for Distinguished Contributions to Social Psychology from APA’s Division of Personality and Social Psychology. In 2011, the first author received the Jack Block Award for Distinguished Contributions to Personality Psychology

About the Authors

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1

1.1 Identify three reasons for using the concept of personality

1.2 Indicate the two functions that any theory should serve

1.3 Summarize the main themes of the 10 theoretical perspectives on personality to be discussed in this text

1.4 Outline reasons as to why assessment of personality, behavioral problems, and behavior change are important

Learning Objectives

Sue met Rick in a philosophy class when both were sopho- mores. They started spending time together, and their rela- tionship gradually deepened. Now, two years later, they’re talking seriously of marriage. Sue describes Rick like this:

describe someone and how those qualities are conveyed to you, you’re doing informally what personality psycholo- gists do more formally.

There’s a little difference in focus, though, between what you do in daily life and what personality psycholo- gists do. Using the word personality in everyday speech tends to focus on the specific personalities of specific per- sons (Rick, for instance). Psychologists often focus on per- sonality as an abstraction. When psychologists use the word personality, they usually are referring to a conception of what everyone’s personality consists of.

What is personality, viewed that way? Psychologists have argued for a long time about this question. Many def- initions have been offered, but none is universally accepted. Personality is, in fact, an elusive concept.

1.1.1: Why Use the Word Personality as a Concept? In trying to define personality as a concept, we might start by thinking about why people use the word. Understand- ing why it’s used should help us decide what it means. When you use the word personality, why do you use it?

One reason people use the word personality is to convey a sense of consistency or continuity about a person. There are

Chapter 1

What Is Personality Psychology?

“He’s good looking and smart. He knows how to do things you don’t expect a guy to know, like cooking. But the best part I don’t even know how to describe, except to say he has a really great personality.”

What qualities do you value in a potential husband or wife? Most people want to see a sense of humor, good looks, and a streak of romance. Almost always, though, a big consideration is the person’s personality. Most people want someone who has a “good personality.” What does that mean? If you had to describe a friend of yours who does have a good personality, what would you say? “Rick has a really great personality . . .” But then what?

Describing someone’s personality means trying to portray the core of who that person is. It means crystalliz- ing something from what you know about the person. It means taking a big pile of information and reducing it to a smaller essence. Personality shows up in what people say and do, and in how they do what they do—the style that puts a unique stamp on their actions.

1.1: Defining Personality 1.1 Identify three reasons for using the concept of

personality

Trying to describe someone’s personality is an exercise in being a psychologist. Everyone is a psychologist part of the time, because we all spend time trying to understand what other people are like. When you think about how to

2 Chapter 1

that Tanya has a hostile personality implies that hostility is a key quality in her. Noting the most prominent characteristics of a person brings to mind the concept of personality, because those characteristics seem to capture what the person is like.

This patchwork of reasons for using the term personal- ity moves us closer to having a definition for it. That is, the word personality conveys a sense of consistency, internal causality, and distinctiveness. As it happens, these ele- ments are included in almost all definitions of personality.

1.1.2: A Working Definition Here’s one definition. We’re not saying it’s “right,” but we think it comes close. We’ve adapted it slightly from one written decades ago by Gordon Allport (1961): Personality is a dynamic organization, inside the person, of psychophysical systems that create the person’s characteristic patterns of behav- ior, thoughts, and feelings.

This definition makes several points:

• Personality isn’t just an accumulation of bits and pieces; it has organization.

• Personality doesn’t just lie there; it has processes of some sort.

• Personality is a psychological concept, but it’s tied to the physical body.

• Personality is a causal force that helps determine how the person relates to the world.

• Personality shows up in individualized patterns— recurrences and consistencies.

• Personality is displayed not just one way but many ways—in behaviors, thoughts, and feelings.

This definition covers a lot. It points to several elements that should be part of any view of personality. As good as it is, though, it isn’t perfect. Even this careful definition seems to let something about the concept slip through your fingers. This elusiveness is something that personality psychologists have struggled with for as long as the term has been used.

1.1.3: Two Fundamental Themes in Personality Psychology Two themes stand out in thinking about personality. One is individual differences. Each person who ever lived is differ- ent from everyone else. No two personalities are quite alike— not even those of identical twins. Some people are generally happy, some are sad. Some people are sociable, some are shy. As we said earlier, one reason to use the word personality in the first place is to capture central features of a person. This couldn’t happen if the features didn’t differ from one person to another. Thus, the notion of individual differences is important even in everyday use of the term personality.

Individual differences are also important to theorists who try to understand personality. To be useful, any

several kinds of consistency, all of which evoke the concept of personality. There is consistency across time (Sue talked a lot when you first met her, and years later she still domi- nates conversations). There is consistency across similar situations (André is very polite to waiters and has been that way every time you’ve been with him in a restaurant). Sometimes you even see consistency across situations that are quite different from each other (Victoria tends to order people around—at work, in stores, even at parties). In each case, it’s undeniably the same person from one instance to another, because the person acts (or talks, or thinks, or feels) in consistent ways from time to time and from setting to set- ting. One reason for using the word personality is to capture this consistency or continuity within the person.

A second reason people use the word personality is to convey the sense that whatever the person is doing (or thinking or feeling) originates from within. The idea that behavior comes from inside the person may seem so obvi- ous that it hardly deserves noting, but not everyone sees it that way. Nonetheless, the term personality conveys the sense of a causal force within the person, influencing how the person acts. That internal force in facthas very impor- tant behavioral effects (Ozer & Benet-Martínez, 2006; Roberts, Kuncel, Shiner, Caspi, & Goldberg, 2007).

These two reasons for using the term personality combine when you try to predict and understand people’s behavior (even your own). It’s important to predict behavior. When you choose a roommate for next year, you’re predicting that you’ll get along. When you tell a friend who you know is always late that the movie starts at 8:00, when it really starts at 8:30, you’re predicting that doing this will get her to arrive more or less on time. An important contributor to these pre- dictions is your view of the other person’s personality.

The term personality is also used for another reason. It often conveys the sense that a few qualities can summarize what a person is like, because they’re so prominent in that person’s behavior. Saying that Karen has a sociable personal- ity implies that sociability stands out in her actions. Saying

Individual differences in behavior and reactions are an important part of personality.

What Is Personality Psychology? 3

1.2.1: What Do Theories Do? What is a theory? A theory is a summary statement, a gen- eral principle or set of principles about a class of events. It’s a set of ideas about how to think about that class of events. A theory can apply to a very specific class of events, or it can be broader. Some theories in psychology are about pro- cesses in a single nerve cell. Others concern complex behaviors, such as maintaining close relationships, playing chess, and living a full life.

No matter what they are about, theories have two pur- poses. The first is to explain the phenomena it addresses. A theory always gives a way to explain some things that are known to be true. For example, biological personality theo- ries hold that heredity influences personality. This idea provides a way to explain why children seem like their parents in certain ways (which we know to be true).

Every theory about personality provides an account of at least some phenomena. This first purpose of the theory— explanation—is fundamental. Without giving an explana- tion for at least some of what’s already known, a theory would be useless.

Theories also have a second purpose, though. A theory should suggest possibilities you don’t yet know for sure are true. Put differently, a theory should allow you to pre- dict new information. A theory should let you predict things you haven’t thought to look for yet—maybe things nobody has thought to look for yet. For the personality psycholo- gist, this is where much of the excitement lies.

Psychologists generally want to make predictions about large numbers of people, but the same principle holds when you make predictions in your own life. It’s exciting to take an idea about personality and use it to pre- dict how your roommate will react to a situation you haven’t seen her in before. It’s particularly exciting when your prediction turns out to be right!

The predictive aspect of theories is more subtle and more difficult than the explanatory aspect. The difficulty comes partly from the fact that most theories have a little ambiguity. This often makes it unclear exactly what the prediction should be. In fact, the broader the theory (the more things it tries to account for), the more likely it is to be ambiguous. As you’ve seen, personality is a very broad concept. This makes theories of personality broad and complex. As a result, it’s sometimes hard to use them to make very specific predictions.

1.2.2: The Role of Research in Evaluating Theories How do psychologists decide whether a theory is any good? In describing the predictive role of theories, we’ve revealed a bias most personality psychologists hold: Theories should be testable, and they should be tested. It’s

approach to personality has to have something to say about these differences. A really complete account of personality should address where the differences come from. A complete account should also consider why the differences matter.

The other theme concerns what we’ll call intrapersonal functioning. By this phrase, we mean the processes within the person that Allport (1961) called a “dynamic organiza- tion” of systems. The idea here is that personality isn’t like a rubber stamp that you pound onto each situation you enter. Instead, it involves processes that go on inside you, leading you to act the way you do. The processes create a sense of continuity within the person, even if the person acts differ- ently in different circumstances. That is, the same processes are engaged, even if the results differ across situations.

Here’s an example. Some people believe that behavior is a product of motives. Motive tendencies rise and fall as time passes and situations change. Which motive is strongest at any given time determines what the person does at that time. A person may work alone for four hours, then spend a cou- ple of hours hanging out with friends, then go eat dinner, followed by some TV. The behaviors differ, but they all stem from motives that vary in strength over the course of the day. This view of personality treats the motives as key variables. In this view, the processes by which motives vary in strength are some of the processes of intrapersonal functioning.

This is just one example of an intrapersonal process. It’s not the only process that has been argued for. Regard- less of what processes are assumed, though, the idea of pro- cess is important. A complete account of personality should say something about processes underlying personality and how and why they work.

Different approaches to personality emphasize these two themes to differing degrees. Some approaches empha- size process and consist largely of a view of intrapersonal functioning. Other approaches treat individual uniqueness as most important and are more vague about the processes underlying the uniqueness. These differing emphases con- tribute to the diversity among personality theories.

Why spend so many words on what personality psy- chology is about? We’ve placed you in the role of a theorist here. Theorists have to keep in mind what aspects of human experience they want to understand. To under- stand the theories, you’ll have to do that too.

1.2: Theory in Personality Psychology 1.2 Indicate the two functions that any theory

should serve

Much of this book is descriptions of theoretical principles. Because theories will be so important, let’s spend a little time on what they are, what they do, and how to evaluate them.

4 Chapter 1

ments must be examined for other predictions they might make. The cycle of prediction, testing, revision or refine- ment, and additional prediction and testing can be virtu- ally never ending.

1.2.3: What Else Makes a Theory Good? An important basis for deciding whether a theory is good is whether it does what it’s supposed to do: explain and predict. But that’s not the only way people evaluate theo- ries. There are several more criteria.

One of them is the breadth of the information behind the theory. Some theories are criticized because they’re based heavily on the theorists’ experiences conducting therapy. Other theories are criticized because they’re based on studies of laboratory animals in highly artificial situa- tions. Others are criticized because they rest largely on information from long sets of rating scales. None of these sources of information is bad in itself. But to base a theory on just one source of information weakens the theory.

important to find out whether a theory makes predictions that work.

We want to be quite clear about what we’re saying here. Personality is so important that lots of people besides psy- chologists try to understand it. Theologians, philosophers, artists, poets, novelists, and songwriters have all written about personality, and many have had good insights about it. We don’t mean to diminish the value of these insights. But are the insights enough?

People have different opinions on this. Some believe that insight stands on its own. Even some personality theo- rists believed this. Sigmund Freud, who’s often viewed as the father of personality psychology, wasn’t much interested in whether his ideas were supported in others’ research. He thought the insights were sufficient in themselves.

The view that dominates today’s psychology, how- ever, is that ideas—even brilliant ones—have to be tested before they can be trusted. Too often, things that seem true turn out not to be true. Unfortunately, until you test them, you never know which ideas are brilliant and right and which are brilliant but wrong. Because of this, today’s per- sonality psychology is a scientific field, in which research counts for a lot. Studies of personality provide information about how accurate or useful a theory is. The studies either confirm or disconfirm predictions and thereby support or undermine the theory.

When theories are used to generate predictions for research, a continuous interplay arises (see Figure 1.1). If a theory makes predictions, the result is research—scientific studies—to test the predictions. Results often support the predictions. Sometimes, however, the result either fails to support the theory or supports it only partly. This may suggest a limit on the theory—perhaps it predicts under some conditions but not others. Such a finding leads to revision of the theory.

Suggests changes

in. . .

Suggests predictions

for. . .

Theory

Research

Figure 1.1 In a scientific approach to personality psychology, there is a continu- ous cycling between theory and research. Theory suggests predic- tions to be tested, and the results of studies suggest the need for new or modified theory.

Once it’s been revised, the theory must be tested again, because it’s no longer quite the same theory. Its new ele-

Like a good work of art, a good theory should evoke some sort of reaction, either good or bad, but not indifferent.

A theory should also have the quality of parsimony. That is, it should include as few assumptions (or concepts) as possible. Put differently, it should be as simple as possi- ble. This criterion is important, but there’s a danger in applying it too rigidly. Knowledge is far from complete. A theory that looks parsimonious today may not be able to account for something that will be discovered tomorrow. A theory that looks too complex today may be the only one that can handle tomorrow’s discovery. Nevertheless, excess theoretical “baggage” is a cause for concern.

Another part of evaluating theories is highly subjec- tive. Some theories just “feel” better than others. Some theories will fit your personal worldview better than others. You’re not the only one who reacts this way. So do

What Is Personality Psychology? 5

The inheritance and evolution perspective emphasizes the fact that humans are creatures that evolved across millen- nia and that human nature (whatever it is) is deeply rooted in our genes. In this view, personality is genetically based. Dispositions are inherited. Indeed, some theorists take this idea a step further to suggest that many qualities of human behavior (and thus personality) exist precisely because long ago they had evolutionary benefits.

Another biological view, the biological process perspec- tive, stems from the idea that personality reflects the work- ings of the body we inhabit and the brain that runs the body. This biological perspective focuses on how the nerv- ous system and hormones influence people’s behavior and how differences in those functions influence the kind of person you are.

The psychoanalytic perspective, taken up next, is a very different view of human nature. It’s based on the idea that personality is a set of internal psychic forces that compete and conflict with one another. The focus of this perspective is on the dynamics of these forces (and how they influence behavior). Human nature, from this viewpoint, involves a set of pressures inside the person that sometimes work with each other and sometimes are at war with each other. One specific theory dominates the perspective—the theory of Sigmund Freud.

We’ve termed the next perspective psychosocial. The theories in this perspective start from the assumption that the most important aspect of human nature is our formation of relationships with other people and the ways these relationships play out. The psychosocial theo- ries evolved from psychoanalytic theory (for that reason they sometimes are called neoanalytic), but they really rep- resent a very different worldview.

The learning perspective begins with a view of human nature in which change, rather than constancy, is para- mount. From this perspective, the key quality of human nature is that behavior changes systematically as a result of experiences. Because there are several views of how learn- ing takes place, several theories link learning to personal- ity. In this perspective, a person’s personality is the integrated sum of what the person has learned up till now.

The self-actualization and self-determination perspective, also sometimes referred to as an organismic perspective, has its roots in the idea that every person has the potential to grow and develop into a valuable human being if permitted to do so. In this view, people naturally tend toward self- perfection. People can move themselves more fully in that direction by exercising their free will and by having envi- ronments that support that effort. The sense of self-determi- nation is central to this view of human nature. In this view, personality is partly the uniqueness hidden within and partly what the person chooses to make of that uniqueness.

The cognitive perspective takes as its starting point the idea that human nature involves deriving meaning from

psychologists. There’s even evidence that scientists prefer theories that fit their images of themselves (Johnson, Ger- mer, Efran, & Overton, 1988). William James, an important figure in the early years of psychology, said people will prefer theories that “are most interesting, . . . appeal most urgently to our æsthetic, emotional, and active needs” (James, 1890, p. 312). Which theories feel best to you, then, depends partly on how you see the world.

1.3: Perspectives on Personality 1.3 Summarize the main themes of the 10 theoretical

perspectives on personality to be discussed in this text

Now, let’s preview the views of personality you will be reading about. The chapters all describe viewpoints that are influential today and will likely continue to be influen- tial for some time to come. The theories range considerably in their starting points, which can make matters a little confusing. The starting point, in some sense, is always a view of human nature—of what aspect of human experi- ence is the key to understanding people.

In explaining why someone did something, people often say “It’s just human nature.” But what is human nature? In what terms should we think about the nature of people? Dif- ferent theorists have offered very different answers.

1.3.1: Perspectives to Be Examined Here Each theoretical orientation discussed in this book has a somewhat different angle on human nature. Thus, each represents a different perspective on what constitute the central elements of the human experience. Here are brief overviews of the perspectives you’ll be reading about.

The trait perspective begins with the intuitive idea that people have fairly stable qualities (traits) that are displayed across many settings and are deeply embedded in the per- son. This way of thinking originated in ancient times, but it remains very important today. From this point of view, the big issues are what (and how many) traits are the impor- tant ones in personality and how trait differences are expressed in behavior.

The motive perspective begins with the idea that the key element in human experience is the motive forces that underlie behavior. Theorists have posited many different motives and have studied how several of them vary over time and under different circumstances. People also differ in their patterns of underlying strengths of different motives. These differences in the balance of motives are seen as the core of personality, from this perspective.

6 Chapter 1

It is very hard to present a picture of personality that incorporates all of those topics at once. In some ways, the emerging broader accounts actually aren’t really grand- scale theories, but a putting-together of several perspective views. We’ll touch on most of the ideas that go into these broader accounts at one point or another, but we will do it one perspective at a time.

1.4: Organization within Chapters 1.4 Outline reasons as to why assessment of

personality, behavioral problems, and behavior change are important

Let’s now say a little bit about how chapters are organized. Most of the content of each chapter is a description of the elements and processes of personality, as viewed from that perspective. Each chapter thus tells you about individual differences and intrapersonal functioning, as seen by that theoretical viewpoint.

Each chapter also addresses two more subjects. One is what that perspective says about the process of measuring personality, called assessment. The other addresses poten- tial problems that people may experience, and the pro- cesses by which behavior is changed for the better through therapy. Here’s a brief preview of what these sections will be like.

1.4.1: Assessment Personality psychologists give considerable attention to the process of measuring personality, for at least three rea- sons. First, they want to be able to portray the personali- ties of specific persons, just as you characterize the personalities of people you know. To be confident these pictures are accurate, psychologists need good ways to measure personality.

experiences. The mind imposes organization and form on experience, and those mental organizations influence how people act. From this viewpoint, understanding per- sonality means understanding the processes of constru- ing the world and how they determine one’s actions in and reactions to the world.

The self-regulation perspective starts from the idea that people are complex psychological systems, in the same sense that homeostatic processes reflect complex physiological sys- tems and weather reflects complex atmospheric systems. There are recurrent processes that organize actions to attain specific endpoints. Self-regulating psychologically means (in part) synthesizing goals and moving toward those goals.

1.3.2: Perspectives Reconsidered As we said, each perspective takes a different starting point to think about personality. We’ll also say this about them: Most of them weren’t really intended to be full models of personality, and it can be a little misleading to present them (and judge them) as though they were.

There was a time when personality psychologists cre- ated grand theories aimed at the total complexity of per- sonality (Freud’s theory is the best example). However, this is less common now. More common are theories that deal with some aspect of personality or some set of issues or processes in personality. The fact that a theory isn’t grand in scale doesn’t mean it has nothing important to say. It does mean, though, that it won’t say everything. It gives us a particular viewing angle on personality. This viewing angle may be special and may yield insights you can’t find from other angles. But it yields only part of the picture. This limitation is important to keep in mind as you think about the various theories and what each has to say.

Will personality return in the future to grand-scale theories? Several contemporary personality psychologists hope so (e.g., McAdams & Olson, 2010; McAdams & Pals, 2006; Roberts & Wood, 2006). They argue that a full under- standing of personality requires much more than is gener- ally addressed by “perspective” theories. This movement is partly a reaction to the concern that personality psychol- ogy has lost its focus on individuality.

What should be included in the full picture, though, is a matter of opinion (Table 1.1). Most who write on this topic say the genetic design of the human should be included, along with traits. Some think motives, values, abilities, and skills should be included as part of personal- ity. Most who write on this topic now include integrative narratives—stories that people develop about themselves to provide coherence and meaning to their self-under- standing. In some accounts, culture is part of the personal- ity picture; in others, it is seen as a force outside personality that can affect personality.

Table 1.1 Topics that some now argue should be included for a full understanding of personality

Topic Level of Agreement

Genetic design of the human High

Dispositional traits High

Motives and values Moderate

Abilities (skills) Moderate

Adaptations (e.g., beliefs) Moderate

Integrative narratives High

Culture Low

Source: Based on discussions by McAdams and Pals (2006), McCrae (2010), and Roberts and Wood (2006).

What Is Personality Psychology? 7

Finally, we describe how the theoretical orientation under discussion contributes to understanding thera- pyto deal with problems. If each view has a way of thinking about normal processes and about how things can go wrong, each view also has a way to think about how to make things better. Each suggests ways to turn problematic functioning back into effective and satisfy- ing functioning.

A second reason concerns research. To study qualities that pertain to personality, psychologists have to measure those qualities. Without being able to assess individual differences or intrapersonal functioning, it’s impossible to study them. Good assessment, then, lies at the heart of per- sonality research.

A third reason to measure personality strays a bit from the main focus of this book. Assessing people’s per- sonality is an important part of applied psychology. For example, organizational psychologists use personality to help make hiring decisions (e.g., you might want to hire someone with a desired pattern of motives). Clinical psy- chologists use personality assessment to help diagnose problems.

Assessment is important throughout personality psy- chology. Some issues in assessment are the same for all perspectives (these are addressed in Chapter 3). But assessment is also viewed somewhat differently from dif- ferent perspectives, because different perspectives high- light different aspects of behavior and experience. As a result, perspectives often differ in the techniques they emphasize. In discussing assessment in each later chapter, we focus on how assessment from that viewpoint has its own special character.

1.4.2: Problems in Behavior, and Behavior Change The other topic included in each theory chapter concerns the fact that people’s lives don’t always go smoothly. Each view of normal personality also suggests a way to think about problems. Indeed, it can be argued that a theory of personality gains credibility from saying useful things about problems. To clarify how each approach to personal- ity views problems, we briefly take up this issue in each

Personality does not always function smoothly. Each perspective on personality has its own view about why problems occur.

chapter from that chapter ’s viewpoint. As with assess- ment, our emphasis is on that theoretical orientation’s spe- cial contribution to thinking about problems.

Summary: What Is Personality Psychology? Personality is a hard concept to define. Thinking about how people use the concept, however, suggests three reasons for its use. People use it to convey a sense of consistency or continuity within a person, to convey the sense that the person is the origin of behavior, and to convey the sense that the essence of a person can be summarized or cap- tured in a few salient qualities.

The field of personality addresses two fundamental themes. One is the existence of differences among people.

The other is how best to conceptualize intrapersonal func- tioning—the processes that take place within all persons, giving form and continuity to behavior.

Much of this book deals with theories. Theories are summary statements, sets of principles that pertain to cer- tain classes of events. Theories have two purposes: to explain things that are known and to predict possibilities that haven’t yet been examined. One way to evaluate the worth of a theory is to ask whether research supports its

8 Chapter 1

The theories described in this book derive from several perspectives, or viewpoints, on human nature. Each theory chapter focuses on assumptions about the nature of per- sonality within a particular theoretical framework. Also included are a discussion of assessment from the view- point of the theory under discussion, and a discussion of problems in behavior and how they can be remedied.

predictions. Scientific psychology has a continuing cycle between theory and research, as theories are tested, modi- fied on the basis of results, and tested again.

Theories can be evaluated on grounds other than research, though. For example, a theory shouldn’t be based on a single kind of information. Theories benefit from being parsimonious—having relatively few assumptions (or concepts). People also tend to favor theories that fit well with their intuitions and personal world view.

9

2.1 Define case study, experience sampling, and the concept of generality

2.2 Examine the process of establishing two kinds of relationships between variables

Learning Objectives

Sam and Dave are taking a break from studying. Sam says, “My roommate’s girl at home broke up with him. Chicks here better watch out, ‘cause he’s gonna be doin’ some seri- ous partying to forget her.”

“What makes you think so?”

When people try to understand personality, where do they start? How do they form theories? How do they test them? How do psychologists decide what to believe? These are all questions about the methods of science. They exist in all kinds of science, from astronomy to zoology. They’re par- ticularly challenging, though, when applied to personality.

2.1: Gathering Information 2.1 Define case study, experience sampling, and the

concept of generality

There are two main sources of information about personality. One of them is your own personal experience of the world. The other is other people and how they react to the world. Each is useful but neither is perfect.

2.1.1: Observe Yourself and Observe Others One way to get information about personality is to look to your own experience—a process called introspection. This technique (what Sam in the opening example did) is open to everyone. Try it. You have a personality. If you want to understand personality, take a look at yours. Sit back and think about your life. Think about what you did in various situations and how you felt. Pull from those recollections a

Chapter 2

Methods in the Study of Personality

“What kind of dumb question is that? It’s obvious. That’s what I’d do.”

“Huh. I know guys whose hometown girls dumped them, and none of them did that. It was exactly the oppo- site. They laid around moping. I don’t think you know any- thing about how people react to breakups.”

thread of continuity. From this you might even start to form a theory—a set of ideas to explain your thoughts, feelings, and actions.

Looking at your own experience is an easy beginning, but it has a problem. Specifically, your consciousness has a special relationship to your memories because they’re yours. It’s hard to be sure this special relationship doesn’t distort what you’re seeing. For instance, you can misremember something you experienced, yet feel sure your memory is correct.

This problem goes away when you look at someone else instead of yourself (like Dave in the opening example). That’s the second method of gathering information: Observe someone else. This method also has a problem, though—the opposite of introspection’s problem. Specifi- cally, it’s impossible to be “inside another person’s head,” to really know what that person is thinking and feeling. This difference in perspective can create vast differences in understanding. It can also lead to misinterpretation. Which is better? Each has a place in the search for truth. Neither is perfect, but they sometimes can be used to complement one another.

2.1.2: Depth Through Case Studies These two starting points lead in several directions. Per- sonality psychologists sometimes try to understand an entire person at once, rather than just part of the person.

10 Chapter 2

prompting the person to stop and report on some aspect of his or her current experience. The prompt often is in the form of a signal from a cell phone. Sometimes these studies are very intensive, with reports made several times a day. Some- times they are less so (e.g., morning and evening reports).

An important advantage of experience sampling methods is that they don’t require the person to think back very far in time (maybe a half-day, maybe only an hour or so, maybe not at all). This yields less distortion in recall of what the experiences actually were. Unfortunately, people often don’t do a very good job of remembering details of an event many hours later (Kamarck, Muldoon, Shiffman, & Sutton-Tyrrell, 2007; Stone, Kennedy-Moore, & Neale, 1995). Experience sampling methods let you get the events more “on line” than other methods.

Experience sampling shares with case studies the fact that it gets a lot of information about each person being stud- ied. In both cases, it’s possible to search within this informa- tion for patterns within a given person across many situations and points in time. This is referred to as an idiographic method (Conner, Tennen, Fleeson, & Barrett, 2009; Molenaar & Campbell, 2009), because the focus is on the individual. (The word idiographic has the same source as idiosyncratic.)

2.1.4: Seeking Generality by Studying Many People Case studies can provide insights about life. They provide useful information for researchers and often are an impor- tant source of ideas. But case studies aren’t the main source of information about personality today. In large part, this is because a case study, no matter how good, has an important

Henry Murray (1938), who emphasized the need to study the person as a coherent entity, coined the term personol- ogy to refer to that effort.

This view led to a technique called the case study. A case study is an in-depth study of one person, usually a long period of observation and typically some unstruc- tured interviews. Sometimes, it involves spending a day or two being around the person to see how he or she interacts with others. Repeated observations let the observer con- firm initial impressions or correct wrong ones. Confirming or disconfirming an impression can’t happen if you make only one observation. The depth of probing in a case study can reveal detail that otherwise wouldn’t be apparent. This, in turn, can yield insights.

Case studies are rich in detail and can create vivid descriptions of the people under study. Particularly compel- ling incidents or examples may illustrate broader themes in the person’s life. Because case studies see the person in his or her life situation instead of settings created by the researcher, the information pertains to normal life. Because they’re open ended, the observer can follow whatever leads seem interest- ing, not just ask questions chosen ahead of time.

2.1.3: Depth from Experience Sampling Another kind of depth is provided by what are called experi- ence sampling studies, or diary studies (Kamarck, Shiffman, & Wethington, 2011; Laurenceau & Bolger, 2005; Smyth & Heron, 2013). These studies are also conducted across long- ish periods of time, like case studies. Instead of an external observer, though, experience sampling involves repeatedly

The generality of a conclusion can be established only by studying a mix of people from different backgrounds.

Methods in the Study of Personality 11

along which there are at least two values or levels, although some variables have an infinite number of values. For example, sex is a variable with values of male and female. Self-esteem is a variable that has a virtually limitless num- ber of values (from very low to very high) as you make smaller discriminations among people.

It’s important to distinguish between a variable and its values. Conclusions about relationships always involve the whole dimension, not just one end of it. Thus, researchers always study at least two levels of the variable they’re interested in. You can’t understand the effects of low self- esteem by looking only at people with low self-esteem. If there’s a relationship between self-esteem and academic performance, for example, the only way to find it out is to look at people with different levels of self-esteem (see Figure  2.1). If there’s a relationship, people with low self- esteem should have low grades and people with higher self-esteem should have higher grades.

problem: It deals with just one person. When you’re forming theories or drawing conclusions, you want them to apply to many people—if possible, to all people.

How widely a conclusion can be applied is called its generality or its generalizability. For a conclusion to be generalizable, it must be based on many people, not one or two. The more people studied, the more convinced you can be that what you see is true of people in general, instead of only a few people. In most research on personality, researchers look at tens—even hundreds—of people to increase the generality of their conclusions.

To truly ensure generality, researchers should study people of many ages and from all walks of life—indeed, from all cultures. For various reasons, this isn’t always done, though it’s becoming more common. As a matter of convenience, a lot of research on personality is done on col- lege students. Do college students provide a good picture of what’s important in personality? Maybe yes, maybe no. College students differ from older people in several ways. For one, they have a sense of self that may be more rapidly changing. This may affect the findings. It’s not really clear how different college students are from everyone else. It does seem clear, though, that we should be cautious in assuming that conclusions drawn from research on college students always apply to “people in general.”

Most observations on personality also come from the United States and western Europe. Most research is done with middle- to upper-middle-class people. Some of it uses only one sex. We must be careful not to assume that conclu- sions from such studies apply to people from other cultures, other socioeconomic groups, and (sometimes) both sexes.

Generalizability, then, is a continuum. Rarely does any study range broadly enough to ensure total generalizabil- ity. Some are better than others. How far a conclusion can be generalized is an issue that must always be kept in mind in evaluating research results.

The desire for generality and the desire for in-depth understanding of a person are competing pressures. They force a trade-off. That is, given the same investment of time and energy, you can know a great deal about one person (or a very few people), or you can know a little bit about a much larger number of people. It’s nearly impossible to do both at once. As a result, researchers tend to choose one path or the other, according to which pressure they find more important.

2.2: Establishing Relationships among Variables 2.2 Examine the process of establishing two kinds of

relationships between variables

Insights from introspection or observation suggest rela- tionships between variables. A variable is a dimension

Variable Average self-esteem ?

Moderately high self-esteem ?

Very high self-esteem ?

Moderately low self-esteem ?

Very low self-esteem Low GPA

Figure 2.1 Whether a relationship exists between variables can be deter- mined only by looking at more than one value on each variable. For instance, knowing that people low in self-esteem have poor academic performances leaves open the question of whether everyone else’s performances are just as poor. This question is critically important in establishing a relationship between the two variables.

The last part of that statement is just as important as the first part. Knowing that people low in self-esteem have low grades tells you nothing, if people high in self-esteem also have low grades. It can be hard to keep this in mind. In fact, people often fail to realize how important this issue is. If you don’t keep it in mind, though, you can draw seri- ously wrong conclusions (for illustrations, see Chapman, 1967; Crocker, 1981).

The need to examine people who form a range of lev- els of a given variable is a second reason why it’s impor- tant to go beyond case studies (the issue of generality was the first one). The need to examine a range of variability underlies several research methods.

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Sometimes, however, a different kind of pattern occurs. Sometimes, high values on one dimension tend to go with low values on the other dimension (and vice versa). When this happens (Figure 2.3, B), the correlation is termed inverse or negative. You might get this kind of correlation if you studied the relationship between GPA and the frequency of going to parties. That is, you might find that students who party the most tend to have lower GPAs, whereas those who party the least tend to have higher GPAs.

The direction of the association between variables (pos- itive vs. negative) is one aspect of correlation. The second aspect—which is entirely separate from the first—is the strength of the correlation. Think of strength as the “sloppi- ness” of the association between the variables. More for- mally, it refers to the degree of accuracy with which you can predict values on one dimension from values on the other one. For example, assume a positive correlation between self-esteem and GPA. Suppose that you know that Barbie has the second-highest score on self-esteem in your study. How well could you guess her GPA?

2.2.1: Correlation between Variables Two kinds of relationship can be established between vari- ables. The first is called correlation. A correlation between two variables means that as you measure the variables across many people or instances, the values on one tend to go together with values on the other in a systematic way. There are two aspects of this relationship, which are sepa- rate from each other. They are called the direction of the cor- relation and the strength of the correlation. To clarify what these terms mean, let’s return to the example of self-esteem and academic performance.

A correlation between two variables means they covary in some systematic way. Here, there is a correlation between height and place in line.

Suppose you’ve decided to study whether these two variables really do go together. You’ve gone out and recruited 40 students. They’ve completed a measure of self-esteem and given you their grade point average (GPA). You now have two pieces of information for each person (Figure 2.2, A). You can organize this information visually in what’s called a scatterplot (Figure 2.2, B). In a scatterplot, the variables are represented by the axes of the graph. The point where the lines meet is zero for both variables. Being farther away from zero on each line means having a larger value on that variable. Because the lines are at right angles, the combination of any score on one variable and any score on the other one can be portrayed as a point in two-dimen- sional space. For example, in Figure 2.2, Tim has a self- esteem score of 42 (and is toward the right side on the horizontal line) and a GPA of 3.8 (and is toward the top on the vertical line). The scatterplot for your study would be the points that represent the combinations of self-esteem scores and GPAs for all 40 people in the study.

To ask whether the two variables are correlated means (essentially) asking this question about the scatterplot: When you look at points at low versus high values on the horizontal dimension, do they differ in how they line up on the vertical dimension? If low values tend to go with low values and high values tend to go with high values (as in Figure 2.3, A), the variables are said to be positively corre- lated. If people low in self-esteem tend to have low GPAs and people high in self-esteem tend to have high GPAs, you would say that self-esteem correlates positively with GPA.

10

High

Low

Self-Esteem

G P

A

4.0

3.0

2.0

1.0

0 20 30 40 50

A. Raw Data

B. Scatterplot

Person

Tim Susie Warren Ronald . . . (etc.)

Self-Esteem Score

42 10 15 22

GPA

3.8 1.4 2.5 3.1

Tim

Susie

Low High

Figure 2.2 Thinking about the meaning of correlation (with hypothetical data): (A) For each person (subject), there are two pieces of information: a self-esteem score and a grade-point average (GPA). (B) The data can be arranged to form a scatterplot by plotting each person’s self- esteem score along the horizontal dimension and his or her GPA along the vertical dimension, thereby locating the combination in a two-dimensional space.

Methods in the Study of Personality 13

(as in Figure 2.4, A) is expressed by the number 1.0. This is the largest numerical value a correlation can have. It indicates totally accurate prediction from one dimension to the other. If you know the person’s score on one variable, you can predict with complete confidence where he or she is on the other.

The answer to this question depends on how strong the correlation is. Because the correlation is positive, knowing that Barbie is on the high end of the self-esteem dimension would lead you to predict she has a high GPA. If the correlation is also strong, you’re very likely to be right. If the correlation is weaker, you’re less likely to be right. A perfect positive correlation—the strongest possi- ble—means that the person who has the very highest value on one variable also has the very highest value on the other, the person next highest on one is also next highest on the other, and so on throughout the list (see Figure 2.4, A).

The strength of a correlation is expressed by a num- ber called a correlation coefficient (often labeled with a lowercase r). An absolutely perfect positive correlation

B. Scatterplot of an Inverse (Negative) Correlation

A. Scatterplot of a Positive Correlation

High

Low

Low0 High

High

Low

Low0 High

Figure 2.3 (A) If high numbers on one dimension tend to go with high numbers on the other dimension (and low with low), there is a positive corre- lation. (B) If high numbers on one dimension tend to go with low numbers on the other dimension, there is an inverse, or negative, correlation.

A. Perfect Positive Correlation

B. Moderate Positive Correlation

C. Weak Positive Correlation

D. Perfect Inverse Correlation

E. Moderate Inverse Correlation

F. Weak Inverse Correlation

Figure 2.4 Six correlations: (A) Perfect positive correlation, (B) moderate positive correlation, (C) weak positive correlation, (D) perfect inverse correla- tion, (E) moderate inverse correlation, and (F) weak inverse correlation. The weaker the correlation, the more “scatter” in the scatterplot.

The scatterplot of a somewhat weaker correlation is shown in Figure 2.4, B. As you can see, there’s more “scatter” among the points than in the first case. There’s still a strong tendency for higher values on one dimen- sion to match up with higher ones on the other and for lows to match up with lows, but the tendency is less exact. As the correlation becomes weaker, the number

14 Chapter 2

be statistically significant but to account for only a tiny frac- tion of the behavior, in which case its practical significance generally isn’t very great.

2.2.3: Causality and a Limitation on Inference Correlations tell us whether two variables go together (and in what direction and how strongly). But they don’t tell us why they go together. The why question takes us past correlation to a second kind of relationship. This one is called causality—the relationship between a cause and an effect. Correlational research cannot provide evi- dence on this second relationship. A correlational study often gives people strong intuitions about causality, but no more.

Why? The answer is shown in Figure 2.5. Each arrow there represents a possible path of causality. What this fig- ure shows is that there are always three ways to account for a correlation. Consider the correlation between self- esteem and academic performance. What causes it? Your intuition may say bad academic outcomes cause people to get lower self-esteem, whereas good outcomes cause peo- ple to feel good about themselves (arrow 1 in Figure 2.5). Or maybe you think that having low self-esteem causes people not to try, resulting in poorer performance (arrow 2). Both of these explanations, though they go in the opposite causal directions, are plausible.

It could also be, however, that a third variable—not measured, perhaps not even thought of—actually has a causal influence over both variables that were measured

expressing it becomes smaller (thus, virtually all correla- tions are decimal values). Correlations of 0.6 to 0.8 are strong. Correlations of 0.3 to 0.5 are moderately strong. Below 0.3 or 0.2, the prediction from one variable to the other is getting poorer. As you can see in Figure 2.4, C, weak correlations have even more scatter. The tendency toward a positive relation is there, but prediction defi- nitely isn’t good. A correlation of 0.0 means the two vari- ables aren’t related at all. The scatterplot of a zero correlation is random dots.

As we said before, a correlation’s strength is entirely separate from its direction. Strength refers only to degree of accuracy. Thus, it’s eminently sensible to talk about a perfect negative correlation as well as a perfect positive correlation. A perfect negative correlation (see Figure 2.4, D) means that the person who had the high- est value on one variable also had the very lowest value on the other variable, the person with the next-highest value on one had the next-to-lowest value on the other, and so on. Just as with positive correlations, weaker inverse correlations have more “scatter” among the points (Figure 2.4, E and F).

Negative correlations are also expressed in numbers, just like positive correlations. But to show that the relation- ship is inverse, a minus sign is placed in front. Thus, an r value of 20.75 is precisely as strong as an r value of 0.75. The first expresses an inverse correlation, though, whereas the second expresses a positive correlation.

2.2.2: Two Kinds of Significance We’ve been describing the strength of correlations in terms of the size of the numbers that represent them. Although the size of the number gives information about its strength, the size of the number by itself doesn’t tell you whether the correlation is believable. Maybe it’s a fluke. This is a prob- lem for all kinds of statistics. You can’t tell just by looking at the number, or looking at a graph, whether the result is real. One further kind of information that bears on this is whether the result is statistically significant.

Significant in this context has a very specific meaning: It means that the correlation would have been that large or larger only very rarely if no true relationship exists. When the probability of that happening is small enough (just under 5%), the correlation (or whatever statistic it is) is said to be statistically significant. At that point, we conclude that the relationship is a real one.

The word significant is also used in another way in psy- chology, which more closely resembles its use in day-to-day language. An association is said to be clinically significant or practically significant if the effect is both statistically sig- nificant (so it’s believable) and large enough to have some practical importance. How large is large enough varies from case to case. It’s possible, though, for an association to

1

2

3

Self-esteem GPA

Third (unmeasured)

variable

Figure 2.5 Correlation does not imply cause and effect, because there are always three possibilities: (1) Variations in one variable (academic performance) may be causing variations in the second (self-esteem), (2) variations in the second may be causing variations in the first, or (3) a third variable may actually be causing both observed effects. Knowing only the single correlation between self-esteem and GPA doesn’t allow you to distinguish among these possibilities.

Methods in the Study of Personality 15

The use of random assignment rests on an assump- tion: that if you study enough people in the experiment, any important differences due to personality (and other sources as well) will balance out between the groups. Each group is likely to have as many tall people, fat people, depressed people, and confident people as the other group—if you study a fairly large number of participants and use random assignment. Anything that matters should balance out.

So, you’ve brought people to your research laboratory one at a time, randomly assigned them to the two condi- tions, manipulated the independent variable, and exerted experimental control over everything else. At some point, you would then measure the variable you think is the effect in the cause–effect relationship. This one is termed the dependent variable.

In this experiment, your hypothesis was that differ- ences in success and failure on academic tasks cause peo- ple to differ in self-esteem. Thus, the dependent measure would be a measure of self-esteem (e.g., self-report items

(the pair of arrows labeled 3). Perhaps having a high level of intelligence causes a positive sense of self-esteem and also causes better academic performance. In this scenario, both self-esteem and academic performance are effects, and something else is the cause.

The possible involvement of another variable in a cor- relation is sometimes called the third-variable problem. It’s a problem that can’t be handled by correlational research. Correlations cannot tell which of the three possi- bilities in Figure 2.5 is actually right.

2.2.4: Experimental Research There is a method that can show cause and effect, how- ever. It’s called the experimental method. It has two defining characteristics. First, in an experiment, the researcher manipulates one variable—creates the exis- tence of at least two levels of it. The one the researcher is manipulating is called the independent variable. This is the one the researcher is testing as the possible cause in a cause–effect relationship. When we say the researcher is “creating” two (or more) levels of this variable, we mean exactly that. The researcher actively creates a difference between the experience of some people and the experi- ence of other people.

Sometimes psychologists do experiments in order to better understand what they’ve seen in correlational studies. Let’s illustrate the experimental method by doing just that. Let’s look closer at the example just discussed. Suppose you have a hunch that variations in academic performance have a causal effect on self-esteem. To study this possibility, you do an experiment, in which you hypothesize (predict) that academic outcomes cause effects on self-esteem.

You’re not going to be able to manipulate something like GPA in this experiment, but it’s fairly easy to manipu- late other things with overtones of academic performance. For instance, you could arrange to have some people expe- rience a success and others a failure on a task (using one rigged to be easy or impossible). By arranging this, you would create the difference between success and failure. You’d manipulate it—not measure it. You’re sure that a difference now exists between the two sets of people in your experiment, because you made it exist.

As in all research, you’d do your best to treat every par- ticipant in your experiment exactly the same in all ways besides that one. Treating everyone the same—making eve- rything exactly the same except for what you manipulate— is called experimental control. Exerting a high degree of control is important to the logic of the experimental method, as you’ll see momentarily.

Control is important, but you can’t control everything. It’s rarely possible to have everyone do the experiment at the same time of day or the same day of the week. More

Random assignment is an important hallmark of the experimental method. The experimenter randomly assigns participants to a condi- tion, much as a roulette wheel randomly catches the ball in a black or red slot.

obviously, perhaps, it’s impossible to be sure the people in the experiment are exactly alike. One of the main themes of this book, after all, is that people differ. Some people in the experiment are just naturally going to have higher self- esteem than other people when they walk in the door. How can these differences be handled?

This question takes us to the second defining charac- teristic of the experimental method: Any variable that can’t be controlled—such as personality—is treated by random assignment. In your experiment, you would randomly assign each participant to have either the success or the failure. Random assignment is often done by such means as tossing a coin or using a list of random numbers.

16 Chapter 2

there’s only one thing that could have caused the differ- ence (see Figure 2.6). It had to come from the manipulation of the independent variable. That was the only place where a difference was introduced. It was the only thing that could have been responsible for causing the effect.

This reasoning is straightforward. We should note, however, that this method isn’t entirely perfect. Its prob- lem is this: When you do an experiment, you show that the manipulation causes the difference on the dependent meas- ure—but you can’t always be completely sure what it was about the manipulation that did the causing. Maybe it was the aspect of the manipulation that you focused on, but maybe it was something else.

For example, in the experiment we’ve been consider- ing, low self-esteem may have been caused by the failure and the self-doubt to which it led. But it might have been caused instead by other things about the manipulation. Maybe the people who failed were worried that they had spoiled your experiment by not solving the problems. They didn’t feel a sense of failure but were angry with themselves for creating a problem for you. This interpre- tation of the result wouldn’t mean quite the same thing as your first interpretation of it. This issue requires us always to be a bit cautious in how we view results, even from experiments.

2.2.5: Recognizing Types of Studies When you read about correlational studies and experi- ments in this book, how easy will it be to tell them apart? It seems simple. An experiment makes a comparison between groups, and a correlational study gives you a correlation, right? Well, no. Results of correlational studies don’t always show up as correlations. Sometimes the study com- pares groups with each other on a dependent measure, and the word correlation is never even mentioned.

Suppose you studied some people who were 40% over- weight and some who were 40% underweight. You inter- viewed them individually and judged how sociable they were, and you found that heavy people were more sociable than thin people. Is this an experiment or a correlational study? To tell, recall the two defining characteristics of the experiment: manipulation of the independent variable and random assignment of people to groups. You didn’t ran- domly assign people to be heavy or thin (and you didn’t create these differences). Therefore, this is a correlational study. The limitation on correlational research (the inability to conclude cause and effect) applies to it (see Box 2.1).

A good rule of thumb is that any time groups represent naturally occurring differences or are formed on the basis of some characteristic that you measure, the study is correla- tional. This means that all studies of personality differences are, by definition, correlational.

asking people how they feel about themselves). After get- ting this measure for each person in the experiment, you would compare the groups to each other (by statistical pro- cedures that don’t concern us here). If the difference between groups was statistically significant, you could conclude that the experience of success versus failure causes people to differ in self-esteem.

What would make you so confident in that cause- and-effect conclusion? The answer, despite all the detail, is quite simple. The logic is displayed graphically in Figure 2.6. At the start of the experiment, you separated people into two groups. (By the way, the reasoning applies even if the independent variable has more than two levels or groups.) If the assumption about the effect of random assignment is correct, then the two groups don’t differ from each other at this point. Because you exercise experimental control, the groups still don’t differ as the experiment unfolds.

A

B

Experimental Control

Random Assignment

Manipulate Independent

Variable

Measure Dependent

Variable

Compare Groups for Difference

C

?

=

=/ Manipulation

present *

Manipulation absent

Participants

=Group 1 Group 2

Figure 2.6 The logic of the experimental method: (A) Because of random assignment and experimental control, there is no systematic difference between groups at first. (B) The experimental manipulation creates—for the first time—a specific difference. (C) If the groups then are found to differ in another fashion, the manipulation must have caused this difference.

At one point, however, a difference between groups is introduced—when you manipulate the independent vari- able. As we said before, you know there’s a difference now, and you know what the difference is, because you created it yourself. For this reason, if you find the groups differ from each other on the dependent measure at the end, you know

Methods in the Study of Personality 17

Consider the hypothetical experiment earlier, in which you manipulated academic success versus failure and meas- ured self-esteem. Assume for the moment that those with a failure had lower self-esteem afterward than those with a success. You might be tempted to conclude from this that having poor academic outcomes over one’s life course causes people to develop low self-esteem.

This conclusion, however, may not be justified. The experiment dealt with a brief task outcome, manipulated in a particular way. The broader conclusion you’re tempted to reach deals with a basic, ingrained quality of personality. This latter quality may differ in many ways from the momentary state you manipulated. The “reasoning by anal- ogy” that you’re tempted to engage in can be misleading.

To many personality psychologists, the only way to really understand personality is to look at naturally occur- ring differences between people (Underwood, 1975). Many are willing to accept the limitation on causal inference that’s inherent in correlations; they regard it as an accepta- ble price to pay. On the other hand, many of these psychol- ogists are comfortable combining the correlational strategy with experimental techniques, as described next.

2.2.7: Experimental Personality Research and Multifactor Studies We’ve been describing studies as though they always involve predicting a dependent variable from a single predictor vari- able (an experimental manipulation or an individual differ- ence). In reality, however, studies often look at several predictors at once using multifactor designs. In a multifactor study, two (or more) variables are varied separately, which means creating all combinations of the various levels of the predictor variables. The study shown in Figure 2.7 has two factors, but more than two can be used. The more factors in a study, of course, the larger the resulting array of combina- tions, and the harder it is to keep track of things.

Why do personality researchers make their correla- tional studies look like experiments? Often it’s because they study people from categories, such as cultural groups or genders. It has the side effect, however, of making it hard to express the finding as a correlation. The result is correla- tional studies that look at first glance like experiments.

2.2.6: What Kind of Research Is Best? Which kind of research is better: experiments or correla- tional studies? Both have advantages, and the advantage of one is the disadvantage of the other. The advantage of the experiment, of course, is its ability to show cause and effect, which correlational methods cannot do.

But experiments also have drawbacks. One drawback (as noted) is that it’s sometimes unclear which aspect of the manipulation was important. Another drawback is that experiments on people usually involve events of relatively short duration, in carefully controlled conditions. The cor- relational method, in contrast, lets you examine events that take place over long periods (even decades) and events that are much more elaborate. Correlational studies also let you get information about events in which experimental manip- ulation would be unethical—for example, how being raised by divorced parents affects people’s personality.

Personality psychologists sometimes also criticize experiments on the grounds that the kinds of relationships they obtain often have little to do with the central issues of personality. Even experiments that seem to bear on impor- tant issues in personality may tell less than they seem to.

Box 2.1 Correlations in the News The fact that a correlation cannot establish causality is ignored to an amazing degree, pretty much every place you look. Here’s an example, straight from a recent report on the national evening news.

An article had just been published that day in a medical journal showing that people who retire earlier from their jobs showed greater cognitive decline (poorer mental function) compared with people who hadn’t retired. This was exciting news (so exciting that the news was announced in breath- less terms by the network’s medical correspondent, a physi- cian). The description of the result was followed by comments about how beneficial it is for people to keep working, that staying active in your job keeps you mentally fit, that we should all think twice about retiring.

There’s just one problem. The finding, despite being described in terms of groups, was in fact correlational in nature. The finding was that retiring earlier was associated with poorer cognitive function. That doesn’t mean that retir- ing caused poorer cognitive function. It is entirely possible that poorer cognitive function led people to retire earlier, a possibility that was never mentioned in the report.

Dependent Measure: Performance on a Second Task

Low Self-Esteem High Self-Esteem

Initial Success

Initial Failure

Figure 2.7 Diagram of a hypothetical two-factor study. Each square represents the combination of the value listed above it and the value listed to the left. In multifactor studies, all combinations of values of the pre- dictor variables are created in this fashion.

18 Chapter 2

effect of one variable (success vs. failure) differs across the two levels of the other variable (degree of self-esteem). That is the meaning of the term interaction. In the case in Figure 2.8, A, a failure has an effect at one level of the sec- ond variable (the low self-esteem group) but has no effect at the other level of the second variable (the high self- esteem group).

Two more points about interactions: First, to find an interaction, it’s absolutely necessary to study more than one factor at a time. It’s impossible to find an interaction unless both variables in it are studied at once. This is one reason researchers often use multifactor designs: They allow the possibility for interactions to emerge.

Sometimes the factors are all experimental manipula- tions. Sometimes they’re all personality variables. Often, though, experimental manipulations are crossed by indi- vidual-difference variables. The example shown in Fig- ure 2.7 is such a design. The self-esteem factor is the level of self-esteem the people had when they came to the study. This is a personality dimension (thus correlational). The success–failure factor is an experimental manipulation, which takes place during the session. In this particular experiment, the dependent measure is performance on a second task, which the participants attempt after the suc- cess–failure manipulation.

These designs allow researchers to examine how dif- ferent types of people respond to situations. They thus offer a glimpse into the underlying dynamics of the indi- vidual-difference variable. Because this type of study com- bines experimental procedures and individual differences, it’s often referred to as experimental personality research.

2.2.8: Reading Figures from Multifactor Research Because multifactor designs are more complex than single- factor studies, what they can tell you is also potentially more complex. Indeed, people who do experimental per- sonality research use these designs precisely for this rea- son.

You don’t always get a complex result from a multifac- tor study. Sometimes you find only the same outcomes you would have found if you had studied each predictor sepa- rately. When you find that a predictor variable is linked to the outcome in a systematic way, completely separate from the other predictor, the finding is called a main effect. For example, the study outlined in Figure 2.7 might find sim- ply that people of both initial self-esteem levels perform worse after a failure than after a success, but they don’t dif- fer in how much worse.

Complexity emerges when a study finds what’s termed an interaction. Figure 2.8 portrays two interac- tions, each a possible outcome of the hypothetical study of Figure 2.7. In each case, the vertical dimension portrays the dependent measure: performance on the second task. The two marks on the horizontal line represent the two values of the manipulated variable: initial success versus failure. The color of the line depicts the other predictor variable: the colored line represents people high in self-esteem, and the black line represents those low in self-esteem.

We emphasize that these graphs show hypothetical out- comes. They are intended only to give you a clearer under- standing of what an interaction means. Figure 2.8, A, portrays a finding that people who are low in self-esteem perform worse after an initial failure than after a success. Among people high in self-esteem, however, this doesn’t occur. Failure apparently has no effect on them. Thus, the

P e

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e rf

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Figure 2.8 Two hypothetical outcomes of a two-factor study looking at self- esteem and an initial success-versus-failure experience as predic- tors of performance on a second task. (A) This graph indicates that experiencing a failure causes people low in self-esteem to perform worse later on than if they had experienced a success, but that experiencing a failure does not have any effect at all on people high in self-esteem. (B) This graph indicates that experiencing a failure causes people low in self-esteem to perform worse later on, but that experiencing a failure causes people high in self-esteem to perform better later on. Thus, the failure influences both kinds of people but does so in opposite ways.

Methods in the Study of Personality 19

ure, perhaps because the failure motivates them to try harder.

These two graphs aren’t the only forms interactions can take. Exactly what an interaction means always depends on its form. Thus, exploring interactions always requires checking to see exactly how each group was influ- enced by the other variable under study.

The second point is revealed by comparing Figure 2.8, A, with 2.8, B. This point is that interactions can take many forms. In contrast to the interaction just described, the graph in panel B says that failure has effects on both kinds of people—but opposite effects. People low in self-esteem perform worse after failure (as in the first graph), but peo- ple high in self-esteem actually perform better after a fail-

Summary: Methods in the Study of Personality Research in personality relies on observations of both the self and others. The desire to understand a person as an inte- grated whole led to case studies: in-depth examinations of specific persons. The desire for generalizability—conclusions that would apply to many rather than to just a few people— led to studies involving examination of many people.

Gathering information is only the first step toward examining relationships between and among variables. Relationships among variables are examined in two ways, corresponding to two kinds of relationships. Cor- relational research determines the degree to which two variables tend to go together in a predictable way when measured at different levels along the dimensions. This technique determines two aspects of the relationship: its

direction and its strength. The special relationship of cause and effect cannot be determined by this kind of study, however.

A second technique, called the experimental method, is a test for cause and effect. In an experiment, an independ- ent variable is manipulated, other variables are controlled (made constant), and anything that cannot be controlled is treated by random assignment. An effect caused by the manipulation is measured in the dependent variable.

Experimental and correlational techniques are often combined in multifactor studies. When the study contains a personality variable and an experimental manipulation, it’s termed experimental personality research. Multifactor studies permit the emergence of interactions.

20

Other kinds of observer ratings don’t require that kind of complexity. Observers may make judgments about a person based on watching his or her actions. Or observers may be people who already know the person well enough

The measuring of personality is called assessment. It’s something we all do informally all the time. We want to know what the people we interact with are like, so we know what to expect of them. For this reason, we develop ways to gauge people, judge what they’re like. You prob- ably don’t think of this as “assessment,” but what you’re doing informally is much the same—in principle—as what psychologists do more formally.

Forming impressions of what other people are like can be hard. It’s easy to get misleading impressions. Personal- ity assessment is also hard for psychologists. All the prob- lems you have, they have. But personality psychologists work hard to deal with those problems.

3.1: Sources of Information 3.1 Report three techniques used to access information

about personality

Informal assessment draws information from many sources, and so does formal assessment.

3.1.1: Observer Ratings As suggested in Chapter 2, many measures of personality come from someone other than the person being assessed (Funder, 1991; Paunonen, 1989). The name for this approach is observer ratings.

3.1 Report three techniques used to access information about personality

3.2 Distinguish between the discernment of the three kinds of reliability

3.3 Analyze the issue of validity in assessment

3.4 Relate the logic behind the theoretical and the empirical approaches to the development of assessment devices

3.5 Analyze the importance of investing in effort in creating and improving tests of personality

Learning Objectives

Chapter 3

Issues in Personality Assessment

There are many different types of observer ratings. Here, an observer is directly rating a research participant’s overt behavior.

There are many kinds of observer ratings. Some of them involve interviews. People being assessed talk about themselves, and the interviewer draws conclusions from what’s said and how it’s said. Sometimes people being interviewed talk about something other than themselves. In doing this, they reveal something indirectly to the inter- viewer about what they’re like.

Issues in Personality Assessment 21

3.1.2: Self-Reports Another category of assessment technique is self-report. In self-reports, people themselves indicate what they think they’re like or how they feel or act. Self-reports thus resem- ble the process of introspection described in Chapter 2. Although self-reporting can be done in an unstructured descriptive way, it’s usually not. Most self-reports ask peo- ple to respond to a specific set of pre-written items.

Self-report scales can be created in many formats. An example is the true–false format, where you read state- ments and decide whether each one is true or false for you. Another common one is a multipoint rating scale. Here, a wider range of response options is available—for example, along a 5-point response scale ranging from “strongly agree” to “strongly disagree.”

Some self-reports focus on a single quality of personal- ity. Often, though, people who develop assessment devices want to assess several aspects of personality in the same test (as separate scales). A measure that assesses several dimen- sions of personality is called an inventory. The process of developing an inventory is pretty much the same as that for developing a single scale. The difference is that for an inventory, you go through each step of development for each scale of the inventory, rather than just one.

3.1.3: Implicit Assessment Also of increasing interest over the past decade (though they’ve been around for a long time) are techniques called implicit assessment. These techniques try to find out what a person is like from the person (like self-reports) but not by asking him or her directly. Rather, the person does a task of some sort that involves making judgments about stimuli. The pattern of responses (e.g., reaction times) can inform the assessor about what the person is like.

An example of such a procedure is called the Implicit Association Test (IAT; for review, see Greenwald, McGhee, & Schwartz, 2008). It measures links among memory traces that are believed to be hard to detect by introspection (and thus are “implicit”). The IAT can be applied to virtually any kind of association. As applied to properties of person- ality, it would go like this. Your job is to categorize a long series of stimuli as quickly as you can. Each can be catego- rized according to either of two dichotomies: “me” versus “not me” or (for example) “plant” versus “mineral.” You don’t know which dichotomy makes sense until the item appears. Some items pertain to qualities of personality. If one of those items is strongly associated in your memory with you, your “me” response will be faster than if it isn’t. Thus, reaction times across a large number of stimuli can provide information about your implicit sense of self.

Implicit assessment techniques have been particu- larly important in the motive approach to personality.

to say what he or she is like, and their ratings are simply those summary judgments. Observers can even observe a person’s belongings and draw conclusions about what the person is like (see Box 3.1).

Box 3.1 What Does Your Stuff Say about You? Many people assume that the vast reach of the web and popular media has completely homogenized American cul- ture. Everyone buys more or less the same stuff, and every- one’s personal space therefore looks more or less the same. Not so. Not even close.

Sam Gosling and his colleagues have found that peo- ple “portray and betray” their personalities by the objects and mementos they surround themselves with (Gosling, 2008). Practicing a research technique they refer to as “snoopology” (the science of snooping), these researchers have extensively studied people’s offices, bedrooms, and other personal domains. They’ve found evidence of three broad mechanisms that connect people to their spaces. They refer to these as identity claims, feeling regulators, and behavioral residue.

Identity claims are symbolic statements about who we are. Photos, awards, bumper stickers, and other objects that symbolize a past, current, or hoped-for identity (e.g., cheerleader pompoms) are identity claims. They are indica- tors of how we want to be regarded. They can be directed to other people who enter our space, or they can be directed to ourselves, reminders to ourselves of who we are (or want to be). Photos can be particularly revealing. They say, “Here I am being me” (Gosling, 2008, p. 16).

Feeling regulators aren’t intended to send messages about our identities but to help us manage our emotions. Being in a particular desired emotional state can be impor- tant for a variety of life’s activities, and emotions can be regulated in a wide variety of ways. You can improve your mood by looking at a picture that reminds you of a time when you were very happy. You can soothe yourself with pictures of tranquil nature scenes and with readily available music playing through a high-quality sound system. A bath- tub surrounded by candles and scented oils can be emi- nently relaxing. And if you’re the sort of person who thrives on excitement, there are plenty of things that can be included in your surroundings to stimulate those feelings, as well.

Behavioral residues are in some ways less interesting than either of these. Behavioral residues are physical traces left in our surroundings by everyday actions (trash is a spe- cial case of residue that is discarded repeatedly). What can these residues tell about you? A simple thing is how much residue you’ve accumulated. The more the residue, the less organized you probably are. A separate issue is what kinds of residue show up. As noted in Chapter 1, personality is displayed in consistencies. Similarly, behavioral residue tends to give an indication of what sorts of things take place repeatedly in your life space.

22 Chapter 3

just reflecting the person being measured. It’s also includ- ing a lot of randomness, termed error.

All measurement procedures have sources of error (error can be reduced, but not eliminated). When you use a tele- scope to look at the moon, a little dust on the lens, minor imperfections in the glass, flickering lights nearby, and swirl- ing air currents all contribute error to what you see. When you use a rating scale to measure how self-reliant people think they are, the way you phrase the item can be a source of error, because it can lead to varying interpretations. When you have an observer watch a child’s behavior, the observer is a source of error because of variations in how closely he or she is paying attention, thinking about what he or she is see- ing, or being influenced by a thousand other things.

How do you deal with the issue of reliability in measurement? The general answer is to repeat the measurement—make the observation more than once. Usually, this means measuring the same quality from a slightly different angle or using a slightly different “meas- uring device.” This lets the diverse sources of error in the different devices cancel each other out.

Reliability actually is a family of problems, not just a single problem, because it crops up in several different places. Each version of the problem has a separate name, and the tactic used to treat each one differs slightly from the tactics used for the others.

3.2.1: Internal Consistency The simplest act of assessment is the single observation or measurement. How can you be sure that it doesn’t include too much error? Let’s take an illustration from ability assessment. Think about what you’d do if you wanted to know how good someone was at a particular type of problem—math problems or word puzzles. You wouldn’t give just a single problem, because whether the person solved it easily or not might depend too much on some quirk of that particular problem. If you wanted to know (reliably) how well the person solves that kind of problem, you’d give several problems.

The same strategy applies to personality assessment. If you were using a self-report to ask people how self-reli- ant they think they are, you wouldn’t ask just once. You’d ask several times, using different items that all reflect self- reliance, but in different words. In this example, each item is a “measuring device.” When you go to a new item, you’re shifting to a different measuring device, trying to measure the same quality. In effect, you’re putting down one telescope and picking up another. The reliability ques- tion is whether you see about the same thing through each of the different telescopes.

This kind of reliability is termed internal reliability or internal consistency. This is reliability within a set of obser- vations of a single aspect of personality. Because different

Accordingly, we will spend more time on that technique in Chapter 5.

As indicated by the preceding sections, the arsenal of assessment techniques is large. All require two things, though. First, in each case, the person being assessed pro- duces a sample of “behavior.” This may be an action, which someone observes; it may be internal behavior, such as a change in heart rate; it may be the behavior of answering questions; or it may be the accumulation of possessions over years. Second, someone then uses the behavior sam- ple as a guide to some aspect of the person’s personality.

3.1.4: Subjective versus Objective Measures One more distinction among measures is important. Some measures are termed subjective, and others are termed objective. In subjective measures, an interpretation is part of the measure. An example is an observer’s judgment that the person he or she is watching looks nervous. The judg- ment makes the measure subjective, because it’s an inter- pretation of the behavior. If the measure is of a physical reality that requires no interpretation, then it’s objective. For example, you could count the number of times a per- son stammers while talking. This would involve no inter- pretation. Although this count might then be used to infer nervousness, the measure itself is objective.

To some extent, this issue cuts across the distinction between observer ratings and self-reports. An observer can make objective counts of acts, or can develop a subjective impression of the person. Similarly, a person making a self- report can report objective events as they occur (as in expe- rience sampling) or can report a subjective overall impression of what he or she is like. It should be apparent, though, that self-reports are particularly vulnerable to incorporating subjectivity. Even reports of specific events permit unintended interpretations to creep in.

3.2: Reliability of Measurement 3.2 Distinguish between the discernment of the three

kinds of reliability

All techniques of assessment confront several kinds of problems or issues. One issue is termed reliability of mea- surement. The nature of this issue can be conveyed by put- ting it as a question: Once you’ve made an observation about someone, how confident can you be that if you looked again a second or third time you’d see about the same thing? When an observation is reliable, it has a high degree of consistency or repeatability. Low reliability means that what’s measured is less consistent. The measure isn’t

Issues in Personality Assessment 23

correlations among people’s responses to the items. Say- ing that the items are highly reliable means that people’s responses to the individual items are highly correlated.

As a practical matter, there are several ways to investi- gate internal consistency. All of them test correlations among people’s responses across items. Perhaps the best way (although it’s cumbersome) is to look at the average correlation between each pair of items taken separately. A simpler way is to separate the items into two subsets (often odd- vs. even-numbered items), add up people’s scores for each subset, and correlate the two subtotals with each other. This index is called split-half reliability. If the two halves of the item set measure the same quality, people who score high on one half should also score high on the other half, and people who score low on one half should also score low on the other half. Thus, a strong positive cor- relation between halves is evidence of internal consistency.

3.2.2: Inter-Rater Reliability As noted, personality isn’t always measured by self-reports. Some observations are literally observations, made by one person watching and assessing someone else. Use of observer ratings has a slightly different reliability problem. In observer ratings, the person making the rating is a “measur- ing device.” There are sources of error in this device, just as in other devices. How can you judge reliability in this case?

Conceptually, the answer is the same as it was in the other case. You need to put down one telescope and pick up another. In the case of observer ratings, you need to check this observer against another observer. To the extent that both see about the same thing when they look at the same event, reliability is high. This is logically the same as using two items on a questionnaire. Two raters whose judgments correlate highly with each other across many ratings are said to have high inter-rater reliability.

items have different sources of error, using many items should tend to balance out the error. The more observa- tions, the more likely the random error will cancel out. Because people using self-report scales want good reliability, most scales contain many items (but see Box 3.2). If the items are reliable enough, then they’re used together as a single index of the personality quality.

How do you find out whether the items you’re using have good internal reliability? Just having a lot of items doesn’t guarantee it. Reliability is a question about the

Human judges are not infallible. They sometimes perceive things inaccurately.

Box 3.2 A New Approach to Assessment: Item Response Theory IRT also determines the “difficulty” of an item (Streiner,

2010). For instance, on a scale assessing anxiety, the item “I worry” would be easier to agree with than the item “I get pan- icky.” Why? Because the second item requires more anxiety. A more “difficult” item will better distinguish people who have anxiety from those who do not.

IRT has been applied to a diverse range of assessments, including those for personality (e.g., Samuel, Simms, Clark, Livesly, & Widiger, 2010; Walton, Roberts, Krueger, Blonigen, & Hicks, 2008) and psychological disorders (e.g., Gelhorn et al., 2009; Purpura, Wilson, & Lonigon, 2010; Uebelacker, Strong, Weinstock, & Miller, 2009). An interesting finding from these analyses is that there is more overlap than expected between measures of normal versus abnormal personality patterns (Samuel et al., 2010; Walton et al., 2008).

The idea that having lots of items increases a scale’s internal consistency comes from classical test theory, which guided scale construction for years. More recently, a different approach called item response theory (IRT) has emerged. IRT is an attempt to increase the efficiency of assessment (Reeve, Hays, Chang, & Perfetto, 2007), while reducing the number of items.

One thing IRT tries to do is determine the usefulness of the response choices. Doing this starts by creating response curves for each item. These show how frequently each response is used, and whether each choice is used differently from other choices (Streiner, 2010). For example, consider a scale with the response choices “always,” “often,” “some- times,” and “never.” Analysis might find that “often” and “sometimes” are actually treated the same. If so, there’s no point in having these responses as separate choices.

24 Chapter 3

3.3: Validity of Measurement 3.3 Analyze the issue of validity in assessment

Reliability is a starting point in measurement, but it’s not the only issue that matters. It’s possible for measures to be highly reliable but completely meaningless. Thus, another important issue is what’s called validity. This issue con- cerns whether what you’re measuring is what you think you’re measuring (or what you’re trying to measure). Ear- lier, we portrayed reliability in terms of random influences on the image in a telescope as you look through it at the moon. To extend the same analogy, the validity issue is whether what you’re seeing is really the moon or just a streetlight (see also Figure 3.1).

In many cases, having high inter-rater reliability requires that the judges be thoroughly trained in how to observe what they’re observing. Judges of Olympic diving, for example, have seen many thousands of dives and know precisely what to look for. As a result, their inter-rater reli- ability is high. Similarly, when observers assess personal- ity, they often receive much instruction and practice before turning to the “real thing,” so their reliability will be high.

If all judges are seeing the same thing when they rate an event, then inter-rater reliability will be high.

3.2.3: Stability across Time One more kind of reliability is important in the measure- ment of personality. This type of reliability concerns repeat- ability across time. That is, assessment at one time should agree fairly well with assessment done at a different time.

Why is this important? Remember, personality is sup- posed to be stable. That’s one reason people use the word— to convey a sense of stability. If personality is really stable—doesn’t fluctuate from minute to minute or from day to day—then measures of personality should be reliable across time. People’s scores should stay roughly the same when measured a week later, a month later, or four years later.

This kind of reliability is termed test–retest reliability. It’s determined by giving the test to the same people at two different times. A scale with high test–retest reliability will yield scores the second time (the retest) that are fairly similar to those from the first time. People with high scores the first time will have high scores the second time, and people with lower scores at first will have lower scores later on. (For a summary of these three types of reliability, see Table 3.1.)

Table 3.1 Three Kinds of Reliability. Each assesses the consistency or repeatability of an observation by looking a second time, either with the same measuring device or with a slightly different one.

Type of Reliability Measuring Device Type of Consistency

Internal reliability Test item Consistency within the test

Inter-rater reliability Rater Agreement between raters

Test–retest reliability Entire test Consistency across time

C

BA

Figure 3.1 A simple way to think about the difference between reliability and validity, using the metaphor of target shooting. (A) Sometimes when people shoot at a target, their shots go all over. This result corre- sponds to measurement that’s neither reliable nor valid. (B) Reliabil- ity is higher as the shots are closer together. Shots that miss the mark, however, are not valid. (C) Good measurement means that the shots are close together (reliable) and near the bull’s-eye (valid).

How do you decide whether you’re measuring what you want to measure? There are two ways to answer this question. One is an “in principle” answer; the other is a set of tactics. The “in principle” answer is that people decide by comparing two kinds of “definitions” with each other. When you see the word definition, what probably comes to mind is a conceptual definition, which spells out the word’s meaning in terms of properties or attributes (as in a diction- ary). It tells us what information a word conveys, by con- sensus among users of the language. Psychologists also talk

Issues in Personality Assessment 25

quality) that the psychologist has in mind. Although the word construct sounds abstract, it just means a concept. Any trait quality, for example, is a construct.

Establishing construct validity for a measure is a com- plex process. It uses several kinds of information, each treated as a separate aspect of the validation process. For this reason, the various qualities that provide support for construct validity have separate names of their own. Sev- eral are described in the following paragraphs.

3.3.2: Criterion Validity An important part of showing that an assessment device has construct validity is showing that it relates to other manifestations of the quality it’s supposed to measure (Campbell, 1960). The “other manifestation” usually means a behavioral index, or the judgment of a trained observer, taken as an external criterion (a standard of comparison). The researcher collects this information and sees how well the assessment device correlates with it. This aspect of validity is sometimes referred to as criterion validity (because it uses an external criterion) or predictive valid- ity (because it tests how well the measure predicts some- thing else it’s supposed to predict).

As an example, suppose you were interested in crite- rion validity for a measure of dominance you were devel- oping. One way to approach this problem would be to select people who score high and low on your measure and bring them to a laboratory one at a time to work on a task with two other people. You could record each group’s dis- cussion and score it for the number of times each person made suggestions, gave instructions, took charge of the situation, and so on. These would be viewed as behavioral criteria of dominance. If people who scored high on your measure did these things more than people who scored low, it would indicate a kind of criterion validity.

Another way to approach the problem would be to have each person who completed your scale spend 20 min- utes with a trained interviewer (who didn’t know the scale result) who then rated each person’s dominance after the interview. The interviewer ’s ratings would be a different kind of criterion for dominance. If the ratings related to scores on your measure, it would indicate a different kind of criterion validity for the measure.

Criterion validity is regarded as the most important way to support construct validity. A controversy has arisen over the process of establishing it, however. Howard (1990; Howard, Maxwell, Weiner, Boynton, & Rooney, 1980) pointed out that people often assume a criterion that’s used is a perfect reflection of the construct. In reality, though, this is almost never true. In fact, far too often, researchers choose criterion measures that are poor reflections of the construct.

We raise this point to emphasize how important it is to be careful in deciding what criterion to use. Unless the

about another kind of definition, however, called an opera- tional definition. This is a description of a physical event.

The difference between the two kinds of definition is easy to illustrate. Consider the concept love. Its conceptual definition might be something like “a strong affection for another person.” There are many ways, however, to define love operationally. For example, you might ask the person you’re assessing to indicate on a rating scale how much she loves someone. You might measure how often she looks into that person’s eyes when interacting with him. You might measure how willing she is to give up events she enjoys in order to be with him. These three measures differ considerably from one another. Yet each might be taken as an operational definition (or operationalization) of love.

The essence of the validity issue in measurement can be summarized in this question: How well does the opera- tional definition (the event) match the conceptual definition (the abstract quality you have in mind to measure)? If the two are close, the measure has high validity. If they aren’t close, validity is low.

How do you decide whether the two are close? Usu- ally, psychologists poke at the conceptual definition until they’re sure what the critical elements are and then look to see whether the same elements are in the operationaliza- tion. If they aren’t (at least by strong implication), the validity of the operationalization is questionable.

The validity issue is critically important. It’s also extremely tricky. It’s the subject of continual debate in psy- chology, as researchers try to think of better and better ways to look at human behavior (Borsboom, Mellenbergh, & van Heerden, 2004). The reason the issue is important is that researchers and assessors form conclusions about personal- ity in terms of what think they’re measuring. If what they’re measuring isn’t what they think they’re measuring, they will draw wrong conclusions. Likewise, a clinician may draw the wrong conclusion about a person if the measure doesn’t measure what the clinician thinks it measures.

Validity is important whenever anything is being observed. In personality assessment, the validity question has been examined closely for a long time. In trying to be sure that personality tests are valid, theorists have come to distinguish several aspects of validity from one another. These distinctions have also influenced the practical pro- cess of establishing validity.

3.3.1: Construct Validity The idea of validity you have in mind at this point is tech- nically called construct validity (Campbell, 1960; Cron- bach & Meehl, 1955; Strauss & Smith, 2009). Construct validity is an all-encompassing validity, and is therefore the most important kind (Hogan & Nicholson, 1988; Landy, 1986). Construct validity means that the measure (the assessment device) reflects the construct (the conceptual

26 Chapter 3

association might reflect the effect of an unmeasured variable—for instance, IQ. Suppose, though, that we know this measure of self-esteem is unrelated to IQ, because someone checked that possibility during its validation. This would make it hard to claim that IQ underlies the cor- relation between self-esteem and academic performance.

The process of discriminant validation is never end- ing, because new possibilities for third variables always suggest themselves. Ruling out alternative explanations is thus a challenging task, but it’s also a necessary one. Ear- lier in the chapter (in Box 3.2), we discussed implications of IRT for internal consistency. IRT also provides safeguards that help ensure that items measure only what they are intended to measure. This new method therefore offers a valuable tool to enhance discriminant validity and help reduce the third-variable problem.

3.3.5: Face Validity One more kind of validity should be mentioned. It’s much simpler and a little more intuitive, and most people think it’s less important. It’s called face validity. Face validity means that the assessment device appears, on its “face,” to be measuring the construct it was intended to measure. It looks right. A test of sociability made up of items such as “I prefer to spend time with friends rather than alone” and “I would rather socialize than read books” would have high face validity. A test of sociability made up of items such as “Green is my favorite color” and “I prefer imported cars” would have low face validity.

Many researchers regard face validity as a conveni- ence, for two reasons. First, some believe that face-valid measures are easier to respond to than measures with less face validity. Second, researchers sometimes focus on dis- tinctions between qualities of personality that differ in sub- tle ways. It often seems impossible to separate these qualities from each other except by using measures that are high in face validity.

On the other hand, face validity can occasionally be a detriment. This is true when the assessment device is intended to measure something that the person being assessed would find threatening or embarrassing to admit. In such cases, the test developer usually tries to obscure the purpose of the test by reducing its face validity.

Whether face validity is good, bad, or neither, it should be clear that it does not substitute for other aspects of validity. If an assessment device is to be useful in the long run, it must undergo the laborious process of construct validation. The “bottom line” is always construct validity.

3.3.6: Culture and Validity Another important issue in assessment concerns cultural differences. In a sense, this is a validity issue; in a sense, it’s an issue of generalizability. Let’s frame the issue as a ques-

criterion is a good one, associations with it are meaning- less. Despite this issue, criterion validity remains the key- stone of construct validation.

3.3.3: Convergent Validity Another kind of support for a measure’s construct validity involves showing that the measure relates to characteris- tics that are similar to, but not the same as, what it’s sup- posed to measure. How is this different from criterion validity? It’s just a very small step away from it. In this case, though, you know the second measure aims to assess something a little different from what your measure assesses. Because this kind of information gathering often proceeds from several angles, the result is termed conver- gent validity (Campbell & Fiske, 1959). That is, the evi- dence “converges” on the construct you’re interested in, even though any single finding by itself won’t clearly reflect the construct.

For example, a scale intended to measure dominance should relate at least a little bit to measures of qualities such as leadership (positively) or shyness (inversely). The correlations shouldn’t be perfect, because those aren’t quite the same constructs, but they shouldn’t be zero either. If you developed a measure to assess dominance and it didn’t correlate at all with measures of leadership and shyness, you’d have to start wondering whether your measure really assesses dominance.

3.3.4: Discriminant Validity It’s important to show that an assessment device measures what it’s intended to measure. But it’s also important to show that it does not measure qualities it’s not intended to measure—especially qualities that don’t fit your concep- tual definition of the construct (Campbell, 1960). This aspect of the construct validation process is called estab- lishing discriminant validity (Campbell & Fiske, 1959).

The importance of discriminant validity can be easy to overlook. However, discriminant validation is a major line of defense against the third-variable problem in correla- tional research, discussed in Chapter 2. That is, you can’t be sure why two correlated variables correlate. It may be that one influences the other. But it may be that a third variable, correlated with the two you’ve studied, is really responsi- ble. In principle, it’s always possible to attribute the effect of a personality dimension to some other personality dimen- sion. In practice, however, this can be made much harder by evidence of discriminant validity. That is, if research shows that the dimension you’re interested in is unrelated to another variable, then that variable can’t be invoked as an alternative explanation for any effect of the first.

To illustrate this, let’s return to an example used in dis- cussing the third-variable problem in Chapter 2: a correla- tion between self-esteem and academic performance. This

Issues in Personality Assessment 27

There are at least two biases in people’s responses in assessment. These biases are called response sets. A response set is a psychological orientation, a readiness to answer in a particular way (Jackson & Messick, 1967). Response sets create distortions. Personality psychologists want their assessments to provide information that’s free from contamination. Thus, response sets are problems.

Two response sets are particularly important in per- sonality assessment. One of them emerges most clearly when the assessment device is a self-report that, in one fashion or another, asks the person questions that require a “yes” or “no” response (or a response on a rating scale with “agree” and “disagree” as the opposite ends of the scale). This response set, called acquiescence, is the ten- dency to say “yes” (Couch & Keniston, 1960).

Everyone presumably has a bit of this tendency, but people vary greatly on it. That’s the problem. If the set isn’t counteracted somehow, the scores of people who are highly acquiescent become inflated. Their high scores reflect the response set, instead of their personalities. People who have extreme personalities but not much acquiescence will also have high scores. But you won’t know whose high scores are from personality and whose are from acquiescence.

Many view acquiescence as an easy problem to com- bat. The way it’s handled for self-reports is this: Write half the items so that “yes” means being at one end of the per- sonality dimension. Write the other half of the items so that “no” means being at that same end of the personality dimension. Then reverse the response value for each item in the “no” set before summing. In the process of scoring the test, then, any bias that comes from the simple ten- dency to say “yes” is canceled out.

This procedure takes care of the problem of overagree- ment, but not everyone is convinced it’s a good idea. Nega- tively worded items often are harder to understand or more complicated to answer than positively worded items. The result can be responses that are less accurate (Converse & Presser, 1986). For this reason, some people feel it’s bet- ter to live with the acquiescence problem than to introduce a different kind of error through complex wording.

A second response set is perhaps more important than acquiescence and also more troublesome. It’s called social desirability. It reflects the fact that people tend to portray themselves in a good light (in socially desirable ways) whenever possible. Once again, this tendency is stronger among some people than others (Crowne & Marlowe, 1964). As with acquiescence, if it isn’t counteracted, people with strong concerns about social desirability will pro- duce scores that reflect the response set, rather than their personalities.

For some personality dimensions, this isn’t much of a problem. The reason is that there’s really no social approval or disapproval at either end of the dimension. In other cases, though, there’s a consensus that it’s better to be one

tion: Do the scores on a personality test have the same meaning for a person from an Asian culture, a Latino cul- ture, or an African American culture as they do for a per- son from a middle-class European American culture?

There are at least two aspects to this question. The first is whether the psychological construct itself has the same meaning from one culture to another. This is a fundamen- tal question about the nature of personality. Are the ele- ments of personality the same from one human group to another? Many people assume the basic elements of per- sonality are universal. That may, in fact, be a dangerous assumption.

The second aspect of the question concerns how peo- ple from different cultures interpret the items of the meas- ure. If an item has one meaning for middle-class Americans but a different meaning in some other culture, responses to the item will also have different meanings in the two cul- tures. A similar issue arises when a measure is translated into a different language. This usually involves translating the measure into the new language and then translating it back into the original language by someone who’s never seen the original items. This process sometimes reveals that items contain idiomatic or metaphorical meanings that are hard to translate. Adapting a measure from one culture for use in another culture is a complex process with many difficulties (Butcher, 1996). It must be done very carefully if the measure is to be valid in the new culture.

3.3.7: Response Sets and Loss of Validity Any discussion of validity must also note that there are problems in self-reports that can interfere with the validity of the information collected. We’ve already men- tioned that biases in recall can distort the picture and render the information less valid. In the same way, people’s motivational tendencies can also get in the way of accurate reporting.

The tendency to provide socially desirable responses can sometimes mask a person’s true characteristics or feelings.

28 Chapter 3

validity. Until these steps have been taken, the scale isn’t considered a useful measure of anything.

It’s probably safe to say that the majority of personal- ity measurement devices that exist today were developed using this path. Some of these measures focus on a single construct; others are inventories with scales for multiple constructs. Most of the measures discussed in later chap- ters were created by first deciding what to measure and then figuring out how to measure it.

3.4.2: Empirical Approaches A second strategy is usually characterized as an empirical, or data-based, approach. Its basic characteristic is that it relies on data, rather than on theory, to decide what items go into the assessment device.

There are two important variations on this theme. In one of them, the person developing the measure uses the data to decide what qualities of personality even exist (e.g., Cattell, 1979). Because that line of thought is an important contributor to trait psychology, we’re going to wait to dis- cuss it until Chapter 4. We’ll focus here on another empiri- cal approach—one that reflects a very pragmatic orientation to the process of assessment. It’s guided less by a desire to understand personality than by a practical aim: to sort peo- ple into categories.

Instead of developing the test first and then validating it against a criterion, this approach works in the opposite direction. The criterion is the groups into which people are to be sorted (maybe two, or maybe more). To develop the test, you start with a huge number of possible items and find out which ones are answered differently by one criterion group than by other people. This is called the criterion key- ing approach. This label reflects the fact that the items retained are those that distinguish between the criterion group and other people. If an item set can be found for each group, then the test (all item sets together) can be used to tell who belongs to which group. In this view, it doesn’t matter what the items look like. Items are chosen solely because members of a specific group (defined on some other basis) tend to answer them differently than other people.

This method underlies the Minnesota Multiphasic Per- sonality Inventory, or MMPI (Hathaway & McKinley, 1943), revised in 1989 as the MMPI-2 (Butcher, Dahlstrom, Graham, Tellegen, & Kaemmer, 1989). This is a very long true–false inventory that was developed to assess abnor- mality. A large number of self-descriptive statements were given to a group of normal persons and to groups of psy- chiatric patients—people already judged by clinicians to have specific disorders. Thus, the criterion already existed. If people with one diagnosis either agreed or disagreed with an item more often than normal people and people with different diagnoses, that item was included in the scale for that diagnosis.

way (e.g., honest or likable) than the other (e.g., dishonest or unlikable). In these cases, assessment becomes tricky.

In general, psychologists deal with this problem by trying to phrase items so that the issue of social desirability isn’t salient. As much as anything else, this means trying to avoid even bringing up the idea that one kind of person is approved of more than the other. Sometimes this means phrasing undesirable responses in ways that makes them more acceptable. Sometimes it means looking for ways to let people admit the undesirable quality indirectly. A dif- ferent way to deal with the problem is to include items that assess the person’s degree of concern about social desira- bility and use this information as a correction factor in evaluating the person’s responses to other items. In any event, this is a problem that personality psychologists must constantly be aware of and constantly guarding against in trying to measure what people are like.

3.4: Two Rationales behind the Development of Assessment Devices 3.4 Relate the logic behind the theoretical and the

empirical approaches to the development of assessment devices

Thus far, this chapter has considered issues that arise when measuring any quality of personality. But how do people decide what qualities to measure in the first place? This question won’t be answered fully here, because the answer depends partly on the theoretical perspective underlying the assessment. We will, however, address one general issue. In particular, measure development usually follows one of two approaches, each of which has its own kind of logic.

3.4.1: Rational or Theoretical Approach One strategy is termed a rational or theoretical approach to assessment. This strategy is based on theoretical consid- erations from the very start. The psychologist first devel- ops a theoretical basis for believing that a particular aspect of personality is important. The next task is to create a test in which this dimension is reflected validly and reliably in people’s answers. This approach to test development often leads to assessment devices with a high degree of face validity.

It’s important to realize that the work doesn’t stop once a set of items has been developed. Instruments devel- oped from this starting point must be shown to be reliable, to predict behavioral criteria, and to have good construct

Issues in Personality Assessment 29

wide use today have been revised and restandardized peri- odically. The process of establishing construct validity requires not just a single study but many. It thus takes time. The process of establishing discriminant validity is virtu- ally never ending. Tremendous effort is invested in creat- ing and improving tests of personality. This investment of effort is necessary if people are to feel confident of know- ing what the tests measure. Having that confidence is an important part of the assessment of personality.

The characteristics of personality tests discussed in this chapter distinguish these tests from those you see in newspapers and magazines, on TV, online, and so forth. Sometimes the items in a magazine article were written specifically for that article. It’s unlikely, though, that any- one checked on their reliability. It’s even less likely that anyone checked on their validity. Unless the right steps have been taken to create an instrument, you should be careful about putting your faith in the results that come from it.

The MMPI-2 has become controversial in recent years, for several reasons. Most important for our purposes in this book, it is increasingly recognized that different diag- nostic categories are not as distinct as they were formerly thought to be. As a result, scores on the MMPI tend to be elevated on several scales, rather than just one. One conse- quence of the recognition of this pattern has been a broad (and intense) reconsideration of the nature of psychiatric diagnosis.

3.5: Never-Ending Search for Better Assessment 3.5 Analyze the importance of investing in effort in

creating and improving tests of personality

No test is perfect, and no test is ever considered finished just because it’s widely used. Most personality scales in

Summary: Issues in Personality Assessment Assessment (measurement of personality) is something that people constantly do informally. Psychologists formal- ize this process into several distinct techniques. Observer ratings are made by someone other than the person being rated—an interviewer, someone who watches, or someone who knows the people well enough to make ratings of what they are like. Self-reports are reports about them- selves made by the people being assessed. Self-reports can be single scale or multiscale inventories. Implicit assess- ment is measuring patterns of associations within the self that are not open to introspection. Assessment devices can be subjective or objective. Objective techniques require no interpretation as the assessment is made. Subjective tech- niques involve some sort of interpretation as an intrinsic part of the measure.

One issue for all assessment is reliability (the repro- ducibility of the measurement). Reliability is determined by checking one measurement against another (or several others). Self-report scales usually have many items (each a measurement device), leading to indices of internal relia- bility or internal consistency. Observer judgments are checked by inter-rater reliability. Test–retest reliability assesses the reproducibility of the measure over time. In all

cases, high positive correlation among measures means good reliability.

Another important issue is validity (whether what you’re measuring is what you want to measure). The attempt to determine whether the operational definition (the assessment device) matches the concept you set out to measure is called construct validation. Contributors to con- struct validity are evidence of criterion, convergent, and discriminant validity. Face validity isn’t usually taken as an important element of construct validity. Validity is threat- ened by the fact that people have response sets (acquies- cence and social desirability) that bias their responses.

Development of assessment devices follows one of two strategies or approaches. The rational strategy uses a theory to decide what should be measured and then fig- ures out the best way to measure it. Most assessment devices developed this way. The empirical strategy involves using data to determine what items should be in a scale. The MMPI was developed this way, using a tech- nique called criterion keying, in which the test developers let people’s responses tell them which items to use. Test items that members of a diagnostic category answered dif- ferently from other people were retained.

30

person to another. The intersection among traits in any given person defines his or her personality.

4.1: Types and Traits 4.1 Distinguish between traits and types

The idea that people differ in fundamental ways goes back at least to Hippocrates (about 400 BC), whose ideas were later embellished by Galen (about AD 150). Back then, the idea was more specifically that people can be divided into four types, or categories: choleric (irritable), melancholic (depressed), sanguine (optimistic), and phlegmatic (calm). Each type was thought to reflect an excess of one of four basic bodily fluids.

The trait approach to personality exemplifies two points made in Chapter 1 about the concept of personality. One is that people are consistent in their actions, thoughts, and feelings over time and situations. Indeed, the con- cept of trait provides a way of saying that people remain the same people, even as time passes and they move from one situation to another. Traits are qualities that people carry around with them, that belong to them, that are part of them.

A second point is that people differ from each other in many ways. The field of personality psychology is guided, in part, by an emphasis on such differences. This emphasis is particularly central to the trait perspective. From this view, a personality consists, in part, of a pattern of trait qualities. The composition of the pattern differs from one

“My psychology professor is smart, but he’s totally hopeless. He must spend all his time in his office. I can’t imagine him doing anything interesting or fun. He can’t help it, I guess. It’s just who he is.”

“I want you to meet a friend of mine from high school. He’s really outgoing. He’s friendly, but he doesn’t go along with the crowd all the time. You might say he’s sociable, but also independent.”

4.1 Distinguish between traits and types

4.2 Identify two different pathways to deciding which traits are important

4.3 Identify the five trait dimensions in the five- factor model

4.4 Describe behavioral manifestations of extraversion, agreeableness, conscientiousness, openness, and neuroticism

4.5 Contrast the five-factor model to Eysenck’s model

4.6 Relate other models of traits to the five- factor model

4.7 Contrast the approach to behavior termed situationism and the one termed interactionism

4.8 Identify the concept of behavioral signature

4.9 Examine assessment and comparisons of profiles as inherent to the trait approach to personality

4.10 Identify implications of the five-factor model for understanding disorder

4.11 Identify two main criticisms of the trait approach to personality

Learning Objectives

Chapter 4

The Trait Perspective

The Trait Perspective 31

meaning “law.” This view holds that everyone stands somewhere on each trait that exists. This allows compari- sons among people.

In contrast is the idiographic view (Allport, 1961), which emphasizes each person’s uniqueness. In Chapter 2, we used this term to refer to an approach to research that focuses on how one person’s experience varies across situations. Here, the term implies that traits are individualized. A given trait may exist for only one per- son in the world. Even if the same term applies to two people, its connotations differ from one to the other (Dunning & McElwee, 1995). Even if the connotations are the same, the trait may differ in importance, so the people can’t be compared meaningfully (Britt & Shep- perd, 1999).

Some people like the idiographic view, because they think the nomothetic view provides no place for unique- ness. In reply, those who favor the nomothetic view say that uniqueness arises from unique combinations of levels on many trait dimensions, but the dimensions themselves are the same for everyone. As Eysenck put it, “the unique individual is simply the point of intersection of a number of quantitative variables” (1952, p. 18).

Psychologists who emphasize the idiographic view believe that nomothetic views are always oversimplifica- tions (even though they sometimes use them). Allport (1961) believed we should never lose sight of the fact that even traits that many people have always have a special flavor (maybe differences in how the traits are expressed) that varies from person to person.

4.2: What Traits Matter? 4.2 Identify two different pathways to deciding which

traits are important

Thinking of personality in terms of traits quickly leads to this question: What traits make up personality?

This is a hard question to answer with complete cer- tainty. In fact, there have been serious disagreements about where to start in answering it. Before we describe this disagreement, let’s back up and consider a problem that all trait theorists share, along with a tool that helps deal with it.

4.2.1: Factor Analysis Personality is reflected in many ways—for example, in descriptive words. If each word that describes personality meant a different trait, a psychologist would go crazy try- ing to organize things. That, in a nutshell, is a problem trait psychologists face: bringing order to such diversity. Maybe, though, the many words reflect a small number of

More recently, Jung (1933) argued that people are either introverts or extraverts. An introvert tends to prefer solitary activities. When facing stress, introverts tend to withdraw into themselves. An extravert prefers to spend time with others. When facing stress, extraverts tend to seek out other people.

In a true typology, the types are seen as distinct and discontinuous categories (Figure 4.1, A). Typologies have faded over the years (though there remain some support- ers of the idea: for discussions, see Meehl, 1992; Robins, John, Caspi, Moffitt, & Stouthamer-Loeber, 1996; Strube, 1989; York & John, 1992).

In contrast to typologies, trait theories assume that people occupy different points on continuously varying dimensions (Figure 4.1, B). For that reason, this is some- times called a dimensional approach. In trait theories, differ- ences among people are seen as quantitative, rather than qualitative. People are seen as differing in how much vari- ous characteristics are incorporated in their personalities.

A

B

(Discontinuous) Types

Extravert Introvert

(Continuous) Traits Extravert Introvert

Figure 4.1 (A) Early type theories assumed a discontinuity between or among categories of people. (B) Trait theories assume that traits are continuous dimensions of variability on some characteristic and that the degree of presence versus absence of the characteristic is distributed across a population.

4.1.1: Nomothetic and Idiographic Views of Traits Thus far, we’ve implied that traits pertain to every per- son and that people just vary in how much of each qual- ity they have. The belief that traits exist in the same way in every person is called a nomothetic view (Allport, 1961). The term nomothetic derives from the Greek word

32 Chapter 4

underlying traits. If so, how do you figure out what the trait dimensions are?

A tool used for this is called factor analysis. The basic idea is simple: If two qualities correlate when assessed across many people, they may reflect a trait that contrib- utes to both of them. Patterns of correlation, then, may reveal trait dimensions that lie beneath the measured qual- ities. Factor analysis is essentially a more complex version of correlation. Instead of looking at one correlation between two variables, a factor analysis looks at correlations among many variables.

The process starts by collecting measurements on many variables (typically self-reports or observer ratings) from large numbers of people. Once the data have been collected, correlations are computed between every pair of variables (see Box 4.1). The set of correlations is then put through a procedure called factor extraction. This distills the correlations to a smaller set of factors. Each factor repre- sents shared variations (underlying commonalities) among several measures (rather than just two at a time).

Box 4.1 A Closer Look at Factor Analysis The process of factor analysis is complex, but its logic is fairly simple. It’s an attempt to find patterns of association in a set of variables.

The first step is collecting data. This is more compli- cated than it might seem. First you have to decide what behaviors you want to measure. Do you want self-reports? Observer ratings? As you can see, the first step—collecting data—entails many decisions.

Let’s use an example. Imagine you’re interested in how people cope with stress. You’ve decided to use self- reports: people’s ratings of how much they did certain things during their most stressful event of the past year. To collect data, get 300 or so of your friends to recall a stressful event and respond to each of 28 items (listing things people sometimes do under stress). Here are some of the items.

1. Took action quickly, before things could get out of

hand

2. Refused to believe that it was real

3. Did something concrete to make the situation better

4. Tried to convince myself that it wasn’t happening

5. Went on thinking things were just like they were

6. Changed or grew as a person in a new way 7. Tried to look on the bright side of things

The second step is to compute the correlation of every item with every other item (panel A, top). Each correlation reflects the degree to which the 300 people tended to answer one item the same as the other item. There are strong correlations between items 1 and 3, between 6 and 7, and between 2 and both 4 and 5 (which also strongly relate to each other). The others are quite weak.

A. Hypothetical Correlation Matrix

Item 1 2 3 4 5 6 7

1 * 0.10 0.75 −0.05 0.03 0.12 0.00

2 * −0.02 0.52 0.61 −0.007 −0.08

3 * 0.17 0.00 0.09 0.15

4 * 0.71 0.11 0.08

5 * 0.06 −0.04

6 * 0.59

7 *

Because you had people rate 28 items (instead of just these 7), your correlation matrix is huge. Interpreting the pat- tern of correlations would be a real chore. The chore is less- ened by complicated procedures that reduce your matrix to a smaller number of underlying dimensions (e.g., the links among items 2, 4, and 5 would contribute to one dimension). These dimensions are called factors. Factors are hazy enti- ties you can imagine but can’t see.

The next step is to compute factor loadings for each item on each factor. Loadings tell you the relations between the items and the factors (panel B, right). Each loading indicates how much the item reflects the underlying dimension. A large number (a high loading) means the item is closely linked to that dimension; a small number means it’s not. As shown, items 1 and 3 load on factor A, items 6 and 7 load on factor B, and items 2, 4, and 5 load on factor C. Similar loadings emerge for all your 28 items, letting you know which items go together.

B. Hypothetical Factor Loadings

Factor A B C

Item 1 0.62 0.15 0.01

Item 2 0.03 −0.08 0.49

Item 3 0.54 0.04 0.20

Item 4 0.10 0.11 0.56

Item 5 0.07 0.08 0.50

Item 6 −0.02 0.72 0.12

Item 7 0.08 0.48 0.08

Once it’s clear which items form factors, you’re at the final step: naming the factors. You want to convey the essence of the underlying quality, but your only guide is which items load on it. Often the items are ambiguous. In our example, a couple of factors are easy. The items on factor A show a tendency to try to solve the problem. This might be called problem-focused coping. Given the content of items 2, 4, and 5, factor C might be denial. Factor B seems to be positive reinterpretation or posttraumatic growth or looking on the bright side, but it’s hard to be sure which is best. It’s important to be careful, though, because the name you use will guide your future thinking.

What we’ve described here is more technically called exploratory factor analysis. It’s used when you don’t have a good idea of what will go with what. There are also confir- matory factor analyses, which specify ahead of time what items should go on what factors. Those procedures are gen- erally used to refine measures when a good deal is already known about them.

The Trait Perspective 33

of this, see Leising, Scharloth, Lohse, & Wood, 2014). This is called the lexical criterion of importance.

Following this idea, Cattell (1947) took a set of trait terms, collected ratings on them, and factor analyzed the ratings. The emerging factors were the traits he believed mattered. To Cattell, personality is captured in a set of 16 dimensions. The dimensions reemerged in analyses across various types of data, and he saw them as the primary traits in personality. These factors provided a name for his personality inventory: the 16 Personality Factor inventory, or 16PF (Cattell, Eber, & Tatsuoka, 1977).

4.2.3: Start from a Theory Not everyone agreed that an empirical starting point is best. Another major contributor to trait psychology, Hans Eysenck (1967, 1975, 1986; Eysenck & Eysenck, 1985), argued that we should begin instead with well-developed ideas about what we want to measure. Then we should set about measuring those qualities well. Eysenck began with the typology of Hippocrates and Galen and observations made by Jung and Wundt (Eysenck, 1967). He set out to study whether the types identified by Hippocrates and Galen (and re-identified by others) could be created by combining high and low levels of two supertraits.

The two supertraits Eysenck posed as the key dimen- sions of personality are extraversion (vs. introversion) and neuroticism (also called emotional stability). The extraversion dimension concerns tendencies toward sociability, liveliness, activeness, and dominance (all of which characterize extra- verts). The neuroticism dimension concerns the ease and fre- quency with which the person becomes upset and distressed.

Once the factors are extracted, each can be described by a set of factor loadings. Think of these as correlations between the factor and each item (rating) that contributes to its existence. Items that correlate strongly with the factor (usually higher than 0.40 or so) are said to “load on” that factor. Items that don’t correlate strongly with the factor are said not to load on it. The items that load on the factor tell you what the factor is “about.”

The final step in the analysis is labeling the factors. Remember that a factor is defined by which items load on it. Thus, you choose a label to express as well as possible the essence of those items, particularly those with the highest loadings. The factor is viewed as the statistical reflection of a trait. When you name the factor, you are naming the trait.

Factor naming is very subjective. Several names might seem equally good, but which name is chosen can have important consequences. People often forget that the label is an inference from the correlations, and they rely on the label to tell them what the trait is. If the label you choose is misleading, it can create huge problems later.

Factor analysis as a tool in trait psychology does three things. First, it reduces the multiple reflections of personal- ity to a smaller set of traits. Second, it provides a basis for arguing that some traits matter more than others. That is, if a factor accounts for a lot of variability in the ratings, it reflects an important trait; if it accounts for less, it’s less important. Third, it helps in developing assessment devices. You keep items (or ratings) that load strongly (greatly reflect the trait) and discard items that don’t. Through repeated item creation and testing, items that don’t do a good job of measuring a trait are replaced by better ones.

Factor analysis is a very useful tool. It’s only a tool, though. What we’ve told you has a big hole in it. We haven’t said anything about what measures to collect in the first place. A factor analysis can tell you only about what you put into it. Thus, the decision about what to measure has a huge impact on what emerges as traits.

How do you decide what measures to collect? As noted earlier, different people have started off differently. Let’s now return to that question.

4.2.2: Let Reality Reveal Itself The answer some give to that question is that researchers should determine empirically what traits make up personal- ity. If you start with preconceptions, you’ll lead yourself astray. This was the argument of Raymond Cattell, an early contributor to trait psychology and one of the first to use factor analysis (Cattell, 1947, 1978; Cattell & Kline, 1977).

One empirical approach focused on language as a source of information (see Goldberg, 1982). A language that’s evolved over thousands of years has words to describe many qualities. Presumably, any trait that matters has words to describe it. In fact, the more words for a qual- ity of personality, the more it probably matters (for evidence

Whereas extraverts prefer exciting activities involving other people, introverts prefer solitary activities and being alone.

These two dimensions can create more diversity than you might guess. Table 4.1 portrays four sets of people with combinations of highs and lows on these dimensions. The ancient type label for each group is printed in color. In look- ing at these people, keep two things in mind: First, although the form of Table 4.1 suggests discontinuity, both dimensions

34 Chapter 4

similarities. The two dimensions Eysenck saw as supertraits resemble two of the first three factors of Cattell’s 16PF. The similarities are even stronger in second-order factors from the 16PF. A second-order analysis tells whether the factors themselves form factors (correlate in clusters). One second- order factor from the 16PF is virtually identical to extraver- sion (Cattell & Kline, 1977); another is similar to neuroticism.

Another reflection of the convergence can be seen in Eysenck’s view that extraversion is at the top of an unfolding hierarchy of qualities (see Figure 4.2), as is

are continuous. Second, the descriptions are of fairly extreme and clear-cut cases. Most people are closer to the middle on both dimensions and thus have less extreme characteristics.

Table 4.1 Traits that are common among four categories of people deriving from the two major personality dimensions proposed by Eysenck. Each category results from combining moderately extreme levels of introversion or extraversion with either a high or a low level of neuroticism. (The green labels are the names given to personality types by Galen in the second century AD.)

Low Neuroticism High Neuroticism

Passive Quiet

Careful Phlegmatic Pessimistic Melancholic

Thoughtful Unsociable

Introvert Peaceful Sober

Controlled Rigid

Reliable Moody

Even tempered Anxious

Calm Reserved

Sociable Active

Outgoing Sanguine Optimistic Choleric

Extravert Talkative Impulsive

Responsive Changeable

Easygoing Excitable

Lively Aggressive

Carefree Restless

Leaderly Touchy

Source: Based on Eysenck, 1975.

As Table 4.1 indicates, people who are introverted and also emotionally stable (low in neuroticism) tend to be care- ful, controlled, calm, and thoughtful. The combination of introversion and high neuroticism, on the other hand, cre- ates a more pessimistic and anxious quality. Thus, introverts can differ substantially, depending on their levels of neuroti- cism. So can extraverts. When extraversion combines with low neuroticism, the result is an easygoing, carefree sociabil- ity. High neuroticism in an extravert infuses an excitable aggressive quality. Thus, the impact of one dimension dif- fers as a function of the person’s location on the other trait dimension. In the terms used in Chapter 2, the traits interact.

Eysenck assessed these dimensions using self-report measures (Eysenck & Eysenck, 1975). He also used factor analysis to help create these measures, but he did so with a different goal in mind than Cattell had. Cattell used factor analysis to find out what dimensions exist. Eysenck used factor analysis to refine his scales, by selecting items that loaded well, and to confirm that the scales measure two factors, as he intended.

Although Eysenck and Cattell started out very differ- ently, the trait structures they produced have distinct

Specific response

level

Habitual response

level

Trait level

Supertrait level

Assertiveness

Dominance

Sociability

Activity

Liveliness

HR1

HR2

HR3

HR4

HR5

HR6

HR7

HR8

HR9

HR10

HR11

HR12

HR13

Extraversion

SR

SR

SR

SR

SR

SR

SR SR SR

SR

SR

SR

SR

SR

Figure 4.2 Eysenck’s hierarchical view of personality as applied to extraversion. The top level of the model (supertraits) subsumes the elements rep- resented at the next-lower level (traits). These elements, in turn, are made up of yet lower-order qualities (habits), which are made up of associations between stimulus and response.

Source: Adapted from The Biological Basis of Personality (1967, p. 36), by H. J. Eysenck. Reprinted courtesy of Charles C Thomas, Publisher, Springfield, IL.

The Trait Perspective 35

Introversion and extraversion do appear on this inter- personal circle (in the lower-left and upper-right corners of the figure). Here, though, they don’t represent a funda- mental dimension. Instead, they are seen as resulting from the intersection of two other qualities.

4.3: The Five-Factor Model 4.3 Identify the five trait dimensions in the five-factor

model

Despite the different starting points taken by various peo- ple, a substantial consensus has begun to emerge about what traits are basic. The emerging consensus has over- tones of several ideas already presented, but it extends beyond them. The emerging consensus is that the struc- ture of personality may incorporate five superordinate factors. These are often referred to as the five-factor model or the big five (Goldberg, 1981; McCrae & Costa, 2003; Wiggins, 1996).

Evidence for a five-factor view of personality structure accumulated slowly for a long time (Digman, 1990). Dur- ing the 1980s and 1990s, there was an explosion of work on this topic. Diverse samples have been studied, including teachers’ ratings of children (Digman & Inouye, 1986), peer ratings (McCrae & Costa, 1987), and nonverbal assess- ments (Paunonen, Jackson, Trzebinski, & Forsterling, 1992). The model was also tested against measures developed from entirely different lines of thought (Costa & McCrae, 1988a; McCrae & Costa, 1989). Peabody and Goldberg (1989; Peabody, 1984) used scales that were chosen to be sure there were enough common trait words, instead of words that mean more to psychologists than to other peo- ple. Haas (2002) even explored the idea that proverbs cap- ture the five factors.

Data have now been collected from many cultures and languages. The findings, as a group, suggest that the five factors transcend many boundaries of language and culture (e.g., Benet-Martínez & John, 1998; Church, 2001; Katigbak, Church, Guanzon-Lapeña, Carlota, & del Pilar, 2002; McCrae & Costa, 1997; McCrae, Zonderman, Costa, Bond, & Paunonen, 1996; Paunonen et al., 1992; Saucier & Ostendorf, 1999; Somer & Goldberg, 1999; Stumpf, 1993). The cultures examined in this work are as diverse as those of Turkey (Somer & Goldberg, 1999) and the Philippines (Katigbak et al., 2002). One study of observer ratings collected data in 50 cultures (McCrae, Terrac- ciano, et al., 2005). It has even been argued (Gosling, 2001) that the factors (or at least some of them) apply to lower animals!

There have been some failures to find the pattern and some imperfections in the findings (e.g., Benet & Waller, 1995; Church & Burke, 1994; Di Blas & Forzi, 1999; Lanning,

neuroticism. Each supertrait is made of component traits (which resemble Cattell ’s primary traits). Component traits, in turn, reflect habits, which in turn derive from specific responses. Eysenck believed all levels are involved in behavior, but he saw supertraits as the most important.

Two more points about Eysenck’s view: First, he believed that extraversion and neuroticism link to aspects of nervous system functioning. (This aspect of his theory comes up in Chapter 7.) Second, there’s a third dimension in Eysenck’s view, called psychoticism, which has received less attention than the others (Eysenck & Eysenck, 1976). It involves, in part, a tendency toward psychological detach- ment from, and lack of concern with, other people. People high in this trait tend to be hostile, manipulative, and impulsive (Eysenck, 1992).

4.2.4: The Interpersonal Circle as Another Theoretical Starting Point Another theoretical starting point emphasized interper- sonal aspects of personality. Jerry Wiggins and his col- leagues (Wiggins, 1979; Wiggins, Phillips, & Trapnell, 1989) argued that the core human traits concern interpersonal life. Wiggins proposed a set of eight patterns, which he called the interpersonal circle, arrayed around two dimen- sions underlying human relations (Figure 4.3). The core dimensions are dominance (or status) and love.

Assured–Dominant

Unassured–Submissive

Gregarious–ExtravertedArrogant–Calculating

Warm–AgreeableCold–Hearted

Unassuming–IngenuousAloof–Introverted

Figure 4.3 The interpersonal circle, a set of personality patterns portrayed in terms of their relative prevalence of two traits: love (the horizontal dimension) and dominance (the vertical dimension). The midpoint of each trait is the point where the lines cross.

SourCe: Based on Wiggins, Phillips, & Trapnell, 1989.

Wiggins argued (as did Eysenck) that diverse person- alities arise from combinations of values on the two core dimensions. A person who’s high in dominance and toward the cold-hearted end of love will seem arrogant and calculating. Put the same degree of dominance with warmth on the love dimension, though, and you get a per- son who’s gregarious and extraverted.

36 Chapter 4

is displayed in Table 4.3, which lists examples of the descriptive terms that loaded on the five factors in one study or another.

1994). The pattern is clearest in Western languages and hard to find in some other languages (Saucier & Simonds, 2006), and it’s a bit fuzzier among people with less educa- tion (Rammstedt, Goldberg, & Borg, 2010). Yet the body of work, as a whole, is impressive in its fit to the five-factor model (McCrae & Costa, 1997, 2003; Ozer & Reise, 1994).

4.3.1: What Are the Five Factors? Given what we’ve said so far, what comes next may sur- prise you. There’s still a certain amount of disagreement as to exactly what the five dimensions are (Johnson & Osten- dorf, 1993; Pytlik Zillig, Hemenover, & Dienstbier, 2002; Saucier, 1992).

The disagreement has at least two sources. First, recall that naming factors can be hard. You do it by looking at the items that load on the factor and trying to extract the underlying thread that connects them. But most words have several connotations, and trait words often portray blends of factors rather than only one factor per word (Hofstee, de Raad, & Goldberg, 1992). Naturally, then, there are disagreements in interpretation.

Second, exactly what a factor looks like depends on what items are used. If a particular quality is left out, its importance to a trait will be missed (Peabody & Gold- berg, 1989). Thus, studies with slightly different measures can lead to different conclusions about what defines the factors, even when it’s clear that more or less the same factors emerged.

Table 4.2 displays the five traits, using a variety of names for each. Peabody and Goldberg (1989) suggested that the five factors are the metaphorical equivalent of a piece of music in which there’s a theme and a series of var- iations on it. That’s pretty much what you see in Table 4.2. The labels listed under each factor all share a theme, but there are also variations. Some of the basis for the variation

Table 4.2 Labels used by various authors to refer to the “Big Five” factors in personality. Labels in the rows are from (in order) Fiske (1949), Norman (1963), Borgatta (1964), Digman (1990), and Costa and McCrae (1985). The final row provides a characterization by Peabody and Goldberg (1989) of the life domain to which the trait pertains.

I 2 3 4 5

Social adaptability

Emotional control

Conformity Will to achieve

Inquiring intellect

Surgency Emotionality Agreeableness Conscien- tiousness

Culture

Assertiveness Emotionality Likeability Responsibility Intelligence

Extraversion Neuroticism Friendly compliance

Will to achieve

Intellect

Extraversion Neuroticism Agreeableness Conscien- tiousness

Openness to experience

Power Love Work Affect Intellect

Table 4.3 Bipolar and unipolar adjective sets reflecting the five major personality factors

Factor Item

Extraversion Bold-timid Gregarious

Forceful-submissive Outspoken

Self-confident-unassured Energetic

Talkative-silent Happy

Spontaneous-inhibited Seclusive (inverse)

Neuroticism Nervous-poised Concerned

Anxious-calm Nervous

Excitable-composed Fearful

Relaxed-high strung Tense

Agreeableness Friendly-unfriendly Jealous (inverse)

Warm-cold Considerate

Kind-unkind Spiteful (inverse)

Polite-rude Touchy (inverse)

Good natured-irritable Complaining (inverse)

Conscientiousness Cautious-rash Neat

Serious-frivolous Persevering

Responsible-irresponsible Planful

Thorough-careless Careful

Hardworking-lazy Eccentric (inverse)

Intellect Imaginative-simple Knowledgeable

Intellectual-unreflective Perceptive

Polished-crude Imaginative

Uncurious-curious Verbal

Uncreative-creative Original

SourCe: Based on Digman & Inouye, 1986; McCrae & Costa, 1987; Norman, 1963; Peabody & Goldberg, 1989.

The first factor is usually called extraversion, but there’s a good deal of variation in what it includes. This helps account for the different labels. Sometimes it seems based in assertiveness, sometimes in spontaneity and energy. Sometimes it’s based in dominance and confi- dence, sometimes in a tendency toward happiness. It often conveys a sense of sociability (Watson, Clark, McIn- tyre, & Hamaker, 1992), but some argue that that’s a by- product of other features of extraversion (Lucas, Diener, Grob, Suh, & Shao, 2000). Extraverts do, however, interact more with others in day-to-day life (Srivastava, Angelo, & Vallereaux, 2008).

There’s a greater deal of agreement (though still not unanimity) about the meaning of the second factor. Neu- roticism, or emotional stability, is regarded by most people

The Trait Perspective 37

4.4: Reflections of the Five Factors in Behavior 4.4 Describe behavioral manifestations of

extraversion, agreeableness, conscientiousness, openness, and neuroticism

For some time, most work on the five-factor model was aimed at the factors themselves, showing that they exist in diverse cultures and emerge from many ways of assess- ment. Subsequently, however, researchers have turned more to looking at how the five traits are reflected, or expressed, on the broader canvas of people’s lives.

4.4.1: Extraversion and Agreeableness Let’s start with the traits that are most social in nature: extraversion and agreeableness. Several projects have sug- gested that extraversion and agreeableness are both tied to social situations, but in different ways. Extraversion seems to relate to having social impact; agreeableness seems to relate to maintaining positive relations with others (Jensen-Campbell & Graziano, 2001). Fitting this, extraversion predicts being prominent in fraternities and sororities (Anderson, John, Keltner, & Kring, 2001), but agreeableness does not. In a study of adolescents (Jensen-Campbell et al., 2002), extra- version and agreeableness both related to peer acceptance, but agreeableness also protected against being victimized by peers. Adults high in agreeableness also report greater social support from family members (Branje, van Lieshout, & van Aken, 2004), and they’re liked more by peers (Wort- man & Wood, 2011). All of this makes sense, if agreeable- ness is largely about maintaining good relations.

as being what Eysenck referred to with those labels. Although there are other overtones, what’s at the heart of this factor is the subjective experience of anxiety and gen- eral distress.

The third factor in Table 4.3 is most commonly called agreeableness. This trait is often characterized as reflecting a concern with maintaining relationships. It can also imply nurturance and emotional supportiveness, which require inhibition of negative affect (Graziano & Eisenberg, 1999). Indeed, such inhibition seems to occur automatically among persons high in agreeableness (Haas, Omura, Con- stable, & Canli, 2007). The opposite pole of this dimension has an oppositional or antagonistic quality verging toward hostility (Digman, 1990). Fitting this, people low in agree- ableness use power displays as a way to resolve social conflict more than people higher in agreeableness (Grazi- ano, Jensen-Campbell, & Hair, 1996). There’s also evidence that they actually experience more conflicts (Asendorpf & Wilpers, 1998).

The essence of the fourth factor is also a little hard to capture. The most commonly used label is conscientious- ness. However, this label doesn’t fully reflect the qualities of planning, persistence, and purposeful striving toward goals (Digman & Inouye, 1986). Indeed, because the word conscientious itself has two shades of meaning, that word loads both on this factor and on agreeableness. That hints that conscientiousness may not be a perfect name for this factor. Digman (1990) suggested that it be thought of as the will to achieve or simply will. Other sug- gested names include constraint and responsibility. Rob- erts, Walton, and Bogg (2005) recently examined the qualities that various theorists consider part of conscien- tiousness and concluded that no single measure of the trait includes all of them.

The largest disagreement may concern the last fac- tor. The disagreement stems at least partly from differ- ences in measures. Early on, Cattell measured aspects of intelligence. Then he stopped doing so and started using the term culture to refer to the qualities that remained. The label stuck. Peabody and Goldberg (1989) pointed out, though, that if intelligence-related measures are reintroduced, they join with culture. They suggest the factor should more properly be labeled intellect. Costa and McCrae (1985) favored yet another label: openness to experience.

Peabody and Goldberg (1989) argued that Costa and McCrae’s measure of this factor taps one aspect of intellect (the imaginative side) but misses the other side (the logical side). They said that when both sides are measured, they merge (implying that this factor is really intellect). On the other hand, there’s evidence that qualities of intellect and openness rely on different aspects of the brain (DeYoung, Shamosh, Green, Braver, & Gray, 2009), suggesting that they differ.

People high in agreeableness care about maintaining positive rela- tions with others.

A variety of other findings fit this idea, as well. Agreeableness predicts endorsement of conflict resolu- tion tactics among children (Jensen-Campbell, Gleason,

38 Chapter 4

other risky behaviors (Markey, Markey, & Tinsley, 2003). Conscientious people are less likely to try to steal someone else’s romantic partner and are less responsive to being lured away (Schmitt & Buss, 2001). Conscientiousness has been linked to more responsive parenting of young chil- dren (Clark et al., 2000) and to use of negotiation as a con- flict-resolution strategy (Jensen-Campbell & Graziano, 2001). Conscientiousness has also been shown to be impor- tant in the development of relationships in adolescence (Jensen-Campbell & Malcolm, 2007).

Conscientiousness relates to the desire for a career but not necessarily a high standard of living (Roberts & Robins, 2000). Conscientiousness in adolescence predicts higher academic achievement (Chamorro-Premuzic & Furnham, 2003; Noftle & Robins, 2007; Poropat, 2009; Wagerman & Funder, 2007), more interest in science (Korpershoek, Kuyper, van der Werf, & Bosker, 2010), and higher religiousness (McCullough, Tsang, & Brion, 2003). Conscientiousness also predicts peer ratings of greater social influence in organizational settings (Harms, Roberts, & Wood, 2007) and better job success (Sackett & Walmsley, 2014). On the other hand, conscientious peo- ple are more affected by losing a job (Boyce, Wood, & Brown, 2010).

Conscientiousness also has health implications. In a study of cancer risk factors, conscientiousness led to more restrictive household bans on smoking (Hampson, Andrews, Barckley, Lichtenstein, & Lee, 2000). People high in conscientiousness live longer (Kern & Friedman, 2008; Martin, Friedman, & Schwartz, 2007), presumably because they take better care of themselves (Christensen et al., 2002). Consistent with this, conscientiousness relates to various kinds of health-linked behaviors (Bogg & Roberts, 2004; Roberts et al., 2005) and better following of doctors’ orders (Hill & Roberts, 2011). In fact, conscien- tiousness in childhood has been related to health behav- iors 40 years later (Hampson, Goldberg, Vogt, & Dubanoski, 2006). Conscientiousness has also been related to less substance abuse (Chassin, Flora, & King, 2004; Lynam, Leukefeld, & Clayton, 2003; Roberts & Bogg, 2004; Walton & Roberts, 2004) and to less antisocial behavior more generally (Miller, Pedersen, Earleywine, & Pollock, 2003).

Openness to experience has also been linked to a range of social experience (McCrae, 1996). Openness to experi- ence predicts greater engagement with the existential chal- lenges of life (Keyes, Shmotkin, & Ryff, 2002), to more favorable inter-racial attitudes (Flynn, 2005), and less like- lihood of stigmatizing others (McCrae et al., 2007). Open- ness relates to greater sexual satisfaction in marriage (Donnellan et al., 2004). People high in openness say they desire artistic expression and devalue the possibility of an easy, lazy life (Roberts & Robins, 2000). They also react less intensely to stress (Williams, Rau, Cribbet, & Gunn, 2009).

Adams, & Malcolm, 2003). Agreeable adults get less angry over bad outcomes caused by other people than do less agreeable adults (Meier & Robinson, 2004), thus short- circuiting aggressive responses (Meier, Robinson, & Wilkowski, 2006). But agreeable people are also especially sensitive to violations of communal goals (Kammrath & Scholer, 2011). Agreeable people are less likely to join the military, but the military then seems to make people less agreeable (Jackson, Thoemmes, Jonkmann, Lüdtke, & Trautwein, 2012). Agreeableness has been related to greater responsiveness in parenting (Clark, Kochanska, & Ready, 2000), less negativity in marital interactions (Don- nellan, Conger, & Bryant, 2004), and less seeking of revenge after being harmed (McCullough & Hoyt, 2002). Agreeableness also predicts less poaching of romantic partners, less responsiveness to poaching attempts by others (Schmitt & Buss, 2001), and greater cooperation in resolving social dilemmas over resources (Koole, Jager, van den Berg, Vlek, & Hofstee, 2001). Agreeableness has also been linked to less antisocial behavior (Miller, Lynam, & Leukefeld, 2003) and better job performance (Sackett & Walmsley, 2014).

Extraversion can also be helpful socially, in ways that differ from effects of agreeableness. Extraverted men inter- act better with women they don’t know than introverts do (Berry & Miller, 2001), and extraverts have the firm hand- shake that conveys confidence (Chaplin, Phillips, Brown, Clanton, & Stein, 2000). When extraverts and introverts tell catch-up stories to their friends, extraverts construct the stories along with their friends, whereas introverts con- struct the plots by themselves (Thorne, Korobov, & Mor- gan, 2007). On the other hand, extraverts are less cooperative than introverts when facing social resource dilemmas (Koole et al., 2001).

These two trait dimensions also relate in consistent ways to personal values and life goals. Extraversion relates to valuing achievement and stimulation; agreea- bleness relates to valuing benevolence and tradition (Roc- cas, Sagiv, Schwartz, & Knafo, 2002). Extraversion relates to desires for a high-status career, political influence, an exciting lifestyle, and children; agreeableness relates to desires for group welfare and harmonious family rela- tions and actually relates inversely to desires for wealth, political influence, and an exciting lifestyle (Roberts & Robins, 2000). That may be good, because agreeable men earn less than do less agreeable men (Judge, Livingston, & Hurst, 2012).

4.4.2: Conscientiousness, Openness, and Neuroticism Conscientiousness has also received a good deal of atten- tion in recent years. Greater conscientiousness predicts less unsafe sex (Trobst, Herbst, Masters, & Costa, 2002) and

The Trait Perspective 39

sion, the interpersonal circle would comprise two factors of the five-factor model (McCrae & Costa, 1989; Peabody & Goldberg, 1989). Trapnell and Wiggins (1990) expanded a measure of the interpersonal circle to have additional scales and an even better fit to the five-factor model (see also Saucier, 1992).

This comparison with the interpersonal circle also raises an issue, however. As noted earlier (see Figure 4.3), Wiggins saw extraversion as a combination of two quali- ties in the circle, not as a basic dimension. Doesn’t this conflict with the five-factor model? It depends on how you define extraversion. Remember, there are diverse opinions on how to view that factor. If it’s really about dominance and assertiveness, it would fit with the inter- personal circle.

To summarize some of the points made thus far, the five-factor model of personality structure has emerged as a candidate for integrating a variety of earlier models. The data make this set of broad traits look very much as though they represent universal aspects of personality (McCrae & Costa, 1997). Remember, though, that what comes out of a factor analysis depends on what goes into it. It can be dan- gerous to draw conclusions too fast. Nonetheless, at pre- sent the five-factor model seems to offer the best promise of a consensus about the dimensions of personality that trait psychology has ever seen.

4.6: Other Variations 4.6 Relate other models of traits to the five-factor

model

Consensus is not unanimity, however. People have dis- agreed with this view for a variety of reasons (e.g., Block, 1995, 2001; Eysenck, 1992, 1993; Zuckerman, 1992). Several other trait models also exist that differ from the five-factor model in various ways.

One is Tellegen’s (1985) model. It greatly resembles Eysenck’s (1975, 1986) in having three supertraits, though with somewhat different origins and overtones. Tellegen (1985) recast neuroticism slightly as a tendency to experi- ence negative emotions, and he recast extraversion as a tendency to experience positive emotions. Positive emo- tionality (like extraversion) has been tied to social suc- cess, and negative emotionality (like neuroticism) has been tied to indices of poor adjustment (Shiner, Masten, & Tellegen, 2002). Tellegen’s third factor, constraint, resembles psychoticism in Eysenck’s model but viewed from the opposite direction. It also predicts similar out- comes: Low constraint is linked to criminal and antiso- cial behavior (Krueger, 2002; Shiner et al., 2002; Shoal & Giancola, 2003).

The idea of five factors was carried in a somewhat dif- ferent direction by Zuckerman and his colleagues (1993),

Neuroticism has been studied for many decades. A high level of neuroticism relates to distress in a wide vari- ety of difficult circumstances. For instance, it relates to more difficult interactions among married partners ( Donnellan et al., 2004) and less satisfaction in the relation- ship. People who are highly neurotic are also more likely to distance themselves from their partners after a negative event (Bolger & Zuckerman, 1995). Neuroticism impairs academic performance (Chamorro-Premuzic & Furnham, 2003), and it predicts a negative emotional tone when writing stories about oneself (McAdams et al., 2004). Neu- roticism also predicts earlier death (Hampson & Fried- man, 2008), partly (but not exclusively) because people higher in neuroticism smoke more (Mroczek, Spiro, & Turiano, 2009). Death comes even sooner if one develops an even higher level of neuroticism over time (Mroczek & Spiro, 2007).

4.5: Relations to Earlier Trait Models 4.5 Contrast the five-factor model to Eysenck’s

model

Today, when people think of trait psychology, they gener- ally think first of the five-factor model. However, recall from earlier in the chapter that several other trait models preceded this one. How does the five-factor model relate to them?

The easiest comparison is to Eysenck’s theory. It’s obvious from Table 4.2 that two of the “big five” are virtu- ally the same as Eysenck’s supertraits: extraversion and emotional stability. It’s been suggested that Eysenck’s third dimension, psychoticism, is a blend of agreeableness and conscientiousness (Goldberg, 1993b; Zuckerman, Kuhl- man, Joireman, Teta, & Kraft, 1993).

A second similarity to Eysenck is that the five factors are superordinate traits, incorporating narrower traits. For example, in Paul Costa and Robert McCrae’s (1985, 1992) NEO Personality Inventory (NEO-PI-R; NEO stands for neuroticism, extraversion, and openness; agreeableness and conscientiousness were added after the name was coined; the R stands for revised), there are measures of six narrow traits for each domain of the five- factor model. The six narrow traits combine into a score for that supertrait. Thus, many people who use the five- factor model share with Eysenck the idea that the core traits are supertraits, which are, in turn, composed of more specific facet traits.

Another useful comparison is with the interpersonal circle. The basic dimensions of the circle are dominance and love. Love may be equivalent to agreeableness. If dominance were seen as roughly equivalent to extraver-

40 Chapter 4

4.6.2: Are Superordinate Traits the Best Level to Use? There remains at least one more question to raise, even for people who accept the five-factor model. As we said, this is a model of supertraits. Supertraits have facets. As noted earlier, Costa and McCrae’s NEO-PI-R measures six facets of each factor. Those who use the five-factor model sometimes point to the utility of examining patterns of traits within each factor (Costa & McCrae, 1995; Gold- berg, 1993a).

Is anything lost when lower-level traits are combined to form the supertraits? This is essentially what Cattell and Eysenck argued about when they disagreed about second- order factors (see also Briggs, 1989; Cattell, 1993; Funder, 1991). The evidence suggests that, yes, something is lost when facet traits are merged.

Paunonen and Ashton (2001a) compared the “big five” factors to specific facet scales as predictors of 40 behaviors, which were measured by self-reports and peer ratings. The behaviors were chosen because they had some social importance (altruistic behavior, smoking, alcohol con- sumption, religiosity, and so on). For a substantial number of these behaviors, facet scales added significantly to pre- diction after the five factors had been entered as predictors. Thus, something is lost if only the “big five” are used. Con- ceptually similar findings have come from a number of other studies (Mershon & Gorsuch, 1988; Paunonen, 1998; Paunonen & Ashton, 2001b; Schimmack, Oishi, Furr, & Funder, 2004; Wolfe & Kasmer, 1988).

Better prediction from specific, narrow traits comes at a cost, though. The cost is that to understand the findings, you have to hold a larger number of traits in mind at once. In general terms, that’s the trade-off: Using supertraits creates a picture that’s more intuitive and easier to hold in mind, whereas using narrower traits may often give greater accuracy.

An in-between position has also been suggested (DeY- oung, Quilty, & Peterson, 2007). This position derives from evidence that a broad set of facets within a given supertrait can be reduced to two aspects per trait. DeYoung et al. sug- gest that this intermediate position provides many of the benefits of the facet approach but keeps the number of var- iables manageable.

4.7: Traits, Situations, and Interactionism 4.7 Contrast the approach to behavior termed

situationism and the one termed interactionism

We turn now to a very different issue pertaining to the trait perspective on personality. It derives from an important

who proposed an “alternative 5.” Once again, remember that what comes out of a factor analysis depends partly on what goes into it. These people put slightly different things in. This model has a sociability factor that resembles extra- version (if you view extraversion as mostly social). Neu- roticism–anxiety is most of neuroticism but without the hostility that others include there. Hostility moves to aggression–hostility, which otherwise looks like agreeable- ness (reversed). Impulsive sensation seeking looks like conscientiousness (reversed). The last factor in this model is Activity. What may be the most important difference between this and the other five-factor model is that Zuck- erman et al. located hostility outside neuroticism. Interest- ingly, there are reasons why that may actually be a better location for it (Carver, 2004; Jang, Livesley, Angleitner, Rie- mann, & Vernon, 2002; Peabody & DeRaad, 2002; Saucier & Goldberg, 2001).

4.6.1: Expanding and Condensing the Five-Factor Model The idea that what comes out of a factor analysis depends on what goes in is also reflected in a viewpoint that builds on the five-factor model by adding another factor. Ashton and his colleagues believe the five-factor model is incom- plete. In tests involving seven languages, they found a sixth supertrait that they call honesty–humility (Ashton, Lee, Perugini, et al., 2004). Subsequent work established that this factor can also be found in analyses of English words (Ashton, Lee, & Goldberg, 2004). Ashton and his colleagues suggest that this trait tends to be absorbed by agreeableness in some measures but is a distinct quality that stands out on its own, if it’s allowed to do so. They developed a measure (and model) that they call the HEXACO framework (Ashton & Lee, 2007), and they have shown that this additional factor adds predictive validity above and beyond the five-factor framework (Ashton & Lee, 2008).

Some have made the opposite argument: that the five-factor model can be condensed. That is, putting the five traits into a higher-order analysis yields two factors. The first is defined by (low) neuroticism, agreeableness, and conscientiousness. Digman (1997) called it socializa- tion, because these qualities all influence whether people get along in social relations. The second is defined by extraversion and openness. Digman characterized it as reflecting personal growth, because these qualities influ- ence whether people expose themselves to new things, thereby fostering growth. DeYoung (2006) found the same two higher-order factors and called them stability and plasticity. He argued that they reflect, respectively, an organismic need to maintain a stable organization of psychological functioning and also a need to explore and grow.

The Trait Perspective 41

It was somewhat surprising, then, that trait measures and behavior often didn’t correlate well (Mischel, 1968; Vernon, 1964). Mischel (1968) pointed out that correlations between trait self-reports and actual behavior typically were modest—around 0.30. This means that the trait accounts for about 9% of the variation in the behavior, with the remaining 91% unaccounted for.

What, then, were we to think about traits? If traits don’t predict people’s actions, then why should the trait concept be considered useful?

4.7.2: Situationism Indeed, some people went so far as to ask why the concept of personality should be considered useful. The extreme form of this view was called situationism: the idea that situational forces determine behavior, not personality. This view was promoted by some social psychologists, who traditionally emphasize the role of the environment, rather than personality, as causes of people’s actions. This view argued that correlations between traits and behavior were low because situational variables overwhelm the effect of personality.

This turned out to be quite wrong. Funder and Ozer (1983) pointed out that effects of situations and traits are reported with different statistics, making them hard to compare. They returned to several famous studies of the impact of situations on behavior and converted the origi- nal statistics to correlations. To the astonishment of many, these correlations were about the same size as the personality coefficients that had been criticized so sharply.

4.7.3: Interactionism Another approach to weak links between traits and actions is interactionism (e.g., Ekehammer, 1974; Endler

controversy that occurred over a period from about 1970 to about 1990.

4.7.1: Is Behavior Actually Traitlike? A question shook the foundations of trait psychology in the early 1970s: whether behavior actually shows trait- like consistency. As we said at the start of this chapter, traits are assumed to be stable aspects of personality that influence behavior in a wide range of settings. The reason for assuming traits in the first place was to account for consistency in thoughts and actions across time and cir- cumstances (see also Box 4.2). Differences on a trait should predict differences in trait-related behaviors.

Box 4.2 How Stable Is Personality over Long Periods? Discussions of consistency and stability in personality often focus on fairly short time periods. However, the trait concept also implies stability over much longer periods. Do people’s personalities stay the same, even years later?

Research on this question is hard (it can require follow- ing people for decades). Despite that, several projects have been done (for reviews, see Caspi, Roberts, & Shiner, 2005; Roberts, Walton, & Viechtbauer, 2006). As a whole, the evi- dence is impressive in showing both continuity and change. This may sound contradictory, but it isn’t.

When investigators look at a given trait across a large number of people across a period of time, they usually find a high degree of stability in how people rank on the trait dimensions (thus, a strong positive correlation over time). Indeed, a review of 152 longitudinal studies found that cor- relations of traits grow increasingly stronger from college, through middle adulthood, to later adulthood (Roberts & Del Vecchio, 2000; see also Costa & McCrae, 1988b, 1989; McCrae, 1993). Thus, if Rachel is more agreeable than most other people in the sample when she’s a senior in high school, she’s very likely to be more agreeable than most of the same people when they’re all 4 years out of college and when they’re all 50.

It’s also possible to ask a second question about stabil- ity, however: Is there an absolute change in a person’s standing on a trait dimension over time? That is, if Rachel is a 6 on a scale of 10 on agreeableness at age 18, will she still be about a 6 when she’s 28? The answer to this question is that there tend to be systematic overall changes over time. These changes occur both in adolescence and throughout adulthood. Interestingly, although we tend to think of ado- lescence as a time of great change, Roberts et al. (2006) found that the largest changes occur in young adulthood (from 20 to 40 years old).

As a group, adolescents tend to get higher on agree- ableness and lower in neuroticism from about age 12 to about age 17 (Klimstra, Hale, Raaijmakers, Branje, & Meeus, 2009). These changes are consistent with developing

greater maturity during this period. Across adulthood, peo- ple tend to become even higher in agreeableness up to about age 60 and even lower in neuroticism up to about age 40—then the curves flatten out (Lucas & Donnellan, 2011; Roberts et al., 2006). People also become more conscien- tious as they age, even up to age 70. Openness to experi- ence tends to be stable across adulthood until about age 50, then drifts downward.

Extraversion is perhaps the most puzzling case. Results from several studies conflict. Roberts et al. (2006) may have solved the puzzle by splitting extraversion into subcompo- nents of social vitality (sociability and positive emotion) and social dominance (assurance and agency). Social domi- nance goes up in adolescence and early adulthood, then stabilizes. Social vitality goes up in adolescence, falls until about age 25, and then falls again starting at about age 55 (Roberts et al., 2006). Thus, even as rank orders stay very stable, overall levels show considerable change.

42 Chapter 4

Here’s another way to describe such interactions: Some situations permit easy expression of personality. Other situ- ations force behavior into channels, thus preventing expres- sion of personality (Monson, Hesley, & Chernick, 1982; Schutte, Kenrick, & Sadalla, 1985). The first set are called

& Magnusson, 1976; Magnusson & Endler, 1977; Ozer, 1986; Pervin, 1985). Interactionism is the idea that traits and situations interact to influence behavior. Neither the setting alone nor the person alone provides a com- plete account.

The term interactionism is tied in part to a statistical understanding of how two variables (or in this case, two classes of variables) influence an outcome. Recall from Chapter 2 how experimental personality research often combines two variables as factors in a single study. We now restate that point in terms of persons and situations. When a situation and a trait are examined in the same study, there are three sources of influence on behavior. Sometimes, varia- tions in the situation have an effect on everyone; for example, stressful situations may cause everyone to seek out other people for social support. Sometimes, variations on a trait have an effect in all situations; for example, extraverts may always spend more time with other people than introverts.

It’s also possible, however, for the situation and trait to interact (see Figure 4.4). An interaction here means that var- iations in the situation affect some people in one way and others in a different way. For example, stress may cause extraverts to seek out others more, but not introverts. This interaction might occur in addition to one or both of the overall effects, or it may occur instead of them. In the latter case, it would create a picture of weak effects for both the trait and the situation.

In this view, situations and dispositions can interact in several ways to determine behavior. Perhaps the most obvi- ous (the case in Figure 4.4, A) is that a situation may influ- ence one kind of person but not others. Sometimes a situational change causes one kind of behavior in one per- son and a different behavior in another person. For example, a stressful situation may cause extraverts to seek out others and introverts to withdraw from others (Figure 4.4, B).

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Figure 4.4 Interactionism. (A) Sometimes there’s an interaction between a situation and a trait variable, such that variations in the situation affect some people but not others. (B) Sometimes the interaction is even more interesting, with some people being affected one way and other people being affected the opposite way.

Some situations act to constrain behavior and hide individual differ- ences. Other situations allow the free expression of personality.

The Trait Perspective 43

entering the room. Introverts tend to steer conversations in one direction, extraverts in another (Thorne, 1987). Indeed, people actively manipulate each other, using such tactics as charm, coercion, and silence (Buss, Gomes, Higgins, & Lauterbach, 1987). All these effects change the situation, so the same situation is actually different for one person than it is for another. This reciprocal influence is another way per- sons and situations interact.

4.7.5: Was the Problem Ever Really as Bad as It Seemed? Trying to understand why there were weak links from trait to behavior led to a great deal of information about how they relate. In the process, however, doubt arose about whether the problem ever was actually as bad as it seemed to be.

After Mischel (1968) wrote that personality corre- lated with behavior around 0.30, others pointed out that the studies leading to that conclusion weren’t the best of studies (Block, 1977; Hogan, DeSoto, & Solano, 1977). Later studies, more carefully designed, found far stronger relationships than that (for a review, see Fleeson & Gallagher, 2009).

There also turn out to be statistical reasons why a cor- relation of 0.30 isn’t so bad! Most actions are influenced by more than one trait. For example, when you get to a party where you don’t know anyone, what you do will depend not only on how extraverted you are but also on how anxiety prone you are. As it happens, whenever a behavior is influenced by several traits at once, the mere fact of multiple influence puts limits on how strong a corre- lation can be for any single trait (Ahadi & Diener, 1989). This limit looks, in fact, very nearly the same as the much- maligned 0.30 correlation.

Maybe the core problem really wasn’t ever as bad as it seemed in 1968. But work addressing the problem told us a lot about how behavior emerges. Indeed, this work has led many people to hold a more elaborate view of traits than they might otherwise have developed. We consider this view next.

4.8: Interactionism as Context-Dependent Expression of Personality 4.8 Identify the concept of behavioral signature

Psychologists put a lot of effort into developing the ideas known collectively as interactionism. Nonpsychologists, however, seem to naturally approach traits with that

weak situations, the second set are called strong situations (Mischel, 1977). As an example, the lawn of a college cam- pus on a Sunday afternoon is a weak situation. Individual differences can be expressed easily; in fact, the situation seems to invite it. An army boot camp is a strong situation. It dampens any expression of individual differences.

People exercise choice over the settings they enter, which influences the behaviors they engage in. Some people choose to go to baseball games; other people do not.

4.7.4: Other Aspects of Interactionism The model just outlined derives from lab research, a con- text in which researchers put people into identical situa- tions. It tends to assume that people outside the lab also enter identical situations. This, of course, is wrong—a point made by a number of authors (e.g., Buss, 1984; Emmons & Diener, 1986; Emmons, Diener, & Larsen, 1986; Magnus, Diener, Fujita, & Pavot, 1993; Scarr & McCartney, 1983). In life outside the lab (and rarely, but occasionally, even in the lab), people exercise a lot of choice over which environments they enter.

Some people choose to go to church, others choose not to. Some people choose to go to basketball games, some to rock concerts, some to country meadows. By choosing the settings they enter, people thereby influence the behaviors they engage in. Indeed, there’s evidence that people choose their marriage partners partly by whether the partner lets them be who they are (Caspi & Herbener, 1990). The choices that people make about what situations to enter depend partly on their personalities (Brandstätter, 1983; Emmons & Diener, 1986; Emmons et al., 1986).

Another way persons and situations interact is that people differ in the kinds of responses they elicit from oth- ers (Scarr & McCartney, 1983). Some people naturally bring a smile to your face, others can make you frown just by

44 Chapter 4

things they do most often reflect a narrower portion of that dimension (see Figure 4.5). In the same way, it’s been found that the positive emotions tied to extraversion vary from hour to hour, right along with the degree of extraverted behavior the person is engaging in (Fleeson, Malanos, & Achille, 2002).

mentality. That is, people seem to know intuitively that whether a trait affects behavior varies from setting to set- ting. In reality, you shouldn’t expect a given trait to operate all the time—only in situations where it’s relevant.

This is reflected in the fact that people often use ver- bal hedges in discussing personality (Wright & Mischel, 1988). A hedge (in this context) means a word or phrase that limits a trait’s applicability. As examples, you might describe someone as “shy with strangers” or “aggressive when teased.” The ultimate hedge is sometimes. Using a hedge implies that you think the trait-based behavior occurs only in some kinds of situations (Shoda, Mischel, & Wright, 1989).

Such evidence, along with the insights of interaction- ism more generally, led Mischel and Shoda (1995) to a deeper analysis of how traits affect behavior (see also Cervone, 1997, 2004; Mischel, Shoda, & Mendoza-Denton, 2002). In this view, traits are not freestanding tendencies to act, but patterns of linkages between situation and action. Given situation x, action y is likely. A key point is that a given action shouldn’t be expected to occur all the time, because the situation that elicits it isn’t always present. Thus, a behavior may appear inconsistent across situa- tions—especially situations that differ a lot. But in situa- tions that seem similar to the person, the behavior is consistent (Furr & Funder, 2004). Thus, there’s a lot of con- sistency, despite the variability.

Another key point here is that the pattern of linkage between situation and behavior differs from one person to another. This is a source of individuality, of uniqueness: the pattern of situation–behavior links the person has estab- lished over time and experience. This pattern is sometimes referred to as the person’s behavioral signature. Even if two people tend toward the same kind of behavior, the sit- uations that elicit it may differ from one person to the other. If so, these two people will act differently in many situa- tions, despite having the same trait. This, in fact, may be a way for idiographic traits to exist. Each person’s unique pattern of links from situation to action creates a trait that’s just a little different from that of any other person.

The idea that traits represent patterns of situation– action links opens other possibilities, as well. For example, imagine a person who’s mostly an introvert but occasion- ally acts like an extravert—for example, by becoming talk- ative. From the perspective of the linkage model, this would mean that there are classes of situations (perhaps infrequent) that link to those actions for this person. To this way of thinking, there would be no contradiction in the idea that a person can display qualities from one end of a trait dimension in one situation and qualities from the opposite end of the dimension in another.

Fleeson (2001) has reported considerable support for this argument. He found that most people do things that reflect the entire range of a trait dimension. It’s just that the

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Figure 4.5 Traits as situation-linked frequency distributions of states. People occasionally act extraverted, even if they are essentially introverts (such as Pati); people occasionally act introverted, even if they are essentially extraverts (such as Jenifer). The person’s generalized trait is reflected in the fact that particular sorts of behavioral states are most frequent.

SourCe: Based on Fleeson, 2001.

The linkage viewpoint seems to deal well with some problems people have had in thinking about traits. It doesn’t distort the trait concept, but it clearly adds some- thing to the concept that was discussed in the first part of this chapter. This theory has other elements that are con- sidered in Chapter 12. For now, the point is that the impact of traits seems context-dependent (see also Fleeson & Leicht, 2006). This conclusion is quite consistent with the interactionist view.

4.8.1: Fitting the Pieces Together Let’s put these ideas together with what we discussed ear- lier. If you had read only the first half of this chapter, you might have been tempted to assume that most trait theo- rists hold the view portrayed in Figure 4.6, A or B, in which traits have a constant influence on behavior. People who discuss the five-factor model tend not to talk much about how traits and situations interact. It can be easy to infer that panel A or B is what they assume.

But traits don’t work that way. The research just described makes that clear. Traits sometimes influence behavior a lot, and sometimes not at all. Whether the trait

The Trait Perspective 45

and that it may not influence a given category of behavior at all times (Zuroff, 1986). Rather, the effect of the trait depends on whether it’s evoked in that situation. Allport even believed that people have contradictory traits. The fact that the contradictory traits are aroused by different situa- tions keeps this from being a problem (Fleeson, 2001, 2004).

Allport also anticipated another contemporary theme when he noted that people choose the situations they enter

matters depends on the situation (Figure 4.6, C). This dynamic approach to the role of traits in the constantly varying social environment recognizes complexities in the creation of behavior (see also Box 4.3).

This picture is certainly more compelling than the sim- ple one. Interestingly enough, though, the core idea isn’t all that new. Some trait theorists of earlier eras said much the same thing, but not in as much detail as is used today. As early as 1937, Gordon Allport wrote that “traits are often aroused in one situation and not in another” (Allport, 1937, p. 331). His conception of a trait explicitly included the assumption that the trait doesn’t influence all behaviors

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Figure 4.6 Three views of the effects of traits on behavior (portrayed for the trait of gregariousness). (A) A naive model, in which people are assumed to display their traits at a relatively constant level, no matter what sit- uation they’re in (what Magnusson & Endler, 1977, called absolute consistency). (B) A model in which situations influence the overall levels at which the trait is displayed, but people retain the same ordering (relative consistency). (C) An interactionist model, in which some situations (2 and 4) permit or even elicit individual differences, whereas others (1 and 3) don’t do so.

Box 4.3 Theoretical Issue: What Really Is a Trait? Throughout this chapter, we’ve described traits as being the underlying causes of behavior. Taken literally, it’s almost as though a trait were a black box inside you that sent out little blips of behavior every now and then. No one knows where the trait is, but theories often seem to treat it as an entity inside the person that generates a range of trait-related behaviors. That’s certainly the way early trait theorists talked about it.

More recently, though, a lot of people have questioned whether that’s really right. Maybe the kind of trait we’ve talked about in this chapter (e.g., extraversion, or agreeable- ness) isn’t the source of anything. Instead, maybe these traits are really summary statements about sets of action tendencies that themselves are caused by other forces (Ashton & Lee, 2005; DeYoung, in press; Wood, Gardner, & Harms, 2015).

This possibility raises a lot of questions. For one, if the behavior tendencies that we think of as reflecting a broad trait don’t have a common source, why do they seem to go together? Why does Sandy have most of the characteristics of an extravert (Table 4.3) instead of just one or two?

One approach to this question says we should think about the specific bits of behavior as the traits, instead of thinking of traits as broad underlying sources (Wood et al., 2015). Specific behavioral bits co-occur in a person to the extent that they both help that person get some desired out- come, and to the extent that the person also finds them easy to do. Two bits that help get the same outcome will naturally co-occur more often than will one that helps get the out- come and one that has nothing to do with the outcome. In this view, traits are organized into broad clusters because of some constancy among desired outcomes. But it’s the bits that are really the traits, not some underlying black box.

Another question that arises is what use is the broad trait concept, if it doesn’t refer to anything that has an actual existence. Some people are comfortable with the idea that traits are summary statements, but it certainly leaves some- thing of a vacuum. It tends to render the person more a piecemeal aggregation of molecules than a coherent entity.

This may turn out to be a place where the trait perspec- tive eventually has to blend together with other perspectives, in which smaller-scale bits of behavior play a larger role, such as the learning perspective and the cognitive perspective. We will see how well that works out in years to come.

46 Chapter 4

unique combination of trait levels, everyone is different from everyone else.

Furthermore, trait theorists believe traits can interact with one another. To put it differently, how a given level of one trait influences behavior may differ from person to per- son, as a function of where each person is on other traits. For example, two adventuresome people may display their boldness differently as a function of how sociable they are. The highly sociable one may engage in risky interpersonal exchanges, the less sociable one may climb mountains. Thus, a given trait can be reflected in unique ways for each person because of the modifying effect of differences on other traits.

and actively change the situations they’re in (Zuroff, 1986). Thus, the ideas that would become known as interactionism go back a long way.

4.9: Assessment from the Trait Perspective 4.9 Examine assessment and comparisons of profiles

as inherent to the trait approach to personality

The trait approach focuses on assessment more than do most other viewpoints on personality. Indeed, the first part of this chapter discussed how various theorists developed measures. In this section, we consider briefly how the mea- sures are used.

4.9.1: Comparing Individuals Using Personality Profiles The trait approach makes extensive use of self-report inventories, which ask people to describe their views of themselves by making ratings of some kind. The most common ratings involve indicating whether an adjective applies to you or not, or where on a dimension or contin- uum (anchored by opposing adjectives) you’d fall, or whether you agree or disagree with a statement. The rat- ings may be made as “yes–no” or “agree–disagree” deci- sions, or they may be made using multipoint scales.

Recall that traits are seen as fundamental qualities of personality, reflected in diverse behaviors. For this reason, self-reports usually include ratings for several reflections of each trait being measured. A scale using adjectives would have many adjectives for each trait; a scale made up of statements would include statements implying diverse ways the trait might be expressed.

Regardless of the exact form of the inventory, nomo- thetic trait psychology assumes that everyone can be placed somewhere along each trait dimension. Inventories measuring these traits are used to create profiles. A person- ality profile describes a person’s place on each dimension the inventory measures (see Figure 4.7). Knowing the dimensions and the person’s place on each can create a sense of what he or she is like and how he or she will act.

The profile in Figure 4.7 illustrates the kind of informa- tion provided by a personality inventory. At first glance, a profile can seem like nothing more than a string of beads (indeed, Allport [1961] said that’s exactly what they are). Perhaps a better metaphor is a bar code. Nomothetic theo- rists believe that the profile is where uniqueness lies. You can see from Figure 4.7 that a shift on a single trait changes the balance of a person’s qualities. It can thereby change how the person will act in various settings and how the person will seem to someone else. Since every person has a

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Figure 4.7 An illustration of a personality profile, adapted from the NEO-PI-R. The NEO-PI-R provides both an overall profile of the five major fac- tors (top portion) and a profile of the facets within each of the “big five” (lower portion). The top profile provides a quick and simple summary for the person’s personality; the other provides a more detailed picture.

SourCe: Reproduced by special permission of the Publisher, Psychological Assessment Resources Inc, 16204 North Florida Avenue, Lutz, Florida 33549, from the NEO Personality Inventory Revised by P. T. Costa, Jr., and R. R. McCrae, PhD, copyright 1978, 1985, 1989, 1992 by Psychological Assess- ment Resources, Inc. (PAR). Further reproduction is prohibited without permission of PAR.

The Trait Perspective 47

five” did a good job of representing personality disorder, and that the facet scales (the narrow scales within the five domains) did an even better job. An edited volume con- taining diverse reviews of relevant evidence and theoreti- cal statements on how the “big five” relates to personality disorders is now in its second edition (Costa & Widiger, 2002). One recent study even found that clinicians find the “big five” more useful clinically than the categories of the diagnostic system (Samuel & Widiger, 2006).

This exploration of the five factors and disorders is not limited to personality disorders. The question is being raised more generally about abnormalities of all types (Krueger, Watson, & Barlow, 2005; Nigg et al., 2002; O’Connor, 2002). Might most of them turn out to reflect extremes of specific traits? This area of work will likely continue to be an impor- tant focus for more exploration in future years.

(Recall the earlier discussion of extraversion and neuroti- cism and Table 4.2.) This is true even though any particular trait dimension is the same from one person to another.

4.10: Problems in Behavior, and Behavior Change, from the Trait Perspective 4.10 Identify implications of the five-factor model for

understanding disorder

The trait approach was the starting point for some of the earliest efforts to assess disorder. Those efforts were based on the idea that problems directly reflect people’s traits. Differences among categories of problems occur because each trait (or group of traits) relates to a different kind of problem.

The attempt to understand psychopathology from this trait-based viewpoint was largely an attempt to categorize it. Categorizing was a matter of determining the trait indi- cators in people’s behavior that relate to a given class of problem. Some traits relate to problems because the traits themselves are problematic. As noted earlier, Eysenck’s model has a dimension termed psychoticism. Psychoticism is a tendency toward certain kinds of problem behaviors, such as antisocial actions and alcohol and drug abuse (Sher, Bartholow, & Wood, 2000). Because people vary in psychoticism, they vary in the degree to which they will likely display those problems. Neuroticism is a tendency toward emotional distress. Many disorders are character- ized by a high level of distress. Thus, people who are high in neuroticism are more likely to display those problems than people lower in neuroticism.

4.10.1: The Five-Factor Model and Personality Disorders The emerging influence of the five-factor model of person- ality has led to renewed interest in the traits related to dis- orders, especially personality disorders (see Clark, 2007; Costa & Widiger, 2002; Widiger & Mullins-Sweatt, 2009; Widiger & Costa, 2012). Personality disorders are stable, enduring patterns of behavior that deviate from normal cultural expectations and interfere with the person’s life or the lives of others. Many theorists suspect that personality disorders are essentially extreme manifestations of several of the “big five” traits (Larstone, Jang, Livesley, Vernon, & Wolf, 2002; Markon, Krueger, & Watson, 2005; Widiger, Trull, Clarkin, Sanderson, & Costa, 2002; Wright et al., 2012).

For example, O’Connor and Dyce (2001) found that all personality disorders are represented within the five-factor model. Reynolds and Clark (2001) also found that the “big

Even a person prone to being afraid will not experience fear unless he or she encounters a fear-producing situation.

4.10.2: Interactionism in Behavior Problems As described earlier in the chapter, evidence suggesting a poor link between traits and actions led to interactionism. The logic of interactionism is useful not just for under- standing normal behavior but also for understanding problems.

One tenet of interactionism is that individual differ- ences matter in some situations but not others. As applied to problems, this idea takes on a slightly different twist. Think of a trait as a vulnerability or susceptibility to a prob- lem. Saying a person is susceptible to a problem doesn’t mean that he or she has the problem. Rather, it means the problem will emerge more easily for this person than for someone else. To put it in terms of interactionism, the sus- ceptibility matters in some situations but not in others (recall Figure 4.4).

The susceptibility usually matters in situations involving a lot of stress. Therefore, this approach to problems is called a diathesis-stress model. (Diathesis means “susceptibility.”) In

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1995; for more opinions on both sides, see Block [2010] and the commentaries that follow it). One problem is that in their early years, trait theories had little to say about how personality works or how the person gets from trait to action. To put it differently, the trait approach had little to say about intrapersonal functioning. This resulted in a pic- ture of personality that seems static and empty. McAdams (1992) called trait psychology the “psychology of the stranger,” because it provides information that would be important if you knew nothing about a person but doesn’t portray the dynamic aspects of personality. Labeling a person as friendly, sociable, or dominant gives a name to what you see. But it doesn’t tell you much about how or why the person acts that way. This has been a major criti- cism of the trait concept.

Several responses have been offered to this criticism. One is that trait psychology doesn’t claim to present a complete picture of the person but rather one angle of view (McAdams & Walden, 2010; McCrae, 2010). Another response is that recent years have seen far more serious attempts to develop an understanding of how traits oper- ate on behavior. One example described earlier is the work showing how expression of traits is situation spe- cific. This work doesn’t much resemble the trait approach of years past, but it may be the trait approach of the future. Another response is that the trait perspective is developing links to other perspectives that are providing more of a sense of mechanism behind the influence of traits (see Chapter 7).

The idea that the trait viewpoint has had little to say about the process side of personality is often made jointly with a second criticism: that trait theories sometimes use circular explanations. As an example, imagine a woman who acts in a dominant manner—not just occasionally but often, and not just in one situation or with one set of people but in many situations, with whoever else is around. You may feel justified in concluding from this that she has a high level of the trait of dominance.

But ask yourself two questions and think about your natural answers. Question 1: Why does she behave that way? (Answer: Because she’s dominant.) Question 2: How do you know she’s dominant? (Answer: Because she behaves that way.) The problem here is that the informa- tion about the behavior is used to infer the existence of a trait, which is being used, in turn, to explain the behavior. This is called circular reasoning, because it can go around and around in an endless circle. The circularity can be bro- ken if the trait is used to predict something new, and sometimes, trait theorists do that. However, this view on personality is more vulnerable than most to the criticism of circularity.

A final point, which favors the future of the trait approach, is this: No matter how hard various people have tried to dis- pense with the use of traits as explanatory mechanisms, the

this model, an interaction is required between the diathesis and a stress for the problem to develop (Meehl, 1962). Diathe- sis-stress models have been quite common in thinking about psychological problems.

4.10.3: Behavior Change What about the process of therapeutic behavior change? The trait approach is inherently a little pessimistic about change. If traits define a person’s personality, how can problems be resolved without changing the person’s per- sonality? Traits are stable. Any change that therapy pro- duces will likely be in how the traits are displayed in behavior, not in the traits themselves. On the other hand, there is evidence that even introverts are happier when they are induced to act in an extraverted manner (Zelenski, Santoro, & Whelan, 2012). So maybe traits are more mal- leable than they seem.

The interactionist approach also has an implication here. If problems arise through an interaction between sus- ceptibilities and difficult situations, it should be helpful for the susceptible person to avoid entering situations in which the relevant stresses are likely to occur. Avoiding such situ- ations should help prevent the problems from arising.

This, of course, is something that people often do on their own. As we said earlier in the chapter, people exercise some control over what situations they choose to enter. Just as some people choose to go to church and some do not, some people choose to avoid situations in which their vul- nerabilities place them at risk. Shy people may avoid singles bars, for example. People with short tempers may try to avoid arguments. People who routinely overspend their credit cards may cancel the cards and switch to using only cash. Avoidance isn’t always possible. Yet if people learn which stressors they can and cannot handle, this knowledge should make them more effective in managing their lives.

4.11: Problems and Prospects for the Trait Perspective 4.11 Identify two main criticisms of the trait approach

to personality

The trait view is, in many respects, the most basic of all the approaches to personality. The very concepts of type and trait arose literally thousands of years ago to account for consistency in behavior across time and circumstances. The concepts have been elaborated and embellished over the years, but their core remains much the same.

On the other hand, some people find this view unsat- isfying. It’s been criticized on several grounds (Block,

The Trait Perspective 49

as though the personality psychologist needs them. The fact that they’ve endured the test of time seems to imply a funda- mental correctness that’s hard to deny.

trait concept has retained an active place in the working vocabulary of the personality psychologist. The long history of these concepts attests to their hardiness. Somehow, it seems

Summary: The Trait Perspective The trait approach begins with the assumption that per- sonality consists of stable inner qualities, which are reflected in behavior. Types are discontinuous categories of personalities, with each person falling into one category or another. This concept is no longer prominent in personality psychology, however. Traits are continuous dimensions of variability, along which any person can be placed. Most trait approaches are nomothetic, emphasizing how people differ but assuming that the trait dimensions are the same for everyone. An idiographic approach emphasizes uniqueness and treats some dimensions as unique to spe- cific persons.

Factor analysis is a tool used by many trait psycholo- gists. It tells what items (or ratings, etc.) go together. The more variability in ratings that a factor accounts for, the more important the factor. Factor analysis also reveals which observations do and don’t reflect a factor well, thus helping refine scales.

An important question in trait psychology is what traits are basic and important. Some researchers believe we must let reality tell us the structure of personality. Others believe we must start with a theory. Several theoretical views have been developed, including one that empha- sizes traits that have a long history in ideas about personal- ity (extraversion and neuroticism) and one that emphasizes traits that are relevant to social interaction (the interper- sonal circle).

Many now favor the idea that there are five major fac- tors in personality. Evidence for this view is strong, and the five factors have a reasonable fit to aspects of preexisting models of personality structure. There is disagreement about the precise nature of the five factors, but commonly used labels for them are extraversion, agreeableness, conscien- tiousness, emotionality, and openness. Recent research has examined how these traits relate to behaviors and experi- ences in people’s lives.

The usefulness of the trait concept was questioned by the finding that people’s behavior often wasn’t well pre-

dicted from self-reports of traits. This led some to doubt whether traits actually influence behavior. Situationism— the idea that behavior is controlled primarily by situational influences—proved wrong. Interactionism holds that per- sonality and situations interact in several ways to deter- mine behavior. For example, some situations permit or even elicit individual differences, whereas other situations don’t. People also choose which situations to enter, and then they influence the nature of the situations by their own actions.

The idea that the influence of traits on behavior is dependent on situations has expanded into a broader view of personality structure, in which traits are individualized linkages between situations and actions. This view accounts for stability over time within the person, as well as for variability across situations. This view of the nature of traits provides a sense of process for trait models.

Personality assessment from the viewpoint of trait psy- chology is a matter of developing a personality profile of the person being assessed—a description of where the person falls on all the dimensions being measured by the inventory. To these psychologists, the profile holds the key to under- standing the person’s uniqueness.

Regarding problems in behavior, trait theorists say that some problems result from having a trait that’s intrin- sically problematic, such as psychoticism or neuroticism. Other kinds of problems stem from having an extreme position on some trait dimension. Interest in the relation- ship between personality disorder and the five-factor model is growing. The interactionist position suggests the following possibility (termed a diathesis-stress model): Cer- tain dispositions may create a susceptibility to some kind of problem, but the problem occurs only under certain con- ditions, usually involving stress. Therapeutic behavior change, from the trait perspective, may mean changing how a trait is reflected in behavior, because a person’s traits aren’t easily altered. Alternatively, it may mean avoiding situations in which the problem behavior arises.

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people want to find order and meaning in life. Some seek truth, some seek beauty.

There’s a lot of diversity in the concerns people focus their lives around. Yet despite the diversity, they all have something in common: They suggest the existence of needs and motives behind people’s thoughts and actions. Think about how people describe their preoccupations. “I need to find the right person. I need to accomplish things in my life. I want to do well in school. I need to feel in control.” There are also individual differences here. For any aspect of life you might imagine, some people feel a deep need within it and others don’t.

Most college students spend at least part of their time plan- ning what they will do after college. Some have ambitions they’re already pursuing (like the pre-med student above). Most also devote part of their energies to relationships. In fact, some are already thinking about being married and building a life together with someone.

These two concerns are probably familiar to you. Work and love are issues in everyone’s life. But people vary quite a lot in how central each of these issues is. And not even these issues are everything, of course. Some people have a deep desire to influence others—maybe in politics, or in show business, or by running a successful company. Some

even take time off on weekends, because I’m taking a huge load. I don’t mind, though, because when I do well, I feel really satisfied.”

“I’m in the pre-med program, and I really want to get into a good medical school. The courses aren’t that easy for me, so I have to study more than most pre-meds. I can’t

5.1 Explain how needs, motives, and press govern how people seek out or respond to objects or situations in the environment

5.2 Analyze the motive viewpoint to understand why different people display quite different patterns of behavior over time

5.3 Relate four major motive dispositions to the behavior that they have been tied to

5.4 Distinguish between implicit and self- attributed motives and how each influences behavior

5.5 Compare approach and avoidance processes in the context of motives

5.6 Evaluate the similarities and differences between motives and traits

5.7 Summarize the work done by prominent researchers in the study of narratives

5.8 Outline implicit assessment of personality from the motive viewpoint

5.9 Examine the possibility of changing people’s achievement motivation and the criticisms against it

5.10 Summarize criticisms of the motive approach to personality

Learning Objectives

Chapter 5

The Motive Perspective

The Motive Perspective 51

intense will be the action. Intensity can be reflected in sev- eral ways, such as vigor, enthusiasm, and thoroughness. But intensity can also be expressed in less obvious ways. For example, need strength can help set priorities—which action you do first versus put off until later. The stronger the need, the sooner it’s reflected in action. This prioritizing can create a continually changing stream of actions, as need strengths build and subside (Figure 5.1). The need that’s greatest at any given point is the one that is reflected in behavior.

5.1: Basic Theoretical Elements 5.1 Explain how needs, motives, and press govern how

people seek out or respond to objects or situations in the environment

If needs and motives affect people’s thoughts and actions this way, they’re important. It might even be argued that a person’s needs define who the person is. This idea forms the basis for the viewpoint on personality that’s examined in this chapter.

5.1.1: Needs The fundamental principle of this approach is that behav- ior is best understood as a reflection of the strength of the person’s needs. A need is an internal state that’s less than satisfactory, a lack of something necessary for well-being. Henry Murray (1938), who began this approach to person- ality, defined a need as an internal directional force that determines how people seek out or respond to objects or situations in the environment.

Every need has associated with it some category of goal objects. When you’re thirsty, you need water, not food.

Some needs are biological (for food, water, air, sex, and pain avoidance). Others—such as the needs for power, achievement, and intimacy—either derive from biological needs or are inherent in our psychological makeup. It’s easi- est to start with biological needs, because biology is a good model for how needs work. Biological needs must be satis- fied repeatedly over time. As time passes, the need gradu- ally becomes more intense, and the person acts to cause it to be satisfied. For example, over time, your body starts to need food. When the need gets strong enough, you’ll do something to get food. That reduces the need.

The strength of a need influences the intensity of the behavior pertaining to it. The stronger the need, the more

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Figure 5.1 A graphic display of how changes in behavior over time can be explained by variations in the relative strengths of several motives over the same time. The letters at the top of the diagram indicate which of three activities the person is engaged in at any given time (shifting from one to the other). The three lines indicate the levels of the three motives related to these three activities. As one motive rises above the other two, the behavior changes.

Needs are directive: They help determine which of many possible actions occurs at a given time. They are directive in two senses. First, when you have a need, it con- cerns something in particular. When you need water, you don’t just need; you need water. Needs thus pertain to classes of goal objects or events. Needs are also directive in that they create movement either toward the object or away from it. A need aims to get something or to get away from something. Thirst reflects a water-related need, but it’s more than just water related. Fear of going swimming also reflects a water-related need. Thirst reflects a need to get water. Moving toward versus moving away is part of the directionality of all needs.

5.1.2: Motives Needs work through motives. Motives are a step closer to behavior. David McClelland (1984), an important

52 Chapter 5

psychological needs than biological needs. A need for achievement involves no deficit in the body. It’s hard to say how the need to achieve differs from the motive to achieve. For this reason, people writing about needs and motives in personality often use the two terms inter- changeably, as we will.

5.2: Needs, Motives, and Personality 5.2 Analyze the motive viewpoint to understand why

different people display quite different patterns of behavior over time

When motives are strong, they influence behavior. Motives vary across time and situations. But people also vary in dis- positional motives. That is, some people naturally have more of a given motive much of the time than other people do. Such motive dispositions begin to form a picture of the person’s personality.

5.2.1: Motive States and Motive Dispositions We’ve already shown how to think about temporary fluc- tuations in needs (Figure 5.1, earlier). People shift from doing one thing to doing something else, as one motive is satisfied and others build up. Ongoing behavior reflects whichever is now greatest. That model provides a sense of how people shift from one action to another over time.

Now let’s add the idea that people vary in their dispo- sitional levels of motives. This can be portrayed as differ- ences in the overall heights of the lines. Such differences can have large effects on moment-to-moment behavior. For example, John has a high dispositional need for achieve- ment, whereas George’s dispositional need for achievement is lower. Assume that this motive goes up and down in the same pattern for both across time. Assume also that they have identical patterns in all their other needs. As Figure 5.3 shows, John and George would display quite different pat- terns of behavior over time. Why? Because even when John’s other needs are also elevated, his need for achieve- ment is so high that it tends to remain above the others. As a result, he tends to do achievement-related things a lot of the time. For George, the achievement motive rarely gets high enough to be the strongest motive. Thus, George doesn’t engage in achievement-related behavior very often.

Henry Murray (1938) was the first to develop a view of personality organized in terms of needs and motives. He and his colleagues generated a list of needs that they believed underlie personality. Murray believed that all people have the same basic needs, but that everyone has a dispositional tendency toward some particular level of each need.

contributor to this view of personality, said motives are clusters of cognitions with affective overtones, organized around preferred experiences and goals. Motives appear in your thoughts and preoccupations. The thoughts pertain to goals that are either desired or undesired. Thus, they are emotionally toned. Motives are what eventually pro- duce actions.

What’s the relationship between need and motive? The need for food occurs in the tissues of the body. But that need results in a motive state called hunger. Unlike the need for food, hunger is experienced subjectively. It cre- ates mental preoccupation and leads to behavior that will reduce the hunger (and the need for food). Thus, we dis- tinguish needs from motives partly by the existence of a subjective experience. A need is a physical condition you don’t sense directly. It creates a motivational state that you do experience.

5.1.3: Press Motives follow from needs, but they’re also influenced by external events. Murray (1938) used the term press to refer to such external influences. A press (plural is also press) is an external condition that prompts a desire to get (or avoid) something. It thus has a motivational influence, just as a need does (see Figure 5.2).

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Figure 5.2 Internal need states and external press can both influence motives to engage in particular kinds of action, which in turn become realized in overt behavior.

It may be easiest to get a feel for the effects of need and press by considering a biological motive. Imagine your need for food creates a hunger motive. You respond by eat- ing lunch. Your simple sandwich, dry and crumbly, satis- fies the need for food. But just as you finish, someone walks in with an extra-large pizza (or whatever you find irresist- ible). Suddenly you’re not as satisfied as you were a moment before. The motive to eat has been rekindled—not by a need but by a press. The idea also applies to purely psychological motives. Seeing someone else receive an honor can increase your motive for recognition. Being around someone who’s engaged may increase your motive to be in a close relationship.

Although needs and motives clearly can be distin- guished from each other, people don’t always do so. One reason is that it’s harder to keep the concepts distinct for

The Motive Perspective 53

When you do the TAT, you view a set of pictures and are asked to create a story about each one. The pictures are ambiguous. Your story is supposed to describe what’s hap- pening, the characters’ thoughts and feelings, the relation- ship among characters (if there’s more than one), and the outcome of the situation. The key assumption is this: Through apperception, the themes that emerge in your sto- ries will reflect your implicit motives.

Do fantasy stories really reflect people’s needs? Early studies tested the procedure by creating situational needs. One such study looked at the need for food. People were deprived of food for varying lengths of time, so they would have different needs for food. Their stories subsequently differed in food-related TAT imagery (Atkinson & McClel- land, 1948).

Another early study manipulated the achievement motive, by giving some people a success and others a failure. A failure should temporarily increase the achieve- ment need by creating an achievement deficit. As expected, the failure caused greater achievement imagery than in a group that had not experienced a failure (McClelland, Atkinson, Clark, & Lowell, 1953). Unex- pectedly, though, achievement imagery was also elevated in another group that had experienced a success. This finding led McClelland to conclude that deprivation isn’t necessary to arouse a motive (Winter, 1998). The motive can be aroused by any circumstance that points to the motive’s relevance.

5.3: Studies of Specific Dispositional Motives 5.3 Relate four major motive dispositions to the

behavior that they have been tied to

Once it was tested in studies of situational motives, the apperception procedure was used to measure motive dispo- sitions. The TAT pictures were used in some of this work, but variations using other pictures were also developed. The procedure in its various forms is now often referred to as the picture story exercise (PSE). Researchers have used this procedure to study several motive dispositions in detail, as outlined in the next sections.

5.3.1: Need for Achievement Of the various needs identified by Murray, the first to receive research attention was the need for achieve- ment. This motive was studied for decades by David McClelland, John Atkinson, and others (e.g., Atkinson & Birch, 1970; Atkinson & Raynor, 1974; Heckhausen, 1967; Heckhausen, Schmalt, & Schneider, 1985; McClelland et al., 1953).

5.2.2: Measuring Motives Using the Thematic Apperception Test To develop the motive approach to personality, research- ers had to measure motives. For several reasons, they didn’t begin by asking people directly about their motives, but with another strategy. Morgan and Murray (1935) suggested that needs are projected into a person’s fantasy, just as a movie is projected onto a screen. Mur- ray called this process apperception: perceiving stimuli in light of one’s own experiences and motives. The idea that people do this readily led to the Thematic Apper- ception Test (TAT) (Morgan & Murray, 1935; Murray, 1938; Smith, 1992).

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54 Chapter 5

diagnosticity (how much they tell about ability). People with high achievement needs had a strong preference for diagnostic items (see Figure 5.4), whereas difficulty turned out not to matter. This is consistent with a more recent finding that difficulty seems not to stress out people who are high in achievement motivation (Schultheiss, Wiemers, & Wolf, 2014).

Achievement motivation is the desire to do things well, to feel pleasure in overcoming obstacles. Need for achievement is reflected in PSE responses that mention performing well at something, reaching goals or overcoming obstacles to goal attainment, having positive feelings about success, or neg- ative feelings about failure.

People who differ in achievement motivation differ in several ways in achievement-related situations. Consider the very act of choosing a task. Tasks (or problems within a task) can be easy, hard, or somewhere in between. Given a choice, which would you pick? (When you plan your course schedule for next semester, will you choose easy courses, hard ones, or ones in between?)

People low in need for achievement prefer tasks that are either very easy or very hard (Atkinson, 1957). It’s easy to understand the easy ones. There isn’t much achievement pressure if the task is easy, and it’s nice to get something right, even if everyone else gets it right too. But why would people with a low achievement need choose a hard task? Clearly, it’s not for the challenge. It seems to be that doing poorly on a hard problem doesn’t reflect badly on them. And there’s always the possibility (however remote) that they will get lucky and succeed. In contrast, people high in need for achievement tend to prefer tasks of moderate dif- ficulty. They also work harder on moderately difficult tasks than on very hard or very easy ones (Clark & McClelland, 1956; French, 1955).

Why do these people prefer tasks of middle difficulty? Maybe it’s because these tasks give the most information about their ability (Trope, 1975, 1979). If you do well at an easy task, you don’t learn much about your ability, because everyone does well. If you fail at a hard task, you don’t learn much about your ability, because almost no one does well. In the middle, though, you can find out a lot. Perhaps people high in achievement motivation want to find out about their abilities. Trope (1975, 1980) tested this by hav- ing people choose test items. He figured out a way to manipulate (separately) the items’ difficulty and their

Persons high in achievement motivation have a strong need to succeed.

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Figure 5.4 Participants in this study chose items to work on that they expected to be either highly diagnostic of their abilities or not diagnostic. This figure divides participants into four levels of achievement motive, ranging from very low to very high. There is an increasingly strong preference for highly diagnostic items among those with higher levels of achievement motivation.

SOURCE: Based on Trope, 1975.

Effects of achievement motivation have been studied a lot over the years. The need for achievement relates to greater persistence in the face of failure (e.g., Feather, 1961), better task performance (e.g., Lowell, 1952), higher grades (Schultz & Pomerantz, 1976), and greater educa- tional achievement (Hustinx, Kuyper, van der Werf, & Dijkstra, 2009).

Indeed, it’s even been suggested that the need for achievement plays a role in the economic rise and decline of entire cultures. This idea led to studies of literature from several civilizations, at several distinct points in their his- tory. The literature is interpreted for its themes, in much the same way as PSE responses are interpreted. The eco- nomic growth and decline of the civilization are then plot- ted over the same period. One impressive study of this sort (Bradburn & Berlew, 1961) examined the history of Eng- land from 1500 to just after 1800. The researchers divided this period into 50-year segments and coded achievement imagery and economic development in each. Achievement imagery was stable for 100 years, fell off, and then rose

The Motive Perspective 55

their views of themselves and the world they lived in. The achievement needs of these women were channeled by other aspects of their social environments.

5.3.2: Need for Power Another motive that’s been studied extensively by David Winter (1973) and others is the need for power. Need for power is the motive to have impact on others, to have prestige, to feel strong compared to others. PSE responses that have images of forceful, vigorous action—especially action that evokes strong emotional responses in others—reflect the need for power. Responses showing concern about having status or position also reflect the need for power.

sharply. The index of economic development followed a nearly identical pattern of falling then rising—but 50 years later. This suggests that shifts in achievement motives had economic consequences.

An even more complex study of this sort was done by McClelland (1961). He focused on a much narrower period—1925 to 1950—but looked at 23 cultures across the world. McClelland coded achievement imagery from chil- dren’s schoolbooks at the beginning and end of that time span. He developed two measures of economic growth over the intervening period and compared the achieve- ment imagery to economic growth. A moderately strong association emerged between achievement imagery in 1925 and economic growth from 1925 to 1950. As in the earlier study, there was virtually no relation between economic growth and subsequent achievement imagery. This sug- gests that motivation (reflected in the imagery) produced the economic achievement, instead of vice versa.

Achievement motivation predicted economic success in these studies, but a need for achievement isn’t always helpful. For example, people in high-level politics have the task of mobilizing others (which draws on a different need), and they often have little control over outcomes (Winter, 2010). As a result, the need for achievement is frus- trated, rather than producing good outcomes. Indeed, high achievement motives have been linked to lower effective- ness among U.S. presidents (Spangler & House, 1991). Winter (2010) has also found that need for achievement is valuable in the business world only when control is rela- tively high.

At first, studies of the achievement motive focused on men. Even when they did include women, they typically focused on stereotypically masculine pursuits (e.g., income), rather than other areas for achievement (e.g., fam- ily roles; Duncan & Peterson, 2010). Eventually, researchers looked at the achievement motive among women too. Achievement needs seem to be expressed in varying ways among women, depending on the direction they take in their lives.

Elder and MacInnis (1983) recruited two sets of 17- to 18-year-old girls. One set was family-oriented, and the other had a mix of family and career interests. Achieve- ment motives, assessed at the same time, predicted differ- ent outcomes in the two groups as they moved into adulthood. Among family-oriented women, those with a high achievement need invested energy in activities lead- ing to marriage and family. In effect, they expressed achievement by creating and sustaining a family. Among career-minded women, having a high achievement need led to putting off marriage and families, to focus on their careers. Thus, what women valued as a goal determined what behaviors followed from their achievement needs.

Another way of putting this is to say that women with achievement needs pursued achievement in ways that fit

The need for power is often expressed in the tendency to acquire high-status positions and to surround oneself with symbols of power.

What kinds of behavior follow from the power motive? Not surprisingly, people high in need for power seek out positions of authority and influence and sur- round themselves with symbols of power (Winter, 1972, 1973). For example, students high in this motive are likely to be office holders in student organizations (Greene & Winter, 1971) and men high in this motive are likely to hold executive positions in organizations (Harms, Rob- erts, & Wood, 2007). People high in the need for power try to control the images they present to others (McAdams, 1984). They want to enhance their reputations. They want others to view them as authoritative and influential. Not surprisingly, they tend to be somewhat narcissistic, absorbed in their importance (Carroll, 1987). They also are more sexually active than persons lower in this motive (Schultheiss, Dargel, & Rohde, 2003).

The power motive can be helpful in many contexts. People high in the power motive are less likely to make concessions in diplomatic negotiations than those lower in this motive (Langner & Winter, 2001), which can result in better outcomes. When power-motivated people win, they learn implicitly (outside their awareness) to continue what they had been doing. When they lose, they learn implicitly

56 Chapter 5

Oliver Schultheiss and his colleagues have found that the need for power also relates to the sex hormone testos- terone (we say more about testosterone’s influence on per- sonality in Chapter 7). There’s a slight link between power needs and baseline testosterone (Schultheiss et al., 2005), but more interesting is what happens to testosterone after success and failure. Among men, a high need for power relates to a larger increase in testosterone after a success and a greater reduction in testosterone after failure.

There’s also evidence that the sex hormone estradiol (which is closely related to testosterone chemically) plays a role in women similar to the role played by testosterone in men (Stanton & Schultheiss, 2007). First, high power moti- vation relates to a higher level of estradiol at baseline. More striking, after a competition, the changes in estradiol were very similar to changes in testosterone among men in the earlier study. Among winners, estradiol increased most among those who were highly power motivated. Among losers, estradiol decreased most among those who were highly power motivated. A similar pattern emerged in a later study by Stanton and Edelstein (2009), showing that women not taking oral contraceptives had an even higher correlation between estradiol and power motivation than other women.

Is the power motive a good thing or a bad thing? Win- ter has suggested that the power motive plays out in two ways, depending on whether or not the person acquires a sense of responsibility during socialization (Winter, 1988; Winter & Barenbaum, 1985). For those with a strong sense of responsibility, the power motive yields a conscientious pursuit of prestige, in which power is expressed in socially accepted ways. For those without this sense of responsibil- ity, though, the power motive leads to problematic ways of influencing others, including aggressiveness, sexual exploitation, and alcohol and drug use.

not to continue what they had been doing (Schultheiss et al., 2005).

There’s evidence that the power motive also enhances effectiveness in managing others. For example, U.S. presi- dents high in the power motive have been more effective than those who were lower (Spangler & House, 1991). Winter (2010) has argued that what makes the power motive effective in politics (where the achievement motive doesn’t help) is that people high in the power motive aren’t bothered by the lack of control in political situa- tions. They just keep adjusting their behavior in a continu- ing effort to have influence.

In their personal lives, men with high power needs are inclined to say that the ideal wife is a woman who’s dependent (Winter, 1973). An independent woman is a potential threat. A dependent woman allows the man to feel superior. A later study found that the wives of men high in the need for power were less likely to have careers outside the home (Winter, Stewart, & McClelland, 1977).

This isn’t to say that the need for power is something that matters only among men. Women vary in this need, as well, and studies have shown that it predicts important outcomes among women. One study (Jenkins, 1994) found that women high in the need for power have more power- related job satisfactions than women lower in this need but also more dissatisfactions. These women also made greater strides in career development over a 14-year period—but only if they were in power-relevant jobs.

The level of a person’s need for power can also influ- ence the way he or she relates to others. People with a need for power take an active, assertive, controlling orientation in peer interactions (McAdams, Healy, & Krause, 1984). They’re rewarded by low-dominance expressions from others (indeed, are especially attentive to those expres- sions; Schultheiss & Hale, 2007), and they’re disrupted by high-dominance expressions from others (Schultheiss, Pang, Torges, Wirth, & Treynor, 2005). These people also get more angry when others don’t respond well to their efforts to exert influence (Fodor & Wick, 2009). The domi- nating style of interacting that characterizes the need for power can also have more ominous overtones: Men high in power needs are more likely than men with lower power needs to physically abuse their female partners during arguments (Mason & Blankenship, 1987).

The desire for dominance often leads to success, but sometimes it’s frustrated by failure. People with high need for power have greater increase in the stress hormone corti- sol after a failure (Wirth, Welsh, & Schultheiss, 2006). Inter- estingly, people with low need for power have an increase in cortisol after a success! Apparently, what constitutes a stressor differs between these two sorts of people (see Fig- ure 5.5). Both success and failure can be stressful—but for different people. Stress seems to follow when the outcome isn’t the one you’re motivated for or accustomed to.

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The Motive Perspective 57

Links between the affiliation motive and relationship satisfaction are complex (Meyer & Pepper, 1977). Happi- ness depends partly on the balance of affiliation needs between partners. That is, well-adjusted husbands and wives have affiliation needs that correlate with each other. To put it concretely, if you have a low affiliation need, you’re best off with someone who has a similarly low affili- ation need. If your affiliation need is high, you’re best off with someone whose affiliation need is also high. Still, hav- ing a positive relationship is more satisfying for people who have higher affiliation motives than people with lower motives (Hofer & Busch, 2011).

5.3.4: Need for Intimacy Another motive that has emerged as a research focus is the need for intimacy. It’s been studied intensively by Dan McAdams (1982, 1985, 1989) and his collaborators. Intimacy motivation is the desire to experience warm, close, and commu- nicative exchanges with another person, to feel close to another person. It goes beyond the need for affiliation in its emphasis on closeness and open sharing with another person.

Winter and Barenbaum (1985) found support for this reasoning. In one sample, among men low in responsibil- ity, the need for power related to drinking, fighting, and sexual possessiveness. Among men high in responsibility, the need for power related inversely to all these tenden- cies. Similarly, Magee and Langner (2008) found that the two forms of the power motive led to antisocial and proso- cial decisions, respectively.

All of this suggests that the power motive can be “tamed” by proper socialization. There’s an important qualifier to this conclusion, however: Prosocial decisions promote the good of one’s group. But sometimes, larger issues intrude. Winter (2007) analyzed communications of various sorts that occurred during a set of crises that devel- oped into wars and a matched set that were resolved peacefully. The crises leading to war involved more dis- plays of the power motive but also higher displays of responsibility. Winter noted that in many circumstances, going to war seems to be the responsible thing to do. Thus, the carefully socialized sense of responsibility may tame the power motive, but only up to a point.

5.3.3: Need for Affiliation Another motive receiving a good deal of attention is the motive to affiliate. The need for affiliation is the motive to spend time with others and form friendly social ties. This isn’t a need to dominate others but to interact with others (for a review, see Sokolowski, 2008). In this need, social interac- tions aren’t a means to an end; they’re a goal in their own right. In PSE responses, the need for affiliation is reflected in concern over acceptance by others and by active attempts to establish or maintain positive relations with others.

There are several manifestations of this motive. For example, people who want to affiliate want to be seen as agreeable. They get nervous if they think others are judg- ing their interpersonal skills (Byrne, McDonald, & Mikawa, 1963). They prefer interaction partners who are warm, compared to those who are reserved (Hill, 1991). They’re especially sensitive to angry expressions from others (Kordik, Eska, & Schultheiss, 2012; Schultheiss et al., 2005). They’re more likely to make concessions in negotiations (Langner & Winter, 2001), and they’re more likely to initi- ate contacts and try to establish friendships (Crouse & Mehrabian, 1977).

The active initiation of social contact suggests that affiliative needs lead to active participation in social inter- actions. People with a strong affiliation motive make more phone calls (Lansing & Heyns, 1959), and when randomly contacted they’re more likely to be engaged in social activ- ity (Constantian, 1981; McAdams & Constantian, 1983). If they’re alone, they’re more likely to express the wish to be interacting with others (McAdams & Constantian, 1983; Wong & Csikszentmihalyi, 1991).

Need for intimacy is the desire to experience warm, close, and mean- ingful relationships with others.

McAdams proposed this need partly because he felt the need for affiliation didn’t focus enough on the positive, affirmative aspects of relationships. In addition, the need for affiliation is an active, striving, “doing” orientation, whereas the need for intimacy, as McAdams views it, is more of a “being” orientation (McAdams & Powers, 1981). The two aren’t completely separate, of course. McAdams and Con- stantian (1983) reported a correlation of 0.58 between them.

What kinds of behaviors reflect the intimacy motive? In one study, people higher in the need for intimacy reported having more one-to-one exchanges with other people, though not more large-group interactions (McAd- ams et al., 1984). Interactions reported by intimacy-moti- vated people involved more self-disclosure, as well. To put it differently, people with a high intimacy need are more

58 Chapter 5

One context is leadership. The reasoning goes as fol- lows: A person high in need for power wants to influence people. Being low in need for affiliation lets the person make tough decisions without worrying about being dis- liked. Being high in self-control (inhibiting the use of power) means the person will want to follow orderly procedures and stay within the framework of the organization. Such a person should do very well in the structure of a business.

This pattern does, in fact, relate to managerial success. In one study that spanned a 16-year period, people with the inhibited power pattern tended to move to higher lev- els of management than others (McClelland & Boyatzis, 1982). Among those whose jobs rested on engineering skills, however, personality didn’t matter. This is under- standable, because the managerial value of these people depends heavily on their particular skills.

There’s also evidence that people with this pattern are especially effective at persuasion (Schultheiss & Brunstein, 2002). Their persuasiveness stems both from greater verbal fluency and from an effective use of nonverbal cues, such as gesturing. Presumably, being more persuasive helps these people be effective in mobilizing others.

The pattern of high power motivation and low affilia- tion motivation may be good for getting others mobilized, but even this may be a mixed blessing. Winter (1993) argued that this pattern is conducive to starting wars. His- torical data show that high power imagery combined with low levels of affiliation imagery in the statements of politi- cians predicted going to war. For example, speeches by the rulers of Great Britain contained more power imagery than affiliation imagery in the year before the country entered a war, whereas the reverse was true during years before a no-war year (see Figure 5.6). In another case involving U.S.

likely to share with friends their hopes, fears, and fanta- sies. The sharing goes both ways: People with a high inti- macy need report doing more listening than people with a low intimacy need, perhaps because they’re more con- cerned about their friends’ well-being. Indeed, intimacy seems to entail both self-disclosure and partner disclosure (Laurenceau, Barrett, & Pietromonaco, 1998).

Because having close interactions is important to peo- ple with high intimacy needs, it should be no surprise that these people define their lives partly in terms of such inter- actions. McAdams (1982) collected autobiographical recol- lections among students high and low in intimacy needs. They were asked to report a particularly joyful or trans- cendent experience from their past and then an important learning experience. Analysis revealed that intimacy moti- vation was strongly correlated with memory content that also implied intimacy.

How do people high in the intimacy motive act when they’re with others? They laugh, smile, and make more eye contact than do people with lower intimacy needs (McAd- ams, Jackson, & Kirshnit, 1984). They don’t try to dominate the social scene (that’s what people with the need for power do). Instead, they seem to view group activities as chances for group members to be involved in a communal way (McAdams & Powers, 1981).

The desire for intimacy is good for people, based on evidence from a study in which men wrote narrative fantasies at age 30 and were recontacted 17 years later (McAdams & Vaillant, 1982). Men with higher intimacy motives at 30 had higher marital and job satisfaction at 47 than did those with lower intimacy motives. Another study found that women high in the intimacy motive reported more happiness and gratification in their lives than those low in the intimacy motive—unless they were living alone (McAdams & Bryant, 1987).

Interestingly, intimacy needs (needing to be close) don’t seem to coexist well with power needs (needing to influence or dominate others). Persons who are high in both needs are often poorly adjusted (Zeldow, Daugherty, & McAdams, 1988).

5.3.5: Patterned Needs Thus far, we’ve discussed needs individually. Indeed, for many years, that’s how they were mostly exam- ined—one at a time. However, some studies examined patterns of several needs at once—sometimes in combi- nation with other characteristics. One well-known pat- tern combines a low need for affiliation with a high need for power, in conjunction with the tendency to inhibit the expression of the latter. This pattern is called inhibited power motivation (McClelland, 1979). The reason for interest in this pattern depends on the context in which it’s examined.

Power Imagery Exceeds Affiliation Imagery

War No war

Even Balance

Affiliation Imagery Exceeds Power

Imagery

6

4

2

0

2

4

6

Figure 5.6 Balance of power motive imagery versus affiliation motive imagery in the speeches of leaders during the year before Great Britain entered a war (18 cases) compared to the year before Britain did not enter a war (36 cases).

SOURCE: Based on Winter, 1993, Table 3.

The Motive Perspective 59

relates to long-term frequencies of need-relevant actions of any type. Incentive values, on the other hand, should relate to choices within a domain of action. In McClelland’s view, needs influence behavior primarily at a nonconscious level, whereas values influence the more conscious pro- cess of choice.

5.4.2: Implicit Motives Are Different from Self-Attributed Motives The last paragraph was deceptively simple, but it has a great many implications. Earlier in the chapter, we described development of the TAT or PSE to assess motives, instead of asking people directly about them. The decision to use that strategy had an important consequence. It allowed the discovery of something that today seems very important indeed.

The PSE procedure was used in the vast majority of the work we’ve described thus far. And from the wide range of findings, we’re relatively confident that it assesses people’s motives. Given the large effort required to score PSEs, however, other researchers created simpler self- report scales to assess motives. They intended those self- reports to measure the same motives as the PSE. But the self-reports turned out to correlate poorly with PSEs (McClelland, Koestner, & Weinberger, 1989; Pang & Schultheiss, 2005; Schultheiss & Brunstein, 2001). Why? What’s going on?

McClelland and his colleagues argued that the two kinds of assessments are, in fact, measuring different things (McClelland et al., 1989). They used the term implicit motive to refer to what the PSE measures (Schultheiss & Brunstein, 2010). They called the motives implicit because the person may or may not be aware of them. They used the term self-attributed motive to refer to what’s meas- ured by self-reports (also now termed explicit motive). An increasing body of evidence indicates that implicit motives and self-attributed motives are different. Implicit motives are what we have been calling motives. Self-attributed motives are closer to what was described in the preceding section as incentives.

McClelland et al. (1989) held that implicit motives are more basic. They are the recurrent preferences for classes of affective experiences that McClelland believed lie at the  heart of motives (the feeling of “doing better” for the achievement motive, the feeling of “being strong” for the power motive, the feeling of “being close” for the intimacy motive). Implicit motives are primitive and automatic (Schultheiss, 2002; Schultheiss & Brunstein, 2010). Because they are basic, they are good predictors of broad behavioral tendencies over time. In contrast, self-attributed motives relate to specific action goals. They tell how a person will act in a particular situation. For this reason, they’re better at predicting responses in structured settings.

leaders—the Cuban missile crisis of 1962—greater affilia- tion than power imagery occurred before the successful avoidance of a war.

5.4: Implicit and Self- Attributed Motives 5.4 Distinguish between implicit and self-attributed

motives and how each influences behavior

As noted earlier in the chapter, the motive perspective holds that personality is a system of multiple motives. Each motive exists in every person. Behavior, at any given time, depends partly on how intense the various motives are, which is determined partly by personality and partly by context.

5.4.1: Incentive Value This analysis is reasonable, but it’s missing something. It predicts that if your need for affiliation is more intense than your other needs, you’ll engage in an affiliative act. But what affiliative act? Additional concepts are needed to address this question (McClelland, 1985).

One candidate is incentive: the degree to which a given action can satisfy a need for you. It’s sort of a person- alized weighting of how relevant an act is to the need. Incentive values determine how a motive is expressed in actions. For example, a person with a high need for affilia- tion who loves music will go to clubs and concerts with friends. A person with a high need for affiliation who loves sports will go to football and basketball games with friends. But people don’t engage in every conceivable need-related behavior. They choose ways to satisfy their needs, based on the incentive values that various activities have for them.

We didn’t introduce the concept of incentives earlier in the chapter when we introduced the concept of need. Clearly, though, something like it is needed to account for the diver- sity of behavior. People differ in what activities they engage in, even when satisfying the same need. As noted earlier, some women satisfy the need for achievement through careers, others by achieving strong family lives. These activi- ties differ greatly, yet both can satisfy the need to achieve.

This principle relates to a point made in Chapter 4 regarding interactionism: We said there that people choose for themselves which situations to enter and which to avoid. This helps create an interaction between person and situation. We didn’t say why different people choose differ- ent situations. One answer is that various situations have different incentive values to different people, even if the situations fulfill the same need.

Needs and incentives both influence behavior, but in different ways. McClelland (1985) said that need strength

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reason, it’s important to be sure which one you want to measure and to measure it correctly (McClelland, 1989). The distinction between implicit and self-attributed motives is one aspect of the motive view on personality that is receiving increasingly close attention.

5.5: Approach and Avoidance Motives 5.5 Compare approach and avoidance processes in the

context of motives

Another distinction that’s also increasingly important is the distinction between approach and avoidance. As noted early in the chapter, a motive is either a readiness to approach something or a readiness to avoid something. Thus far, we’ve written only about approach. For example, people motivated to achieve try to approach success. But any achievement task also holds a possibility of failure. It seems likely that the desire to avoid failure also plays a role here. Just as Atkinson (1957) tied the need for achievement to the capacity to feel pride in success, the need to avoid failure relates to a tendency to feel shame after failure (McGregor & Elliot, 2005).

A simple way to avoid failure is to avoid achievement situations altogether. Never trying keeps you from failing. Another way to avoid failing is the very act of succeeding. It may be that some people who struggle to achieve don’t care so much about gaining success as they care about the fact that gaining success lets them avoid failure.

Much of the early research on achievement actually measured both of these motives. A lot of it derived from Atkinson’s (1957) theory of achievement behavior. That theory makes its clearest predictions for people whose only motivation is to approach success and people whose only motivation is to avoid failure. Predictions are less clear for people high in both motives and people low in both motives. For that reason, studies often included only the two groups who were high in one motive and low in the other.

That strategy was guided by theory, but it had a bad side effect: It completely confounded the two motives. That is, as one motive differed between the two sets of people, so did the other motive. This causes ambiguity in interpre- tation. If the groups act differently, is it because of the dif- ference in the motive to approach success or because of the difference in the motive to avoid failure? There’s no way really to know, although interpretations tend to focus on the motive to approach success.

In recent years, the distinction between approach and avoidance motivation has re-emerged as a focus for research on achievement, much of it by Andrew Elliot and his colleagues (e.g., Elliot, 2005; Elliot & Harackiewicz,

This distinction has been pursued further in several projects. Brunstein and Maier (2005) found evidence that the implicit achievement motive acts mostly as an ener- gizer, boosting effort when the person falls behind. The self-attributed achievement motive, in contrast, acts mostly as an influence on decision making, influencing how peo- ple seek information about their skills compared to other people (e.g., by choosing to continue a task or not).

Evidence that these qualities are distinct also comes from research in which participants completed PSE and self-report measures and then kept records of memorable experiences over 60 days (Woike, 1995). The records were coded for motive relevance and for feelings. Strength of implicit motives (PSE) predicted the frequency of reporting feelings that relate to that motive. Strength of self-attrib- uted motives did not. Self-attributed motives related to the frequency of reporting motive-related events (but PSE scores did not).

It seems, then, that the two aspects of motivation link to different aspects of memory. Further evidence that they link to different aspects of memory comes from studies showing that self-attributed motives predict recall of gen- eral memories related to the self-concept, whereas implicit motives predict recall of specific events (Woike, Mcleod, & Goggin, 2003). Further evidence that the two types of motives are separate is reviewed by Köllner and Schulthe- iss (2014).

Another example of the value of distinguishing between implicit and self-attributed motives comes from studies of how well implicit and explicit motives match each other. Baumann, Kaschel, and Kuhl (2005) argued that people sometimes have motive-related intentions (explicit) that fit poorly with their implicit motive dispositions. When this happens, the person is stressed, which has adverse effects on his or her well-being. Evidence from three studies fits that picture.

The idea that incongruence between one’s implicit and explicit motives can be problematic has been studied in several other contexts. Once again, the idea is that the dis- crepancies create stress by having conflicting influences on behavior. Motive discrepancy of this sort has been shown to lead to unhealthy eating (Job, Oertig, Brandstätter, & Allemand, 2010) and to other signs of dissatisfaction (Hofer, Busch, Bond, Li, & Law, 2010). More generally, opti- mal well-being seems to follow from having explicit motives that are congruent with one’s implicit motives and acting in way that satisfies both of them (Schüler, Job, Fröhlich, & Brandstätter, 2008; Sheldon, 2014).

McClelland believed that both the implicit motive and the self-attributed motive are important, but that they should be viewed separately. The evidence appears to sup- port that belief. Sometimes it makes sense to expect an implicit motive to predict an outcome but not a self- attributed motive. Sometimes the opposite is true. For this

The Motive Perspective 61

motive is more prominent? Do the feelings that go with the actions differ?

The general idea that any approach motive has a cor- responding avoidance motive has very broad implica- tions. It complicates the picture of human behavior enormously. We will put this idea aside for the rest of this chapter, but you should keep in mind that it’s always in the background.

5.6: Motives and the Five-Factor Trait Model 5.6 Evaluate the similarities and differences between

motives and traits

When thinking about motive dispositions as being the core of personality, a question that naturally arises concerns the relation between the motive view and the trait view from Chapter 4. Does the five-factor model cover the qualities that motive theorists see as important?

One way this question can be approached is to analyze measures of self-attributed motives and their relations to five-factor measures. Several people have tried this, with varying degrees of success. With one measure of explicit motives the motive scales matched up only moderately well to the five factors (Costa & McCrae, 1988a; Paunonen, Jackson, Trzebinski, & Forsterling, 1992). A better fit to the five-factor model has been found with a different measure of needs (Piedmont, McCrae, & Costa, 1992).

5.6.1: Traits and Motives as Distinct and Complementary The attempt to fit motives to the five-factor model can be seen as an effort to integrate across theoretical boundaries. However, many believe that the effort is misguided and that traits and motives are fundamentally different (Winter, John, Stewart, Klohnen, & Duncan, 1998). Note that the evidence reviewed just above involved self-attributed motives, not implicit motives. The fact that self-attributed and implicit motives are not strongly related is reason enough to be wary about concluding that traits and motives are the same. Indeed, there’s separate evidence that implicit motives relate poorly to the five-factor model (Schultheiss & Brunstein, 2001).

Winter et al. (1998) proposed an integration, but of a very different sort: They proposed that motives are funda- mental desires and that traits channel how those desires are expressed. Thus, they argued, motives and traits inter- act to produce behavior. In some respects, this resembles the argument described earlier in the chapter about implicit motives and incentive values. In this view, traits may rep- resent patterns of incentive preferences.

1996; Elliot & McGregor, 2001). Part of their theory is that achievement can reflect either of these motives. Which motive is central, however, will influence many aspects of the person’s experience.

Elliot and McGregor (2001) found that the motive to succeed in mastering course material (approach) related to study strategies that involve thoughtfully elaborating on the material. The motive to avoid failure related to memo- rization. Avoidance motivation also related to having trou- ble organizing study time effectively. Elliot and Sheldon (1997) found that the motive tendencies also have different effects on subjective experiences. People who focus their effort on trying to avoid failure report less emotional well- being and less satisfaction with their performance than people who are trying to approach success.

Although it might generally be better to approach than to avoid, there’s also evidence that people are better off when they’re doing what’s familiar to them. Specifically, people with a high fear of failure get uneasy and upset by imagining success (Langens & Schmalt, 2002). As we sug- gested in the context of the power motive, it may be that what’s stressful to you is what you’re unfamiliar with.

5.5.1: Approach and Avoidance in Other Motives Once you grasp the idea of separate approach and avoid- ance motives, you realize that the idea has implications for every motive you can think of (see also Carver, Lawrence, & Scheier, 1999; Higgins, 1997; Ogilvie, 1987). Try it out. Pick a motive, and a behavior that reflects that motive. Then see if you can spot the opposing motive that might create the same behavior. For example, acts of affiliation can come from the desire to be with others (need for affilia- tion) but they can also come from the desire to avoid being alone (Boyatzis, 1973; Pollak & Gilligan, 1982). These aren’t the same. One is a motive to approach; the other is a motive to avoid. The same issue can be raised for any motive you can think of.

Just as with achievement behavior, evidence is begin- ning to accumulate that approach and avoidance motives have different consequences in other domains. A powerful example is a study of commitment between romantic part- ners (Frank & Brandstätter, 2002). This study found that commitment based in approach predicted more relation- ship satisfaction 6 and 13 months later. However, commit- ment based on avoidance (i.e., avoiding breaking up) predicted lower relationship satisfaction at the follow-ups.

The idea that a given behavior can be based on either an approach motive or an avoidance motive (or some combination of the two) raises very broad questions about why people do the things they do. Are people generally moving toward goals, or are they trying to avoid or escape from things? Do actions differ depending on which

62 Chapter 5

and interviewed by a staff of professionals, who came to know each man’s personality quite thoroughly.

This approach was idiographic. It focused on the pattern of qualities that made each person unique. Murray disliked nomothetic methods. He thought their focus on comparison keeps them from probing deeply into a person’s life. To Mur- ray, the nomothetic approach yields only a superficial under- standing. Murray’s concerns led him to coin the term personology to refer to the approach he preferred. He defined personology as the study of individual lives and the factors that influence their course. He believed that personology was more meaningful than other approaches because of its empha- sis on the person’s life history. According to Murray (1938), “the history of a personality is the personality” (p. 604).

Recent years have seen a resurgence of interest in this way of thinking about personality. For example, Dan McAd- ams, whose work on intimacy motivation was described earlier, has written extensively on the idea that identity takes the form of an extended narrative—a life story that each of us composes and lives out over time (McAdams, 1985; McAdams & Pals, 2006). This narrative has chapters, heroes, and thematic threads that recur and permeate the story line (see also Rabin, Zucker, Emmons, & Frank, 1990).

Here’s an example of how narratives can differ from person to person. Some themes emphasize growth (“I found out how to make our relationship better”); others emphasize safety (“I hope that never happens again”) (Bauer, McAdams, & Sakaeda, 2005). As another example of a narrative focus, McAdams (2006) identified a constellation of themes focused on personal redemption—a transition from a state of suf- fering to a better psychological state—which characterizes the lives of some middle-aged Americans.

From this point of view, the person’s identity lies in keeping a coherent narrative going across time (McAdams & Pals, 2006; Singer, 2004). This way of thinking speaks directly to the uniqueness of each person, because every life story is unique (Singer, 2005). Whether this approach will become more prominent in personality psychology in the future remains to be seen, but it’s surely a development that Murray would have applauded.

5.8: Assessment from the Motive Perspective 5.8 Outline implicit assessment of personality from

the motive viewpoint

Assessment of personality from the motive viewpoint is a matter of determining the levels of a person’s motive dis- positions. The assessment technique most associated with assessment of these dispositions is the PSE (Smith, 1992; Winter, 1996).

Earlier in the chapter, we described the essence of the procedure by which the PSE is administered (see also

In support of their argument, Winter et al. presented two studies of extraversion and (PSE-derived) motives. The stud- ies examined women’s lives across many decades. Winter et al. argued that intimacy needs would have different effects among introverts and extraverts (see Table 5.1). For women with low intimacy needs, it shouldn’t matter much whether they are introverts or extraverts. Intimacy isn’t a big deal for them. The complicated situation occurs among those with high intimacy needs. An extravert with high intimacy needs should do fine in relationships, because extraverts are com- fortable with, and good at, various kinds of social interaction. In contrast, introverts with high intimacy needs should have problems. Their highly inner-directed orientation should interfere with relationships. Their partners may see them as remote or withholding. The result should be a greater likeli- hood of marital problems. That’s exactly what was found.

Table 5.1 Sample hypothesis about the interaction between the affiliation–intimacy motive and the trait of introversion–extraversion.

Source: Based on Winter et al., 1998.

Affiliation–Intimacy Motive

Low High

Extravert Intimate relationship not salient as a desire

Desire for intimate relationship leads to single stable relationship

Introvert Intimate relationship not salient as a desire

Desire for intimate relationships but difficulty maintaining them, because having a high focus on one’s inner world is disruptive of a connection to the other person

The bottom line here appears to be that implicit motives exist at a different level of abstraction than traits. Exactly how these constructs relate to each other doubt- lessly will be a subject for continued research.

5.7: Personology and the Study of Narratives 5.7 Summarize the work done by prominent

researchers in the study of narratives

Research on motive dispositions tends to take one of two approaches. Some studies examine how people respond to particular events, in the laboratory or in the field. Other studies collect evidence of a dispositional motive (or set of motives) at one time and relate the motive to some out- come that occurs considerably later.

Both approaches differ greatly from the one favored by Murray, the father of this viewpoint. Murray believed that the way to understand personality is to study the whole person and to do so over an extended period. The work on which he based his theory was an intensive study of 51 col- lege men (Murray, 1938). Each was tested in many ways

The Motive Perspective 63

Scoring people’s responses can be complex (Winter, 1994), but here’s a simplified version. Look to see what kinds of events take place in the story and what themes and images are in it. Events that involve overcoming obstacles, attaining goals, and having positive feelings about those activities reflect the achievement motive. Events in which people choose to be with other people and stories that emphasize relationships among people reflect the affiliation motive. Sto- ries with images of one person controlling another reflect the power motive. More than one theme can occur in a given story. These can be scored separately, so the stories can be used to assess several different motives at the same time.

The use of stories written about ambiguous pictures is the core method for assessing motives in research deriving from this theoretical viewpoint. It’s not just stories that can be scored this way, of course. Anything that’s written— speeches, diaries, letters—can be scored in the same way (Winter, 1994). However, variations on the PSE remain the most popular method of assessing implicit motives.

The PSE is widely used to measure motives, but it has had its share of criticism. Questions have been raised about its relatively low internal consistency and test–retest relia- bility (Entwisle, 1972; Lilienfeld, Wood, & Garb, 2000). Defenders reply that there are good reasons for both of these to be relatively low. The pictures in any PSE vary con- siderably in content, so it’s not surprising that they bring out different kinds of stories, reducing internal consistency but perhaps increasing validity (Schultheiss & Schultheiss, 2014). It also may be that being told to tell several stories in the same session creates implicit pressure to avoid repeti- tion. This can reduce both internal consistency and test– retest reliability (Atkinson & Raynor, 1974). There’s evidence, though, that the reliability of the PSE is not as low as was once believed (Lang, 2014; Lundy, 1985; Schultheiss, Liening, & Shad, 2008; Schultheiss & Pang, 2007).

Another criticism of the PSE is far more pragmatic: It takes a lot of time and effort to give and score it. This is a key reason why people wanted to develop self-report measures of motives. As noted earlier in the chapter, how- ever, there’s now substantial evidence that self-attributed motives (assessed by self-report scales) and implicit motives (assessed by story imagery) are not the same. Each captures something about human motivational experience, but what is being captured differs from one to the other.

5.8.1: Other Implicit Assessments People working within the motive tradition in personality have relied heavily on the PSE as the primary tool of implicit assessment. In recent years, however, other ways of assessing implicit constructs have been developed (which were mentioned in Chapter 3). The reasoning behind them doesn’t rely on the concept of projection, but rather on the idea that a good deal of people’s knowledge is associative. If you ask people to introspect about that knowledge, they

Box 5.1). People who are completing it view a set of ambig- uous pictures, in which it isn’t clear what’s happening. They’re asked to create a story about each picture. The story should describe what’s happening, the characters’ thoughts and feelings, their relationship to each other (if there’s more than one character), and the outcome of the situation. Through apperception, the themes that are manifested in the stories reflect the story-teller’s implicit motives.

Box 5.1 The Process Underlying the TAT or the PSE

Take a good look at the picture above. Something’s happen- ing, but what? Decide for yourself. Make up a story that fits the picture. Include the following information (and whatever else you want to include):

• What’s just happened to these people? • What’s the relationship between them? • What are their present thoughts and feelings? • What will be the outcome of the situation?

Take your time, and make your story as long and detailed as you wish. We’ll wait. . . .

Done? What you’ve just done is similar to what people do when completing the Thematic Apperception Test (TAT; Morgan & Murray, 1935) or picture story exercise (PSE; McClelland et al., 1989). The idea is that people’s motives show up in what comes from their minds when they try to make sense of an ambiguous picture. The ambiguity dimin- ishes the role of press, and makes it more likely that your motives will influence what you write.

When people complete a PSE, they write stories for several pictures. Different pictures tend to elicit stories with different themes. Some pictures naturally elicit achievement- related stories; others are more amenable to stories with affiliation themes. Over the course of several pictures, how- ever, dispositional tendencies emerge in people’s narratives. Presumably, these storytelling tendencies reflect the motives that underlie the person’s personality.

If you’re interested in the motives that dominate your own personality, look at the story you wrote to see if there’s evidence of any of the motives discussed in this chapter.

Illustration by Stephen P. Scheier. Reproduced by permission.

64 Chapter 5

what they’re doing. By encouraging other ways to satisfy the power motive, therapists can treat the issue productively, rather than simply treating a symptom. One study (Cutter, Boyatzis, & Clancy, 1977) found that this approach was more effective than traditional therapies, yielding nearly twice the rate of rehabilitation at one-year follow-up.

5.9.2: Focusing On and Changing Motivation Psychologists contributing to the motive approach to per- sonality have also had relatively little to say about thera- peutic behavior change. Murray, the father of this approach, was a therapist, but he didn’t develop new techniques. In general, he applied the currently existing psychodynamic techniques to people’s problems.

It would seem, however, that the study just discussed makes some suggestions about behavior change. As noted, some people appear to use alcohol as a way of temporarily satisfying a desire for power. A treatment program devel- oped for these people focused on two things: It made them more aware that this motive was behind their drinking, and it helped them find other ways to satisfy the need for power, thus making drinking unnecessary.

won’t be able to give you accurate answers, because the knowledge isn’t explicit (able to be verbalized). Instead, it’s in the pattern of associations. Implicit knowledge may well rely on different sources of information than are used to cre- ate explicit knowledge (Rudman, Phelan, & Heppen, 2007).

An example of a procedure derived from this reason- ing is the implicit association test (IAT; Greenwald, McGhee, & Schwartz, 2008). It measures links among semantic properties in memory that are believed to be hard to detect by introspection. As noted in Chapter 3, the IAT can be applied to virtually any kind of association. When it’s applied to properties of personality, reaction times for various associations can be informative about the implicit sense of self. Just as explicit and implicit motives predict different aspects of behavior, explicit and implicit (IAT) measures of self-concept contribute separately to predict- ing behavior (Back, Schmukle, & Egloff, 2009).

Some research has compared the TAT and IAT (Shel- don, King, Houser-Marko, Osbaldiston, & Gunz, 2007). The two measures were correlated and had similar pat- terns of correlations with other scales. This suggests that they may be measuring similar things.

5.9: Problems in Behavior, and Behavior Change, from the Motive Perspective 5.9 Examine the possibility of changing people’s

achievement motivation and the criticisms against it

People working within the motive approach to personality have been interested in specific domains of human activity (e.g., achievement, affiliation, power, intimacy) and in the more general idea of motivation as a concept. They haven’t spent nearly as much effort analyzing problems in behav- ior. Nevertheless, the literature has at least tentative links to some problems.

5.9.1: The Need for Power and Alcohol Abuse It’s been suggested that the need for power can play a role in developing a drinking problem (McClelland, Davis, Kalin, & Wanner, 1972). This idea stems partly from the finding that drinking alcohol leads to feelings of power. Thus, a person with a need for power can satisfy that need, at least somewhat, by drinking. This doesn’t satisfy the need for long, of course, because the feeling of power is illusory. It goes away when the person sobers up.

The idea that alcohol abuse may reflect a need for power leads to some recommendations for treatment. In particular, it suggests that people who are using alcohol this way aren’t aware of doing so. If so, they should benefit from realizing

Motivation seminars are often used to enhance achievement motiva- tion among people in business.

A broader implication of this discussion is that people may often be unaware of the motives behind their problem behaviors. Many problem behaviors may reflect needs that are being poorly channeled or reactions to conflicts between implicit motives and self-attributed motives. If so, taking a close look at the person’s motive tendencies might reveal something about the source of the problem. Know- ing the source may make it easier to make changes.

Another program of study, conducted by McClelland and his colleagues (McClelland, 1965; McClelland & Winter, 1969), has also had indirect implications for therapy. This was a training program developed to raise achievement motivation among businesspeople (see also Lemann, 1994). The program was rooted in the idea that thinking a lot about achievement-related ideas increases your motive to achieve.

The Motive Perspective 65

as a way to specify how dispositions influence actions. By providing a way to think about how dispositions create behavior—by specifying a type of intrapersonal functioning—this approach to dispositions evades one of the criticisms of trait theories.

A criticism that’s harder to evade is that decisions about what qualities to study have been arbitrary. Mur- ray developed his list of needs from his own intuition (and other people’s lists). Others working in this tradi- tion have tended to go along uncritically. Yet McAdams noted one omission from that list—the need for inti- macy—that’s strikingly obvious as a human motive. This suggests that Murray’s intuitive list was incomplete (see also Schwartz et al., 2012). A response to this criticism is that the motives that have been examined most closely are those that fit with ideas appearing elsewhere in psy- chology, as well. This convergence suggests that the needs really are fundamental.

Another criticism bears less on the theory than on its implementation. Murray was explicit in saying that the dynamics of personality can be understood only by consid- ering multiple needs at once. However, research from the motive approach to personality has rarely done that. More often, people study one motive at a time to examine its dynamics. Occasionally, researchers have stretched to the point of looking at particular clusters of two or three needs, but even that has been rare.

Despite these limitations, work on personality from the viewpoint of motive dispositions has continued into the present. Indeed, this area of work has enjoyed a resurgence in the past decade or so. The idea that people vary in what motivates them has a good deal of intuitive appeal. Further appeal derives from the idea that motive states wax and wane across time and circumstances. These ideas provide a way to incorporate both situa- tional influences and dispositional influences in an inte- grated way. Given these “pluses” and a growing interest in understanding how implicit motives and self-attrib- uted motives work together, the future of this approach seems strong.

The program began by describing the nature of the achievement motive and instructing people on how to score TAT protocols for achievement imagery. People were then taught to use achievement imagery in their thoughts as much as possible. By teaching themselves to think in terms of achievement, they increased the likelihood of using an achievement orientation in whatever activity they undertook.

Achievement-related thinking is important, but it isn’t enough by itself. A second goal of the training was to link these thoughts to specific, concrete patterns of action. It was also important to be sure the patterns worked outside the training program. The people were encouraged to think in achieve- ment terms everywhere—not just in the training sessions— and to put the action patterns into motion. People in the course wrote down their plans for the next two years. They were taught to plan realistically and to set goals that were challeng- ing but not out of reach. This planning provided a way of turn- ing the achievement orientation they learned into a self-prescription for a course of activity. This prescription then could be used in guiding actual achievement later on.

Was the course effective? Yes. In a two-year follow-up, participants had higher business achievements, were more likely to have started new business ventures, and were more likely to be employing more people than before, com- pared to control participants (McClelland & Winter, 1969).

This program showed that it’s possible to change peo- ple’s achievement-related behavior, but a question remains about whether it changes their underlying needs. It also remains uncertain how much these effects can be generalized to the domain of therapy. Nonetheless, the studies do seem to provide intriguing suggestions about behavior change.

5.10: Problems and Prospects for the Motive Perspective 5.10 Summarize criticisms of the motive approach to

personality

The theorists represented in this chapter look to motiva- tional processes and the pressures they place on people

Summary: The Motive Perspective The motive approach to personality assumes that behavior reflects a set of underlying needs. As a need becomes more intense, it’s more likely to influence behavior. Behavior is also affected by press: external stimuli that elicit motiva-

tional tendencies. Needs (and press) vary in strength from moment to moment, but people also differ in patterns of chronic need strength. According to this viewpoint, this dif- ference is the source of individual differences in personality.

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Theorists of this view use other concepts besides motives in talking about behavior. Incentive value—the extent to which a given action will satisfy a given need for a person—helps to explain why people with the same motive express it in different ways. Indeed, the concept of incentive provides an opening into a broader issue. Specifically, assessment of motives by the picture story exercise (PSE) technique does not relate well to assess- ment by self-report. What’s assessed by the PSE has come to be called implicit motives, and what’s assessed by self- report has come to be called self-attributed or explicit motives. Implicit motives are thought to function mostly unconsciously, and self-attributed motives are thought to function mostly consciously. One active area of interest is how these two aspects of motives function and relate to one another.

Murray emphasized the study of individual lives in depth over extended periods of time. He coined the term personology to refer to the study of the whole person, and personology was his goal. This emphasis has not been strong in the work of most others, but it has re-emerged more recently in the work of McAdams and his colleagues.

The contribution to assessment that’s most identified with the motive approach is the PSE. It’s based on the idea that people’s motives are reflected in the imagery they “apperceive”—that is, read into ambiguous stimuli, such as a set of pictures depicting people in ambiguous situa- tions. There are also self-report measures of motives, but they appear to measure something different from what the PSE measures.

The motivational approach to personality has largely ignored the issue of analyzing problems in behavior, although at least some evidence links the need for power to the misuse of alcohol. It’s possible to infer from this evi- dence, however, that many problems in behavior stem from inappropriate channeling of motives. It’s also reason- able that people can be helped by increasing their aware- ness of the motive that underlies the problem and then channeling the motive in alternative ways. Research on increasing the need for achievement suggests that it may be possible to alter people’s dispositional levels of the motives that make up personality.

Murray catalogued human motives, several of which later received systematic study by others. One (studied by McClelland, Atkinson, and others) was the need for achievement: the motive to overcome obstacles and to attain goals. People with high levels of the achievement motive behave differently from those with lower levels in several ways: the kinds of tasks they prefer, the level of task difficulty they prefer, their persistence, and their per- formance levels. Early research on achievement tended to disregard how approach and avoidance motives might separately influence behavior. More recent work has begun to examine those distinct influences.

The need for power—the motive to be strong, com- pared to other people—has also been studied extensively. People who score high in this need tend to seek out posi- tions of influence, to surround themselves with the trap- pings of power, and to become energized when the groups they’re guiding have difficulties. People with high levels of the power motive tend to choose as friends people who aren’t influential or popular, thereby protecting themselves from undesired competition. The power motive can lead to unpleasant forms of social influence, unless it’s tempered by a sense of responsibility.

The need for affiliation is the desire to spend time with other people—to develop and maintain relationships. Peo- ple who score high in this need are responsive to social influence, spend a large proportion of their time communi- cating with other people, and when alone, often think about being with others. A related motive that isn’t represented in Murray’s list but has received attention in recent years is the need for intimacy. People high in this need want warm, close, and communicative relationships with others. People with strong intimacy needs tend to spend more time in one- to-one interaction and less time in groups. They tend to engage in interactions that involve a lot of self-disclosure and are concerned about their friends’ well-being.

Research has also investigated patterns of motives, such as inhibited power motive. This pattern is defined by having more of a need for power than a need for affiliation and by restraining the power need. People with this pat- tern do well in managerial careers, but the pattern has also been linked to political stances that preceded wars.

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it meant physique or body build (see Box 6.1). Today, physical makeup means genes. Many people now believe that most qualities of personality are partly genetically determined.

6.1: Determining Genetic Influence on Personality 6.1 Describe the procedures of twin studies and

adoption studies

How do we decide whether a given personality quality is inherited? Family resemblance is one starting point, but it has a serious problem. Family members could be similar

Part of who you are is the body you walk around in. Some people have big bodies, some have small ones. Some bod- ies are strong, some are frail. Some bodies are coordinated, some are klutzy. Some bodies turn toward dolls at a certain stage of life, others turn to Legos.

Your body isn’t your personality. But does it influence your personality? The idea that it does goes back at least to Hippocrates and Galen. As noted in Chapter 4, Hippo- crates proposed four personality types. Galen added the idea that each reflects an excess of a bodily fluid. The idea that people’s physical makeup determines their personali- ties has come up repeatedly ever since.

The term physical makeup has meant different things at dif- ferent times, however. In the early and mid-twentieth century,

who pass by, and trying to outdo one another with in- ventive insults. Occasionally, tempers flare, the lines of faces harden, and there’s some pushing and taunting. This time, though, the taunting goes too far. A glint of dark steel, and the air is shattered by gunshots. Later, the dead one’s grieving mother cries out, “Why do men do these things?”

Two newborns are lying in cradles behind the glass win- dow of the hospital nursery. One lies peacefully for hours at a time, rarely crying and moving only a little. The other thrashes his arms and legs, screws up his face, and fills the air with piercing yowls. What could possibly make them so thoroughly different from each other so soon in life?

A group of young men, 16 to 18 years old, have been hanging around the pool hall, acting cool, eyeing women

6.1 Describe the procedures of twin studies and adoption studies

6.2 Identify some of the personality qualities that are genetically influenced

6.3 Identify two issues in behavioral genetics that complicate the process of drawing conclusions from findings

6.4 Examine the kind of work done in the field of molecular genetics and genomics

6.5 Examine four ways in which psychologists suggest that former evolutionary processes shaped present-day human behavior

6.6 Analyze how the assessment from the genetic viewpoint and the trait viewpoint differ

6.7 Outline two ways in which researchers have found evidence of genetic influence on problems in behavior

6.8 Identify two criticisms of using evolutionary ideas to understand personality

Learning Objectives

Chapter 6

Genetics, Evolution, and Personality

68 Chapter 6

because of inheritance. But they also could be similar because they’ve learned to act in similar ways (see Chapter 10).

To get a clearer picture required better methods. Psy- chologists turned to the discipline of genetics for ideas. The result was a mix of psychology and genetics called behavio- ral genetics. This is the study of genetic influences on behav- ioral qualities, including personality (Plomin, DeFries, Knopik, & Neiderhiser, 2013; Plomin & Rende, 1991).

6.1.1: Twin Study Method A method widely used in behavioral genetics is the twin study. It takes advantage of two reproductive events, which produce two types of twins. One kind of event occurs shortly after conception. A fertilized egg normally divides into two cells, then four, then eight, and eventually forms a person. Sometimes, though, the first two cells become separated, and each grows separately into a person. These persons are identi- cal twins, or monozygotic (MZ) twins. Because they came from what was a single cell, they are 100% alike genetically.

Comparisons between identical and fraternal twins can provide information about the heritability of characteristics.

The second kind of event occurs in conception itself. Usually, only one egg is released from the mother’s ovary, but occasionally two are. If both happen to be fertilized and develop simultaneously, the result is fraternal twins, or dizy- gotic (DZ) twins. Genetically, DZ twins are like any pair of brothers, pair of sisters, or brother and sister. They just hap- pen to be born at the same time, rather than separately. As with any pair of siblings (brothers or sisters), DZ twins are, on average, 50% alike genetically (though specific pairs range from 0% to 100%). Interestingly enough, many twins are wrong about which kind they are, and errors are just as com- mon for MZ as DZ twins. One study found that in about 30% of pairs, one twin was wrong, and in about 12% of pairs, both twins were wrong (Scarr & Carter-Saltzman, 1979).

In a twin study examining some specific quality, a cor- relation is computed between sets of identical twins and their co-twins on that quality (see Figure 6.1). The same is done, separately, with pairs of same-sex fraternal twins. The

Box 6.1 Early Biological Views: Physique and Personality The idea that people’s bodies relate to their personalities is reflected in popular stereotypes: the jolly fat man; the strong, adventurous hero; the frail intellectual. Is there any truth to it?

The idea has had a long life. Kretschmer (1925) classi- fied people as thin, muscular, or obese and found that each group was prone to a different set of disorders. W. H. Sheldon (1942) expanded the idea from categories to dimensions and looked at normal personality. He believed each quality relates to one of three layers of the embryo. For that reason, he named them after the layers:

Endomorphy is the tendency toward plumpness (reflecting digestion). Endomorphs are soft and round.

Mesomorphy is the tendency toward muscular- ity (reflecting predominance of bone and muscle). Mesomorphs are rectangular, hard, and strong.

Ectomorphy is the tendency toward thinness (reflect- ing the skin and nervous system). Ectomorphs are delicate and frail, easily overwhelmed by stimulation.

Most people have a little of each quality. In parallel with the physical dimensions, Sheldon pro-

posed three aspects of temperament. Viscerotonia means qualities such as calmness, tolerance, sociability, love of comfort, and easygoingness. Somatotonia means qualities such as boldness, assertiveness, and a desire for adventure and activity. Cerebrotonia means avoidance of interaction, restraint, pain sensitivity, and a mental intensity approaching apprehensiveness.

As he had predicted, Sheldon found that temperaments and somatotypes go together. Mesomorphy related to somatotonia, endomorphy to viscerotonia, and ectomorphy to cerebrotonia. Later studies also supported this view.

These studies all said that body types relate to per- sonality. But why? Does physique cause personality? Is the link more roundabout? The body types reflect well-known stereotypes, which include expectations about how people act. If we have such expectations, we may induce people to act as expected (Gacsaly & Borges, 1979). This can pro- duce an association between physique and behavior. It would stem from social pressure, though, not body type per se.

It’s hard to know why associations exist between body type and personality. Partly because of this, many people were skeptical about the associations and interest in them gradually waned. Sheldon’s ideas are no longer influential in personality psychology, but he stressed a theme that re- emerged only a couple of decades later. He believed that personality, along with body type, was inherited. He didn’t test this belief. Indeed, in his time, it wasn’t widely under- stood how to test it. Others found ways to do so, however, leading to the findings presented in the first half of this chapter.

Genetics, Evolution, and Personality 69

more likely than DZ twins to be dressed alike, but the dif- ferences are slight (Plomin, DeFries, & McClearn, 1990). MZ twins also don’t resemble each other morepersonality- wise if they were treated alike than if they were not ( Loehlin & Nichols, 1976). Even so, one study found that DZ twins who thought they were MZ twins were more alike than other DZ twins (Scarr & Carter-Saltzman, 1979). A later study found that MZ pairs recalled somewhat more similar experiences than DZ twin pairs, but these similarities didn’t relate to personality similarity (Borkenau, Riemann, Angleitner, & Spinath, 2002).

6.1.2: Adoption Research Another way to study inheritance is an adoption study, which looks at how adopted children resemble the biologi- cal parents and the adoptive parents. Resemblance to bio- logical parents is genetically based, whereas resemblance to adoptive parents is environmentally based.

Another method combines features of the twin study with features of the adoption study. It’s sometimes possible to study MZ twins who were adopted and raised separately. Because they grew up in different homes, environmental impacts should make them different, rather than similar. Sim- ilarity between these pairs can be contrasted with MZ twins raised together and DZ twins raised together. If heredity is important, then MZ twins—even if they were raised apart— should be more similar than DZ twins. If heredity is really important, then MZ twins raised apart should be nearly as similar as MZ twins raised together.

6.2: What Personality Qualities Are Genetically Influenced? 6.2 Identify some of the personality qualities that are

genetically influenced

Twin and adoption study methods have been used for more than five decades to study genetic effects on person- ality (Johnson, Vernon, & Feiler, 2008). Early work focused on temperaments.

6.2.1: Temperaments Arnold Buss and Robert Plomin (1984) used the term tem- perament to refer to an inherited personality trait present in early childhood. They looked for signs of possible tempera- ments in the behaviors of young children. Further work indicated to them that three dimensions of individual dif- ferences in personality deserve to be called temperaments: activity level, sociability, and emotionality.

two correlations are then compared. If identical twins are more similar to each other than fraternal twins, presumably it’s because of the difference in degree of genetic similarity.

Identical twin pairs

Correlation

Difference multiplied by 2

Heritability

Fraternal twin pairs

Correlation

Figure 6.1 A basic twin study method examines pairs of identical and same-sex fraternal twins raised together. Members of each twin pair are assessed on the variable of interest, and a separate correlation is computed for each type of twin. The correlation for fraternal (DZ) twins is subtracted from the correlation for identical (MZ) twins. Multiplying this difference by 2 gives an index of the heritability of the characteristic—an estimate of the proportion of variance in that characteristic that is accounted for by inheritance.

The index of genetic influence on a trait is termed a heritability estimate. This index represents the amount of variability in the population that’s accounted for by inher- itance in the trait under consideration. The higher the her- itability, the stronger the evidence that genes matter.

It’s important to be careful here, because people some- times read too much into this term. It does not represent the amount of a behavioral characteristic that’s inherited by any one person. Nor does it explain why genes matter.

The twin study method is based on the assumption that the degree of similarity of the life experiences of co- twins raised together is just as great for DZ pairs as for MZ pairs. This is critically important. You couldn’t conclude that a difference between correlations comes from heredity if parents treated DZ twins differently from MZ twins. The difference in genetic overlap would be confounded with the difference in treatment.

Are the two kinds of twin pairs treated more or less the same? The answer is a very cautious yes. MZ twins are

70 Chapter 6

differently. Mary Rothbart and her colleagues argue for approach and avoidance temperaments, which reflect ten- dencies to approach rewards and avoid threats, respec- tively (e.g., Derryberry & Rothbart, 1997; Rothbart, Ahadi, & Evans, 2000; Rothbart, Ahadi, Hershey, & Fisher, 2001; Rothbart & Bates, 1998; Rothbart, Ellis, Rueda, & Posner, 2003; Rothbart & Posner, 1985; see also Eisenberg, 2002; Eisenberg et al., 2004; Kochanska & Knaack, 2003; Nigg, 2000). The avoidance temperament, in some ways, resem- bles Buss and Plomin’s (1984) emotionality. There also seems some resemblance between the approach tempera- ment and sociability, though that one is less clear.

The newer theorists also posit a third temperament that’s generally termed effortful control. This tempera- ment is about being focused and restrained. In part, it reflects attention management (persistence of attention during long tasks). It also reflects the ability to suppress approach when approach is situationally inappropriate. This temperament seems to imply a kind of planfulness versus impulsiveness. High levels of this temperament early in life relate to fewer problems with antisocial behav- ior later in life (Kochanska & Knaack, 2003).

6.2.3: Inheritance of Traits Early twin studies were done before trait theorists had begun to converge on the idea that personality has five basic factors (see Chapter 4). With the emergence of the five-factor model, work has increasingly focused on whether those five dimensions are genetically influenced (Bergeman et al., 1993; Heath, Neale, Kessler, Eaves, & Kendler, 1992; Jang, Livesley, & Vernon, 1996; Jang, McCrae, Angleitner, Riemann, & Livesley, 1998; Loehlin, 1992; Telle- gen et al., 1988; Viken, Rose, Kaprio, & Koskenvuo, 1994). The answer is clearly yes. The effects are substantial and remarkably consistent across factors (Bouchard, 2004), although they decrease over the lifespan (Bleidorn, Kan- dler, & Caspi, 2014). Indeed, there’s evidence of an invari- ant genetic influence on the five factors across cultures. Yamagata et al. (2006) concluded that the five factors may represent a common genetic heritage of the human species.

Most twin studies of adult personality use self-reports or reports of people close to the twins. This approach has led to criticism of possible bias. To deal with this concern, Borkenau, Riemann, Angleitner, and Spinath (2001) con- ducted a twin study in which adult participants were vide- otaped and then rated by people who didn’t know them. That study also found evidence of genetic influences on all five traits of the five-factor model.

6.2.4: Temperaments and the Five-Factor Model The supertraits that make up the five-factor model are broad and pervasive in influence. In that respect, they’re a lot like

Temperaments influence many kinds of behavior; for example, activ- ity level expresses itself through the kinds of leisure activities people choose to engage in.

Activity level is the person’s output of energy or behavior. It has two highly correlated aspects: vigor (the intensity of behavior) and tempo (its speed). People high in activity level prefer high-intensity, fast-paced activities. Those lower in activity level take a more leisurely approach to things. Socia- bility is the tendency to prefer being with other people, rather than alone. It’s a desire for sharing activities, along with the social responsiveness and stimulation that are part of interac- tion. Emotionality is the tendency to become emotionally aroused—easily and intensely—in upsetting situations.

Early evidence that these temperaments are inherited came from twin studies in which parents rated their chil- dren (Buss & Plomin, 1975; Plomin, 1974; Plomin & Rowe, 1977). Correlations between parent ratings of activity, emo- tionality, and sociability were strong for MZ twins, and they were next to nonexistent for DZ twins.

6.2.2: More Recent Views of Temperaments Developmental researchers have become increasingly interested in temperaments over the past three decades, but they now view the nature of the temperaments a little

Genetics, Evolution, and Personality 71

easily back to personality. For example, there’s a genetic effect on risk of divorce (McGue & Lykken, 1992), which operates through personality (Jockin, McGue, & Lykken, 1996). There’s a genetic effect on having adverse life events, which again appears to operate via personality (Saudino, Pedersen, Lichtenstein, McClearn, & Plomin, 1997). Heredity influences how much social support people have (Kessler, Kendler, Heath, Neale, & Eaves, 1992), which may reflect personality (Brissette, Scheier, & Carver, 2002; Kendler, 1997). People’s attitudes on various topics are also geneti- cally influenced (Eaves, Eysenck, & Martin, 1989; Olson, Vernon, Harris, & Jang, 2001; Tesser, 1993), which again may reflect personality.

Findings such as these raise a question: To what extent are these various effects distinct and separate? The tem- peraments and supertraits discussed earlier are very broad. When evidence is found that some behavior is genetically influenced, one has to wonder whether this is a separate effect, or whether the effect is there because the behavior relates to a temperament or supertrait. For exam- ple, happiness has high heritability, but its heritability is fully accounted for by the heritability of neuroticism, extraversion, and conscientiousness (Weiss, Bates, & Luciano, 2008).

The question of how many distinct qualities are sepa- rately influenced by inheritance hasn’t been explored much. However, it’s an important question. One study has explored it, within the framework of the five-factor model (Jang et al., 1998). This study found that not only were the five supertraits heritable, but so were most of the facet traits. Indeed, the genetic influences on facets were sepa- rate from the genetic influences on the overall traits. This suggests that many distinct qualities are genetically influ- enced, not just a few broad ones. It also calls into question the assumption that the superordinate traits derive from the facet characteristics.

6.2.6: Environmental Influences The twin studies that establish a powerful role for genetics in personality also show an important role for environ- mental factors. Surprisingly, however, the environment doesn’t generally make twins alike. The environment seems to affect personality mostly by making twins differ- ent (Plomin & Daniels, 1987). This is called a nonshared environmental effect (Plomin & Daniels, 2011).

What might be the sources of nonshared environmen- tal influence? There isn’t a lot of information on this. Sev- eral guesses sound reasonable, though (Dunn & Plomin, 1990; Rowe, 1994). For example, siblings often have differ- ent sets of friends, sometimes totally different, and peers have a big influence on kids. Having different friends may cause twins’ personalities to diverge. If that happens, it’s an environmental influence, but it’s not shared by the twins.

temperaments. In fact, the five factors have considerable conceptual similarity to the temperaments described above (Caspi, Roberts, & Shiner, 2005; Digman & Shmelyov, 1996; Halverson, Kohnstamm, & Martin, 1994). One obvious simi- larity is that the temperament Buss and Plomin (1984) called emotionality and Rothbart and Posner (1985) called avoidance temperament very closely resembles neuroticism.

Extraversion, from the “big five,” also has overtones of an approach temperament. (Some people think extraver- sion is about approaching social rewards.) Extraversion suggests a preference for being with others, implying a possible link to sociability (Depue & Morrone-Strupinsky, 2005). Eysenck (1986) thought that activity was part of extraversion, suggesting that extraversion may blend sociability with activity.

Another of the five factors—agreeableness—also has overtones of sociability, although again the two are not identical. Agreeableness suggests liking to be with people and enjoying social interaction. It goes beyond that, how- ever, in having connotations of being easy to get along with.

The trait of conscientiousness is a planful, persistent, focused orientation toward life’s activities. Given the pos- sibility that effortful control is a temperament (Pedersen, Plomin, McClearn, & Friberg, 1988; Rothbart et al., 2003), this would suggest another link between temperaments and the five-factor model.

The last of the “big five” is openness to experience, or intellect. Recall from Chapter 4 that it’s been hard to pin this trait down, so it has several labels. Some see links from this trait to intelligence. Intelligence is another quality that might be thought of as a temperament. It has the character- istics Buss and Plomin emphasized: It’s genetically influ- enced (Bouchard, Lykken, McGue, Segal, & Tellegen, 1990; Plomin, 1989), and its effects on behavior are broad, mani- fest early in life, and continue throughout the life span. If we thought of intelligence as a temperament, the relation- ship between it and the fifth trait of the five-factor model would represent yet another link between temperament and trait models.

In sum, although the fit isn’t perfect, the set of qualities proposed as biologically based temperaments bears a strong resemblance to the qualities in the five-factor model. The places where the resemblance is less clear raise interest- ing questions. For example, why should activity and socia- bility be considered fundamental, rather than extraversion? Is extraversion really one trait, or two? As we said in Chap- ter 4, there are many ways to divide up the qualities of behavior, and it’s sometimes hard to know which is best.

6.2.5: How Distinct Are the Genetics of Other Qualities? Evidence that genes influence behavior extends quite broadly. Many effects have emerged, some of which relate

72 Chapter 6

6.3.2: Correlations between Genetic and Environmental Influences It is also increasingly recognized that genes and environ- ment aren’t just separate, unrelated things (Rutter, 2006). Oddly, there is often a correlation between a genetic influ- ence and an environmental one. It was originally assumed that genetic and environmental influences are indepen- dent. But that turned out to be a naïve assumption.

Dickens and Flynn (2001) illustrated this point using intelligence as an example. People with high intelligence (compared to people with less intelligence) gravitate to environments that foster learning. In those environments, they learn more. As a result, their IQs go up. The environ- ment had the actual effect on their IQ. But the possibility for it to happen stemmed from their genetic makeup. Thus, the two influences are correlated.

Why does this matter? It makes it very hard to sort out causal responsibility. Traditionally, the size of an environ- mental effect is judged by how much variability is left over—not explained by the genetic effect. If an environ- mental effect is mistaken to be a genetic effect (because they’re correlated), the genetic effect gets the credit for what the environment is doing.

Dickens and Flynn (2001) made this argument in the context of IQ, but it can easily be applied to personality. As we said in Chapter 4, people gravitate to environments that suit their interests—that let them be who they are. Maybe those environments even induce people to develop more of what first led them to go there. Someone who’s slightly introverted who starts reading more may discover

Another point is that siblings in families often develop roles that play off each other (e.g., Daniels, 1986; Hoffman, 1991). For example, if one child often helps another child with schoolwork, the two are developing styles of interact- ing that diverge. As another example, parents sometimes favor one child over another. This can affect the children’s relationship, perhaps inducing differences between them. Again, the effects would be environmental, but they would differ from one child to the other.

Questions still remain about these environment effects. For example, when behavior measures are used instead of rating scales, shared effects have been stronger (Tur- kheimer, 1998). For example, in the study in which video- taped behavior was rated by strangers, Borkenau et al. (2001) found a far larger shared environment effect than is typically found. Thus, variations in research methods may also influence what conclusions emerge.

6.3: Complications in Behavioral Genetics 6.3 Identify two issues in behavioral genetics that

complicate the process of drawing conclusions from findings

There are other complications, as well. We started this dis- cussion with the idea that behavioral genetics methods give us heritability estimates. High heritability tells us that personality is genetically influenced. But things turn out to be more complicated than that.

6.3.1: Heritability Varies with the Environment Heritability is an estimate from a specific sample of data. That estimate may or may not be the same in another sample. The size of genetic and environmental influences depends partly on how much variability there is in each of them (Johnson, Turkheimer, Gottesman, & Bouchard, 2009). If either the population or the environment changes substantially, the heritability index can also change substantially.

This point is illustrated by a study of genetic and environmental effects on a vocabulary IQ test (Rowe, Jacobson, & Van den Oord, 1999). As illustrated on the left side of Figure 6.2, among families in which the parents had little education, the shared environment had a large effect but genetics had no effect at all. On the right side of the figure, where parental education was very high, there was a huge genetic effect and no environmental effect. This sort of pattern means we have to be very cautious about generalizing estimates of heritability from one sam- ple to the universe of people.

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Figure 6.2 Variability in vocabulary IQ accounted for by genetic factors and by shared environment factors, when examined as a function of parents’ education level. Heritability is very low among children with poorly educated parents, but it is very high among children with highly educated parents

SourcE: Adapted from Rowe et al., 1999.

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The question for personality is whether specific poly- morphisms influence a given personality quality. The answer to this question isn’t likely to be at all simple. It’s very likely that many genes relate to any given personal- ity quality ( Plomin & Crabbe, 2000). Despite this, the first genomic studies on this topic used what’s called a candi- date gene strategy. This means that particular gene loca- tions were examined selectively, based on evidence linking those genes to particular biological processes, as well as theoretical reasoning linking those biological pro- cesses to personality.

Several genes have been identified that appear to have clear relevance to normal personality. An example is a gene called DRD4, which relates to receptors for dopamine in the brain. It has several alleles, one longer than the others. Two research teams found almost simultaneously that peo- ple with the long allele have high scores on personality scales that relate to novelty seeking (Benjamin, Patterson, Greenberg, Murphy, & Hamer, 1996; Ebstein et al., 1996). It has since been linked to risky decisions and difficulty delaying (Carpenter, Garcia, & Lum, 2011).

Another candidate gene related to dopamine func- tion, called DRD2 (now called ANKK1), has also been linked to personality measures of fun seeking (Reuter, Schmitz, Corr, & Hennig, 2006), impulsive responding to emotion (Carver, LeMoult, Johnson, & Joormann, 2014), and extraversion (Smillie, Cooper, & Pickering, 2011). These findings, along with those for DRD4, fit with the view that dopamine is involved in reward pursuit (a view that’s discussed in Chapter 7).

Another candidate gene relates to the use of seroto- nin in the brain. It’s called the serotonin transporter gene, or 5HTTLPR. Several groups of researchers have found a link of the short allele of that gene to high scores on neuroticism and low scores on agreeableness (e.g., Greenberg et al., 2000; Lesch et al., 1996; Sen et al., 2004). Others have related it to impulsivity and aggres- siveness (for review, see Carver, Johnson, & Joormann, 2008). The associations with neuroticism have been somewhat difficult to replicate. Evidence is beginning to accumulate that the 5HTTLPR polymorphism is more about impulse versus constraint than about neuroticism per se (Carver et al., 2008; Carver, Johnson, Joormann, Kim, & Nam, 2011).

Single-gene discoveries can be very exciting. We repeat, though, that it’s overwhelmingly likely that most genetic influences on behavior will involve small contribu- tions from many genes (Plomin & Crabbe, 2000). Indeed, that may be one reason why single-gene discoveries have been hard to replicate. Even though the media continue to trumpet every new discovery as “the gene for” something or other, that’s badly misleading (Kendler, 2005). Some researchers worry that candidate gene studies, in particu- lar, are vulnerable to false positives.

the joys of solitary pursuits and become even more intro- verted. Someone who’s slightly extraverted who gets involved in group activities may discover he or she likes being in charge and develop greater extraversion.

This issue arises any time a genetic factor makes it more likely that one person will enter an environment that’s different from the environments other people enter. Some- times, the impact comes from outsiders’ genes, as when parents’ genetic makeup leads them to create particular environments for their children. Sometimes, the impact comes when people’s own genetic makeup influences what environments they seek out. Sometimes, it comes when people’s genetic makeup affects the responses they induce from people around them. (As we said in Chapter 4, some people always bring a smile to your face, while others can make you frown just by entering the room.)

6.4: Molecular Genetics and Genomics 6.4 Examine the kind of work done in the field of

molecular genetics and genomics

As if things weren’t already complicated enough, the world of research into genetic influences on behavior has changed radically in the past 15 years or so. The effort to map the human genome—the genetic blueprint of the body—was wildly successful. The “first draft” was com- pleted in 2000, years ahead of schedule. The identification of gene sequences is becoming faster and less expensive all the time. It’s increasingly possible to identify specific genes that influence differences among people—from vulnerabil- ity to disorders to normal personality qualities. Many believe the ability to identify genes linked to such differ- ences will revolutionize medicine, psychiatry, and psychol- ogy (Plomin, 1995; Plomin & Crabbe, 2000; Plomin, DeFries, Craig, & McGuffin, 2003).

A huge proportion of the human genome is identical for everyone. Interest focuses on the parts that vary. When different patterns of DNA (genetic material) can occur at a particular location, the different patterns are called alleles. The existence of a difference at that location is called a polymorphism. A genotype difference between persons means they have different alleles at some particular loca- tion. Whereas twin research is referred to as quantitative genetics, the attempt to relate differences in particular gene locations to other measurable differences among per- sons is called molecular genetics (Carey, 2003) or genomics. In the not too distant past, for most practical purposes genes were treated as abstractions, inferred from patterns of inheritance. Now, they are increasingly viewed as what they are: specific DNA sequences in specific locations of chromosomes (Cole, 2009).

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large number of interactions that have emerged, the search for GxE effects is likely to remain an important part of the field in the future.

6.4.2: Environmental Effects on Gene Expression The idea of a GxE interaction is that genes render some people more susceptible than others to environmental influences. How does that happen? One possibility is that environments influence how genes act. Environments don’t change the strands of DNA that make up the gene, but they do affect their ability to function. Gene expres- sion is the term used when the gene engages in the pro- cesses that create a protein. Interestingly, gene expression is not the same throughout the body. Gene expression var- ies by region and type of cell involved (e.g., brain cells, blood cells).

Gene expression is influenced by several factors that affect the gene’s accessibility to other chemicals. One influ- ence is called methylation: the attachment of methyl chem- ical groups to what’s called the gene’s promoter region (its “on” switch). When there’s more methylation, there’s less gene expression. This doesn’t involve a change in the gene itself. For that reason, it’s called an epigenetic effect (which in this context means “in addition to genetic”). Methyla- tion can be affected by stress level and even by diet (Cham- pagne & Mashoodh, 2009; Gilbert & Epel, 2009).

There’s growing evidence that gene expression can be affected by many kinds of variation in the environment (Cole, 2009, 2014; Gilbert & Epel, 2009; Rutter, 2006). Most of this evidence comes from research with laboratory ani- mals, but more and more is being done with humans. Much of the human research thus far has involved genes implicated in stress responses. For example, chronic social isolation can greatly alter the expression of genes that are involved in immune responses (Cole, 2009).

A particularly astonishing discovery from research into gene expression is that epigenetic changes (patterns of methylation) can be passed from one generation to the next, just as genetic influences are passed onward (Gilbert & Epel, 2009). Now, put that together in your mind with the fact that the epigenetic changes reflect experience with the environment. The inescapable conclusion is that changes that are caused by experience with the environ- ment can be inherited by offspring (Champagne & Mashoodh, 2009)—an idea that would have prompted ridi- cule 40 years ago.

The field of epigenetics introduces even greater com- plexity into the effort to separate the influences of genes from those of the environment. It is now clear that the envi- ronment can influence how the genes work, and the genes can influence how the environment works. We clearly can- not talk about just one or just the other.

In part for that reason and in part because of the rapid advance of technology, other molecular geneticists argue that the candidate gene strategy should be abandoned. It’s now possible to conduct genome-wide association studies (GWAS), in which the entire genome is examined for any and all differences that relate to an outcome of interest. Done properly, this kind of study involves a huge number of research participants (there are so many genes to test that the large number alone creates the potential for false positives). This kind of study is also very costly. Some believe, however, that this is the path of the future in behavioral genomics.

Whether candidate gene studies continue or GWASs take their place, it’s clear that the tools of molecular genomics radically change the nature of genetic research bearing on many topics, including personality. It’s of some interest that this newer genetic approach (like the older one) doesn’t really specify what aspects of personality matter. Rather, it provides tools for testing genetic contri- bution to whatever aspect of personality a researcher is interested in.

6.4.1: Gene-by-Environment Interactions A different kind of complication from the genomic approach comes from examination of interactions between genes and environment. The concept of interaction came up in Chap- ters 2 and 4. In Chapter 4, we talked about trait-by-situation interactions. We said there that a situation might cause one reaction in a person with one trait and a different reaction in a person with a different trait. The point here is the same, but substitute genetic makeup for trait.

Geneticists long believed that gene-by-environment (GxE) interactions were rare (Rutter, 2006), but this is prov- ing not to be true. A good many studies provide evidence of GxE interactions (see Rutter, 2006). Most of them have looked at how genetic factors interact with situations of life adversity or stress. Particularly common are studies exam- ining consequences of childhood adversity. The typical strategy is to test whether early adversity affects people with one genotype differently than it affects people with a different genotype. Often it does (see Carver et al., 2014, for discussion of examples).

How to test properly for such effects raises technical issues (Moffitt, Caspi, & Rutter, 2006), and there’s a great deal of debate about the usefulness of research looking for them (Caspi, Hariri, Holmes, Uher, & Moffitt, 2010) and how to interpret them. For example, very positive environ- ments sometimes have beneficial effects on the very geno- type that is most affected by adversity. This has led to the argument that we should think of the genotype in terms of sensitivity to the environment rather than vulnerability (Belsky & Pluess, 2009; Pluess & Belsky, 2013). Given the

Genetics, Evolution, and Personality 75

6.5: Evolution and Human Behavior 6.5 Examine four ways in which psychologists suggest

that former evolutionary processes shaped present- day human behavior

We now change directions somewhat. Humans are all members of a species that evolved across millennia. The view that humans are a product of evolution leads to the possibility that ancient evolutionary processes have a major influence on present-day human behavior. This line of thought is tied to several labels, including sociobiology and evolutionary psychology (Barkow, Cosmides, & Tooby, 1992; Bjorklund & Pellegrini, 2002; Buss, 1991, 1995; Capo- rael, 2001; Heschl, 2002; Tooby & Cosmides, 1989, 1990). Work deriving from this group of ideas has grown rapidly in recent years.

6.5.1: Sociobiology and Evolutionary Psychology Sociobiology was proposed as the study of the biological basis of social behavior (Alexander, 1979; Barash, 1986, 2001; Crawford, 1989; Crawford, Smith, & Krebs, 1987; Dawkins, 1976; Lumsden & Wilson, 1981; Wilson, 1975). The core assumption was that many—perhaps all—forms of social interaction are products of evolution. That is, the patterns were retained genetically because at some point they conferred an adaptive advantage.

Evolutionary psychologists believe that even acts of altruism, such as volunteering for a rescue team, may have a genetic basis.

Sociobiologists focused on the question of how behav- ior patterns might get built in (see also Box 6.2). Their work led in some surprising directions. For example, it led to a way to account for altruism, a tendency that seems very hard to explain in evolutionary terms. Altruism is acting for the welfare of others, to the point of sacrificing one’s own well-being for someone else. Altruism would seem to

Box 6.2 Theoretical Issue: Universal Adaptations and Why There Are Individual Differences The basic concepts of natural selection and population genet- ics are simple. If a characteristic differs from person to person, it means that each gene contributing to that characteristic has several potential forms, or alleles. Selection means that one allele is more likely to show up in the next generation because it helped with survival or reproduction, or is less likely to show up because it interfered with survival or reproduction. This is directional selection: a shift toward a higher proportion of the adaptive allele in the population’s next generation. If it goes on long enough, directional selection can even eliminate individ- ual differences. Over many generations, those without the adaptive allele fail to reproduce, and a larger proportion of the next generation has the adaptive one. In principle, this is how a characteristic can become universal in the population.

Many characteristics influence survival. For example, in a world where strength matters (which probably was true during human evolution), strength makes you more likely to survive long enough to reproduce. That sends genes for strength into the next generation. As long as these genes are well represented in the population, the population will tend to survive and create yet another generation.

But wait. If some characteristics are more adaptive than others, why are there individual differences at all? Why aren’t we all large and strong and smart and stealthy and whatever else is good to be? A tricky thing about selection is that whether a value is adaptive depends on the context. Some- times, a value that’s useful in one environment is not just useless—but even fatal—in another. For example, openness to experience is adaptive in a benign environment, but if there are lots of diseases around, it’s adaptive not to be so open. Indeed, there’s evidence that higher prevalence of disease in particular environments relates to lower level of openness among the population living there (Schaller & Murray, 2008).

In the long run, genetic variability in the population is neces- sary for the population to survive in a world that changes. Thus, another kind of selection is important, termed stabilizing selec- tion. It maintains genetic variability ( Plomin, 1981). Stabilizing selection occurs when an intermediate value of a characteristic is more adaptive than the value at either extreme. Presumably, intermediate values reflect combinations of alleles, rather than specific alleles, and probably involve multiple genes. Predomi- nance of intermediate values thus implies genetic variability.

How can an intermediate value of a characteristic be more adaptive than an extreme value? Here’s an example. It’s impor- tant for people to have some sociability, because humans are such a social species. Having too little sociability isn’t adaptive. But neither is it adaptive to have too much sociability. A person with extremely high sociability can hardly bear to be alone, and life sometimes requires people to be alone.

Intermediate values are especially adaptive in many of the domains that are relevant to personality. That’s why per- sonality traits vary from person to person: There’s genetic diversity on those traits. Otherwise, there would be only a single personality, which everyone would have.

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These are some of the themes of evolutionary psychology, the idea that human behavioral tendencies have a basis in evolution.

6.5.2: Genetic Similarity and Attraction The idea that people act altruistically toward relatives was extended by Rushton and his colleagues (Rushton, 1989a; Rushton, Russell, & Wells, 1984) to what they call genetic similarity theory. The core idea is what we’ve said already: A gene is represented in the next generation by anything that brings about reproduction of any organism in which copies of the gene exist. That may mean altruism to your kinship group, but Rushton says it means other things, as well.

He argued that genetic similarity has an influence on who attracts you. Specifically, you’re more attracted to strangers who resemble you genetically than those who don’t. How does this help the survival of the gene? If you’re attracted to someone, you may become sexually involved, which may result in offspring. Offspring have genes from both parents. By making you attracted to someone with genes like yours, your genes increase the odds that genes like themselves will be copied (from one parent or both) into a new person, thus passing into the next generation.

Are people attracted to others whose genes resemble their own? Maybe. Rushton (1988) had couples take blood tests that give a rough index of genetic similarity. He found that sexually involved couples had in common 50% of the genetic markers. When he took the data and paired people randomly, the pairs shared only 43% of the markers— significantly less. Rushton went on to compare couples who’d had children with those who hadn’t. Those with children shared 52% of the genetic markers; those with no children shared only 44%. Thus, among sexually active couples, those who were most similar were also most likely to have reproduced.

This attraction effect also applies to same-sex friend- ships. Rushton (1989b) repeated his study with pairs of men (all heterosexual) who were close friends. The pairs of friends shared 54% of the genetic markers, and the ran- dom pairs shared only 48%. Again, genetic similarity related to attraction.

How do people detect genetic similarity in others? One possibility is that we are drawn to others who share our facial and body features. People who look like us seem like family and therefore attract us. Another possibility is that genetic similarity is conveyed by smell. Consistent with this, there’s evidence that women prefer the odor of men who are genetically similar to their fathers (Jacob, McClintock, Zelano, & Ober, 2002). Outside your aware- ness, you may recognize those who resemble you by subtle physical cues.

confer a biological disadvantage. That is, being altruistic may help someone, but it also might get you killed. This would prevent your genes from being passed on to the next generation. If the genes aren’t passed on, a genetically based tendency toward altruism should disappear very quickly.

However, the process of evolution isn’t really entirely a matter of individual survival (Wilson & Wilson, 2008). What ultimately matters is a gene pool, in a population. If one group in a population survives, prospers, and repro- duces at a high rate, its genes move onward into subse- quent generations more than other groups’ genes.

This means there are ways to get your genes carried forward besides reproducing on your own. Your genes are helped into the next generation by anything that helps your part of the gene pool reproduce. This idea is called inclusive fitness (Hamilton, 1964). If you act altruistically for a rela- tive, it helps the relative survive. If an extremely altruistic act (in which you die) saves a great many of your relatives, it helps aspects of your genetic makeup be passed on because your relatives resemble you genetically. This phe- nomenon is sometimes called kin selection.

Thus, it’s argued, a tendency to be altruistic may be genetically based. This implies that people will be more altruistic toward those in their kinship group than stran- gers (especially competitors). This seems to be true (Burn- stein, Crandall, & Kitayama, 1994). Also fitting this view, there seems to be a genetic contribution to empathic con- cern for others, which may underlie altruism (Burnstein et al., 1994; Matthews, Batson, Horn, & Rosenman, 1981; Rushton, Fulker, Neale, Nias, & Eysenck, 1986). Indeed, emotional closeness, which increases with genetic related- ness, seems to underlie the effect of relatedness on altruism (Korchmaros & Kenny, 2001).

This idea has been extended to suggest an evolution- ary basis for cooperation even among nonrelatives. This idea in turn has been expanded even further by the argu- ment that evolution has built into humans several different ways to regulate relationships. From an evolutionary view, the issue is whether such regulatory tendencies lead to bet- ter outcomes for the group. Because cooperation promotes better group outcomes, some conclude that a tendency to cooperate is part of human nature (Guisinger & Blatt, 1994; Kriegman & Knight, 1988; McCullough, 2008).

But there’s also evidence that punishing people who don’t cooperate leads to better group outcomes (Fehr & Gächter, 2002). Maybe punishing people for such actions (taking revenge) is also genetically built into human nature (McCullough, Kurzban, & Tabak, 2013). Finally, even after people have transgressed and been punished, there may be important reasons to restore the damaged relationship. This suggests an evolutionary role for forgiveness (McCullough, Pedersen, Tabak, & Carter, 2014). Perhaps all of these human experiences are products of evolution.

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Mating involves competition. Males compete with one another; females compete with one another. But what’s being competed for differs between the sexes. Trivers (1972) argued that males and females evolved dif- ferent strategies, based on their roles in reproduction. Female humans have greater investment in offspring than males: They carry them for nine months, and they’re more tied to caring for them after birth. The general rule in biol- ogy is that the sex with the greater investment can gener- ate fewer offspring over the life span, because of the commitment of time and energy to each. The sex with greater investment thus is choosier about a mate. The sex with less investment can create more offspring and is less discriminating.

Given the difference in biological investment, the strat- egy of women is to tend to hold back from mating until they identify the best available male. Best here is defined as quality of genetic contribution, parental care, and material support for the mate and offspring. In contrast, the strat- egy of males is to maximize sexual opportunities, copulat- ing as often as possible. This also means seeking partners who are available and fertile (Buss, 1994a, 1994b). In this view, men tend to view women as sex objects, whereas women tend to view men as success objects.

The general idea that people choose mates on the basis of particular characteristics is called assortative mating (Thiessen & Gregg, 1980). Mating definitely isn’t random. People select their mates on the basis of a variety of charac- teristics. Often, the features that influence mate selection are similarities to the self (Buss, 1985; Rushton & Bons, 2005).

6.5.3: Avoidance of Incest Genetic similarity may be good up to a point. But too much similarity creates problems. If parents are very closely related to each other, it increases the chances that harmful recessive mutations will be expressed. The result can be poorer health and lower survival for the offspring (Ilmonen et al., 2008). The closer the parents’ relationship, the greater the risk. Thus, animals of many species seem to have evolved mecha- nisms to avoid in breeding (Lieberman, Tooby, & Cosmides, 2007). In humans, this is often called an incest taboo.

Biologically, it is most important that incest be avoided during periods of maximum fertility—ovulation—because it’s conception that creates the problems. Consistent with this reasoning, women report greater disgust at the idea of incest during periods of high fertility than at other times (Fessler & Navarrete, 2004). In fact, there’s evidence that college-age women avoid even verbal contact with their fathers during periods of high fertility (Lieberman, Pills- worth, & Haselton, 2011). This study used cell-phone records. During high fertility days, women called their fathers (but not their mothers) less often (Figure 6.3). If their fathers called them, they talked for shorter periods.

Both men and women are in competition for desirable mates.

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SourcE: Based on Lieberman et al., 2011.

6.5.4: Mate Selection and Competition for Mates We’ve talked at some length about the importance of get- ting genes to the next generation. (It was once said that a person is just a gene’s way of creating another gene [Barash, 2001].) No surprise, then, that the evolutionary view on personality focuses closely on mating (Gangestad & Simpson, 2000). Indeed, from this view, mating is what life’s all about (although other issues do arise when you think about the complexities of mating). Just as certain qualities confer survival advantage, certain qualities also confer reproductive advantage.

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ness as a necessity rather than an option, women saw sta- tus and resources as necessities, and both saw kindness and intelligence as necessities.

Researchers have studied implications of the evolu- tionary model in several ways. For example, research shows that men prefer younger women—especially as they grow older—consistent with the seeking of reproductive capacity. This comes from a study of the age ranges speci- fied in singles’ ads (Kenrick & Keefe, 1992). As illustrated in Figure 6.4, men past age 25 specified an age range that extended increasingly below their own age. Women, in contrast, tended to express a preference for men slightly older than themselves.

These differences in orientation should produce dif- ferent strategies for trying to get the opportunity to mate. David Buss and David Schmitt (1993) examined differences in how men and women compete for and choose mates and how the strategies differ from short to long term (see also Buss, 1994a, 1994b; Feingold, 1992; Schmitt & Buss, 1996). If men are interested in finding fertile partners, women should compete by stressing attributes that relate to fertility—youth and beauty. If women want to find partners who will provide for them and their babies, men should compete by stressing their status, dominance and ambition, and wealth or potential for wealth (Sidanius, Pratto, & Bobo, 1994; Sprecher, Sul- livan, & Hatfield, 1994).

What do men and women actually do to compete for mates? College students report doing pretty much what we just described (Buss, 1988). Women enhance their beauty with makeup, jewelry, clothing, and hairstyles. They also play hard to get, to incite widespread interest among males. This permits women to be choosy once can- didates have been identified (see also Kenrick, Sadalla, Groth, & Trost, 1990). Men, on the other hand, brag about their accomplishments and earning potential, display expensive possessions, and flex their muscles (Sundie et al., 2011). In fact, just seeing women around makes men do these things even more (Roney, 2003). Consistent with this picture, people selectively attend to signs of dominance among males and to signs of physical attractiveness among females (Maner, DeWall, & Gailliot, 2008).

Buss (1989) examined mate preferences in 37 different cultures around the world. Cultural differences were rela- tively rare. The preferences of U.S. college students didn’t differ much from those of people elsewhere. Males (more than females) were drawn to cues of reproductive capac- ity. Females (more than males) were drawn to cues indi- cating resources. The resource issue may not be a case of “more is better.” It may just be that men who don’t have an acceptable level of resources are out of the running (Kenrick, Sundie, Nicastle, & Stone, 2001). Females are also drawn to cues of dominance and high status (Cun- ningham, Barbee, & Pike, 1990; Feingold, 1992; Kenrick et al., 1990; Sadalla, Kendrick, & Vershure, 1987).Interest- ingly, when ovulating, women’s desires for dominant and charming men can overwhelm their more rational judg- ments about reliability (Durante, Griskevicius, Simpson, Cantú, & Li, 2012).

Despite these gender differences, the qualities just listed don’t always rank high in people’s lists of desired characteristics. This leads some people to be skeptical of their importance. But rankings can also be deceiving. Other research gave people tight “budgets” for getting what they want in a partner (Li, Bailey, Kenrick, & Linsenmeier, 2002). Given that they couldn’t be choosy about everything, what did they go for first? In this situation, men saw attractive-

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Figure 6.4 Singles’ ads placed by men and women often specify the age range of persons of the opposite sex whom the placer of the ad would like to meet. In this sample of ads, as men aged, they expressed an increasing preference for younger women. Women tended to prefer men slightly older than they were, and the extent of that preference didn’t change over time.

SourcE: Based on Kenrick & Keefe,1992.

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erases the gender difference (DeSteno, Bartlett, Braverman, & Salovey, 2002; Harris, 2002, 2003). On the other hand, content analysis of a reality-TV program called Cheaters found a clear gender difference in what the wounded part- ner was most concerned about (Kuhle, 2011).

Jealousy is partly about what your partner may have done, but it’s partly about the presence of rivals. Again, there seems to be a gender difference in what matters. Men are more jealous when the potential rival is dominant than when he is physically attractive; women are more jealous when the rival is physically attractive (Dijkstra & Buunk, 1998).

6.5.5: Mate Retention and Other Issues The first challenge in mating is getting a mate. The next challenge is keeping the mate. Men and women both have the potential to stray, and other people sometimes try to make that happen (Schmitt, 2004; Schmitt & Buss, 2001). People use various tactics to prevent this (Buss & Shackel- ford, 1997). Some tactics are used by men and women alike, but others differ by gender. Those that differ look a lot like the differences in tactics men and women use to find a mate in the first place. For example, men report spending a lot of money and giving in to their mates’ wishes. Women try to make themselves look extra attractive and let others know their mate is already taken.

Use of retention tactics also relates predictably to other factors in the relationship, but differently for men and women. Men use their tactics more if they think their wife is physically attractive. Men also work harder at keeping a wife who is young—independent of the man’s age and the length of the relationship. In contrast, women work harder at keeping a husband with a high income. They also make more efforts if their husband is striving for high status (independent of current income).

Although mating strategies are the starting point for much of this research on gender differences, other research- ers have applied the theme more broadly. (As noted earlier, issues involved in mating lead to several other complexi- ties in life.) Several have suggested that evolutionary dif- ferences cause men and women to have very different styles—indeed different needs—in communication (e.g., Gray, 1992; Tannen, 1990). Men are seen as having an indi- vidualistic, dominance-oriented, problem-solving approach. Women are seen as having an inclusive, sharing, communal approach. It is also often said that these differ- ences in goals and patterns of communication create a good deal of misunderstanding between men and women.

We should note that our discussion has emphasized gender differences, not similarities. There are, of course, many similarities. Both genders are looking for partners who have a good sense of humor and a pleasing personality

Also consistent with predictions from the evolutionary model are results from several other studies of gender dif- ferences (see Table 6.1). Compared to women, men are more interested in casual sex (Bailey, Gaulin, Agyei, & Gladue, 1994; Buss & Schmitt, 1993; Clark & Hatfield, 1989; Oliver & Hyde, 1993), want more sexual variety (Schmitt, 2003), and are less selective in their criteria for one-night stands ( Kenrick, Groth, Trost, & Sadalla, 1993). Men also are more easily turned on by visual erotica than women are (Bailey et al., 1994). Men’s commitment to their relationship is shaken by exposure to a very attractive woman, whereas women’s commitment is shaken by exposure to a very dominant man (Kenrick, Neuberg, Zierk, & Krones, 1994). Men’s con- fidence in their own value as a mate is shaken by exposure to a very dominant man (but not an attractive one), and women’s confidence in their value as a mate is shaken by exposure to a very attractive woman (but not a dominant one) (Gutierres, Kenrick, & Partch, 1999). Men overinterpret women’s smiles and touches as implying sexual interest, and women are overly conservative in judging men’s com- mitment in relationships that are forming (Buss, 2001).

Table 6.1 Summary of predictions from evolutionary psychology for sex differences in mating tendencies

Issue Females Males

Reproductive constraints

Can produce only a limited number of children over life

Can reproduce without limit through life

Optimal reproductive strategy

Locate and hold onto best-quality mate

Mate as widely and often as possible

Desired quality in potential mate

Resources to protect and support them and offspring

Childbearing capability

Basis for evaluating mate potential

Earning capacity, status, possessions, generosity

Physical attractive- ness, health, youth

Prime basis for jealousy

Partner’s emotional attachment to another

Partner’s sexual infidelity

Both men and women experience jealousy, but there may be a difference in what creates this emotion. In theory, it’s evolutionarily important for men to be concerned about paternity. (They want to support their own children, not someone else’s.) Thus, men should be especially jealous about sexual infidelity. In theory, women are most con- cerned about whether the man will continue to support her and her children. Thus, women should be jealous about a man’s having emotional bonds with another woman, rather than sex per se.

Data from some studies fit this view: Men in them were more disturbed by thoughts of sexual infidelity, and women were more disturbed by thoughts of emotional infidelity (Buss, Larsen, Westen, & Semmelroth, 1992; see also Bailey et al., 1994). This finding has been challenged, however, partly because asking the question differently

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16-year period, omitting cases in which the person killed was a relative. Males are far more likely to kill one another than are females. It’s also obvious that the prime ages for killing are the prime ages for mating. According to Daly and Wilson, these killings come largely from conflicts over “face” and status (see also Wilson & Daly, 1996). Trivial events escalate into violence, and someone is killed.

Why killing instead of a ritualized display of aggres- siveness? No one knows for sure. It’s certain that easy access to guns in the United States plays a role. When weapons aren’t available, the same pressures are more likely to result in punching and shouting. Deadly violence certainly is pos- sible without weapons, but weapons make it far more likely.

We should point out explicitly that the theory underly- ing this area of study is very different from the ideas about aggression and human nature of a few decades ago. This view isn’t that aggression is part of human nature, expressed indiscriminately. Rather, physical aggression is seen as largely a male phenomenon, which occurs specifi- cally as a result of sexual selection pressures in the compe- tition for mates (Buss, 2005). Recent laboratory results confirm that men become more aggressive when status is an issue, and that mating motives also matter more when men are around other men (Griskevicius et al., 2009).

Our focus here is on violence by young men toward their genetic competitors. It’s worth noting that genetic competi- tion also may play a role in violence within families. In par- ticular, children—especially very young children—are far more likely to be killed by stepparents than by genetic parents (Daly & Wilson, 1988, 1996). The overall frequency of this event is low; most parents don’t kill children. Yet if it happens, a stepparent is far more likely to be guilty than a biological parent. As is true of the young male syndrome, this finding may reflect a deep-rooted desire to help one’s own genes into the next generation instead of a competitor’s genes.

We noted earlier that part of mating is retaining one’s mate. People have a variety of tactics for doing this. Most of them are quite benign. Some can even be viewed as efforts at solidifying the relationship to make it resistant to temptation. However, some tactics of mate retention are coercive. Some men are so concerned about losing their mates—or unknowingly supporting a rival’s child—that they become quite controlling. Tactics to control the woman sometimes escalate to violence against her (Hilton et al., 2000; Wilson & Daly, 1996). Sometimes that violence is a warning: Don’t stray! Sometimes the violence is murder, ending all possibility of straying (Buss, 2005). When kill- ings occur within families, most of the victims are wives.

Killing one’s wife is not a very useful reproductive strategy. But more limited aggression may be a different matter. Among chimpanzees, males who are aggressive to their mates (intimidating them) have been found to father more offspring than males who do this less (Feldblum et al., 2014).

( Feingold, 1992), who are agreeable and emotionally stable (Kenrick et al., 1993), intelligent (Li et al., 2002), and kind and loving (Buss, 1994b). Both also seem to prefer partners whose faces are symmetrical (Grammer & Thornhill, 1994). The way men and women look at each other goes far beyond seeing each other as sex objects and success objects (Buss, 1994b). Nevertheless, gender differences do also seem important.

6.5.6: Aggression and the Young Male Syndrome Competition for mating opportunities leads to a lot of male posturing. It’s also been blamed for many problem aspects of young men’s behavior, including risky driving (Nell, 2002). But it can also lead to more. When males face hard competition for scarce resources (females), the result some- time is confrontation and potentially serious violence ( Hilton, Harris, & Rice, 2000).

This pattern has been referred to as the young male syn- drome (Wilson & Daly, 1985). It’s viewed as partly an effect of evolutionary pressures from long ago and partly a response to situations that elicit the pattern. That is, although the pat- tern of behavior may be coded in every man’s genes, it’s most likely to emerge when current situations predict repro- ductive failure. The worst case would be a single man who’s unemployed and thus a poor candidate as a mate.

In line with this analysis, there’s clear evidence that homicide is primarily a male affair (Daly & Wilson, 1990). Figure 6.5 displays the homicide rates in Chicago during a

5 –9

H o

m ic

id e

s p

e r

M ill

io n

p e

r Y

e a

r

Age of Killer

800

1 0 –1

4 1 5 –1

9 2 0 –2

4 2 5 –2

9 3 0 –3

4 3 5 –3

9 4 0 –4

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9 5 0 –5

4 5 5 –5

9 6 0 –6

4 6 5 –6

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4 7 5 –7

9

600

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Males Females

Figure 6.5 Homicide rates for males and females killing nonrelatives of the same sex in Chicago during the period 1965–1981.

SourcE: Adapted from Daly & Wilson, 1990.

Genetics, Evolution, and Personality 81

A well-known early study of genetic influence on schizophrenia by Gottesman and Shields (1972) began by recruiting members of a twin pair who were admitted to a hospital with a diagnosis of schizophrenia. The researchers

6.6: Assessment from the Genetic and Evolutionary Perspective 6.6 Analyze how the assessment from the genetic

viewpoint and the trait viewpoint differ

The genetic orientation to personality, discussed in the first part of this chapter, tends to approach assessment of personal- ity in much the same way as the trait view. What it offers, pri- marily, is some further ideas about what traits to assess. As we said earlier, those who take this view on personality believe that certain temperaments are inherited as biological sub- strates of personality. These, then, are the qualities to assess.

Given the rise in influence of molecular genetics, some researchers raise the possibility that gene assessment will eventually become a common way of assessing personality. Although it’s far too soon to be sure, many people who are prominent in this area see this as unlikely (e.g., Plomin & Crabbe, 2000). They argue that personality traits are influ- enced by many, many genes, each exerting a small effect. It will be hard enough to identify those genes, never mind use them as convenient personality tests—at least, not any time soon.

6.7: Problems in Behavior, and Behavior Change, from the Genetic and Evolutionary Perspective 6.7 Outline two ways in which researchers have found

evidence of genetic influence on problems in behavior

The genetic approach has made a major contribution to the analysis of problems in behavior. Behavior geneticists have examined the possibility that several kinds of vulnerabilities to problems may be influenced by inheritance (see Box 6.3). Molecular genetics is also starting to weigh in, but with the same problem it has with respect to normal personality: that many genes are likely to be involved in any given problem, not just one or two.

6.7.1: Schizophrenia and Bipolar Disorder For many years, research on the behavior genetics of prob- lems focused mainly on schizophrenia and bipolar disor- der. Most was on schizophrenia, which is characterized by disorientation, confusion, cognitive disturbances, and a separation from reality.

Box 6.3 Living in a Postgenomic World The human genome is mapped. Researchers today know more than ever about the makeup of the human body and the functions of some of our genes (Plomin et al., 2003). The technology behind these advances is continuing its rapid development, with no signs of slowing down.

Mapping the human genome will surely yield benefits. Some disorders are caused by single genes. Knowing the map makes it easier to find those genes. This information can be used in genetic counseling. People can be warned if they carry a gene for a disorder they may pass on to a child. Another benefit is genetic therapies, which now exist for some disorders—for example, to correct defects in produc- ing blood cells. Some say having the map of the genome and using it to identify genetic weaknesses will usher in a new era of preventive medicine, dramatically changing the way we deal with disease (Lewin, 1990).

The mapping of the genome excites imaginations, but it also raises concerns (Buchanan, Brock, Daniels, & Wikler, 2000; Fukuyama, 2002; Lynn, 2001; Stock, 2002). Knowing what genes control behavior raises serious ethical issues. For example, a great deal of pressure will doubtlessly arise to mod- ify genes to create specific characteristics in new children, cre- ating so-called designer babies (Plomin & Crabbe, 2000; Stock, 2002). Should this happen? Who will decide what characteris- tics should be created? What happens to people whose genetic characteristics are viewed by society as inferior?

Knowledge about disorders also raises ethical issues. Will there be discrimination against people with particular genetic profiles? What happens to the cost of medical insurance when it’s possible to know who’s susceptible to specific diseases? Will insurance even be available to people with susceptibilities? This isn’t an idle question. Insurance policies have been can- celled for entire families because of genetic problems in spe- cific family members (Stolberg, 1994). The issue is serious enough that a federal law was passed in 2009 banning use of genetic tests to set insurance rates or deny coverage.

The same issue arises with respect to psychological disorders. If it’s known that your genes predispose you to mania or antisocial behavior, will you be able to get a job? Will you be able to have insurance against the possibility of needing treatment? If it’s known that certain genetic profiles are associated with criminal tendencies, how will people with those profiles be treated (Glenn & Raine, 2014)?

In short, the project to map the genome holds out much promise, but it also raises very difficult issues that will have to be addressed. You may want to start thinking about them, because they’re issues that are in your future—and the future of your children.

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6.7.2: Substance Use and Antisocial Behavior Another focus of research on the genetics of problems is sub- stance abuse. Quite some time ago, Eysenck (1964b) found that MZ twins were more likely to share tendencies toward alcoholism than DZ twins. Similar findings, along with information about the metabolic processes that underlie the difference, were reported by Schuckit and Rayses (1979). A more recent finding has provided an interesting reflection of the interweaving of genetic and environmental influences. In a study by Dick and Rose (2002), genetic contributions increased from about one-third of the variance at age 16 to one-half the variance—in the same sample—at age 18.

Recent research has also implicated a specific poly- morphism in the craving for alcohol that some people experience after having a small amount (Hutchison, McGeary, Smolen, Bryan, & Swift, 2002). It turns out to be the long allele of the DRD4 gene that was described earlier in the chapter—the gene that relates to measures of reward seeking. That allele has also been linked to the creation of stronger social bonds while drinking alcohol (Creswell et al., 2012). It has also been linked to heroin addiction (Kotler et al., 1997; Li et al., 1997; Shao et al., 2006) and to attention deficit disorder (Wu, Xiao, Sun, Zou, & Zhu, 2012). Another dopamine-related gene, ANKK1, has also been linked to attention deficit disorder (Bobb, Castellanos, Addington, & Rapoport, 2006; Sery et al., 2006) and substance abuse (Munafò, Matheson, & Flint, 2007).

Another fast-growing area of research concerns antiso- cial behavior. There is evidence that temperaments play a role inthis sort of problem, particularly the approach tem- perament (Honomichl & Donnellan, 2012). Long ago Eysenck (1964a) reported that there were higher concordance rates among MZ than among DZ twins on both childhood behav- ior problems and adult crime. Further research on adult criminality also tends to fit the picture of a genetic influence (DiLalla & Gottesman, 1991; Wilson & Herrnstein, 1985). Most observers now believe that there are clear and strong genetic influences on antisocial behavior (Baker, Jacobson, Raine, Lozano, & Bezdjian, 2007; Moffitt, 2005a, 2005b; Rhee & Waldman, 2002). Evidence implicating specific dopamine genes in this sort of behavior is also starting to accumulate (e.g., Bakermans-Kranenburg & van Ijzendoorn, 2006).

In all of these kinds of problems, there also appears to be evidence of an interaction between predisposition and environment. Several of the effects described in the preced- ing paragraphs involved interactions. Moffitt (2005a, 2005b) reviewed research on antisocial behavior, looking specifi- cally for GxE interactions. One of her conclusions was that we should not frame questions in terms of whether genes influence this disorder but rather who is at greatest risk for the disorder when placed in circumstances that elicit prob- lem behavior. The search for GxE interactions will likely

sought out each one’s co-twin and evaluated the co-twin’s status. The term concordance is used to describe similarity of diagnosis. A pair of twins is concordant if they were both diagnosed as schizophrenic. This study found concordance rates of 50% among identical twins and 9% among fraternal twins. It thus appears that inheritance plays a role in schizophrenia. Indeed, this conclusion follows from over a dozen studies similar to this one.

It should be noted that the twin study data also indi- cate that life circumstances play a role in determining who shows schizophrenic symptoms openly (Plomin & Rende, 1991). Some people have the genetic susceptibil- ity but don’t develop the disorder. This interaction between a susceptibility and a suitable context to touch it off reflects a diathesis-stress view of disorder (a GxE interaction). This is a theme that recurs in studying genetics and disorder.

Molecular genetic studies have also been done to try to isolate gene locations that relate to schizophrenia. Sev- eral locations have been suggested (Faraone, Taylor, & Tsuang, 2002; Owen, Williams, & O’Donovan, 2004; Straub et al., 2002). However, as with candidate gene studies of personality traits, findings from these studies are often very difficult to replicate (DeLisi et al., 2002). Thus, there remains great uncertainty about what genes are involved in schizophrenia.

A second disorder that appears to be affected by hered- ity is bipolar disorder. Mania is characterized by episodes of frenetic, hyperactive, grandiose, and talkative behavior, accompanied by a rush of ideas. Often the manic pattern is accompanied by positive emotion, but anger is also com- mon. The onset of this disorder is usually sudden. As with schizophrenia, twin studies reveal very strong evidence of genetic contribution (McGuffin et al., 2003).

There has also been molecular genetic research on this problem. One study linked bipolar disorder to a specific dominant gene on chromosome 11 in a group of Amish families (Egeland, Gerhard, Pauls, Sussex, & Kidd, 1987). Two other studies, however, found no link from the disor- der to that gene, so it can’t be the only one responsible for the disorder (Detera-Wadleigh et al., 1987; Hodgkinson, Sherrington, Gurling, Marchbanks, & Reeders, 1987). Scien- tists continue to look for genetic markers of bipolar disor- der using the techniques of molecular genetics (Badner & Gershon, 2002).

It’s clear that biology plays a major role in bipolar dis- order. However, it’s also clear that events in the environ- ment are important to how the disorder is expressed. In this case, at least a little is known about what environmen- tal influences matter. For example, lack of sleep makes peo- ple with the disorder especially vulnerable to manic episodes. So does experiencing success in attaining goals (Johnson, 2005; Johnson et al., 2000). Once again, at least in the short term, there is a GxE interaction.

Genetics, Evolution, and Personality 83

This is an important issue, about which little is known. It’s been suggested that even true temperaments can be modified, within limits. But what are the limits? It seems likely that some kinds of change are more difficult to create and sustain for some people than for others. For example, it will be harder for a therapy aimed at reducing emotional reactions to be effective for someone high in emotionality than for someone lower in that temperament. In fact, there may be some people whose temperaments make some kinds of therapy so difficult as to be impractical.

Nonetheless, it should also be recognized that the herit- ability of personality, though strong, is not complete. There’s a good deal of influence from experiences. Thus, the data that establish a genetic influence on personality also show that genetic determination is not total. The extent to which genetic tendencies limit behavior change is an impor- tant issue. It’s clear, however, that psychological processes matter, even for disorders that are strongly influenced by inheritance, such as bipolar disorder. Although medication is very important in the management of this disorder (see Chapter 7), psychological treatments of various kinds have also proven beneficial (Johnson & Leahy, 2003).

6.8: Problems and Prospects for the Genetic and Evolutionary Perspective 6.8 Identify two criticisms of using evolutionary ideas

to understand personality

The genetic perspective on personality has roots that go far back in history. Yet in many ways, today’s views are quite new. Research makes a strong case that many aspects of personality have a genetic base, but complex issues still remain in understanding how genes interact with the envi- ronment to influence personality. With advances in molec- ular genetics, researchers are now trying to link particular genes with qualities of personality—an approach that’s newer still. The ideas that form evolutionary personality psychology are also fairly recent.

In considering the usefulness of these ideas in thinking about personality, several issues arise. For example, tem- peraments are broad tendencies reflected in fundamental aspects of behavior. The fact that temperaments are so basic, however, raises a question about how to view their role. Does it make more sense to think of temperaments as all of personality, as part of personality, or as the bedrock on which personality is constructed? Since many personal- ity traits seem heritable and many of the traits relate con- ceptually to temperaments, perhaps we should view temperaments as the starting points from which the con- ceptually related traits emerge (Caspi et al., 2005).

remain an important focus for studies of problems, includ- ing this one.

6.7.3: Evolution and Problems in Behavior A somewhat different view of certain behavior problems is suggested by evolutionary psychology. Barash (1986) argued that many difficulties in human life stem from the fact that two kinds of evolution influence people. There is biological evolution, a very slow process that occurs over millennia. There is also cultural evolution, which is much faster. Your experiences of life stem partly from what biological evolu- tion shaped humans to be during prehistory and partly from the cultural circumstances in which you live.

Barash (1986) pointed out that biological evolution prepared us to live in a world very different from the one we live in now. Cultural evolution has raced far ahead, and biological evolution can’t keep up. Living in a world in which we don’t quite fit biologically, we are conflicted and alienated. Barash’s point is a general one—not specific to a particular disorder—but it’s an interesting one: That is, problems emerge when behavioral tendencies that have been built in as part of human nature conflict with pres- sures that are built into contemporary culture.

Some people believe that our cultural evolution has outstripped the ability of our biological evolution to keep up.

6.7.4: How Much Behavior Change Is Possible? The genetic perspective raises a major question about ther- apeutic behavior change. Biologically based personality qualities—whether temperaments or not—are, by defini- tion, firmly anchored in the person’s constitutional func- tioning. How easy can it be to alter these aspects of personality in any major way, through whatever therapeutic processes are used? Psychotherapy may change the person to some extent. But how far against their biological nature can people be expected to bend?

84 Chapter 6

ambiguous and does not support the conclusions drawn (Buller, 2005a, 2005b; Richardson, 2007). One challenge evolutionary psychology faces today is that of making clear predictions that resist alternative interpretations. This issue, of course, is faced by all views on personality. The issue, however, seems likely to remain an especially impor- tant one for this approach for some time.

Evolutionary psychology has also been criticized because its statements sometimes have disturbing politi- cal and social overtones. Some regard arguments about how human nature evolved as thinly veiled justifica- tions for unfair social conditions in today’s world (see Kitcher, 1987, and the succeeding commentaries; Lewontin, Rose, & Kamin, 1984). That is, the ideas explain why men are bullies, why there’s a double stand- ard of sexual behavior for men and women, and why race and class differences exist. These explanations pro- vide a basis for considering such conditions as natural, which is only a small step away from saying they should continue to exist (Pratto & Hegarty, 2000). Some people view these overtones of evolutionary thinking as racist and sexist, and some have shown considerable hostility toward the theories themselves.

One response to this sort of criticism is to point out that evolution is a natural force that works dispassionately, based on the principles of reproduction and survival. In the arena of evolution, issues of equal rights and equal opportunities have no meaning. It may well be that in today’s world, some of the results of evolution work against some people, because evolution prepared us to fit not this world but the world of prehistory. If people are disadvantaged by the consequences of evolution, it’s some- thing that must be dealt with by the cultures that people have built. The fact that the theory explains why inequity exists can’t be used as an argument that the theory is wrong. As you might expect, though, this response isn’t entirely satisfying to critics.

Despite controversies such as these, there remains a huge interest in evolutionary ideas in today’s personality psychology. These ideas will be an important part of the discussion of personality for years to come.

Here’s another question: How many traits are geneti- cally influenced, and how many just look heritable because they derive from the first group? Recent evidence suggests that facets of the five supertraits are separately heritable. This puts a different twist on the question. Maybe we should be asking whether temperaments are unitary, broad qualities that are just displayed in diverse ways or whether they instead are convenient aggregates of what are really separate traits.

A final question concerns the fact that the genetic approach to personality intrinsically takes no position on how personality should be conceptualized or what aspects of personality matter. Rather, it provides tools for testing genetic contributions to diverse aspects of personality. Ultimately, the theoretical viewpoint being tested by the genetic research must be rooted somewhere else. One such place is trait psychology (see Chapter 4). Another is bio- logical process model (see Chapter 7).

Another aspect of the viewpoint discussed in this chapter is sociobiology and evolutionary psychology. This view on personality has been controversial during its rela- tively brief existence, and it has been criticized on several grounds (e.g., Miller, Putcha-Bhagavatula, & Pedersen, 2002). The early arguments were very theoretical and had little supporting evidence. Sociobiology was seen by some as a game of speculation, rather than a serious science. More than a few people scorned the ideas under discussion as unfalsifiable and indeed untestable.

In the past couple of decades, however, this situation changed dramatically. As more precise ideas were devel- oped about the implications of evolutionary theory, this way of thinking led to a surge of studies. Evolutionary psy- chology is now an area of vigorous research activity. It seems clear that evolutionary ideas provide a wealth of hypotheses for researchers. Moreover, the hypotheses are becoming more and more sophisticated.

Nevertheless, there remains concern about whether the hypotheses being studied by these researchers really depend on evolutionary theory, as opposed to merely being- consistent with it. Indeed, some recent critics argue that support for many key evolutionary hypotheses is highly

Summary: Genetics, Evolution, and Personality The approach to personality rooted in inheritance and evo- lution has two facets. One emphasizes that your personal- ity is tied to the biological body you inherit. This idea goes far back in history, but today’s version of the idea is quite different, emphasizing the role of genes.

Behavior genetics provides ways to find out whether personality differences are inherited. In twin studies, cor- relations among identical twins are compared with correla- tions among fraternal twins; in adoption studies, children are compared with their biological and adoptive families.

Genetics, Evolution, and Personality 85

idea has been extended to the notion that people are attracted to other people who share their genetic makeup.

The evolutionary view also has implications concern- ing mate selection, including the idea that males and females use different strategies. The male strategy is to mate whenever possible, and males are drawn to signs of repro- ductive capability. The female strategy is to seek the best male available, and females are drawn to signs of resources. People use the relevant strategies and act in ways that make them seem better candidates as mates. Mating pressures also may lead to aggression among young men. Theory suggests that violence is most likely among men of repro- ductive age who are in poor reproductive circumstances. Evidence seems to bear this out, along with the idea that much violence concerns conflicts over status.

The genetic approach to personality says little about assessment except to suggest what dispositions are par- ticularly important to assess—those that have biological links. Assessment directly from genes will not likely occur soon, due to the probable involvement of many genes in any given trait. With regard to problems in behavior, there is substantial evidence that schizophrenia and manic– depressive disorder are affected by heredity, as are tenden- cies toward substance abuse and antisocial behavior. Like other topics, the study of disorder is beginning to use the tools of molecular biology to search for genetic influences.

With regard to therapeutic behavior change, this approach raises a question on the basis of studies of tem- perament: How much can people be expected to change, even with therapy, in directions that deviate from their bio- logical makeup?

Studies of identical twins raised apart provide yet a differ- ent look at the effects of inheritance and environment.

Twin research has been used to look at genetic con- tributions to a variety of dispositions, starting with temperaments: broad, inherited traits that appear early in life. Early evidence supported genetic influences on activ- ity level, emotionality, and sociability. Other views of tem- peraments have also been suggested, including temperaments for approach, avoidance, and effortful con- trol. There’s also evidence of genetic influence in the “big five” supertraits and other variables. It’s unclear whether the “big five” derive from (or duplicate) the temperaments studied under other names. It’s also unclear whether the influence of heredity on other variables depends on asso- ciations between the other variables and a temperament.

Recent developments in molecular genetics provide a new tool in the search for genetic influences on personality. Now, there’s evidence of specific genes playing roles in traits, including novelty seeking, neuroticism, and perhaps effortful control or impulsivity. This has been an active area of research in recent years.

The idea that dispositions are genetically influenced can be extended to suggest that many aspects of human social behavior are products of evolution. This idea is behind an area of work termed sociobiology or evolutionary psychology. Sociobiologists propose ways to account for var- ious aspects of human behavior—even behavior that, on the face of it, seems not to provide an evolutionary advan- tage. Altruism, for example, is understood as people acting for the benefit of their family groups, so that the family’s genes are more likely to be continued (kin selection). This

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7.1 Examine Eysenck’s theory that proposes that the brain processes underlie extraversion and neuroticism

7.2 Examine how the existence of a basic approach system would affect personality

7.3 Analyze how the existence of a basic avoidance system would affect personality

7.4 Examine how approach and avoidance systems are related to traits and temperaments

7.5 Explain how the assumption of a third basic system in personality can result in variation in restraint versus impulsiveness

7.6 Identify the influences of testosterone and oxytocin on personality

7.7 Describe the processes of electroencephalograms and neuroimaging as biological methods of assessing personality

7.8 Analyze how anxiety problems and antisocial behavior may be based in biology

7.9 Identify how progress in the biological process approach to personality depends on advances in other fields

Learning Objectives

Chapter 7

Biological Processes and Personality

He’s more comfortable when things are less intense and he can plan his activities. Oddly enough, both feel their bodies are telling them what’s best for them, even though “what’s best” is quite different for one compared to the other.

Lisa craves adventure. She always seems to be widening her circle of friends and activities. It’s as though she needs the stimulation to keep her alive and happy. Her boyfriend shies away from it. All the noise and action are too much for him.

Humans are card-carrying members of the animal kingdom. We have all the characteristics implied by mem- bership in that kingdom. We eat, drink, breathe, void wastes, and engage in the sexual activities that ensure the continuation of our species.

How deeply rooted are these animal pressures? How pervasive is their influence on our day-to-day experiences? The biological process approach to personality assumes that human behavior reflects the operation of a complex biological system. The processes of this system reflect the way we’re organized as living creatures. To understand how biological processes affect us, we have to start with the biological systems. What are they about, and how do they work? Then we can consider what those answers tell us about the kinds of phenomena identified with personality.

This chapter takes the same starting point as did Chapter 6: the idea that personality is embedded in our bodies. Now, though, the focus is on the idea that per- sonality is influenced by the workings of the body. Here, we consider some ideas about what the body is organ- ized to do and think about how personality reflects these body processes.

As in Chapter 6, there’s room for people to be both similar and different. The similarities reflect the fact that everyone has a nervous system and an endocrine system. Those body parts have the same basic structure and func- tions from one person to another. The differences reflect (at least in part) the fact that parts of the nervous system and endocrine system are more active or more responsive in some people than in others.

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Eysenck also proposed a neural basis for neuroticism. People who are high on this trait have easily aroused emo- tion centers. He thought this emotional arousal intensifies the manifestations of both extraversion and introversion— that is, it causes both to emerge more fully in behavior. This arousal causes both extraverts and introverts to become “more of what they are.”

Eysenck’s effort to link personality to brain function was path-breaking. However, brain functioning is under- stood far better now than it was then. Changes in knowl- edge have elaborated and changed people’s views of how brain functions and personality are interwoven.

7.2: Incentive Approach System 7.2 Examine how the existence of a basic approach

system would affect personality

Within the past 30 years or so, a number of theorists have proposed ideas about how the nervous system relates to personality. The ideas vary in focus. Some concern what parts of the brain are involved in certain kinds of actions. Some concern what brain chemicals are involved in certain kinds of actions. All take what might be called a functional approach. That is, they ask what functions particular kinds of behavior serve. The various types of behavior are then linked to ideas about brain processes, and both are linked to personality. We aren’t going to give you a lesson in neu- roscience here, but rather will focus on some of the func- tions that are proposed and how they’re reflected in behavior and experience.

Many people are working hard on this topic, and the literature is growing explosively. There are broad areas of agreement, but there are also disagreements. There’s a lot of consensus about major themes, but there are also lots of ways to slice the pie.

7.2.1: Behavioral Approach Most theorists of this group believe that there’s a set of brain structures involved when animals approach incen- tives: things they want. The structures involved in approach have been given several names: activation system (Cloninger, 1987; Fowles, 1980), behavioral engagement sys- tem (Depue, Krauss, & Spoont, 1987), behavioral facilitation system (Depue & Iacono, 1989), and behavioral approach system (BAS) (Gray, 1987, 1990, 1994a, 1994b). You might think of this system as regulating the psychological gas pedal, moving you toward what you want. It’s a “go” sys- tem—a reward-seeking system (Fowles, 1980).

This set of brain structures is presumed to be involved whenever a person is pursuing an incentive. It’s likely that

7.1: Eysenck’s Early Views on Brain Functions 7.1 Examine Eysenck’s theory that proposes that the

brain processes underlie extraversion and neuroticism

One of the first modern attempts to link personality to bio- logical functions was made by Hans Eysenck. Recall from Chapter 4 that Eysenck saw personality largely in terms of two supertraits: neuroticism and extraversion. He saw both of these as rooted in the body.

Introverts are quiet and retiring; extraverts are outgo- ing, uninhibited, and immersed in social activity. Eysenck (1967, 1981) argued that this difference derives from differ- ences in activation of the cerebral cortex. When the cortex is activated, the person is alert. When it’s not, the person is drowsy. Eysenck proposed that introverts normally have higher cortical arousal than extraverts. This leads them to avoid social interaction, because it gets them overstimu- lated. Extraverts, with lower baseline levels, seek stimula- tion to bring their arousal up.

Some evidence fits the idea that introverts and extra- verts differ in alertness. Consider vigilance tasks. They require you to be alert for specific stimuli. For example, you might have to listen to a long series of numbers and press a button whenever you hear three odd ones in a row. If your mind wanders, you miss some of what you’re lis- tening for. Introverts miss less than extraverts (Claridge, 1967). Another source of evidence is drug effects. If intro- verts are already alert, they shouldn’t need as much of a stimulant to reach a given level of arousal. On the other side, introverts should need more of a depressant drug to reach a given level of unalertness. Both of these seem true (Claridge, 1967; Eysenck, 1983).

Laboratory studies suggest that introverts may do better than extra- verts at tasks that require the monitoring of slowly changing visual displays, as is required in the work of air traffic controllers.

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studies have linked such emotions to left-prefrontal activa- tion and BAS sensitivity (for review, see Carver & Harmon- Jones, 2009). This evidence suggests that the core of left-frontal activation is the desire for reward, whether you’re just about to get it (and you’re happy) or whether someone has taken it away from you (and you’re angry).

Another project has linked BAS sensitivity to learning. Because the BAS responds selectively to incentives, BAS sensitivity should relate to learning involving positive out- comes but not to learning involving negative outcomes. In a study supporting this idea, a self-report measure of BAS sensitivity predicted speed at learning cues of reward in a conditioning task (Zinbarg & Mohlman, 1998). This scale did not relate to speed at learning cues of punishment.

As noted earlier, there may also be specialized subsys- tems bearing on approach. Some evidence suggests that there may be social incentive systems, which overlap par- tially but not entirely with the more general approach sys- tem (Depue & Morrone-Strupinksy, 2005; Panksepp, 1998). Put differently, there may be specialized sensitivities to incentives within relationships. This idea has been sup- ported in research on couples (Laurenceau, Kleinman, Kac- zynski, & Carver, 2010).

To sum up, people with reactive approach systems are highly sensitive to incentives, or to cues of good things about to happen. Those whose approach systems are less reactive don’t respond as much (either behaviorally or emotionally) to such cues. For example, suppose two peo- ple have tickets to an upcoming concert by a band they like. Melanie gets excited just thinking about the concert (although it isn’t until next week). Every time she does, she’s ready to jump in the car. Melanie is very high in incentive reactivity, BAS sensitivity. Barbara, on the other hand, is more calm. She knows she’ll enjoy the concert, but she’s not so responsive to thoughts of potential reward. Barbara has less incentive reactivity.

7.2.3: Neurotransmitters and the Approach System Besides brain regions, the approach system has been tenta- tively linked to a specific neurotransmitter in the brain. A neurotransmitter is a chemical involved in sending mes- sages along nerve pathways. There are many neurotrans- mitters, and they seem to have somewhat different roles. Several theorists have argued that a neurotransmitter called dopamine is involved in the approach system (Clon- inger, 1988; Depue & Collins, 1999; Zuckerman, 1994).

There are several ways to study dopamine function. One is to assess individual differences in dopamine reactivity using biomedical indicators of response to certain drugs. Another is to look at genes relating to dopamine function (see Chapter 6). In several studies, higher dopamine reactivity has been related to higher positive emotionality (Depue, 1995;

some more-specific parts of the brain are involved in the pursuit of food, others in the pursuit of sex, and others in the pursuit of shade on a hot summer day. But it’s thought that those separate bits also link up to an overall BAS. Thus, the BAS is seen as a general mechanism to go after things you want. The BAS doesn’t rev you up “in neutral,” though, with no incentive in mind (Depue & Collins, 1999). It’s engaged only in the active pursuit of things.

The BAS is also held to be responsible for many kinds of positive emotions, such as hope, eagerness, and excitement, which can be seen as reflecting the anticipation of a reward. Evidence of this comes partly from studies of brain activity. One older way to study brain activity is to record electrical activity on the scalp (Davidson, 1988, 1992, 1995; Davidson & Sutton, 1995). Newer imaging techniques capture activity in other ways. While brain activity is being monitored, the people either are resting quietly or are exposed to stimuli. Examples are video clips or photos chosen to create specific kinds of emotional reactions. The question is which parts of the brain are more active in various situations.

A variety of evidence suggests that incentives (and positive feelings) activate areas in the left prefrontal cortex. More left-prefrontal activity has been found in adults pre- sented with incentives (Sobotka, Davidson, & Senulis, 1992), or positive emotional adjectives (Cacioppo & Petty, 1980), and in 10-month-olds viewing their mothers approaching (Fox & Davidson, 1988). Higher resting levels in this area predict positive responses to happy films (Wheeler, Davidson, & Tomarken, 1993). Higher resting levels in this area also relate to self-reported BAS sensitiv- ity (Harmon-Jones & Allen, 1997; Sutton & Davidson, 1997) and to greater effort in pursuit of rewards (Hughes, Yates, Morton, & Smillie, 2014). Such findings led to the conclu- sion that a system based partly in the left prefrontal cortex is associated with tendencies to experience positive emo- tions and to pursue rewards.

More recent techniques allow determination of individ- ual differences in the sizes of brain regions. Those techniques have yielded evidence that extraverts have larger volumes of brain areas associated with approach, such as the medial orbitofrontal cortex (DeYoung et al., 2010). Since extraver- sion is often taken as a trait related to approach (McCabe & Fleeson, 2012), this fits a picture in which extraversion and approach may both reflect activity in those areas.

7.2.2: More Issues in Approach Recent evidence suggests that what underlies left-prefron- tal activation is the approach process itself, rather than the positive feelings (Carver & Harmon-Jones, 2009; Harmon- Jones, Lueck, Fearn, & Harmon-Jones, 2006). Sometimes a desire to approach is thwarted. In this case, the approach system is engaged, but the emotions are frustration and anger. They feel negative, rather than positive. Several

Biological Processes and Personality 89

incentives. Some have labeled such a threat-based system an avoidance or withdrawal system (Cloninger, 1987; Davidson, 1988, 1992, 1995). Activity in this system may cause people to inhibit movement (especially if they’re cur- rently approaching an incentive) or to pull back from what they just encountered. You might think of this system as a psychological brake pedal—a “stop” system or a “throw- it-into-reverse” system.

The avoidance system is responsive to cues of punish- ment and danger. When this system is engaged, the person may stop and scan for further cues about the threat, or the person may pull back. Since this is the system that responds to threats, dangers, and other to-be-avoided stimuli, it’s also thought to be responsible for feelings, such as anxiety, fear, guilt, and revulsion.

Once again, research on cortical activity is consistent with this general view. We said earlier that left-prefrontal areas are more active when people are happy. Right-pre- frontal areas are more active when people are feeling anxi- ety or aversion—for example, when viewing film clips that induce fear and disgust (Davidson, Ekman, Saron, Senulis, & Friesen, 1990). Higher resting levels in that area predict more negative feelings when seeing such films, and they also relate to self-reports of threat sensitivity (Harmon- Jones & Allen, 1997; Sutton & Davidson, 1997). Findings such as these led Davidson and his colleagues to argue that anxiety relates to a behavioral withdrawal system, which involves the right prefrontal cortex.

Research on learning has also examined the sensitiv- ity of this system. Since this one is supposed to be reactive to punishments, not incentives, its sensitivity should relate to learning for negative outcomes, not positive ones. This prediction was confirmed by Zinbarg and Mohlman (1998), who found that threat sensitivity predicted speed at learning cues of punishment (but not cues of reward). Similar results were reported by Corr, Pickering, and Gray (1997).

To sum up this section, people with reactive avoidance systems are sensitive to threat. This dimension reflects a trait of anxiety proneness. As an example of how it influ- ences experiences, think of two people who just took a psy- chology test and suspect they did badly. Anxiety-prone Randy is almost in a panic about it, but Jessica, who is less anxiety prone, is bothered hardly at all. One of them is reacting emotionally to the sense of threat; the other isn’t.

Threat sensitivity and incentive sensitivity are thought to be relatively separate. People presumably dif- fer from each other on both. As a result, all combinations of high and low approach and avoidance sensitivity prob- ably exist. As an example, you might initially think of sociability as the opposite of shyness, but it’s not (Schmidt, 1999). It’s possible to be both drawn to social incentives (be very sociable) and also fearful of social interactions (be very shy).

Depue, Luciana, Arbisi, Collins, & Leon, 1994). Others have related dopamine to novelty seeking (Hansenne et al., 2002) and to several aspects of extraversion, including social domi- nance, enthusiasm, energy, and assertiveness (Depue & Col- lins, 1999). Research has also linked dopamine function to greater social dominance among monkeys (Kaplan, Manuck, Fontenot, & Mann, 2002).

Others have suggested that high dopamine levels pro- duce a flexible shifting among goals (Dreisbach & Goschke, 2004). Of course, what seems like flexible shifting of goals can also be seen as distractibility. Consistent with this, yet other evidence links high levels of dopamine to distracti- bility (Frank & O’Reilly, 2006).

It’s long been believed that dopamine is involved in reward-based learning (Frank & Claus, 2006; Holroyd & Coles, 2002). One current view is that bursts of dopamine in response to reward increase the learning (and the execu- tion) of approach responses, and that dips in dopamine after nonreward increase the learning (and the execution) of avoidance responses (Frank, Seeberger, & O’Reilly, 2004).

It may be, however, that the effect of dopamine is more on the performance than on actual learning. Studies of mice seem to show that they don’t need dopamine to learn from reward. However, dopamine is necessary for the mice to want the reward and to seek it behaviorally (Berridge, 2007; Robinson, Sandstrom, Denenberg, & Palmiter, 2005; Wise, 2004). Some have concluded that dopamine is mainly about motivation, rather than learning—that is, that dopa- mine is involved in approach-related effort (Farrar et al., 2007; Salamone, Correa, Farrar, & Mingote, 2007).

Others have looked at these effects from a different angle. Dopaminergic neurons respond intensely to unex- pected rewards but less so to rewards that are expected. When a reward is expected but fails to occur, these neu- rons decrease responding (Schultz, 2000, 2006). This pat- tern seems to indicate that these neurons are involved in unexpected events of two kinds: better and worse than expected. That is, there’s an increase in activity when an event is better than expected, no change when an event occurs as expected, and a decrease in activity when an event is worse than expected (Schultz, 2006). Some believe that that’s how learning takes place: through detection of unexpected events.

7.3: Behavioral Avoidance, or Withdrawal, System 7.3 Analyze how the existence of a basic avoidance

system would affect personality

The previous section described an approach system. Most theorists also assume a somewhat distinct system in the brain that reacts to punishments and threats, rather than

90 Chapter 7

Ketelaar (1991) found that neuroticism predicts suscepti- bility to a manipulation of anxiety; Carver and White (1994) found the same effect for a measure of threat sensi- tivity. In sum, neuroticism and threat sensitivity have a great deal in common (see also Elliot & Thrash, 2002). In fact, there’s little doubt that the brain system we’ve been describing regarding avoidance is critical to neuroticism. Indeed, there is evidence that the brain areas believed to be important in threat responses covary in volume with neu- roticism (DeYoung et al., 2010). As noted in Chapter 6, developmental theorists have also posited an avoidance temperament (e.g., Derryberry & Rothbart, 1997; Eisen- berg, 2002; Eisenberg et al., 2004; Kochanska & Knaack, 2003; Rothbart, Ahadi, & Evans, 2000; Rothbart, Ahadi, Hershey, & Fisher, 2001; Rothbart & Bates, 1998; Rothbart & Posner, 1985). Again, there is a good fit.

With respect to approach, there appears to be a link between the approach system and extraversion. Fitting these two together is a bit trickier than matching neu- roticism to avoidance, partly because theorists differ about what defines extraversion. Definitions usually include a sense of activity and agency (Morrone, Depue, Scherer, & White, 2000). Extraversion also suggests a preference for being with others, or sociability (Depue & Morrone-Strupinsky, 2005). Sometimes, there’s a quality of social dominance or potency (Depue & Collins, 1999). All definitions seem to include a tendency to experience positive emotions.

These various extraversion packages resemble BAS function fairly well. There is also evidence that extraver- sion relates to the volume of brain areas associated with approach, such as the medial orbitofrontal cortex (DeY- oung et al., 2010). As noted in Chapter 6, contemporary developmental theorists also assume an approach temper- ament. Measures of extraversion correlate with measures of approach sensitivity (Carver & White, 1994). Zelenski and Larsen (1999) found that measures of extraversion and BAS constructs were all interrelated, and as a set, they pre- dicted positive feelings. Extraverts are responsive to posi- tive mood manipulations (Larsen & Ketelaar, 1991); those high in BAS sensitivity also have positive feelings to impending reward (Carver & White, 1994). Thus, there’s a good deal of consistency.

7.4.1: The Role of Sociability Still, when fitting extraversion to approach sensitivity, there are a couple of areas of uncertainty. Table 7.1 lists sev- eral theorists who have written about extraversion. The table also lists some qualities the theorists see as belonging to these traits. As you can see, there are two qualities for which differences of opinion arise.

One of them is the social quality that’s usually consid- ered part of extraversion. That quality is missing from

7.3.1: Neurotransmitters and the Avoidance System As with reward sensitivity, people have tried to link threat sensitivity to a neurotransmitter. Here, there’s less consen- sus. Serotonin has long been believed by some to be involved in anxiety or threat sensitivity (Cloninger, 1987; Handley, 1995; Lesch & Mössner, 1998). However, this view has been strongly challenged (Depue, 1995; Depue & Spoont, 1986; Panksepp & Cox, 1986; Soubrié, 1986; Zuck- erman, 2005). The dispute isn’t over, and the evidence is complex. Our own interpretation of it, however, suggests that serotonin’s main influence lies elsewhere (Carver & Miller, 2006; Carver, Johnson, & Joormann, 2008). We return to this issue later on.

Another candidate for involvement in anxiety is gamma-aminobutyric acid, more commonly known as GABA (Roy-Byrne, 2005). There’s some research linking sensitiv- ity of GABA receptors to neuroticism (Glue, Wilson, Coup- land, Ball, & Nutt, 1995). However, most of what is known on this topic comes from studies of anxiety disorders. In fact, most of the studies focus specifically on panic disor- der (Zwanzger & Rupprecht, 2005). People with panic dis- order have relatively low levels of GABA (Goddard et al., 2001). Treatments that increase GABA reduce the symp- toms of panic patients (Zwanzger & Rupprecht, 2005).

Yet another likely contributor to the biology of threat is norepinephrine. Norepinephrine is produced in response to stress (Morilak et al., 2005), and it has been linked to panic reactions (Bailey, Argyropoulis, Lightman, & Nutt, 2003). Research has also shown that problems in regulating norepinephrine relate selectively to anxiety disorders (Cameron, Abelson, & Young, 2004). This finding seems to link this chemical specifically to threat sensitivity.

7.4: Relating Approach and Avoidance Systems to Traits and Temperaments 7.4 Examine how approach and avoidance systems are

related to traits and temperaments

Let’s stop and look at what we’ve said thus far in the chap- ter. Many theorists converge on the idea that one brain system manages approach of incentives and another man- ages withdrawal from threats. The one that manages approach also creates excitement and enthusiasm. The one that manages withdrawal creates fear or anxiety. How do these ideas fit with ideas from previous chapters? Quite well, in fact.

The avoidance system links easily to the trait of neu- roticism. As noted earlier, anxiety is at its core. Larsen and

Biological Processes and Personality 91

Relevant to this issue is the study by Zelenski and Larsen (1999) mentioned earlier. They factor analyzed several personality measures, including measures of impulsivity, threat sensitivity, and incentive sensitivity. They found that measures of impulsivity loaded on a dif- ferent factor than did extraversion (which loaded on the BAS factor). Also relevant to this issue is evidence from research with monkeys. One study (Fairbanks, 2001) found that social dominance, which many see as part of extraversion, relates to moderate impulsivity—not high or low. On the whole, evidence suggests that impulsivity does not belong in extraversion. Where, then, does it belong?

7.5: Sensation Seeking, Constraint, and Effortful Control 7.5 Explain how the assumption of a third basic

system in personality can result in variation in restraint versus impulsiveness

Many people believe that there’s at least one more broad biologically based dimension of personality. It has had sev- eral labels, but in each case, it has incorporated a quality of planfulness versus impulsivity. One label for this dimen- sion is sensation seeking. Marvin Zuckerman (e.g., 1985, 1991, 1992, 1993, 1994, 2005) and his colleagues have stud- ied this quality extensively.

7.5.1: Sensation Seeking People high in sensation seeking want new, varied, and exciting experiences. Compared to other people, they are faster drivers (Zuckerman & Neeb, 1980), more likely to use drugs (Zuckerman, 1979), to increase alcohol use over

Gray’s view of the BAS. In fact, Gray ignored sociability altogether. One way to resolve things would be to view BAS sensitivity as sensitivity to social incentives. Given that humans are a very social species, it might make sense to think of human approach primarily in terms of approach- ing social interaction. As noted earlier in the chapter, how- ever, some theorists think there’s a separate approach subsystem that’s specialized to regulate social approach. Perhaps extraversion actually is a blend of overall BAS sensitivity and social-specific BAS sensitivity.

On the other hand, several projects seem to suggest that sociality per se is not the core of extraversion. One of these projects, mentioned in Chapter 4 (Lucas, Diener, Grob, Suh, & Shao, 2000) concluded that the core of extraversion is reward sensitivity and the tendency to experience positive affect. Lucas and Diener (2001) found extraverts were drawn to situations that offered oppor- tunities for rewarding experiences, whether social or nonsocial. Other research has shown that extraverts are not more responsive to pleasant stimuli in general, but only to appetitive stimuli—those associated with approach motivation and reward (Smillie, Cooper, Wilt, & Revelle, 2012). Recent brain research also seems to suggest a larger role for approach than sociality (Grodin & White, 2015).

7.4.2: The Role of Impulsivity The second issue on which conceptualizations of extraver- sion have differed concerns impulsivity. In this case, how- ever, the argument may be dying down. Gray used the word impulsivity to mean approach sensitivity, but it was an unfortunate choice, as he didn’t seem to have issues of impulse control in mind. Eysenck included impulsiveness in extraversion for years, but then he moved it, because it consistently related better to psychoticism. Depue and Col- lins (1999) said that impulsivity with positive affect (the key to extraversion) belongs in extraversion but that impulsivity without positive affect doesn’t.

Table 7.1 Several theorists and qualities they believe belong to extraversion (and alternative traits closely related to extraversion). All incorporate pursuit of incentives and a tendency to experience positive emotions. Many, though not all, include a quality of sociability. A couple have also included impulsiveness.

Term Incorporates

Theorist Preferred Term Pursuit of Incentives Sociability Impulsivity Positive Emotions

Eysenck Extraversion × × ×

Costa & McCrae Extraversion × × ×

Depue Extraversion × × × ×

Zuckerman Sociability × × ×

Tellegen Positive emotionality × × ×

Gray BAS–Impulsivity × × ×

92 Chapter 7

7.5.2: Relating Sensation Seeking to Traits and Temperaments How do these ideas fit with ideas from previous chapters? There are strong links to several trait models, discussed in Chapter 4. IUSS relates inversely to both agreeableness and conscientiousness of the five-factor model (Zuckerman, 1996) and to constraint from Tellegen’s (1985) model (con- straint is virtually the opposite of IUSS). Recall that low levels of these traits relate to problems in getting along in life. IUSS also relates to psychoticism in Eysenck’s model, which concerns disregard of social restraint in pursuit of intense sensations.

In Chapter 6, we noted that properties related to impulsivity have also been discussed as a temperament (e.g., Rothbart et al., 2000; Rothbart et al., 2001; Rothbart, Ellis, Rueda, & Posner, 2003; see also Eisenberg, 2002; Eisenberg et al., 2004; Kochanska & Knaack, 2003). The temperament called effortful control bears a good deal of resemblance to IUSS. It’s about being focused and restrained, and it implies planfulness and awareness of others’ needs. High levels of this temperament early in life predict fewer problems with antisocial behavior later on (Kochanska & Knaack, 2003). This temperament is slower to emerge than the approach and avoidance temperaments and may not be fully operative until adulthood (Casey, Giedd, & Thomas, 2000). It’s believed to relate to the part of the brain that manages executive functions: the prefron- tal cortex.

In making comparisons to these trait and tempera- ment models, one more thing is worth noting. In each case, the trait under discussion is distinct and separate from the traits relating to extraversion and neuroticism (or approach and avoidance sensitivities). Depue and Collins (1999) reviewed 11 studies in which two or more personality inventories were jointly factor analyzed. All identified a distinct higher-order trait reflecting impulse versus constraint.

7.5.3: Another Determinant of Impulse and Restraint If there were only an approach and an avoidance system, the balance between them would determine what one does (Figure 7.1, A). A person with strong appetites and little fear will approach impulsively (Arnett, Smith, & Newman, 1997; Avila, 2001); a person with weak appetites and strong fear won’t.

The addition of a third system for effortful control (Figure 7.1, B) creates greater complexity. Now it’s not entirely a matter of the balance between approach and avoidance. Effortful control has an influence over both of these. It can help people hold back from doing something they want to do, like taking that third piece of cake. It can

time (Newcomb & McGee, 1991), to do high-risk sports such as skydiving (Hymbaugh & Garrett, 1974), and to engage in risky antisocial behaviors (Horvath & Zucker- man, 1993). They are more sexually experienced and sexu- ally responsive (Fisher, 1973), and when in relationships, they are more dissatisfied (Thronquist, Zuckerman, & Exline, 1991). When serving in the army, they are more likely to volunteer for a combat unit (Hobfoll, Rom, & Segal, 1989).

Sensation seekers like to pursue new, varied, and exciting experiences.

We said earlier that theorists of this group tend to use a functional approach—that is, they look for the purpose a given system might serve. What might be the function of sensation seeking? An early view was that this dimen- sion regulates exposure to stimulus intensity (Zucker- man, 1979, 1991, 1994). High sensation seekers open themselves to stimulation; low sensation seekers protect themselves from it. Both tendencies have advantages and disadvantages. People high in sensation seeking should function well in overstimulating conditions, such as com- bat, but they may display antisocial qualities in situations that are less demanding. People lower in sensation seek- ing are better adapted to most circumstances of life, but they may “shut down” psychologically when things get too intense.

A broader view of this trait’s function relates it to the demands of social living. Zuckerman (1991, 1993) calls impulsive unsocialized sensation seeking (IUSS) a deficit in the capacity to inhibit behavior in service of social adap- tation. IUSS relates inversely to sociability and positively to aggressiveness (Zuckerman, 1996; Zuckerman, Kuhl- man, Joireman, Tetar, & Kraft, 1993). It’s been implicated in antisocial personality disorder (Krueger et al., 1994; Rowe, 2001; Zuckerman, 1994). It seems to involve a focus on the immediate consequences of behavior, rather than longer- term consequences (Joireman, Anderson, & Strathman, 2003). All of these qualities seem to reflect, in part, qualities of impulse versus restraint.

Biological Processes and Personality 93

help people pass over a short-term benefit to get larger benefit later on. Effortful control also helps people do things they don’t want to do, such as look happy when they get a gift they don’t really like (Kieras, Tobin, Grazi- ano, & Rothbart, 2005). These influences on behavior need not involve fear at all. Interestingly, a study of brain responses among persons high and low in sensation seek- ing found support for the view that highs have both espe- cially strong approach reactions and relatively weak self-control over such responses (Joseph, Liu, Jiang, Lynam, & Kelly, 2009).

7.5.4: Neurotransmitters and Impulse versus Constraint Is a particular brain chemical tied to impulse versus con- straint? Zuckerman (1994, 1995) suggested a role for monoamine oxidase (MAO), which helps regulate several neurotransmitters. MAO levels relate to personality traits such as sensation seeking and novelty seeking (Ruchkin, Koposov, af Klinteberg, Oreland, & Grigorenko, 2005; Zuckerman, 1994). MAO also relates to dominance, aggression (Rowe, 2001; Zuckerman, 1995), and drunk driving (Paaver, Eensoo, Pulver, & Harro, 2006). Genes related to MAO levels have been linked to aggression and impulsivity (Manuck, Flory, Ferrell, Mann, & Muldoon, 2000; Raine, 2008). Maybe MAO is one key to this system.

On the other hand, some researchers consider MAO level to be mostly an indicator of the activity of neurons of the serotonin system (Oreland, 2004). Perhaps the key actually lies in serotonin function. There is, in fact, a good

Approach Temperament

Avoidance Temperament

A

B

(Deliberative) Effortful Control

Approach Temperament

Avoidance Temperament

Figure 7.1 Another determinant of action and restraint. (A) Approach and avoid- ance temperaments compete for influence over behavior; impulsive approach occurs if the approach process outweighs the avoidance process. (B) Effortful control can countermand whichever of those temperaments is presently dominating and exert its own effect on the direction of behavior.

Box 7.1 Research Question: How Do You Measure Neurotransmitter Function? Researchers are now studying the role of neurotransmitters in a wide range of behavior. This requires a way to measure neurotransmitter functions in research participants. How is this done? It’s more complicated than testing for how much of that neurotransmitter is lying around in the person’s brain. What’s actually at issue is how the neurotransmitter is being used.

Consider serotonin as an example. Serotonin receptors vary in sensitivity (as do all receptors for neurotransmitters). If someone has a chronically low serotonin level (call him Eddie), the receptors will adjust to become more sensitive. If someone has a chronically high serotonin level (call him Phil), the receptors will adjust to become less sensitive. Because Eddie’s receptors are now very sensitive, they can do their work with relatively little serotonin. Because Phil’s receptors are now relatively insensitive, they will respond less to the same amount of serotonin. Phil needs more sero- tonin to have the same processing effect. Eddie has very responsive serotonin functioning, whereas Phil’s functioning is less responsive.

The responsiveness of a neurotransmitter system in humans is sometimes assessed by testing the system’s abil- ity to regulate itself. This is done by giving a drug that dis- rupts the system’s stable state. The question then is how big a response occurs.

For example, a drug called fenfluramine causes sero- tonin to be released from storage areas and also inhibits its reuptake. Thus, it causes an increase (lasting several hours) in the level of serotonin available for use. Receptors else- where in the brain sense this increase in serotonin and cause the pituitary gland to release prolactin. This eventually helps bring the serotonin level back down, but it takes a while. Prolactin concentrations are easy to measure. Researchers track the prolactin level and determine its peak increase over a period of three to five hours after the fenfluramine is taken. That peak prolactin response (the increase over baseline) is an index of how responsive the serotonin system is (Manuck, Flory, Ferrell, Mann, & Muldoon, 2000). A large rise in prolac- tin means a sensitive or responsive serotonin system.

deal of evidence linking low serotonergic function to impulsivity (reviewed by Carver et al., 2008; see also Carver, Johnson, Joormann, Kim, & Nam, 2011). Much of the research assesses serotonergic function by responses to certain drugs (see Box 7.1). Sometimes, serotonin function is even manipulated.

In one such study, experimentally lowering serotonin led to greater hostility and aggressiveness among persons who were already high in aggressive tendencies, but it didn’t do anything among persons lower in aggressiveness

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they had men track their emotions for two weeks. Then they computed averages separately for positive and nega- tive feelings and related them to the men’s levels of sero- tonergic function. Higher serotonergic function related to less negative affect, consistent with the findings just reviewed. However, higher serotonergic function also related to lower levels of positive feelings (interested, active, attentive, and enthusiastic). Thus, serotonin may provide a constraining influence over the biological systems that manage affects of both sorts.

The pattern from this research as a whole seems con- sistent with the view that serotonergic pathways are involved in impulse control (Depue, 1995; Depue & Col- lins, 1999; Depue & Spoont, 1986; Manuck, Flory, Muldoon, & Ferrell, 2003; Soubrié, 1986; Zuckerman, 2005). Further- more, it appears to be consistent with a view in which the resulting restraint (when it does occur) is effortful, rather than an involuntary reaction.

7.6: Hormones and Personality 7.6 Identify the influences of testosterone and oxytocin

on personality

We turn now to a different part of the biological process view on personality: the relationship between hormones and personality. An important group of hormones is sex hormones. We won’t explore all the ways sex hormones influence behavior, but we’ll examine a few of them, focus- ing primarily on testosterone.

7.6.1: Hormones, the Body, and the Brain From very early in life, sex hormones are important in sev- eral ways. Normal males have higher testosterone than normal females from week 8 to week 24 of gestation, from about the first through the fifth month after birth, and again after puberty (Le Vay, 1993). Testosterone differences in gestation are essential to changes in the nervous system that create normal male and female physical development. Many researchers believe that the hormones also change the brain in ways that result in behavioral differences (Breedlove, 1994; Le Vay, 1993).

The basic template for a human body is female. Only if hormones cause specific changes to occur does a body emerge that looks male. If a genetic male isn’t exposed to androgen (“male-making”) hormones at critical points in development, the result will be an exterior that looks female. If a genetic female is exposed to testosterone at the same points, the result will be an exterior that looks male

(Cleare & Bond, 1995). In a later study, lowering serotonin created higher aggressiveness among highly aggressive men but had the opposite effect among those low in aggres- siveness (Bjork, Dougherty, Moeller, & Swann, 2000). These findings suggest that low serotonin function made people act more the way they tend to be anyway. That would fit with the idea that low serotonin means loosening restraint of one’s basic tendencies.

Another source of information is cross-sectional stud- ies linking qualities of personality to serotonergic function. Many of these studies focus on patient samples, typically comparing patients to controls. A popular group for this kind of study is people who display impulsive aggression. A good number of studies have related lower serotonergic function to a history of fighting and assault (Coccaro, Kavoussi, Cooper, & Hauger, 1997), domestic violence (George et al., 2001), and impulsive aggression more gener- ally (Cleare & Bond, 1997). Although there’s a lot of evi- dence linking low serotonergic function to aggressiveness, most researchers seem to believe that the link is more directly to impulsiveness in reacting to emotion than to hostility per se.

Studies have also examined personality and seroton- ergic function among nonclinical samples. Several early studies (Cleare & Bond, 1997; Depue, 1995; Netter, Hen- nig, & Rohrmann, 1999) found relations between low serotonergic function and elevated aggression-hostility traits, similar to the findings just described. Depue (1995) also found links from low serotonergic function to the impulsivity facet of Tellegen’s constraint scale, the aggression facet of Tellegen’s negative emotionality scale, to two sensation-seeking subscales, and to several indices of impulsiveness. Depue also looked more closely at hostility and found the strongest relations of low sero- tonergic function to subscales reflecting impulsive, action-oriented aggression. A more recent study pro- duced similar results (Hennig, Reuter, Netter, Burk, & Landt, 2005).

Other research has had a broader focus. Several stud- ies have been done using personality inventories, some- times along with other measures. One of them (Manuck et al., 1998) used the NEO-PI-R plus additional measures in a community sample. All effects that emerged did so only among men. Low serotonergic function related to greater life history of aggression and impulsiveness, con- sistent with previous results. Low serotonergic function also related to higher neuroticism (from the NEO-PI-R) and the neuroticism facet angry hostility. High serotoner- gic function related to higher conscientiousness (from the NEO-PI-R).

There’s also one more interesting twist to the evidence. Zald and Depue (2001) argued that serotonin should inhibit positive reactions as well as negative. To test this,

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1981). But this study didn’t measure aggressive action, just self-reports indicating the choice of aggression. Thus, any masculinizing influence on the nervous system had to fil- ter through a lot of cognition to be displayed.

In another project, Berenbaum and Hines (1992) studied children with a genetic disorder that causes high levels of masculinizing hormones prenatally and soon after birth. Years later (ages 3 to 8), these children (and unaffected same- sex relatives) were observed as they played individually. Available to them were toys that had been determined to be generally preferred by boys and by girls. The question was who would play with which toys. The androgen-exposed girls spent more time with the boys’ toys and less time with the girls’ toys than did unexposed girls (see Figure 7.3). In fact, they displayed a preference pattern like that of boys.

Androgens come from several sources. Exposure through a mother ’s medical treatment during pregnancy is one. Another is the adrenal glands, which secrete androgen. High levels of natural androgen in girls have been related to greater involvement in sports that involve rough body contact (Kimura, 1999), activities that are more typical of boys. Another study found that higher

(Breedlove, 1994). During normal fetal development, only males are exposed to enough androgen to be masculinized.

The hormones that guide the body in its sexual devel- opment also affect nerve cells (Breedlove, 1992; Le Vay, 1993). They organize the developing brains of males and females differently, in subtle ways (Cohen-Bendahan, van de Beek, & Berenbaum, 2005). Animal research suggests there aren’t just two patterns but a broad range of varia- tion, with male and female patterns as the extremes (Pank- sepp, 1998). The genders tend to differ in linkages among synapses and in the size of some brain structures. For example, the two sides of the cortex are more fully inter- connected in women than men (Le Vay, 1993). Interestingly, there’s evidence that the brains of gay men structurally resemble those of women more than those of heterosexual men (Allen & Gorski, 1992; Le Vay, 1991).

How might these differences in the nervous system relate to personality? We said earlier that exposure to androgens masculinizes the nervous system. Several things may follow from this.

7.6.2: Early Hormonal Exposure and Behavior Early exposure to hormones, even prenatal exposure, can influence later behavior. One early study (Reinisch, 1981) looked at children whose mothers had received synthetic hormones while being treated for complications in their pregnancies. Those hormones act somewhat like testos- terone. Each child thus was exposed to the hormones prenatally during a critical phase of development. The other group was the children’s same-sex siblings (to match as closely as possible on genetic and environmen- tal variables).

An average of 11 years after exposure, each child com- pleted a self-report measure in which six situations were described, each involving interpersonal conflict. The chil- dren made decisions about what they would do in each situation. Of interest was the likelihood of responding with physical aggression.

The study yielded two separate effects, both bearing on the choice of physical aggression as a response to con- flict (see Figure 7.2). The first was a sex difference: Boys chose this response more than girls did. There was also an effect of prenatal exposure to the hormone. Children who had been exposed chose physical aggression more than children who hadn’t been exposed. This was true both for boys and for girls.

This study is intriguing for a couple of reasons. It’s clear that a biological variable—the hormone—influenced the behavior. It’s less clear how it did so. Animal research indicates that exposure to male hormones during early development increases aggressive displays (Reinisch,

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Figure 7.2 Average (self-report) physical aggression scores during childhood for boys and girls who had been exposed to synthetic hormones before birth and for their sex-matched siblings who had not been exposed. Exposure to the hormone produced elevated aggression scores for both boys and girls.

SourcE: Based on Reinisch, 1981.

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Recent research suggests a link between testosterone level and aggression.

levels of naturally occurring fetal testosterone predicted lower levels of empathy at age 4 (Knickmeyer, Baron- Cohen, Raggatt, Taylor, & Hackett, 2006).

The findings are somewhat mixed, but they appear generally consistent with the idea that early exposure to masculinizing hormones can influence behavior. It can increase the potential for aggression, lead to preference for masculine toys, and enhance boldness.

7.6.3: Testosterone and Adult Personality A good deal more research on sex hormones and personal- ity examines how current levels of testosterone relate to behavior. It also implicates testosterone in regulating important qualities of behavior. James Dabbs and his col- leagues conducted much of the pioneering research on this topic (see Dabbs & Dabbs, 2000).

Testosterone is a sex hormone, but research on its behavioral effects has focused more on dominance and antisocial behavior than sexual behavior. One study of men in prison (Dabbs, Frady, Carr, & Besch, 1987) found that inmates high in testosterone had violated prison rules more often and were more dominant than those lower in testosterone. They were also more likely to have commit- ted violent crimes. Similar results have come from female inmates (Dabbs, Ruback, Frady, Hopper, & Sgoutas, 1988). In a sample of men who had committed murder, those high in testosterone were more likely to have planned the act ahead of time and to have killed people they knew (Dabbs, Riad, & Chance, 2001).

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Figure 7.3 Amount of time two groups of girls played in a free-play setting with toys generally preferred by boys and toys generally preferred by girls. Some of the girls had been exposed to masculinizing hormones before birth and shortly afterward; the others had not been exposed.

SourcE: Based on Berenbaum & Hines, 1992.

Another study examined testosterone and antisocial behaviors in military veterans (Dabbs & Morris, 1990). Men higher in testosterone had larger numbers of sex partners and were more likely to abuse alcohol and other drugs. They were more likely to have gone absent with- out leave in the military and to have assaulted others. They were also more likely to have had trouble with par- ents, teachers, and classmates while growing up (see also Box 7.2). These effects were strongest, by far, among men of low socioeconomic status (SES).

Not only can having low SES increase the ill effects of high testosterone, but high testosterone tends to lead men into lower-SES lives (Dabbs, 1992a). This seems to occur because high testosterone promotes antisocial behavior and disruption of education. Both factors then lead people away from white-collar occupations.

Differences in testosterone relate to occupations in other ways, as well, fitting a link between testosterone and social dominance (Mazur & Booth, 1998). For example, trial lawyers (of both genders) are higher in testosterone than nontrial lawyers (Dabbs, Alford, & Fielden, 1998). Actors and professional football players have high levels of testosterone (Dabbs, de La Rue, & Williams, 1990), and ministers have low levels. (College professors, if you must know, are in the middle.)

Why are actors so different from ministers? After all, they’re both on stage. Dabbs et al. (1990) suggested that actors must be dominant constantly, because their reputa- tion is only as good as their last show. Ministers are in a framework that tolerates more variability. Furthermore, the actor’s role is to seek and hold onto glory, whereas the minister’s role is to be self-effacing.

Effects of testosterone occur in many small ways that are related to social potency and dominance. In one study, testosterone related to deeper voices among men (Dabbs & Mallinger, 1999). In studies of brief interactions with stran- gers, participants higher in testosterone entered more

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quickly, focused more directly on the other person, and displayed more independence and confidence than those with less testosterone (Dabbs, Bernieri, Strong, Campo, & Milun, 2001). Men who think of themselves as dominant and emit more dominance displays are also high in testos- terone (Slatcher, Mehta, & Josephs, 2011), but testosterone increases dominance displays even when the challenge occurs outside awareness (Terburg, Aarts, & van Honk, 2012). Even young children are influenced by testosterone. Those high in testosterone are more independent on the playground than those with lower testosterone (Strong & Dabbs, 2000).

The role of testosterone in dominance is displayed in other ways, as well. What happens if people low in testos- terone are put into positions of high status? What happens if people high in testosterone are put into positions of low status? In both cases, they become upset and perform poorly (Josephs, Sellers, Newman, & Mehta, 2006). When the situations are reversed, however, everyone feels better and performs better.

The dominance that’s linked to high testosterone is useful in many contexts, but it can interfere with rela- tionships. Booth and Dabbs (1993) found that men with higher testosterone were less likely to have married. If they did marry, they were more likely to divorce. They were also more likely to have had extramarital sex and to commit domestic abuse. Men high in testosterone have smiles that are less friendly than those of men lower in testosterone, and they express more dominance in their gaze when in conversation (Dabbs, 1992b, 1997). Mem- bers of low-testosterone fraternities are friendly and smile a lot, whereas members of high-testosterone frater- nities are more wild and unruly (Dabbs, Hargrove, & Heusel, 1996).

Several studies have related testosterone to personal- ity. In two studies, personality data and testosterone data were factor analyzed (Daitzman & Zuckerman, 1980; Udry & Talbert, 1988). In both cases, a factor formed around tes- tosterone, with overtones of impulsiveness, sensation seek- ing, and dominance. The factor included these self-ratings: cynical, dominant, sarcastic, spontaneous, persistent, and unin- hibited. This pattern of characteristics also appears to relate back to work on brain functions and impulsivity, discussed earlier in the chapter.

Box 7.2 Steroids: An Unintended Path to Aggression Discussing the effects of testosterone on behavior brings up a related topic: bodybuilding. Guys are drawn to body- building partly because of its result: a body that looks chis- eled from rock. Cultural expectations of men’s bodies (as reflected in Playgirl photos) have shifted over decades, becoming increasingly dense and muscular (Leit, Pope, & Gray, 2001). These expectations create pressure on men to look that way.

The desire for a well-formed body leads many people to use anabolic steroids. The word anabolic means “building up.” Anabolic steroids are chemicals that prompt the body to rebuild muscle tissue that has been stressed or exercised. Your body naturally gives you small doses of such chemi- cals, producing growth in muscle size. Using steroids gives you a much bigger dose. Steroids thus let you speed up and exaggerate the building of muscles to a degree that exercise alone cannot do. That’s why people use steroids. In a survey of male gym users, 18% said they used adrenal hormones, 25% used ephedrine, and 5% used anabolic steroids (Kanayama, Gruber, Pope, Borowiecki, & Hudson, 2001). Indeed, some people use steroids and steroidlike sub- stances without fully realizing it. So-called dietary supple- ments, which many people use, often are potent drugs.

Many users don’t realize that steroids are synthetic hor- mones. Steroids are related to testosterone (that’s why men’s muscles tend to be larger than women’s). Testoster- one is involved in many things, not just building muscles. Consequently, people who use steroids to produce larger muscles are in for a surprise: There can be unintended and unpleasant side effects.

Some of these effects are physical. If you’re a man, part of your body sees the steroids as testosterone. It reacts to what looks like too much testosterone by shutting down the production of more. The results are a lowered sperm count and a decreased sex drive. (The steroids don’t act like tes- tosterone in these respects.) If you’re a woman, taking ste- roids causes masculinizing effects: shrinking breasts, a deepening voice, and an increase in facial and body hair (Gruber & Pope, 2000).

Steroids also have behavioral effects, which are of par- ticular interest here. As noted in the main text, testosterone is linked to dominance and aggressiveness. Steroids do much the same (even among hamsters!; Grimes, Ricci, & Melloni, 2006). Because the doses tend to be large, so are the effects. Heavy steroid use can yield irrational bursts of anger, popularly referred to as “roid rages.” Adverse responses aren’t limited to men, either. Among women users, 56% reported manic symptoms during steroid use, and 40% reported depressive symptoms during steroid withdrawal (Gruber & Pope, 2000). Evidence from animal research suggests that steroid use during adolescence can create aggressive tendencies that remain long after the ste- roid has been withdrawn (Harrison, Connor, Nowak, Nash, & Melloni, 2000).

These effects are bad enough in the average person. But it’s not only the average person who does bodybuilding and uses steroids. Bodybuilding has considerable appeal to people who already have a strong streak of dominance and aggressiveness. Add steroids to an already aggres- sive personality, and the result is a potential for serious violence.

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to be less assertive and avoid new competition. Thus, in either case (success or failure), there’s a tendency toward a spiraling effect: A given outcome tends to promote more of the same outcome.

7.6.5: Testosterone, Dominance, and Evolutionary Psychology Let’s step back from these studies to consider a broader implication. The findings, as a group, seem to fit with one of the themes of evolutionary psychology, discussed in Chapter 6.

Recall that evolutionary psychology includes the idea that selection pressures lead to certain gender differ- ences. These differences stem from the fact that human females have greater investment than males in offspring (through the long period of pregnancy and mothering). For this reason, females are believed to be choosy about mates—trying to find one who will provide resources for her children. A gender difference in dominance and aggression is also believed to follow from the differing selection pressures.

In that view, aggression can increase males’ opportuni- ties to mate. Aggressiveness helps males establish domi- nance and status. One study found that when male monkeys in a troupe were threatened by an outside rival, their testosterone went up, facilitating displays of aggres- sion and dominance (Cristóbal-Azkarate, Chavira, Boeck, Rodríguez-Luna, & Veàl, 2006). An extensive review of lit- erature in humans supports that conclusion and others, as well (Archer, 2006). For example, when men are required to care for offspring, testosterone decreases.

There are also interesting individual differences in tes- tosterone effects. For example, after being insulted, men from the American South have a greater increase in testos- terone than men from the North (Cohen, Nisbett, Bowdle, & Schwarz, 1996). This has been interpreted as indicating a stronger culture of honor in the South, which increases the impact of an insult.

Overt aggressiveness in females doesn’t confer the same advantage as it does to men and may even be a dis- advantage. It can create the potential for damage to an unborn or young child. It also interferes with women’s more important activities (bearing and raising children). Nonetheless, testosterone does relate to aggression among women as well as men (Archer, 2006). That this can be a problem for women is suggested by findings that this assertive style interferes with forming alliances in female groups (Archer & Coyne, 2005).

Dabbs (1992b, 1998) noted an interesting irony about testosterone effects. In the evolutionary view, males are high in testosterone and dominance because physical dom- ination over other males brought access to mates. In recent

7.6.4: Cycle of Testosterone and Action It may be most obvious to think about testosterone in terms of stable individual differences. However, testosterone is also part of a dynamic system that changes over time and events (Dabbs, 1992b). Levels of testosterone shift in response to social situations of several types. These shifts may, in turn, influence the person’s later behavior.

Testosterone rises after positive experiences. As shown in Figure 7.4, it rises after success at a competitive event (Mazur, Booth, & Dabbs, 1992) and falls after a fail- ure or humiliation. It rises when your team wins and falls when your team loses (Bernhardt, Dabbs, Fielden, & Lut- ter, 1998). It also rises, though, when you are confronted with an insult (Nisbett & Cohen, 1996). It rises (for both men and women) after sexual intercourse (Dabbs & Mohammed, 1992). It goes up among men skateboarding in front of an attractive woman (Ronay & von Hippel, 2010). Even fooling around with a gun for a few minutes can make testosterone increase (Klinesmith, Kasser, & McAndrew, 2006).

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Figure 7.4 Testosterone levels among chess players who won or lost close matches in a citywide tournament.

SourcE: Based on Mazur et al., 1992.

Such changes in testosterone also have implications for subsequent behavior. Increases in testosterone make people more sexually active (Dabbs, 1992b). An increase in testosterone can also make a person seek out new compe- tition and chances to be dominant (Mazur, 1985; Mazur et al., 1992). It makes people more responsive to possible rewards and less responsive to possible losses (van Honk et al., 2004). It makes them less empathic (Hermans, Put- man, & van Honk, 2006) and less able to detect anger on another person’s face (van Honk & Schutter, 2007). A decrease in testosterone after a failure may cause a person

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It’s less often discussed the other way around. Yet there’s a good deal of research on this topic, and aspects of the biological mechanism that creates it have been identified (Panksepp, 1998).

This system involves a hormone called oxytocin. It acts to relax and sedate (e.g., Light et al., 2000), to reduce fear, and enhance mother–infant bonding (Feldman, Weller, Zagoory-Sharon, & Levine, 2007). Both males and females have this hormone, but females have more of it. Furthermore, androgens inhibit its release under stress, and estrogen increases its effects (see Taylor et al., 2000). Thus, men and women react somewhat differently to stress. Men tend to remove themselves from social interac- tion; women immerse themselves in nurturing those around them (Repetti, 1989).

The idea that oxytocin is involved in mother–infant bonding is a starting point. But it also seems to be involved in social bonding more generally (Carter, 1998; Panksepp, 1998; Taylor et al., 2000; Turner, Altemus, Enos, Cooper, & McGuinness, 1999). Animal research shows that oxytocin plays a key role in adult pair bonding in some species. It’s released during orgasm, childbirth, massage, and breastfeeding (Matthiesen, Ransjö-Arvid- son, Nissen, & Uvnäs-Moberg, 2001; Turner et al., 1999). Greater partner support relates to higher levels of oxy- tocin (Grewen, Girdler, Amico, & Light, 2005). There’s also evidence that receiving a jolt of oxytocin causes peo- ple to experience an increase in trust, a willingness to take on risks in the context of a social bond with a stranger (Kosfeld, Heinrichs, Zak, Fischbacher, & Fehr, 2005). It improves the ability to empathically infer other people’s mental states (Domes, Heinrichs, Michel, Berger, & Her- pertz, 2007). But it also increases the tendency to conform to one’s in-group rather than an out-group (Stallen, De Dreu, Shalvi, Smidts, & Sanfey, 2012). Interestingly, because some of its effects reflect conformity to cultural norms, it can cause seeking of support in response to stress or emotional suppression of distress, depending on what one’s culture considers appropriate (Kim et al., 2010; Kim et al., 2011).

And what about personality? One recent study found oxytocin related to lower lifetime aggression (Lee, Ferris, Van de Kar, & Coccaro, 2009). Another study (Creswell et al., in press) found oxytocin genes are related to negative affectivity and social inhibition. With a few exceptions, however, there’s not much evidence linking oxytocin to personality traits. Human research on oxytocin is just gaining momentum, partly because it’s harder to study than some other hormones. If oxytocin is important in the formation of social bonds, though, it’s a key biological influence on human experience. Undoubtedly, its influ- ence on personality will be the subject of work in the years to come.

millenia, however, the rules have changed, at least a little. Success is now defined partly by socioeconomic status, rather than physical dominance. A man who’s too preoc- cupied with displays and posturing may have trouble gaining the skills needed for economic and social power. Thus, a quality that was important in prehistory may actu- ally interfere with success in today’s world.

7.6.6: Responding to Stress Another hormonal influence has drawn considerable attention in recent years. It concerns responses to stress, but goes far beyond. A phrase that’s well known in psy- chology, coined long ago by Cannon (1932), is the fight-or- flight response. It refers to the fact that when an animal confronts a predator or competitor, it has two adaptive choices: to attack (hoping to overcome the other) or to flee (hoping to escape).

It’s often been assumed that these are the only important responses to threat. Shelley Taylor (2002, 2006) and her colleagues (Taylor et al., 2000) argue that this assumption is wrong. As they point out, most of the evidence for that view comes from studies of males (and mostly male rats, at that). Females were studied in a few stressful contexts, but the behavior examined in those studies wasn’t about fight or flight. Rather, the behavior has concerned affiliation—particularly, affiliation with other women.

Taylor et al. (2000) argued that focusing on male behavior caused an important set of responses to be widely ignored. They refer to these responses, which are stronger in females than in males, with the phrase tend and befriend. Taylor et al. think the existence of these responses reflects a difference in evolutionary pressures on males and females, due to differing investment in offspring. That is, as just noted, fighting and fleeing may make good sense for males, who aren’t carrying offspring (or pregnant), but it makes less sense for females. Females thus may have evolved strategies that benefit both themselves and their offspring.

Tending refers to calming offspring. This protects them from harm. That is, if they don’t cry, they (and you) fade into the background, where the threat is less. By extension, you do the same for close adults who are stressed. By soothing them, you put them into a situation of less threat. Befriending means affiliating and bonding with others. This reduces certain kinds of risk (because there’s greater safety in numbers) and increases the chances of receiving tending from each other when needed (Taylor, 2002).

This pattern of response is believed to derive from the system that produces attachment between infant and caregiver. Attachment is often discussed from the per- spective of the infant’s bond to a caregiver (see Chapter 9).

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Nerve cells create magnetic fields. With a good deal of com- puter assistance, the magnetic resonances of a person’s brain can be translated into a visual image. Typically, the image is of slices across the brain, as seen from above. Dif- ferent slices give different information, because they show different parts of the brain.

7.7: Assessment from the Biological Process Perspective 7.7 Describe the processes of electroencephalograms

and neuroimaging as biological methods of assessing personality

The biological view on personality discussed in this chapter assumes that personality derives from events in the ner- vous system and hormonal system. If personality is biologi- cal, then why not just assess the biological characteristics?

There are a couple of problems with this. In many cases, no one’s quite sure yet what the biological mecha- nism is, so it’s hard to know what to measure. It’s also hard to assess biological functions in a way that doesn’t require a sensor in the body or the drawing of blood. Nonetheless, some biological methods of assessment are now in use.

7.7.1: Electroencephalograms An indirect indication of brain activity can be obtained by recording electrical activity from the scalp. The record is called an electroencephalogram (EEG). The reasoning behind the EEG is that neurons in the brain fire at various intervals, creating fluctuations in voltage. Electrodes on the scalp sense these changes, giving a view of aspects of the activity in the cerebral cortex. Cortical activity is very complex, but it forms patterns that relate to different subjective states.

EEGs have been used for some time as a way of inves- tigating normal personality. In fact, some of the work dis- cussed earlier in the chapter used EEGs. Various regions of the cortex are active to different degrees when people are in different psychological states. Mapping EEG activities in different locations shows what areas of the brain are involved in what kinds of mental activity. For example, it’s possible to identify a person who’s dominated by incentive motivation or by avoidance motivation by looking at left- versus right-prefrontal activation levels at rest (Harmon- Jones & Allen, 1997; Sutton & Davidson, 1997).

7.7.2: Neuroimaging Mapping of brain activities has also moved inside the brain. One technique, called positron emission tomography (PET), derives a picture of brain functioning from metabolic activity. The person receives a radioactive form of glucose (the brain’s energy source). Then later, radioactivity is recorded in different brain areas. Presumably, more active areas use more glucose, resulting in higher radioactivity there. A computer color-codes the intensities, producing a brain map in which colors represent levels of brain activity.

Another technique, called magnetic resonance imag- ing (MRI), relies on a very subtle property of nerve activity.

An MRI creates an image of the inside of the brain.

At first, MRI images were used primarily to look for structural problems in the brain. For example, if you were having blackouts after an auto accident, you might be asked to undergo an MRI to look for possible damage. MRIs are also now being used in a different way. People are being studied to assess levels of activation in various brain regions, both at rest and when engaged in tasks. The picture from this sort of study, called functional MRI (fMRI), is much more detailed than what comes from EEG recordings. Of particular importance is that it lets the brain be viewed in slices at different levels. The result is a very detailed three-dimensional picture about what brain cent- ers are active during the scan. As with PET scans, the images are usually created in multiple colors, with each color representing a different level of activity.

Use of fMRI has increased at an incredible rate over the past two decades. It’s very expensive (because it requires a giant, powerful magnet, plus a lot of skilled technical support). But the fact that it can provide a three- dimensional picture means it can show precise locations of increases and decreases in neural activity as a function of what the person is doing. People can be placed in different motivational and emotional states while in the device and can engage in diverse tasks. This lets researchers determine which parts of the brain are involved in those various experiences. This kind of work is greatly expanding knowl- edge of how the brain is organized and what functions it is serving.

More and more researchers are thinking of possible uses for neuroimaging tools. This is a research area that unquestionably will continue to grow enormously in the years to come.

Biological Processes and Personality 101

wide variety of disorders (Johnson, Carver, & Joormann, 2013; Johnson-Laird, Mancini, & Gangemi, 2006).

7.8.2: Biological Bases of Antisocial Personality Another problem that’s often discussed in terms of biologi- cal systems is antisocial personality. As noted earlier, this problem involves impulsivity and an inability to restrain antisocial urges. It’s often argued that people with this per- sonality have an overactive BAS (Arnett et al., 1997; Joseph et al., 2009). Thus, they pursue whatever incentive comes to mind. It’s also sometimes argued that they have deficits in the threat system (Fowles, 1980). Thus, they fail to learn from punishment or aren’t motivated to avoid it.

Some think the failure to learn from punishment stems not from a deficient avoidance system but from a failure to stop and think before plowing ahead in pursuit of an incen- tive (Bernstein, Newman, Wallace, & Luh, 2000; Patterson & Newman, 1993; Schmitt, Brinkley, & Newman, 1999). This would tend to link antisocial personality to the system that underlies impulsiveness and sensation seeking (Krueger et al., 1994; Rowe, 2001; Zuckerman, 1994). This would also rep- resent yet another case in which the problem appears to reflect an over-responsiveness to emotions (Johnson et al., 2013; Johnson-Laird et al., 2006) but a different set of emotions.

Insufficient MAO (associated with this system) may also be a vulnerability, interacting with an adverse envi- ronment (Raine, 2008). In one study (Caspi et al., 2002), boys with alleles causing low MAO engaged in more anti- social behavior—but only if they also were maltreated while growing up (see Figure 7.5). Although men with the combination of low MAO allele and severe maltreatment

7.8: Problems in Behavior, and Behavior Change, from the Biological Process Perspective 7.8 Analyze how anxiety problems and antisocial

behavior may be based in biology

Let’s now turn to problems in behavior. The biological pro- cess approach has made large contributions to the under- standing of disorders. We focus here on contributions that relate to the ideas discussed earlier in the chapter.

7.8.1: Biological Bases of Anxiety and Depression Recall that a basic assumption of these models is that sepa- rate motivational systems in the brain manage the approach of incentives and avoidance of threats, respectively. People presumably vary in the strength or sensitivity of these sys- tems. Being too extreme on one or the other system may set a person up for problems.

Perhaps the easiest problem to link to this view is anx- iety disorders. The avoidance system creates fear or anxi- ety in the presence of cues of impending punishment. A person with a very sensitive threat system will experience these emotions easily and frequently (Blackford, Avery, Cowan, Shelton, & Zald, 2010; Haas, Omura, Constable, & Canli, 2007). This creates fertile ground for an anxiety dis- order to develop. If these people are exposed to frequent punishment during childhood, they learn anxiety responses to many stimuli. The result may be the develop- ment of such clinical symptoms as phobias, panic attacks, and obsessive–compulsive disorders.

A related problem is depression. There’s less consen- sus on the biological roots of depression than on those of anxiety (Davidson, Pizzagalli, Nitschke, & Putnam, 2002). Some researchers see depression as a variant of anxiety, reflecting an oversensitive avoidance system. Others tie depression to a weak BAS (e.g., Allen, Iacono, Depue, & Arbisi, 1993; Henriques & Davidson, 1990, 1991). In this view, a person with weak BAS activation has little motiva- tion to approach incentives. The result is the lifeless, weary behavioral qualities that typify depression.

Both problems—anxiety and depression—are likely to be worse if the person also has deficits in the third system: the one that corresponds to constraint or effortful control (Carver et al., 2008). When that system isn’t operating effectively, emotions feel more intense and demanding, and it’s harder for the person to escape from them (Spoont, 1992). Indeed, the argument is now being made by some that hyper-responsiveness to emotions characterizes a

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Figure 7.5 Scores on an index of antisocial behavior among men with a gene causing low MAO and men with a gene for normal MAO who had experienced either no maltreatment (abuse) during childhood, probably some maltreatment, or severe maltreatment.

SourcE: Based on Caspi et al., 2002.

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The widespread use of these drugs raises a number of questions and issues (Kramer, 1993). One issue concerns the fact that responses to the medications often are much broader than the mere lifting of a depressed mood. Peo- ple’s personalities undergo changes that are subtle but pro- found and pervasive. People become more confident, more resilient, more decisive—almost more dominant—than they were before. In a sense, they aren’t quite the same people as they were before taking the medication. Their very personalities have changed.

Seeing these changes in personality as a function of a slight alteration in brain chemistry raises questions about where personality resides. Personality may consist of the person’s biological functioning and the experiences to which it gives rise. Personality may not be a stable entity that stands apart from the symptoms that bring people for therapy. Personality, in the form of the person’s biological systems, may be the source of the symptoms.

Researchers have gone on to ask whether SSRIs affect people who don’t have a disorder. One study (Knutson et al., 1998) gave people either an SSRI or a placebo for four weeks and assessed them before and afterward. Those given the medication reported less hostility and negativity afterward (but not greater positive feelings). They also dis- played more positive social behavior while working on a cooperative task. Another study (Tse & Bond, 2001) found an increase on a measure of self-direction, which assesses such qualities as purposefulness and resourcefulness.

The availability of drugs with these broad effects on personality raises more questions: How widely should they be prescribed? Should people whose problems aren’t severe be given medication if it will make their lives more enjoyable? Should all people have the option of changing their personalities by taking pills? Researchers are a long way from answering these questions.

Another biologically based treatment possibility has begun to emerge in recent years, called transcranial mag- netic stimulation, or TMS (Holtzheimer & McDonald, 2014). TMS involves focusing a magnetic field on a specific location in the brain. Because of the magnetic properties of active neurons (discussed earlier), applying this stimula- tion has the effect of either reducing activity in the area it’s aimed at (if the pulses are low frequency) or increasing it (if the pulses are high frequency (Sauvé & Crowther, 2014).

In its early use, TMS was applied mostly to cases of depression that had not responded to other treatments, even biologically based treatments such as electroconvul- sive therapy (ECT). Evidence has steadily accumulated that it can be effective for such cases (Janicak & Carpenter, 2014). TMS treatment has been used to increase activity in left frontal brain areas, identified in research described earlier in the chapter as being involved in approach behavior. Treatment to reduce activity has been used in right frontal areas, identified as involved with avoidance behavior. If the

were only 12% of the male birth cohort, they accounted for 44% of the cohort’s violent convictions. Indeed, a full 85% of this group developed some sort of antisocial behavior.

Some discussions of antisocial behavior involve other biological systems, as well. Recall that high levels of testos- terone relate to various kinds of violent and antisocial behavior (Dabbs & Dabbs, 2000; Dabbs et al., 2001). There’s even evidence that high testosterone relates to disruptive behavior in boys as young as 5 to 11 years of age (Chance, Brown, Dabbs, & Casey, 2000). Thus, this set of problems seems to relate to both hormonal and neural processes.

7.8.3: Biological Therapies The biological process approach to personality also has relatively straightforward implications regarding ther- apy. Many manifestations of problems reflect biological functions. It follows that changing the action of these bio- logical functions should change the manifestation of the disorder. There are several disorders for which this approach seems effective. The treatments typically involve administering drugs. Those treatments are often called pharmacotherapy.

It has long been known that bipolar, or manic–depres- sive, disorder can be relieved by taking lithium. About 80% of people with bipolar disorder respond to lithium (Depue, 1979). Besides treating existing symptoms, repeated doses can ward off new symptoms. Unfortunately, lithium has serious unpleasant side effects. Nevertheless, its effectiveness sup- ports two ideas: that the disorder is biological and that its treatment should be (at least in part) biologically based.

A similar case can also be made for the treatment of schizophrenia. One long-standing hypothesis is that the symptoms of schizophrenia reflect too much dopamine (Grace, 2010; Walker & Diforio, 1997). With too much dopa- mine, transmission in certain parts of the nervous system is too easy. When too many messages are being sent at once, communication is disrupted.

This hypothesis is supported by some studies of bio- chemical treatments for schizophrenic symptoms. As it turns out, drugs that remove the symptoms of schizophre- nia also lower the levels of usable dopamine in the brain. Apparently, the effectiveness of these drugs is related to their ability to block dopamine use. Once again, this finding suggests that the disorder is biological and that the treat- ment should also be biologically based (at least in part).

Drug treatments are also used for disorders that are far less extreme than the two just discussed. Antianxiety drugs are among the most often prescribed of all medications. Many people with moderate to mild depression take anti- depressants, one group of which is called selective serotonin reuptake inhibitors (SSRIs). Indeed, development of this set of antidepressants has led to a far wider use of mood-altering medication than ever before.

Biological Processes and Personality 103

functioning that sometimes have unexpected implications for personality.

For example, many psychologists now have access to PET scans and fMRIs, which illuminate brain functioning in ways only dreamed of a few years ago. However, the find- ings generated from these techniques have raised as many new questions as they have answered. Sorting out the picture that such methods reveal will likely be a complex process.

It’s clear that there’s been progress in these areas of research and thought. To a large extent, theorists agree about what they’re trying to account for. There’s a general consensus that approach and avoidance (and positive and negative feelings) are important focal points for biological theory building, along with the fact that we seem to have some basis for sorting out what to focus on and what to set aside. Almost everyone seems to feel the need to include something more than that, but there’s been less of a consen- sus about what else to include. Partly for this reason, this way of thinking doesn’t yet stand as a fully developed per- sonality theory. It’s more of a vantage point—a place from which to look at and consider the nature of personality.

Lest you be tempted to conclude from the disagree- ments that these theorists aren’t doing their homework carefully enough, let us point out that it’s hard to tell what’s going on in the nervous system. To really know what connects to what in the brain means tracing neural pathways, which can’t be done in human subjects. When animal research is done, the animals can’t report directly on the psychological effects of what the researcher is doing. Thus, information often is indirect, and progress can be slow. The functions of the nervous system are being sorted out by research of several types, but there’s a long way to go. Until the nature of the organization of the nervous sys- tem becomes clearer, personality psychologists of this ori- entation are unlikely to have definitive models.

Although criticisms can be made of various aspects of this way of thinking about personality, this line of work is one of the most active areas of personality psychology today. Many people believe that the mysteries of the mind will be revealed by a better understanding of the brain. They are committed to unraveling those mysteries and their implications for personality. The prospects of this viewpoint seem quite bright indeed.

treatments fostered greater and lesser activity, respectively, in those areas, the result would be improvements in pursuit of rewarding activities and reductions in anxiety. These would be the perfect changes for a person who is depressed.

Clinical problems such as depression are not the only things that might benefit from TMS. Research has also begun to find that TMS can be used to enhance mental processes in people who don’t have problems (Luber & Lisanby, 2014).

TMS is a very young technology, but interest in it and enthusiasm for it have increased over the past few years. People are working hard to improve the devices that deliver the magnetic pulses, so that they can be better con- trolled and more narrowly aimed. Many believe that TMS will eventually be a key tool in the treatment of a wide range of problems.

7.9: Problems and Prospects for the Biological Process Perspective 7.9 Identify how progress in the biological process

approach to personality depends on advances in other fields

This chapter has discussed the idea that patterns of biological processes have important things to tell us about personality. We wouldn’t blame you if you came away feeling that the presentation was a little fragmented. In truth, the ideas them- selves are somewhat fragmented. The pieces are coming together, but they’re not there yet. As a result, this way of thinking about personality has something of a disjointed feel.

One reason for this is that theories about how the nerv- ous system and hormones influence behavior rely, in part, on knowledge from other sciences. Ideas in those sciences are continually evolving, causing changes in the ideas about personality. Furthermore, work on these topics is as new as the methodological advances that permit a closer look at how the biological systems function. These methodologi- cal advances continue to march forward (Davidson et al., 2000; Lane & Nadel, 2000; Posner & DiGirolamo, 2000). The result is a kaleidoscope of new looks at biological

Summary: Biological Processes and Personality The idea that personality is tied to the biological functions of the body leads to a variety of possibilities involving the nerv- ous system and the hormone system. An initial approach of this sort was Eysenck’s theory that brain processes underlie

extraversion and neuroticism. He argued that introverts are more aroused cortically than extraverts and that people high in neuroticism are more aroused emotionally than those low in neuroticism.

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in antisocial ways. Testosterone also fluctuates with the context, increasing with challenges and victories and decreasing with failures.

An emerging area of work examines the possibility that another hormone, called oxytocin, is important in human social behavior. Oxytocin appears to relate to female responses to stress, termed a tend-and-befriend response. The roots of this response may be in the attachment system, and it may relate to social bonding more generally.

The biological process approach to personality sug- gests that it may be possible to assess personality through biological functions. Although the attempt to do this is in its infancy, some researchers believe record- ings of brain activity—particularly fMRIs—hold great promise for the future.

With regard to problems in behavior, high levels of threat sensitivity promote disorders involving anxiety. Either a high threat response or a low approach response may contribute to depression. High approach–low avoid- ance can yield symptoms of antisocial personality, which also relates to impulsive sensation seeking and testoster- one. This orientation to personality suggests that therapy based, in part, on medication is a means to bring about behavioral change. The idea is that medication can influ- ence the underlying biological system, thereby altering the person’s behavior and subjective experience.

Others have taken a different path, relying on newer knowledge. It’s now often argued that personality rests on an approach system (BAS) that responds to incentives and an avoidance system that responds to threats. Work on emotions suggests that the approach system involves (in part) the left prefrontal cortex and that the withdrawal sys- tem involves (in part) the right prefrontal cortex. The threat system seems to -represent the biological basis for the trait of neuroticism. Some researchers suggest that the BAS rep- resents the biological basis for extraversion.

Many people now believe it’s useful to assume that another biological system is responsible for variations in impulsiveness and sensation seeking (the tendency to seek out novel, complex, and exciting stimuli). Sensation seeking relates to Eysenck’s psychoticism dimension and Tellegen’s constraint dimension, and both relate to the temperament of effortful control. Variation in these quali- ties may be grounded in differences in the functions that cause people to take into account other people and long- term goals.

Another aspect of the biological view on personality focuses on the influences of hormones on behavior. Expo- sure to male hormones before birth can cause people years later to choose more aggressive responses to conflict and can increase girls’ preference for boys’ toys. Testosterone in adults relates to dominance behavior, sometimes expressed

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accident, you’ve usually done on purpose—you just aren’t aware of the purpose.

This approach to personality is called psychoanalysis. Psychoanalysis as we know it originated in the writings of an Austrian physician named Sigmund Freud (though see Box 8.1). His impact on personality psychology was huge. His view emerged just as behavioral science was getting its start (his theory evolved from 1885 to 1940). Because it came to prominence before other views of personality had developed very far, many people think of Freud as the father of personality psychology.

When you look at your own actions, do you see them for what they really are? Or have you distorted them, dis- guised them to yourself for some reason? Most of us probably think we’re aware of what we do and why. Accidents happen, but accidents are random and unin- tended. Apart from accidents, we know what we’re doing.

There’s a perspective on personality, though, that sharply challenges this view. It sees behavior as deter- mined partly by inner forces that are outside your aware- ness and control. Accidents? Not likely. What seems an

8.1 Explain how themes of conflict, defense, and metaphor permeate the psychoanalytic view of personality

8.2 Identify the differences between the three regions of the mind as posited by psychoanalysis

8.3 Examine how the three aspects of functioning— id, ego, and superego— influence the outward display of personality

8.4 Identify life instincts, death instincts, and catharsis

8.5 Analyze how the ego deals with actual or potential anxiety by employing defense mechanisms

8.6 Examine five psychosexual stages of personality development as posited in psychoanalysis

8.7 Explain how parapraxes and dreams can reveal the content of a person’s unconscious

8.8 Analyze the use of projective techniques to assess unconscious processes

8.9 Examine the psychoanalysis approach to understanding the processes of origination of problems with their corresponding remedies

8.10 Evaluate criticisms of psychoanalytic theory and the state of current interest in the theory

Learning Objectives

Chapter 8

The Psychoanalytic Perspective

“What are you talking about?” replies Robin. “Come on, Robin.” Dan adds. “Aren’t you concerned

about how much you’ve been drinking?” Robin looks offended. “Look, guys, I don’t have a clue

what you’re talking about.”

Dan and Jamie are talking about a club they’d been to last night, where one of their friends had gotten totally drunk— something she’s done weekly for the past year. At that moment, Robin rounds the corner, practically running into them.

“Hey Robin, you recovered from last night?” Jamie asks.

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as a human being. Whatever most threatens you, your defensive processes keep it from overpowering you. This idea of continual defense is an important aspect of psycho- analytic thought.

Yet another theme in psychoanalytic theory is that human experience is suffused with qualities of lust and aggression, sexuality, and death. These ideas link Freud to evolutionary theory (Ritvo, 1990) and serve as a reminder that humans are—first of all—animals whose purpose in life is reproduction. The extent to which Freud emphasized the role of sexuality was very unusual at the time. Many found it quite shocking.

The psychoanalytic perspective on personality is extremely metaphorical. It relies not on a single metaphor but multiple metaphors. Freud was a physician, and the idea of biological processes underlying mental processes often appeared in his writing. His concepts of life and death instincts resemble the dual processes of metabolic functioning—continually tearing down and building up. Freud also used many other metaphors. Sometimes he compared the mind to a sociopolitical system, making ref- erence to censors, economics, compromises, and repres- sion. Sometimes he turned to physics, treating personality as an energy system or the competition among forces as hydraulic systems. His fascination with metaphor was consistent with his view of personality.

Freud’s fascination with symbol and metaphor is also seen in the theory’s content. He came to believe that human behavior itself is highly symbolic. People’s acts are rarely quite what they seem to be. Instead, they symbolize other more hidden qualities.

Psychoanalytic theory is very complex. Underlying the complexity, however, is a fairly small number of princi- ples (Kahn, 2002). The theory can be confusing because its concepts are deeply interwoven. Thus, it’s hard to talk about any aspect of the theory separate from other aspects. Perhaps the best place to start, though, is Freud’s view of how the mind is organized, a view that is often termed his topographical model of mind.

8.2: The Topographical Model of the Mind 8.2 Identify the differences between the three regions

of the mind as posited by psychoanalysis

Many people assume the mind has two regions. One con- tains conscious experience: the thoughts, feelings, and behav- iors you’re aware of right now. The other contains memories, now outside awareness but able to come to awareness easily. Drawing on ideas of others of his time, Freud added a third region. Taken together, the three form what Freud viewed as the mind’s topography—its surface configuration.

8.1: Basic Themes 8.1 Explain how themes of conflict, defense, and

metaphor permeate the psychoanalytic view of personality

One theme underlying Freud’s view, which gives rise to the term psychodynamic, is the idea that personality is a set of pro- cesses that are always in motion. Personality is a dynamo— or a bubbling spring. Forces emerge that can be channeled, modified, or transformed. Personality is not one process but several, which sometimes work against each other— competing or wrestling for control. The idea that pressures within the personality can conflict with each other is another theme that’s prominent in the psychoanalytic view.

The idea that personality is filled with conflict brings up another theme: defense as a key aspect of human func- tioning. The psychoanalytic view assumes that everyone experiences threats about aspects of himself or herself. Maybe you have desires you think are shameful; maybe you’ve done things you regret; maybe you feel unworthy

Box 8.1 Was Freud Really the Sole Creator of Psychoanalysis? As we said in the main text, psychoanalysis as we know it is generally attributed to a single theorist: Sigmund Freud. Some have questioned, however, whether the ideas were literally the product of a single person (e.g., Borch-Jacobsen & Shamdasani, 2012).

During the time the ideas were developing, communi- cation (even in Europe) did not occur as easily as it does today. There was also less of a written record than now. It would be pretty easy for an idea to be contained in some- one’s lecture and then be repeated by someone else as his own. Whether an idea was attributed to a particular person must have depended a lot on how strenuously and fre- quently a person claimed ownership of it (which, indeed, remains true today!).

It is hard enough to evaluate the ownership of ideas being developed today. It’s far harder to evaluate the ownership of ideas being debated well over a century ago. It’s often easier to note that someone “used” an idea rather than try to figure out who “created” it. For example, the iceberg metaphor (which comes up shortly in the main text) is typically attributed to Freud, because he used it and popularized it, but it actually was created by Theodor Lipps (see Ellenberg, 1970).

Another problem in making evaluations about origins arises when everyone involved has his own personal stake in the argument, which was the case for a long time. Nonetheless, two historians who have no investment in the question have recently tried to investigate it (Borch-Jacobsen & Shamdasani, 2012). Their conclusion was that Freud worked very hard to manipulate people’s perceptions that he was the sole origina- tor of the theory, but that the reality was likely quite different.

The Psychoanalytic Perspective 107

it hidden. These three regions of the mind are the theater in which the dynamics of personality are played out.

8.3: The Structural Model of Personality 8.3 Examine how the three aspects of functioning— id,

ego, and superego— influence the outward display of personality

Freud (1962/1923) also developed a structural model of personality. He saw personality as having three aspects, which interact to create the complexity of behavior. They aren’t physical entities but are perhaps best thought of as labels for three aspects of functioning (Grigsby & Stevens, 2000). We know them as the id, ego, and superego.

8.3.1: Id The id is the original component of personality, present at birth. The id (the Latin word meaning “it”) is all the inher- ited, instinctive, primitive aspects of personality. The id functions entirely in the unconscious. It’s closely tied to basic biological processes, which underlie life. Freud believed that all psychic energy comes through it. Thus, the id is the “engine” of personality.

The id follows what’s called the pleasure principle: that all needs should be satisfied immediately (Freud, 1949/1940). Unsatisfied needs create aversive tension states. To prevent that, the person seeks to reduce needs as soon as they begin to arise. According to the pleasure principle, any increase in hunger should cause an attempt to eat. Any twinge of sexual desire should cause an effort to get sexual gratification.

The id satisfies needs via what’s called the primary process: forming an unconscious mental image of an object or event that would satisfy the need. In the case of a hun- gry infant, the primary process might produce an image of mother’s breast or a bottle. In the case of being separated from someone you love, the primary process produces images of that person. The experience of having such an image is called wish fulfillment.

8.3.2: Ego Tension reduction by primary process has a drawback, however. It doesn’t connect well with reality. As a result, a second set of functions develops, termed the ego (the Latin word for I). The ego evolves from the id and har- nesses part of the id’s energy for its own use. The ego tries to make sure that the id’s impulses are expressed effec- tively, by taking into account the external world. Because of this concern with the outside world, most ego function- ing is in the conscious and preconscious. Given the ego’s ties to the id, however, it also functions in the unconscious.

Freud used the term conscious much as we do today: to refer to the part of the mind that holds what you’re now aware of. The part of the mind representing ordinary mem- ory he called preconscious. Things in the preconscious can be brought to awareness easily. For example, when you think of your phone number or the last movie you saw, you’re bringing that information from the preconscious to conscious.

Freud used the term unconscious in a way different from its everyday use. He used it to mean a part of the mind that’s not directly accessible to awareness. Freud saw the unconscious as the source of desires and as a repository for urges, feelings, and ideas that are tied to anxiety, con- flict, or pain. Yet despite being stored away in the uncon- scious, these things aren’t gone. They exert a continuing influence on actions and conscious experience.

In this view, the mind is like an iceberg. The tip of the iceberg is the conscious part of the mind. The much larger part—the part below the water line—is outside awareness. Some of it (the part you can see through the water) is the preconscious. The vast majority of it, however (the part you can’t see), is the unconscious. Although the conscious and preconscious both influence behavior, Freud saw them as less important than the unconscious. He believed that the unconscious is where the core operations of personality take place.

These three levels of consciousness form the topograph- ical model of the mind (see Figure 8.1). Material (thought, feelings, desires) passes easily from conscious to precon- scious and back. Material from both of these can slip into the unconscious. Unconscious material, however, can’t be brought voluntarily to awareness because of forces that keep

Conscious

Unconscious

Preconscious

One-way mental gate

(A) (A)

(B)

(C)

Figure 8.1 Graphic representation of Freud’s topographical model of the mind. (A) Material can pass easily back and forth between the conscious and preconscious portions of the mind. (B) Material can also move from the conscious and preconscious into the unconscious. But once material is in the unconscious, the person is prevented from having conscious access to it because (C) a mental gate prevents retrieval.

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Freud held that the superego develops while the person resolves a particular conflict during development (dis- cussed later in the chapter).

The superego is the embodiment of parental and soci- etal values. The values reflected in your superego stem mostly from those of your parents. To obtain its parents’ love, the child comes to do what its parents think is right. To avoid pain, punishment, and rejection, the child avoids what its parents think is wrong. The process of “taking in,” or incorporating, the values of the parents (and wider soci- ety) is called introjection.

The superego is further divided into two subsystems. The ego ideal comprises rules for good behavior or stand- ards of excellence. The conscience comprises rules about what behaviors the parents disapprove of and punish (Janoff-Bulman, Sheikh, & Hepp, 2009; Sederer & Seiden- berg, 1976). Doing these things causes the conscience to punish you with feelings of guilt. Thus, the ego ideal reflects things you strive for, and the conscience reflects things to avoid. (Note that this distinction also arose in the context of approach and avoidance motivation in Chap- ters 5 and 7.)

The superego also operates at all three levels of con- sciousness. It has three interrelated goals. First, it tries to prevent (not just postpone) any id impulse that would be frowned on by one’s parents. Second, it tries to force the ego to act morally, rather than rationally. Third, it tries to guide the person toward perfection in thought, word, and deed. The superego exerts a “civilizing” influence on the person, but its perfectionism is quite removed from reality.

8.3.4: Balancing the Forces Once the superego has developed, life is even harder for the ego. It must deal simultaneously with the desires of the id, the moral dictates of the superego, and the constraints of reality. To satisfy all these demands, the ego would have to release tension immediately in a way that’s both socially acceptable and realistic. This, of course, is highly unlikely, because these forces often conflict. In the psychoanalytic view, such conflicts are part of life. The term ego strength refers to the ego’s ability to be effective despite them (Barron, 1953). With little ego strength, the person is torn among competing pressures. With more ego strength, the person can manage the pressures.

It’s important to realize that no aspect of personality is “better” than the others. Rather, there should be a bal- ance among them. A person whose superego is too strong may feel guilty all the time or act in an insufferably saintly way. A person whose id is too strong may be obsessed with self-gratification and completely uninter- ested in other people. The healthiest personality is one in which the influences of all three aspects are integrated and balanced.

The ego follows what’s called the reality principle. This means taking into account external reality along with internal needs and urges. Because the ego orients you toward the world, it leads you to weigh the risks of an action before acting. If the risks seem too high, you’ll think of another way to meet the need. If there’s no safe way to do so immediately, you’ll delay it to a later, safer, or more sensible time.

Thus, a goal of the ego is to delay the discharge of the id’s tension until an appropriate object or context is found. The ego uses what’s called the secondary process: match- ing the unconscious image of a tension-reducing object to a real object. Until such an object can be found, the ego has to hold the tension back. The ego’s not trying to block the id’s desires permanently. The ego wants those urges to be satis- fied. But it wants them satisfied at a time and in a way that’s safe—that won’t cause trouble because of some dan- ger in the world (Bergmann, 1980).

This restraint is commonly referred to as self-control: the ability to hold back one behavior you want to do (at least temporarily, and sometimes for longer) in favor of some other behavior. Self-control is displayed in many ways. One is a class of phenomena termed delay of gratification. That phrase means being able to put off rewards until a later time. This is an important life skill. To become productive mem- bers of society, children must learn to wait for rewards (e.g., work now but be paid later). Inability to delay gratification predicts use of cigarettes, alcohol, and marijuana among high school students (Wulfert, Block, Santa Ana, Rodriguez, & Colsman, 2002). Delay of gratification has been studied from a variety of angles—in fact, it comes up several more times in this book. Most of the research on it was prompted by ideas other than psychoanalytic theory, but the general idea fits this discussion of psychodynamic processes.

The ego—using the reality principle and secondary process thought—is the source of intellectual processes and problem solving. The capacity for realistic thought allows the ego to form plans of action to satisfy needs and test the plans mentally to see whether they will work. This is called reality testing. The ego is often described as having an “executive” role in personality, as it mediates between the desires of the id and the constraints of the external world.

The ego can seem to be a positive force, because it exercises restraint over the id. That can be misleading, though. The ego has no moral sense. It’s entirely prag- matic, focused on getting by. The ego wouldn’t care about cheating or stealing or setting loose the pleasure principle, as long as no danger is involved. The moral sense resides in the third part of personality.

8.3.3: Superego The final aspect of personality—the last to develop—is the superego (a joining of two Latin words meaning “over I”).

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8.4: The Drives of Personality 8.4 Identify life instincts, death instincts, and catharsis

At several points, we’ve talked in general terms about energy, impulses, tension states, drives, and urges. Let’s now consider these forces more explicitly.

In thinking about motivation, Freud borrowed heavily from prevailing views in the biological and physical sci- ences. He saw people as complex energy systems, in which the energy used in psychological work (thinking, perceiv- ing, remembering, planning, dreaming) is generated and released through biological processes. These biological pro- cesses, operating via the id, have been called instinct and drive. These two terms differ from each other in other con- texts (see Box 8.2), but they’re used interchangeably here.

Ego strength refers to a person’s ability to deal effectively with competing demands and taxing situations.

Box 8.2 Distortion in Psychoanalytic Ideas by Translation and Cultural Distance Freud was Austrian. He lived in a time and culture that were very different from ours. He wrote entirely in German, and his ideas were later translated into English. Translation of any complex or subtle idea is hard, with great potential for error. Less-than-perfect word choices can greatly distort mean- ing. It’s hard for any translator to know precisely what the original writer intended to convey, and it’s likely that no translation is entirely faithful to the original.

How faithful are the translations of Freud’s writings? Not very, according to Bruno Bettelheim (1982), an impor- tant analyst in his own right. Bettelheim had the right back- ground to judge. He came from Vienna, spoke German from childhood, and lived in the same cultural context as Freud. He was distressed by many aspects of the English transla- tions of Freud. Here are some examples.

Whenever possible, Freud tried to communicate his ideas in words that his readers had used since childhood, adding new insights to those common words. Two names he chose for aspects of personality are among the first words learned by every German-speaking child. Both words are personal pronouns. In the pronoun I (Ich), Freud chose a word that virtually forces you to think of yourself, adding the emotional qualities related to your affirmation of your own existence. The translated word ego, in contrast (Latin, rather than English), is lifeless and sterile.

In the pronoun it (Es), Freud made an allusion that’s com- pletely lost to people who speak only English. In German, the word that means “child” is neuter. Thus, in early childhood, each German or Austrian child is referred to as an it. This word, as applied to yourself, has clear emotional overtones: It’s what you were called when you were so young that you hadn’t learned to control your impulses or feel guilty about them. A sense of personalized infancy is conveyed in the original, whereas the translated id has no intrinsic associations at all.

Another common word used by Freud was Trieb, which is commonly translated as instinct. Bettelheim says drive is better, because Freud used a different word when he wanted to refer to the instincts of animals. By Trieb, he meant to convey an inner propulsion, a basic urge, an impulse, but not the sense of an animal instinct, inborn and unalterable.

Among the few non-German terms Freud used are Eros and Psyche. These are the names of characters in a Greek myth. They were characters Freud knew intimately, as did most people in that era, because educated people read clas- sic works of literature. When Freud wrote of “erotic” qualities, he referred to these mythic characters and their qualities: Eros’s charm and cunning and the deep love he had for Psyche. Psyche had been tricked into believing that Eros was disgusting, and the message of the myth is that this was wrong. For sexual love to be true erotic pleasure, it must be filled with beauty (symbolized by Eros himself) and express the longings of the soul (symbolized by Psyche). These are connotations Freud wanted to convey with the word erotic. When they are stripped away (because people don’t know the myth), the word not only loses its true meaning, but even takes on connotations that are opposite to Freud’s intention.

Bettelheim argued that the word psyche itself has also been misrepresented. We are used to thinking of the psyche as the mind, because that’s how the word has been trans- lated. The German word for psyche, however, is Seele, which means “soul.” Thus, said Bettelheim, Freud’s focus was on the metaphysical, but was misread as a focus on the mental.

In sum, Bettelheim argued that much of the sense of Freud’s ideas has been missed. Freud chose his language to evoke responses at an emotional level, as well as an intel- lectual level. The former has been lost. Because we don’t live in the cultural context in which Freud wrote, we also miss many of his nods to ideas that were common at the time. Bettelheim believed Freud was aware of the distortions and chose not to correct them. Why? Apparently, he was annoyed at the U.S. medical establishment, which seemed intent on making psychoanalysis part of medicine, which he opposed.

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blocks expression of the death drive, tension remains. Energy is unspent. But it can be used in aggressive or destructive actions against others. In this view, acts of aggression express self-destructive urges but turned out- ward onto others.

8.4.2: Catharsis We said earlier that if the tension of a drive isn’t released, the pressure remains and gradually grows. At some point, the buildup of energy may be so great that it can’t be restrained any longer. At this point, the impulse is released. The term catharsis is used to refer to the release of emotional tension in such an experi- ence. (This term also has a slightly different use, dis- cussed later on.)

The idea of catharsis has been studied mostly with respect to aggression. The principle leads to two predic- tions. First, engaging in aggression should reduce tension, because the aggressive urge is no longer being bottled up. Second, because this act dissipates the urge’s energy, the person should be less likely to be aggressive again in the near future.

This view of aggressive energy and its release was ech- oed in the ideas of other theorists. Megargee (1966, 1971; Megargee, Cook, & Mendelsohn, 1967) argued that people with strong inhibitions against aggressing rarely blow off steam, even when provoked. Over time, though, their feel- ings build until their restraints can no longer hold. Because so much energy has built up, the aggression that’s released may be quite brutal. Ironically, the final provocation is often trivial (see also Miller, Pederson, Earleywine, & Pol- lock, 2003). Once the episode is over, these people (whom Megargee terms overcontrolled aggressors) revert to their overcontrolled, passive ways.

What evidence supports the catharsis hypothesis for aggression in most people? People seem to think aggres- sion will make them feel better (Bushman, Baumeister, & Phillips, 2001; Bushman & Whitaker, 2010), but evidence is mixed (Baron & Richardson, 1994). Aggression can help dissipate arousal (Geen, Stonner, & Shope, 1975; Hokanson & Burgess, 1962a, 1962b; Hokanson, Burgess, & Cohen, 1963), but it’s less clear why. Some of the evidence sug- gests that actual retaliation produces this effect, but not symbolic or fantasy retaliation.

In sum, although some evidence suggests catharsis effects, the effects occur only under very specific circum- stances, and other evidence seems to contradict catharsis. As a whole, the evidence doesn’t support this aspect of psychoanalytic theory very well.

A drive has two related elements: a biological need and its psychological representation. For example, a lack of sufficient water in the body’s cells is a need that cre- ates a psychological state of thirst, a desire for water. These elements combine to form a drive to drink water. (This isn’t much different from the view of motives in Chapter 5.)

These processes are continuous. Drive states build until an action causes their tension to be released. If a drive isn’t expressed, its pressure continues to build. This view of motives is called a “hydraulic” model. In this view, trying to prevent a drive from being expressed only creates more pressure toward its expression.

8.4.1: Life and Death Instincts As with many aspects of Freud’s work, his ideas about drives evolved over time. Ultimately, he contended that all drives form two classes (Freud, 1933). The first is termed life or sexual instincts (collectively called Eros). Eros is a set of drives that deal with survival, reproduc- tion, and pleasure. Not all life instincts deal with erotic urges per se. Hunger and pain avoidance, as well as sex, are life instincts. Collectively, the energy of these life instincts is known as libido.

A second set of drives is death instincts (also termed Thanatos). Freud’s view of these instincts is reflected in his statement that “the goal of all life is death” (Freud, 1955/1920). He believed that life leads naturally to death and that people desire (unconsciously) to return to noth- ingness. Because the expression of death instincts is usu- ally held back by the life instincts, however, the effects of the death instincts aren’t always visible.

Freud never coined a term for the energy of death instincts, and the death drive has received less attention than Eros. Interestingly, however, today’s biology assumes a death instinct in human physiology. That is, there is an active gene-directed suicide process termed apoptosis, which occurs in human cells in certain cir- cumstances. It’s critical in development (Clark, 1996), and it seems to be involved in the body’s defense against cancer (Tyner et al., 2002). This cell-death function is coded in your cells (Hopkin, 1995). This fact suggests that death is indeed an ultimate goal for parts of the body. Perhaps the principle extends more broadly into personality, as well.

An aspect of the death instinct that has received attention from psychologists concerns aggression. In Freud’s view, aggression isn’t a basic drive but stems from the thwarting of the death drive. That is, if Eros

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even want to do anything) that your superego prohibited, preventing moral anxiety. No one’s ego works this well, though. As a result, most people experience some anxiety, and many people experience a lot. This is part of normal life.

When anxiety arises, the ego responds in two ways. First, it increases problem-oriented coping efforts. It tries to deal (consciously) with the source of the threat. This works pretty well for reality anxiety. Second, the ego engages defense mechanisms: tactics it develops to help avoid the other kinds of anxiety. When defenses work well, they keep anxiety away. Defense mechanisms share two charac- teristics: First, they all can operate unconsciously. Second, they all distort or transform reality in one way or another.

Varying defenses have been proposed. The most comprehensive discussion of these mechanisms came from Freud’s daughter Anna (A. Freud, 1966). The next sections outline some of the defense mechanisms identi- fied by Anna Freud and others.

8.5.1: Repression The central mechanism of defense is repression. Indeed, Sig- mund Freud often used the terms defense and repression inter- changeably. In repression, some of the energy available to the ego is used to keep unacceptable impulses out of conscious- ness. Repression can be done consciously (which Anna Freud called suppression), as the person tries to force something out of awareness (see also Box 8.3). Most discussions of repres- sion, however, focus on it as an unconscious process.

Repression can be used to block from awareness both id impulses and information that’s painful or upsetting. Some- times this is the memory of impulses you already expressed. If you did something you’re ashamed of, the memory might be pushed into the unconscious. Eventually you may be una- ble to recall doing it (as in the example opening the chapter). Threat can come from things about yourself that you see as deficiencies—for example, the fact that you’re unpopular or the fact that you can’t dance. It can come from being part of a group that others put down (Steele, 1997) or from the realiza- tion you will eventually die (Pyszczynski, Greenberg, & Sol- omon, 2000). Threat can come from conflicts with your superego’s standards—for example, knowing you’re not doing anything to help starving people around the world.

Repression need not be total. It’s easiest to talk about defenses in all-or-nothing terms, but that can be mislead- ing. You can partly hide a distressing memory, so you don’t think about it often. In essence, you simply avoid retriev- ing it (Shane & Peterson, 2004). You haven’t forgotten it, however. If reminded of it, you’re still aware it’s there. But you’d just as soon not be reminded of it. This would be a partial repression.

8.5: Anxiety and Mechanisms of Defense 8.5 Analyze how the ego deals with actual or potential

anxiety by employing defense mechanisms

Much of the activity of personality—in people who are per- fectly normal, as well as people with problems—concerns anxiety. Freud (1936/1926) viewed anxiety as a warning signal to the ego that something bad is about to happen. Naturally, people seek to avoid or escape anxiety.

Freud (1959/1926) distinguished three types of anxi- ety, reflecting three kinds of bad things. The simplest is reality anxiety, which arises from a danger in the world. You experience it when you realize you’re about to be bit- ten by a dog, crash your car, be yelled at for a mistake at work, or fail an exam. As its name implies, reality anxiety is rooted in reality. We deal with it by fixing, avoiding, or escaping from the situation that creates the feeling.

The second type, neurotic anxiety, is an unconscious fear that your id impulses will get out of control and make you do something that will get you punished. This isn’t a fear of expressing the id impulses in themselves, but a fear of the punishment that will result from expressing them. Because punishment often follows impulsive actions that society disapproves of, neurotic anxiety has a kind of basis in reality. However, the danger ultimately is rooted inside, in the urges of the id. For this reason, neurotic anxiety is harder to deal with than reality anxiety. You can avoid dangerous dogs, drive carefully, do your best at work, and prepare for exams, but you can’t escape from your id. It always has the potential to get out of control.

The third type of anxiety is moral anxiety. This is the fear people have when they have violated (or are about to violate) their moral code. If your moral sense forbids cheating and you’re tempted to cheat, you feel moral anxi- ety. If your moral sense forbids having sex before marriage and you’re just about to have sex, you experience moral anxiety. Moral anxiety is felt as guilt or shame. Again, it’s important to be clear about the difference between this type of anxiety and reality anxiety. The threat of punish- ment from society isn’t the source of moral anxiety. Its source is internal, in your conscience. As with neurotic anxiety, it’s hard to deal with. Just as you can’t escape your id, you can’t run away from your conscience.

If your ego did its job perfectly, you would never feel anxiety. You would avoid or deal quickly with external dan- gers, preventing reality anxiety. You would release id impulses at appropriate times and places, preventing neu- rotic anxiety. You would never let yourself do anything (or

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refusal to believe an event took place or a condition exists. An example is the mother who refuses to believe that her son has been killed in combat. Another is a child abused by a parent who goes on as if nothing were wrong (Freyd, 1996). A less extreme case is a student who receives a fail- ing grade and assumes there’s been some sort of mistake; another is the idea that your parents have an active sex life with certain preferred positions for intercourse.

Denial prevents us from becoming aware of unpleasant things in our lives.

Denial resembles repression in many ways. Both keep from awareness what the person feels unable to cope with. They differ in the source of the threat. Repression deals with threats that originate within the dynamics of the mind. Denial deals with threats from other sources.

It is said that people use repression and denial because they work (Erdelyi, 2006). They save you from pain or anxiety. They create problems in the long run, though, because they take up energy that could be used in other ways. You have only so much energy to go around at any given time (Baumeister, 2002; Muraven & Baumeister, 2000). If too much of it is tied up in defenses, your ego has little left for anything else. When resources are lacking, behavior becomes less flexible and accommodating (Fin- kel & Campbell, 2001). If an act of repression continues for a long time, the energy is more or less permanently tied up. Thus, despite the fact that repression and denial are sometimes needed, they can eventually work against you.

Perhaps for that reason, other defenses develop. They operate in combination with repression and with one another. They free up some of the energy, while keeping unacceptable impulses, thoughts, or feelings from register- ing in your consciousness.

8.5.3: Projection In projection, you reduce anxiety by linking your own unac- ceptable qualities to someone else. You project traits, impulses, desires, or even goals onto another person (Kawada, Oettin- gen, Gollwitzer, & Bargh, 2004). Projection provides a way to

Box 8.3 Unintended Effects of Thought Suppression People sometimes try to keep particular thoughts out of their minds. If you want to quit smoking, you’ll try to avoid thinking about cigarettes. If you want to lose weight, you’ll try not to think of food. If you’ve just broken up with someone, you’ll try to avoid thinking about things you did together. These all involve efforts to keep ideas out of your consciousness.

Sometimes it works. But trying not to think of some- thing can have unintended side effects. Dan Wegner and his colleagues conducted a program of studies on thought sup- pression (Wegner, 1989, 1994; Wenzlaff & Wegner, 2000), and their conclusions may surprise you (though they might not have surprised Anna Freud). Trying not to think about something can actually make that thought become more likely later on (Wegner, Shortt, Blake, & Page, 1990).

What happens when people try to suppress a thought? Initial research taught people a think-aloud technique, in which they reported all thoughts that came to mind. Then they used this technique for periods of five minutes under two dif- ferent conditions. In one condition, they tried not to think of a white bear, and every time a white bear came to mind, they rang a bell in front of them. In the other condition, they were to think of a white bear and to ring the bell whenever they did. For some people, the suppression came first, then the think- ing. For others, the order was reversed.

Two findings emerged. First, it was hard for people to not think of a white bear. (The most effective strategy was to focus on something else.) Most intrusions of the bear occurred when the person had just finished another thought and was silent. It was as though the suppressed thought could be kept out as long as the mental machinery was fully occupied, but when an opening came up the thought leaped in. Suppres- sion is hard unless you have a distractor to think of instead.

The second finding was that people who suppressed then showed a rebound effect. That is, when they were later asked to think of the bear, they did so more frequently and consistently than did the other people. Their reports of the white bear were stable over the five-minute period. In con- trast, those who had started by thinking of the bear wore out fairly quickly, and their reports fell off over the five-minute period. Rebound effects have been found repeatedly, even in dreams (Wegner, Wenzlaff, & Kozak, 2004)!

In practical terms, what are the implications of such find- ings? What should you do if you want not to think about some- thing? Wegner (1989) argued that, as odd as it may sound, it’s best medicine to let the thoughts in. Experience the feelings associated with them, and let the experience run its course. Only by first relaxing mental control, he says, can we regain it. By lowering your defenses, you eventually reduce the pressure of the unwanted thought, and it will go away on its own (perhaps through the mechanisms of the unconscious).

8.5.2: Denial Another simple defense occurs when people are over- whelmed by a threatening reality. This defense is denial:

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on forces outside their control (e.g., Krusemark, Campbell, & Clementz, 2008; Ross & Fletcher, 1985; Wilson, Smith, Ross, & Ross, 2004).

Another defense is intellectualization: the tendency to think about threats in cold, analytical, and emotionally detached terms. Thinking about events in this way allows people to dissociate their thoughts from their feelings. It separates and isolates the threatening event from the feel- ing that normally would accompany it (Barrett, Williams, & Fong, 2002). For example, a woman who finds out her husband is dying of cancer may try to learn as much about cancer treatment as she can. By focusing on the disease intellectually and compartmentalizing that information, she shields herself from distress.

8.5.5: Displacement and Sublimation Two more defense mechanisms are generally considered more adaptive than the others. Displacement is shifting an impulse from one target to another. This often happens when the intended target is threatening. Displacement is a defense in such cases because substituting a less threaten- ing target reduces anxiety. For example, the student who’s angry with her professor and takes it out on her very understanding boyfriend avoids the anxiety that would arise from attacking her professor. The person with an inappropriate lust who displaces that urge onto a permis- sible target avoids the anxiety that would arise from expressing the desires toward the true target.

Sublimation also lets impulses be expressed, by trans- forming them to an acceptable form. For example, sexual impulses may be expressed as artistic creation. In this case, it’s not something about the target that creates the threat but something about the impulse. Anxiety goes down when a transformed impulse is expressed. Freud felt that subli- mation, more than any other mechanism, reflects maturity. Sublimation is a process that keeps problems from occur- ring, rather than emerging only after anxiety is aroused.

hide your knowledge of a disliked aspect of yourself while still seeing that quality expressed, though in a highly dis- torted form (Mikulincer & Horesh, 1999). For example, if you feel hostile toward others, you first repress the feeling. The feeling is still there, however. In projection, you develop a per- ception that others hate you or are out to get you. In this way, the hostility is expressed in a way that’s not threatening to you (Schimel, Greenberg, & Martens, 2003).

Thus, projection serves two purposes. It helps to get true desires into the open in one form or another, releasing some of the energy required to repress them (Schimel et al., 2003). Just as importantly, though, the desire emerges in such a way that the ego and superego don’t recognize it as belonging to you. Thus, the threat is sidestepped (see Figure 8.2).

8.5.4: Rationalization and Intellectualization Another important defense is rationalization. In rational- ization, you reduce anxiety by finding a rational explana- tion (or excuse) for some behavior you really did for unacceptable reasons. For example, a man who cheats on his income tax may rationalize his behavior as reducing the amount of money spent on weapons in the world.

Rationalization also protects against other kinds of threats. For example, after a failure, rationalization main- tains self-esteem. If you don’t get into medical school, you may convince yourself that you really didn’t want to be a doctor anyway. A man who’s turned down for a date may convince himself that the woman really wasn’t so great after all. Rationalization is very common in responses to failure. It’s been shown repeatedly that people tend to take credit for good performances and blame bad performances

Conscious

Unconscious

Repression

Figure 8.2 Defenses begin with repression, removing threatening material from the conscious region of the mind to the unconscious. What has been repressed cannot be brought out directly because it’s too anxiety provoking. Repressed material can sneak around the barrier, how- ever, by being transformed so as to make it less recognizable. Although these distortions permit the repressed urges to gain expression, the expression is weaker and less effective than the initial urge. Thus, pressure to express the urge remains.

One view of surgery is that it allows unacceptable aggressive energy to be sublimated and released through a more socially acceptable form of activity.

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whereas Holmes (1981) concluded the opposite. Many are convinced that repression occurs in the short term (e.g., Erdelyi, 1985, 2006; Paulhus & Suedfeld, 1988); others are convinced it does not (Hayne, Garry, & Loftus, 2006).

8.6: Psychosexual Development 8.6 Examine five psychosexual stages of personality

development as posited in psychoanalysis

Freud derived his ideas primarily from a few case histories of adults in therapy. Despite this, he wrote a lot about how personality develops during childhood. He believed that early experiences are critical in determining adult person- ality.

Freud viewed personality development as movement through a series of stages. Each is associated with an erog- enous zone: an area of the body that’s the focus of sexual energy in that period. For this reason, the stages are called psychosexual stages. In Freud’s view, the child has conflicts at three stages. If the conflict isn’t well resolved, too much energy gets permanently invested in that stage, a process called fixation. Because the energy for personality func- tioning at any given moment is limited, this means less energy is available to handle conflicts in later stages. As a result, it’s harder to resolve later conflicts. In this sense, each stage builds on previous stages.

Fixation can occur for two reasons. A person who’s overindulged in a stage may be reluctant to leave it and move on, and a person whose needs are deeply frus- trated in a stage can’t move on until the needs are met. In either case, personality is partly stuck at this stage, as the libido remains partly invested in the concern of that stage. The stronger the fixation, the more libido is invested in it. In a very strong fixation, the person is so preoccupied—albeit unconsciously—that little energy is left for anything else.

8.6.1: The Oral Stage The oral stage is from birth to roughly 18 months. Dur- ing this time, much of the infant’s interaction with the world occurs through the mouth and lips, and gratifica- tion focuses in that area. The mouth is the source of ten- sion reduction (eating) and pleasurable sensations (tasting, licking, and sucking). Furthermore, infants are completely dependent on others for their survival. The conflict here concerns the ending of this arrangement: the process of weaning, literal and figurative. That is, toward the end of this stage, children are under increas- ing pressure to let go of their mother and become less reliant on her.

8.5.6: Research on Defenses Although much of psychoanalytic theory has been untested, a fair amount of research has been done on defenses, and interest in this topic is growing again (Cra- mer, 2000). Consider one study of projection (Halpern, 1977). People who did or did not seem sexually defensive (by a self-report scale) either were or were not exposed to erotic photos. Then they made ratings of someone else. Sexually defensive people rated the other person as more “lustful” if they’d seen erotic photos than if they hadn’t. Those who weren’t defensive about sexual issues didn’t do this. This pattern makes sense from a psychoanalytic view. You project only about things that threaten you.

People often express impulses in symbolic form. Sometimes, people live out their impulses through their children or even their pets!

Research has also tested the idea that projection occurs when people actively try to suppress thoughts about some- thing they don’t like about themselves (Newman, Duff, & Baumeister, 1997). The active effort to suppress causes thoughts about the unwanted trait to push back and become more accessible (recall Box 8.3). This, in turn, makes the thoughts ready to use when someone else’s behavior even remotely fits the trait. There’s also evidence that when a stereotype involving that trait applies to some- one else, projection is more likely (Govorun, Fuegen, & Payne, 2006).

These studies seem supportive of the idea of defense. But the literature as a whole is ambiguous, and it’s often easy to find alternative interpretations. As a result, differ- ent readers have drawn different conclusions. Sherwood (1981) concluded there is substantial evidence of projection,

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judgments during ambiguous tasks (Masling, Weiss, & Rothschild, 1968).

More generally, people who display oral imagery seem highly motivated to gain closeness and support from others and are sensitive to others’ reactions. They react physio- logically to social isolation (Masling, Price, Goldband, & Katkin, 1981) and to cues of rejection (Masling, O’Neill, & Katkin, 1982)—more than people who display less oral imagery. They also use more physical contact during social interaction (Juni, Masling, & Brannon, 1979) and are more self-disclosing (Juni, 1981) than less oral people.

8.6.2: The Anal Stage The anal stage of development begins at about 18 months and continues into the third year. During this period, the anus is the key erogenous zone, and pleasure comes from defecation. The big event of this period is toilet training. For many children, toilet training is the first time that par- ents impose external constraints on the satisfaction of internal urges. When toilet training starts, children can no longer relieve themselves whenever and wherever they want. They must learn that there’s an appropriate time and place.

Although oral gratification may be most important during infancy, the pleasure it provides continues throughout life.

There are two substages. During the first (lasting roughly 6 months), infants are helpless and dependent. Because they are more or less limited to taking things in (food and other experiences), this part is called the oral incorporative phase. Freud thought that several traits develop here, depending on what the infant was exposed to. If the infant experienced a benign world, traits such as optimism and trust emerged. If the infant experienced a world that was less supportive, pessimism and mistrust evolved. If the world was too helpful, the infant might develop a strong dependency on others.

The second part of the oral stage starts with teething. It’s called the oral sadistic phase. Sexual pleasure now comes from biting and chewing (and even inflicting pain—thus sadistic). During this time, the infant is weaned from the bottle or breast and begins to bite and chew food. Traits arising during this phase trace to this newly acquired abil- ity. This phase is thought to determine who will be ver- bally aggressive later on and who will use “biting” sarcasm.

In general terms, oral individuals should relate to the world orally. They should be more preoccupied than others with food and drink. When stressed, they should be more likely than others to smoke, drink, or bite their nails. When angry, they should be verbally aggressive. Oral characters should be concerned with getting support from others, and they should do things to ease interactions with people.

Is this depiction accurate? Joseph Masling and his col- leagues found that tests of oral imagery related to both obesity (Masling, Rabie, & Blondheim, 1967; Weiss & Masling, 1970) and alcoholism (Bertrand & Masling, 1969). Orality has also been related to measures of interpersonal interest and social skills. For example, oral imagery has been related to the need to nurture others (Holt, 1966) and to interpersonal effectiveness (Masling, Johnson, & Satu- ransky, 1974). Persons high in oral imagery also volunteer readily for interpersonal tasks (Bornstein & Masling, 1985; Masling, O’Neill, & Jayne, 1981) and rely on other people’s

An anal retentive personality might be displayed in an excessively neat and tidy workplace.

The personality characteristics said to arise from fixa- tions during this period depend on how toilet training is approached by parents. Two orientations are typical. One involves urging the child to eliminate at a desired time and place and praising the child for success. This places a lot of attention on the elimination process and the reward for it. This convinces the child of the value of producing things (in this case, urine and feces) at the right time and place. To Freud, this provides a basis for adult productiv- ity and creativity.

The second approach to toilet training is more harsh. Rather than praise for a job well done, the emphasis is on

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Ultimately, castration anxiety causes the boy to repress his desire for his mother. Castration anxiety also causes the boy to identify with his father. In this context, identifi- cation refers to the tendency to develop feelings of simi- larity to and connectedness with someone else. This does several things. First, it gives the boy a kind of “protective coloration.” Being like his father makes it seem less likely that his father will harm him. Second, by identifying with the father, the boy reduces his ambivalence toward him. As the boy introjects his father ’s values, identification thus paves the way for development of the superego. Finally, by identifying with the father, the boy gains vicarious expression of his sexual urges toward his mother. That is, he gains symbolic access to his mother through his father. The more the boy resembles the father, the more easily he can fantasize himself in his father ’s place.

For girls, the conflict is more complicated. As we said earlier, girls abandon their love relationship with their mother for a new one with their father. This shift occurs when the girl realizes she has no penis. She withdraws affection from her mother, blaming her for her castrated condition (because her mother has no penis either). At the same time, the girl’s affection is drawn to her father, who does have a penis. Ultimately, the girl comes to wish that her father would share his penis with her through sex or that he would provide her with the symbolic equivalent of a penis—a baby.

Freud referred to these feelings as penis envy. Penis envy is the female counterpart of castration anxiety in boys. As do boys, girls resolve the conflict through identifi- cation. By becoming more like her mother, the girl gains vicarious access to her father. She also increases the chances that she will marry someone just like him.

Fixations during the phallic stage result in personali- ties that reflect the Oedipal conflicts. For example, men may go to great lengths to demonstrate that they haven’t been castrated. The way to do that is to seduce as many women as they can or to father many children. The attempt to assert their masculinity can also be expressed symboli- cally by attaining career success. Alternatively, they may fail sexually or professionally (purposely but uncon- sciously) because of the guilt they feel over competing with their father for their mother’s love.

Among women, the continued Oedipal conflict is dis- played by relating to men in a way that’s seductive and flirtatious but with a denial of the sexuality. This style of relating first develops toward her father. She was attracted to him first but by now has repressed the sexual desire that first drew her. The pattern then is applied to later interactions. This is a woman who excites men with her seductive behavior and is then surprised when they want sex with her.

Freud felt that identifying the Oedipus complex was one of his key contributions (but see Box 8.4). This brief span

punishment, ridicule, and shame for failure. This practice yields two patterns, depending on how the child reacts. If the child adopts an active pattern of rebellion, eliminating forcefully when the parents least want it, a set of anal expul- sive traits develops. These are tendencies to be messy, cruel, destructive, and overtly hostile.

If the child tries to get even by withholding feces and urine, a set of anal retentive traits develops. Anal retentive personality is a rigid, obsessive style. The characteristics that form this pattern are sometimes called the anal triad: stinginess, obstinacy, and orderliness. Stinginess reflects the desire to retain feces. Obstinacy reflects the struggle of wills over toilet training. Orderliness is a reaction against the messiness of defecating. This pattern does seem to exist. In one study (Rosenwald, 1972), male students assessed as having the most anal anxiety were also the most compulsively neat (see also Juni & Fischer, 1985; Juni & Lo Cascio, 1985).

8.6.3: The Phallic Stage The phallic stage begins during the third year and contin- ues through the fifth year. During this period, the focus shifts to the genital organs. This is also the period when most children begin to masturbate, as they become aware of the pleasure it brings.

At first, the awakening sexual desires are completely autoerotic; that is, sexual pleasure comes totally from self-stimulation. Gradually, however, the libido shifts toward the opposite-sex parent, as boys develop an interest in their mothers and girls develop an interest in their fathers.

Boys’ desire to possess their mothers and replace their fathers is called the Oedipus complex (after the character in the ancient Greek play Oedipus Rex, who unwittingly marries his mother after killing his father). Comparable feelings in girls are sometimes called an Oedipus complex and sometimes an Electra complex (after the Greek charac- ter Electra, who persuades her brother to kill both their mother and their mother’s lover in revenge for the death of their father). These patterns reflect forces that are similar in many ways, but the forces are displayed differently for boys and girls.

Consider first what happens to boys. Two changes take place: His love for his mother transforms into sexual desire, and his feelings for his father shift toward hostility and hatred, because his father is a rival for his mother ’s affection. Over time, the boy’s jealousy and competitive- ness toward his father intensify. Such thoughts may induce feelings of guilt. The boy also fears that his father will retal- iate against him. In traditional psychoanalytic theory, the boy’s fear is quite specific: He fears that his father will cas- trate him to eliminate the source of his lust. Freud termed this castration anxiety.

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8.6.4: The Latency Period Fixations that develop during the first three stages presum- ably form much of the basis of adult personality. At the close of the phallic stage, the child enters a period of relative calm, termed the latency period. This period, from about age 6 to the early teens, is a time when sexual and aggressive drives are less active. The lessening of these urges results partly from the emergence of ego and superego. During this period, children turn their attention to other pursuits, often intellectual or social in nature.

With the onset of puberty (toward the end of the latency period), sexual and aggressive urges again inten- sify. Adolescents have adult sexual desires, but sexual intercourse isn’t socially sanctioned for them. This is a time, then, when the ego’s coping skills are severely tested.

8.6.5: The Genital Stage In later adolescence and adulthood, the person moves into the genital stage. If earlier stages have been negotiated well, the person enters this stage with libido still orga- nized around the genitals, and it remains focused there throughout life. Sexual gratification during this stage dif- fers, however, from that of earlier stages. Earlier sex was narcissistic. The child cared only about his or her own pleasure. In the genital stage, a desire develops to share mutual sexual gratification with someone. Thus, the per- son becomes capable of loving others not just for selfish reasons. This ability to share with others in a warm, caring way and to be concerned with their welfare is the hall- mark of the genital stage.

Freud believed that people don’t enter the genital stage automatically and that this transition is rarely achieved fully. Most people have less control over their impulses than they should, and most have difficulty han- dling sexual desires in a completely satisfying way. In this sense, the genital personality is an ideal to strive for, rather than an end point to be taken for granted. It is the perfect culmination of psychosexual development, from the ana- lytic point of view.

8.7: Exposing the Unconscious 8.7 Explain how parapraxes and dreams can reveal

the content of a person’s unconscious

Given the importance of unconscious processes in psycho- analytic theory, it becomes critical to access the urges, impulses, and feelings that are contained there. This seems a difficult task, considering that what you are trying to access is actively being kept from awareness. Freud

holds great turmoil: love, hate, guilt, jealousy, and fear. Freud believed that how children negotiate the conflicts and difficulties of the phallic stage determines their attitudes toward sexuality, interpersonal competitiveness, and per- sonal adequacy.

Box 8.4 The Theorist and the Theory: Freud’s Own Oedipal Crisis The idea that theorists’ personal experiences influenced the very forms taken by their theories is vividly illustrated by the life of Sigmund Freud. In fact, it’s widely believed that several aspects of Freud’s life had a direct impact on his theories.

Freud’s father Jakob, a merchant, was 40 at the time of Sigmund’s birth (1856). By all accounts, he was a strict and authoritarian father. Given this, it would be no surprise that Freud’s feelings about him were ambivalent. In fact, Freud’s memories were of hating his father as well as loving him. A hint of scandal concerning Sigmund’s birth may also have strained their relationship. Two different dates are given in various places as his birth date. Was this a clerical error? Maybe. But some think the later date was an effort to dis- guise the fact that Freud’s mother was pregnant when she and Jakob married (Balmary, 1979).

Jakob Freud had had two sons in a prior marriage and was a grandfather by the time Sigmund was born. His wife Amalie, on the other hand, was only 20. Sigmund was her first child and her special favorite. Sigmund responded by developing a highly idealized image of her and a strong affection for her. They had a very close relationship.

In short, the relationships of Freud’s childhood had all the elements of what he would later call the Oedipal con- flict. There was a deep attachment to his mother, which some have said had sexual overtones. He also had a strong ambivalence toward his father. (Freud was late for his father’s funeral, an act he later saw as having been unconsciously motivated.) It seems hard to ignore the possibility that Freud used his own experiences as a model for what he came to argue were universal aspects of development.

The Oedipal crisis wasn’t the only aspect of Freud’s thinking to be influenced by events in his own life. World War I, in which 10 million people died, deeply disillusioned him, along with many other Europeans. Newspapers were filled with accounts of the slaughter, which seemed truly purpose- less. Two of Freud’s sons fought in the war, and his fears for their safety must have placed a great strain on him. Shortly after the end of the war, Freud wrote his view of the death instinct: that people have an unconscious wish to die, which they turn outward toward others in murderous actions such as war. It seems likely that this view was partly Freud’s attempt to understand the atrocities of that war. Again, the elements of the theory seem informed by the experiences of the theorist.

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If forgetting is a successful attempt to keep thoughts from awareness, slips of the tongue are unsuccessful attempts to do so. That is, the person expresses all or part of the unconscious thought or wish, despite the effort to keep it hidden. As with forgetting, the hidden meaning may be obvious to observers. Consider the woman who reveals her ambivalent feelings toward her lover by telling him he’s exactly the kind of person she’d like to “bury” (instead of “marry”). At other times, the meaning of the slip is less clear.

There’s evidence that verbal slips are related to anxi- ety. Motley (1985) and his colleagues induced people to make a certain kind of slip, in which a pair of words was read as a different word pair (e.g., saying “flute fry” instead of “fruit fly”). The research required creating specific pairs that are easy to misread, producing slips with particular overtones. The researchers then created specific anxieties to see whether those anxieties increased relevant slips.

In one case, men were made to feel anxious about receiving electric shocks. In another, the session was run by a provocatively dressed woman to arouse anxiety over sex- ual issues. Both conditions included word pairs that could be misread as shock related (e.g., “damn shock” instead of “sham dock”) and pairs that could be misread as sex related (e.g., “happy sex” instead of “sappy hex”). As illustrated in Figure 8.3, men led to be nervous about shocks made more shock-related slips than anyone else, and men led to think about sex made more slips with sexual connotations than anyone else. Sexual slips were also more frequent among men high on a measure of sex guilt (Motley, 1985).

believed, though, that it’s not as hard as it seems. He thought that unconscious impulses are revealed constantly in everyday events. You just have to look for them.

8.7.1: The Psychopathology of Everyday Life One way such impulses are revealed is in people’s mis- takes. We all make mistakes. We forget things, get our words jumbled, and have accidents. Freud (1960/1901) referred to such events as the psychopathology of everyday life (a phrase that also conveys his belief that all normality con- tains a little of the abnormal). He believed such events, far from being random, stem from urges in the unconscious. The urges emerge in a distorted form as mistakes. Thus, memory lapses, slips of speech, and accidents, collectively termed parapraxes, provide insights into a person’s true desires (for a contrasting view, see Reason & Mycielska, 1982). Indeed, this idea has been so identified with psycho- analysis that people use the term Freudian slip to refer to an error in speech that seems to suggest an unconscious feel- ing or desire.

Freud believed that accidents often result from an unconscious desire to cause harm.

Another example is forgetting. In the psychoanalytic view, forgetting is an attempt to keep something from con- sciousness. Sometimes it’s easy to see why (e.g., the stu- dent who forgets to return an important book to someone she doesn’t like, thereby preventing herself from becoming aware of her hostility). At other times, it’s harder to see the motive. Yet a motive can often be found, if enough is known about the situation.

Shock-Related Slips

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Figure 8.3 Freudian slips induced in the laboratory. When participants expected to receive electric shocks, they made more shock-related slips (left side). When participants had been exposed to a provocatively dressed experimenter, they made more sex-related slips (right side).

Source: Based on Motley, 1985.

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The Rorschach usually is administered to one person at a time in two stages. First, the person views the inkblots in a predetermined order and indicates what he or she sees in them—or what the inkblot resembles or suggests—while the examiner records what’s being said. In a second stage, the person views all 10 cards again. The examiner reminds the person what he or she said earlier and asks what it was about the card that made the person say that.

Several systems have been devised for scoring the Ror- schach, the most popular being that of John Exner (1974, 1993). In Exner’s system, the responses are first compared against those of people with known personalities. Then, the responses are examined as a progression from one card to the next. Finally, responses are analyzed in terms of loca- tion (where the response focuses), determinants (form, color, shading, or perceived movement), and content (the response’s subject). These features are thought to reveal information about the person’s unconscious.

Although the Rorschach generates interesting infor- mation, it has serious psychometric problems (Lilienfeld, Wood, & Garb, 2000). Exner and his collaborators have tried to improve the scoring, but their efforts have not been entirely well received (Lilienfeld et al., 2000; Wood, Nez- worski, & Stejskal, 1996a, 1996b).

Many psychologists who favor projective tests respond to criticisms by saying that psychometric criteria are irrelevant to the Rorschach’s usefulness. In their view, its value is in the insights it gives the examiner. Perhaps

8.7.2: Dreams Freud (1953/1900) also believed the unconscious reveals itself in dreams, which he called “the royal road to the unconscious.” Dreams have two kinds of content. Mani- fest content is the images—what most of us think of as “the dream.” More interesting to Freud, though, was the latent content—the unconscious thoughts, feelings, and wishes behind the manifest content. Latent content tells why a dream takes the form it does.

Latent content has several sources. One is the sensory stimulation around us as we sleep: a thunderstorm, a pass- ing siren, or the barking of a dog. Such sounds can prompt dreams and be absorbed into them. Another source is the thoughts, ideas, and feelings connected to waking life— current concerns. For example, you may have been think- ing about an upcoming exam, an interesting person you just met, or a financial problem you have. These can be incorporated into and even provide central themes for dreams. A third source is unconscious impulses, which are blocked from expression while you’re awake. Because these are often related to core conflicts, the impulse expressed in the dream is often primitive. Freud believed this aspect of latent content reveals the most about a per- son’s personality.

8.8: Assessment from the Psychoanalytic Perspective 8.8 Analyze the use of projective techniques to assess

unconscious processes

The preceding section focused on ways in which the unconscious reveals itself in everyday life. More formal ways of assessing unconscious processes have also been developed. Collectively, they are called projective tech- niques. They confront people with ambiguous stimuli. The ambiguity presumably allows responses to reflect uncon- scious feelings, attitudes, desires, and needs. (Recall dis- cussion of the Thematic Apperception Test [TAT] in Chapter 5.) Using the defense mechanism of projection, people incorporate unconscious aspects of themselves into the stimulus.

The best-known projective technique, developed by Hermann Rorschach (1942), is the Rorschach inkblot test. Rorschach used the criterion keying approach to test devel- opment (described in Chapter 3) to select a set of 10 ink- blots. Each inkblot is bilaterally symmetrical (approximately the same on both sides of an imaginary center line; see Fig- ure 8.4). The ink on five of them is all black, but the inten- sity is uneven, ranging from solid black to light gray. Two have both black and red ink. Three have pastel colors, including blue, green, yellow, pink, and orange.

Figure 8.4 Example of inkblot similar to those used in the Rorschach test.

Source: Courtesy of Jeremy Matthews Scheier and Meredith Matthews Scheier

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It was this change in thinking that led to Freud’s theory of the Oedipal conflict, in which children deal with a sexual attraction to their opposite-sex parent. The Oedipal theory accounted for sexual imagery among patients, and it did so in a way that didn’t require Freud to believe that large num- bers of parents had seduced their children. Despite this change, Freud’s theory clearly holds a place for traumas such as sexual and physical abuse. His altered view simply reflects his conclusion that abuse isn’t common. Still, a child who experiences physical abuse, especially repeated abuse, has a deeply unpleasant reality to deal with. The same is true of a child who is sexually abused.

These three points of origin for problems differ, and the problems that result can also differ. All three paths, however, share one mechanism: In each case, the original fixation, urge, or trauma is repressed. This repression may protect the person, but it has a cost.

8.9.2: Behavior Change What can be done about this situation? The therapeutic methods of psychoanalysis developed by trial and error in Freud’s practice. After trying hypnosis, Freud stumbled on a procedure in which the person was simply to say aloud whatever came to mind—a procedure called free associa- tion. He discovered that this procedure enabled material hidden in the unconscious to gradually emerge. Freud eventually concluded that what emerged often wasn’t lit- erally true, and it led him to rethink the content of free association. Free association was producing something important, but it wasn’t quite what it had seemed to be.

In Freud’s newer view, unconscious material emerges through free association in symbolic form. The symbolism makes it less threatening, thus letting it emerge. However, free association often creates a jumble of symbols that makes no sense on the surface. Yet, as in a crossword puzzle, they provide a partial context from which missing elements can be inferred.

As noted earlier, many problems serious enough to be manifested in behavior are thought to stem from repressed conflicts and urges and from tied up libidinal energy. The goal of therapy is to uncover the conflicts and loose the restrained energy (see also Box 8.5). Free association is a first step, because it allows symbolic access to the problem. It rarely gets to the heart of the problem, though, because of the threat in the repressed material.

Indeed, people in therapy sometimes actively fight against becoming aware of repressed conflicts and impulses. This struggle is called resistance. Resistance can be conscious or unconscious. In either case, it’s considered a sign that something important is nearby, that the person is close to revealing something sensitive. Resistance provides an illus- tration of how emotionally wrenching psychoanalytic ther- apy can be. The person in therapy is trying to uncover

psychologists should stop treating the Rorschach as a test and think of it as a tool. From that angle, it’s an interview aid in the hands of a trained clinician, suggesting hypoth- eses worth further investigation.

8.9: Problems in Behavior, and Behavior Change, from the Psychoanalytic Perspective 8.9 Examine the psychoanalysis approach to

understanding the processes of origination of problems with their corresponding remedies

Our discussion of problems and how they can be dealt with emphasizes the themes that have been stressed throughout the chapter. Freud believed the unconscious holds the secrets of people’s difficulties in life. Only by delving into the unconscious can those difficulties be iden- tified and resolved. This section begins by considering the psychoanalytic perspective on how problems arise.

8.9.1: Origins of Problems Problems have several possible origins. One is childhood experiences. As described earlier, Freud believed adult per- sonality is determined by early psychosexual development. He considered it rare for a person to enter the later stages of development unmarked. Most people are partly fixated at earlier stages. If those fixations are strong, a lot of energy is invested in them. In a very strong fixation, the preoccupation (though unconscious) leaves the person with little energy for anything else. This is one source of problems: overinvestment of energy in a fixation. This prevents flexible adult function- ing by depleting energy the ego needs (Baumeister, 2002).

Another source of problems is broad repression of basic drives and urges. If an overly punitive superego or a harsh environment causes too many urges to be buried, the per- son’s basic nature will be distorted. The repressed needs will be unable to squeeze their way past the repression except in twisted forms. This isn’t fully effective in meeting the needs. And again, the repression required to keep the needs hidden is a constant drain on energy available to the ego.

A third source of problems is buried trauma. Although traumatic incidents can occur at any point in life, most dis- cussion of trauma focuses on early childhood. Indeed, at one point early in the evolution of his thinking, Freud believed most of his patients had suffered childhood sex- ual abuse. The “seduction theory,” as it came to be known, was later abandoned when Freud decided the seductions hadn’t actually taken place.

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distressing truths—truths that have been buried in the uncon- scious precisely because they’re too painful to admit. It’s no wonder that the process of uncovering them is long and hard.

An important element in psychoanalytic therapy is transference. Transference is a set of displacements. Specifi- cally, feelings toward other people in the patient’s life are displaced (transferred) onto the therapist. The feelings can be love or hatred. Transference serves as another defense, in that the therapist provokes less anxiety than do the orig- inal objects of the feelings. Transference can help point out the significance of the feelings that are being displaced. When transference occurs, then, its interpretation is an important part of the therapy process.

The goal of psychoanalytic psychology is insight. This term doesn’t mean an intellectual understanding. Rather, it implies the re-experiencing of the emotional reality of repressed conflicts, memories, or urges, previously uncon- scious parts of one’s personality (see Table 8.1). Intellectual understanding has no power to change the person. For a cognitive reorganization to be useful, it must come in the context of an emotional catharsis, a freeing of pent-up energy. On the other hand, emotional release doesn’t help unless there is also reorganization (Kelly, Klusas, von Weiss, & Kenny, 2001).

Table 8.1 Three origins of problems in personality and the goal of psychoanalysis in treating each

origin Goal

Fixation Relive prior conflict to work through

Repressed trauma Relive experience for catharsis of feelings

Repressed basic needs Gain emotional insight into the needs and their acceptability

8.9.3: Does Psychoanalytic Therapy Work? Psychoanalytic therapy is long (literally years), expensive, and usually painful. Given these costs, how effective is it? Some reviews have found that analytic therapy works about as well as other therapies (Smith & Glass, 1977; Smith, Glass, & Miller, 1980). Indeed, it has been argued that the success of other therapies occurs partly because therapists often use psychodynamic techniques without realizing it (Shedler, 2010).

Part of the difficulty in interpreting studies is that suc- cess can be defined in several ways, and what definition is used can affect the conclusions drawn. Psychoanalysts

Box 8.5 Repression, Disclosure, and Physical Health Our main discussion focuses on the idea that repression has a psychological cost. There is also evidence that holding back thoughts and feelings can have a physical cost.

An early study of women undergoing breast biopsies (Greer & Morris, 1975) found that those who reported sup- pressing their emotions (most notably, anger) were more likely to have cancer than those who didn’t. Another study found that women who said they suppressed their anger had more atherosclerosis over a 10-year period (Matthews, Owens, Kuller, Sutton-Tyrrell, & Jansen-McWilliams, 1998). Not all evidence supports the view that suppression relates to disease (O’Donnell, Fisher, Rickard, & McConaghy, 2000; Price et al., 2001). But enough support exists to make the idea worth further study.

The flip side of this idea is that releasing distressing thoughts and feelings can have physical benefits. James Pennebaker and his colleagues have been at the forefront of research on disclosure of suppressed thoughts and feelings (Pennebaker, 1989; Pennebaker & Chung, 2007; Sexton & Pennebaker, 2009; see also Smyth, 1998; Smyth, Pen- nebaker, & Arigo, 2012). In these studies, participants (anon- ymously, in most studies) described their deepest thoughts and feelings about a specific nontraumatic event or about “the most upsetting or traumatic experience of your entire life.” Ideally, the event the participant talked about (or wrote about) was one that he or she had not talked about much with others. Thus, it was more likely to be something the participant had repressed, at least partially. The disclosures typically took place for 20 minutes at a time across four suc- cessive days.

The short-term effect of disclosing trauma is that peo- ple feel more distress. In the longer term, however, self-dis- closure seems to have health benefits. In an early study, students who disclosed about traumatic events were less likely to visit the health center in the next six months than those who didn’t (Pennebaker & Beall, 1986). The results of other work suggest that disclosure influences the function- ing of the immune system (Pennebaker, Kiecolt-Glaser, & Glaser, 1988). In a study of Holocaust survivors, those who seemed to “let go” the most during disclosure were least likely to visit their physicians later (Pennebaker, 1989).

Why might disclosure of painful memories have health benefits? Pennebaker has pursued the idea that the mecha- nism lies in the cognitive changes that occur during and after the disclosures. He has found that people who come to organize their experiences into narratives benefit more than people who do not (Pennebaker & Graybeal, 2001). It appar- ently isn’t having a coherent story that helps, but rather the process of creating the story.

Pennebaker (1993) argued that the body expresses itself linguistically and biologically at the same time. As we strug- gle to create meaning from trauma, we create beneficial changes in biological functions, as well. The result is better physical functioning and better health. This view of the

effects of emotional expression surely will continue evoke controversy and interest. It’s a viewpoint with many impor- tant implications. If it continues to be supported by research evidence, it will change the way many people think about therapy and even about such activities as keeping a journal.

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account for a lot, but it also makes prediction hard. If a theory is too flexible, any finding can be reconciled with it. If it can explain any outcome, its predictions can never be disconfirmed. Unfortunately, if a theory can never be dis- confirmed, it can never really be confirmed, either. Interest- ingly, despite these criticisms, the idea that humans have defenses has been absorbed deeply into the fabric of today’s understanding of personality. This idea has been widely accepted, even by people who accept nothing else about the psychoanalytic viewpoint.

Another criticism that scientific psychologists make against psychoanalytic theory concerns the kind of evi- dence on which it rests. Critics disparage Freud’s heavy reliance on case studies in developing his ideas, particu- larly those involving infantile sexuality. It’s hard to be sure whether different observers would draw the same conclu- sions, even when looking at the same case. The problem of reliability is even further compounded by the fact that Freud acted both as theorist–researcher and as therapist. Freud’s actions as a participant observer may have biased the kinds of things his patients said even more than usual (Powell & Boer, 1994). Indeed, there’s even evidence that Freud was sometimes highly directive with patients (Ester- son, 1998).

Freud’s reliance on patients allowed bias in another way, as well. The number of cases Freud relied on for a database was distressingly small. In all his writings, Freud described the case histories of only a dozen or so people. He carefully screened potential patients and allowed into therapy only those he thought were good candidates. Thus, he developed his ideas from observing a very small set of cases that were selected in a biased way. We can’t be sure how much or in what ways these people differed from the overall population, but they certainly weren’t chosen randomly.

Another criticism of psychoanalytic ideas is the ten- dency of its proponents to mix facts with inferences. For example, observations led Freud to infer the existence (and universality) of an Oedipal complex. He then went on to discuss the Oedipal complex as though its existence were a fact. This tendency to mix fact with inference has contrib- uted to an intellectual climate in psychoanalytic circles in which basic concepts have gone untested—because it was thought they didn’t need to be tested (Crews, 1996; Ester- son, 1993).

Despite these problems, there’s been a resurgence of interest in the ideas that make up both the topographic model and the structural model (Bargh, 1997). With respect to the topography of the mind, many who start from differ- ent perspectives now argue that important aspects of memory cannot be brought to consciousness voluntarily. In some cases, this is because the thing we’re looking for (by its very nature) can be used but not viewed. In other cases, it’s because the thing we might be looking for has become

tend to define success by how much insight patients gain into their conflicts and dynamics. This insight may or may not yield less distress. Given that many psychoanalysts believe the goal is to produce insight (and not necessarily reduce stress), it’s hard to be sure what negative findings say about the success of psychoanalytic therapy (for details, see Fisher & Greenberg, 1977).

8.10: Problems and Prospects for the Psychoanalytic Perspective 8.10 Evaluate criticisms of psychoanalytic theory and

the state of current interest in the theory

The psychoanalytic view on personality has been both influential and controversial. From the start, people were reluctant to accept certain aspects of it. Many were incensed by the prominence of sexual themes, being shocked that anyone would suggest that the behavior of young children is sexually motivated.

The scientific community has faulted psychoanalysis on other grounds. One problem is that the theory is very hard to test, partly because many of its concepts are defined ambiguously. An example is libido. Freud used this term to refer to sexual energy, a psychological quality arising from physiological processes. We know little else about it. Where does it come from? What makes it sexual? How do you measure it? Without a way to measure it, you can’t study it.

Much of the ambiguity of psychoanalytic concepts comes from the fact that Freud thought about personality in such a metaphorical way. This metaphorical approach is deeply embedded in descriptions of the theory. It’s very difficult to know when to read Freud literally and when to read him metaphorically. Consider, for example, the Oedi- pal complex. Should we believe Freud meant literally that every boy comes to desire his mother sexually at around age 4? Or, should we assume he was using the Oedipal theme as a metaphor for the conflict between young chil- dren and their parents? Freud wrote at one point that many of the specific explanatory devices he used could be replaced or discarded without damaging the theory (Sil- verman, 1976). Clearly, then, parts of what he wrote shouldn’t be taken literally. Unfortunately, we don’t know which parts.

A related problem arises for mechanisms of defense. Here, the problem is that defenses provide limitless flexi- bility. Defenses can be invoked to explain virtually any- thing that might occur. If a defense is working poorly and threatening material is coming too close to awareness, a different defense emerges, maybe creating even the oppo- site effect. Flexibility is good, because it lets a theory

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can conflict with the wants. In sum, the structural model expresses a fair amount of apparent truth about the human experience. Indeed, you will encounter similar ideas in other perspectives.

Given the problems just outlined, why has psychoa- nalysis been so popular? Indeed, why was there a resur- gence of interest in it in the late twentieth century (e.g., Bargh, 1997; Grigsby & Stevens, 2000)? There seem to be at least three reasons for its enduring popularity. One is that it was the first major theory of personality. Whenever something comes first, its influence persists for a long time. Second, Freud spoke to questions that lie at the heart of personality: How does childhood influence later life? What is mental health? To what extent are people’s motives accessible to them? The questions he posed began to stake out the territory of what would become personal- ity psychology.

A final reason concerns the intuitive appeal of the major themes of psychoanalysis. Apart from their scientific status, notions such as unconscious motivation, psycho- sexual development, and the intrapsychic tug-of-war of conflicting pressures from the id, ego, and superego have an emotional appeal. These ideas are novel, exciting, and interesting. In a word, they are seductive. Psychoanalytic theory undoubtedly took root partly because it portrayed personality in a way that people found—and continue to find—interesting.

so automatic that it’s fallen out of our mental “address book.” Although these aren’t quite the same as the uncon- scious phenomena Freud emphasized, they represent new interest in the idea that the mind has more than two regions.

With respect to the structural model, it is being re- emphasized that we shouldn’t get too distracted by the idea that the mind has three components. Rather, it has three modes of functioning (Grigsby & Stevens, 2000). Moreover, we should take the descriptions of the modes less literally. The id is simply the psychological nature of the infant. Infantile qualities are overlaid in all of us by effects of socialization, but those infantile qualities remain, in some sense, the basic structure from which we grew. The id is the part that wants—wants as the one-year-old wants, without regard to dangers or disapprovals. We all still have that part, and it still makes its presence known. The ego is the set of restraints we learn, restraints that diminish the pain we experience from grabbing too fast for what we want without looking for danger. The superego is the abstract rules we learn, to become part of a society in which we can’t always have our way, even if we wait patiently.

The idea that humans begin life grabbing for what they want when they want it, and only gradually learn to restrain themselves, makes a lot of sense. The idea that people later learn abstractions concerning morality also makes sense. So does the idea that the moral abstractions

Summary: The Psychoanalytic Perspective Freud’s topographical model assumes three regions of mind: the conscious, the preconscious (ordinary memory), and the unconscious (a part of mind that isn’t accessible to consciousness). The unconscious holds threatening or unacceptable ideas and urges.

Freud’s structural model assumes three facets of per- sonality. The id (the original part) is the source of all energy. It follows the pleasure principle (that all needs should be immediately gratified), exists only in the unconscious, and uses primary process thinking (primitive and separate from reality). The ego eventually develops because the id ignores the demands of the external world, and those demands cannot be ignored. The ego follows the reality principle (that behavior must take into account external reality), operates in all three regions of the mind, and tries to see that the id’s impulses are gratified in a realistic way. The ego uses secondary process (reality-based) thought. The third facet, the superego, is a representation of the

rules by which parents reward and punish the child. It has two parts: Ego ideal is standards of moral perfection, and conscience is a representation of the behaviors that are con- sidered bad. Both function in all three regions of the mind. Once the superego develops, the ego must mediate among the id, superego, and reality.

Id impulses form two categories: Life instincts aim for self-preservation and sexual pleasure. Death instincts are self-destructive and may turn outward as aggression. Evi- dence of a death instinct may exist in cell biology, in the form of apoptosis. Catharsis is the emotional release result- ing from the release of an impulse.

Anxiety is a warning signal to the ego. Reality anxiety is fear of a threat in the world. Neurotic anxiety is fear that id impulses will get out of control and get you in trouble. Moral anxiety is fear of violating the superego’s moral code. The ego deals with anxiety (and sometimes prevents it from arising) by employing defense mechanisms.

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have manifest content (what’s in the dream) and latent content (the determinants of the dream, many of which are unconscious).

The unconscious can also be revealed more for- mally, through projective assessment techniques, such as the Rorschach inkblot test. Projective techniques allow the person’s unconscious to release symbolic ver- sions of threatening material while describing ambigu- ous stimuli. The Rorschach is controversial, in that its reliability and validity have not been well supported by research evidence.

In the psychoanalytic view, behavioral problems may derive from fixations (unresolved conflicts during psycho- sexual development), from a general repression of libido, or from repressed traumas. An important aspect of psycho- analytic therapy is free association: saying whatever comes to mind without censoring it in any way. This approach typically produces an incomplete matrix of symbolic mean- ings, from which other elements can be inferred.

People in therapy often display resistance, which implies that the ego is trying to defend itself against some- thing the therapy is starting to touch on. Often, the person in therapy displays transference, displacing onto the thera- pist unacceptable feelings that actually pertain to someone else. The goal of the therapy is insight, an emotional expe- riencing of previously unconscious parts of personality.

Research on the effectiveness of psychoanalytic ther- apy has produced mixed results. Yet even in the absence of strong support for the usefulness of psychoanalytic ther- apy, many people continue to undertake it because they believe it provides benefits that are not adequately assessed by the measures used in outcome research.

The basic defense is repression: forcing id impulses and other threatening material out of consciousness. Denial is a refusal to acknowledge the reality of some event. Other defenses, which typically act along with repression, are projection (attributing an unacceptable impulse to some- one else), rationalization (developing an acceptable but incorrect explanation for your action), intellectualization (separating your thoughts from your feelings and allowing the thoughts but not the feelings to be in awareness), dis- placement (shifting an impulse from one target to another, usually a safer one), and sublimation (transforming an unacceptable impulse to an acceptable one).

Freud argued that child development proceeds through psychosexual stages and that adult personality is influenced by how crises are resolved at each stage. In the oral stage, sexuality centers on the mouth, and the crisis involves being weaned. In the anal stage, sexuality centers on the anus, and the crisis involves toilet training. In the phallic stage, sexuality centers on the genitals, and the cri- sis experienced there (which results in Oedipal and Electra complexes) involves lust for the opposite-sex parent and fear of and rivalry with the same-sex parent. The latency period is a calm interval with no serious conflict. The geni- tal period is maturity, in which genital sexuality shifts from selfish narcissism to mutual sharing.

The psychoanalytic orientation holds that the uncon- scious is the key to personality. Freud believed that the unconscious reveals itself in many ways in day-to-day life. Parapraxes are acts of forgetting and slips of the tongue and pen that occur when unconscious desires cause you to act in a way other than as you consciously intend. The unconscious is also revealed in dreams, which

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see Klein, 1987; Masling & Bornstein, 1994; St. Clair, 1986). In the phrase object relations, the “object” is a person. Thus, these theories focus on one person’s relations to others.

The core theme of this view derives from Freud’s idea that the ego develops bonds to external objects to release id energies effectively (Eagle, 1984). Object relations theories focus on these bonds, but only for people as objects. In these theories, the point isn’t to satisfy the id. Instead, the bond is a basic ego function. It is personality’s main focus (Fairbairn, 1954). As in many other neoanalytic theories, the emphasis is on the ego, rather than the id (see Box 9.1).

Object relations theories were developed by several people. They share two broad themes (Klein, 1987; St. Clair, 1986). First, they all emphasize that a person’s pattern of relating to others is laid down in early childhood. Second, they all assume that these patterns tend to recur over and over throughout life.

One influential object relations theorist was Margaret Mahler (1968; Mahler, Pine, & Bergman, 1975; see also Blanck & Blanck, 1986). She believed that newborns begin life in a state of psychological fusion with others. In her view, personality development is a process of breaking

The psychosocial perspective on personality has its roots partly in the psychoanalytic perspective. Freud attracted many followers, all of whom differed from him in various ways. The group that made the most impact—and evolved into an active part of today’s personality psychology—focused on the idea that people’s primary tasks in life concern relationships.

This perspective started off by examining how infants interact with and are affected by other people. Eventually, it grew to carry that theme onward to the rest of life, view- ing adult personality as a reflection of the same forces that are critical in infancy. This chapter describes these ideas.

9.1: Object Relations Theories 9.1 Recognize separation-individuation as a core issue

in object relations theories

We begin with a group of theories that have diverse origins and terminologies, yet are strikingly similar. They are referred to with the phrase object relations (for overviews,

with him, gets into arguments over nothing, and isn’t satisfied by anything he does to calm her. As he gets more and more irritated by this and their relationship becomes more and more strained, Christina makes her final move: She breaks up. “Why can’t I ever find the right kind of man?” she wonders.

Ever since high school, Christina has had a particular pattern in her love relationships with men. She is close and clingy as the relationship is first being established. Later on, an ambiva- lent quality emerges. She wants closeness, but at the same time, she does things that drive her lover away: She gets upset

9.1 Recognize separation-individuation as a core issue in object relations theories

9.2 Identify the basic elements of attachment

9.3 Summarize Erikson’s theory of psychosocial development

9.4 Identify the two main focuses of assessment from the psychosocial viewpoint

9.5 Explain how psychosocial theorists see problems of narcissism and depression as reflecting difficulties in relationships

9.6 Identify the main strength of psychosocial theories as compared to other viewpoints

Learning Objectives

Chapter 9

Psychosocial Theories

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down this fusion, of becoming an individual who’s sepa- rate and distinct. The period when the infant is fused with its mother is called symbiosis. Boundaries between mother and self haven’t arisen yet (e.g., the infant doesn’t distin- guish its mother’s nipple from its own thumb). At around six months of age, the child starts to become aware of its separate existence. Mahler called this process separation– individuation. It involves gradual exploration away from mother.

The child has a built-in conflict between two pres- sures during this time. The first is a wish to be taken care of by mother and united with her. The second is a fear of being overwhelmed in a merger with her and a desire to establish its own selfhood. Thus, the child strives for individuation and separation but also wants the earlier sense of union. This conflict is important in adult behav- ior, as well.

The mother’s behavior during this period is important to the child’s later adjustment. She should combine emo- tional availability with a gentle nudge toward independ- ence. If the mother is too present in the child’s experience, the child won’t be able to establish a separate existence. If the mother pushes too much toward individuation, the child will experience a sense of rejection and loss called separation anxiety.

Eventually (at about age 3), the child develops a stable mental representation of its mother. Now, mother will be with the child all the time symbolically. The object relation is internalized. In the future, the child will view its mother through this image and will generalize this image to other people. In many ways, the child will act toward others as though they were its mother (and father).

Often, the early years include some stresses—a sense of rejection from a parent or too much smothering fusion. If so, the stresses are carried by the child’s internal object representations into later life. What matters isn’t what happens in childhood but what the child experiences as hap- pening. Because the internalization derives from infant experiences, there can be a lot of distortion.

You may not be very persuaded by the idea that you relate to others as though they were your mother and father. You may think you treat everyone uniquely. But guess what: the more someone resembles your signifi- cant other, the more you react to that person as though he or she was that significant other (Kraus, & Chen, 2010). An object relations theorist would say that you think you treat everyone uniquely because you’re look- ing at yourself from inside your patterns (Andersen & Chen, 2002). Being inside them, you don’t notice them. You notice only variations within the patterns. You think the variations are big, but in many ways, they’re really quite minor.

In this view, the pattern of relating to others that you develop in early childhood forms the core of your way of

Box 9.1 Ego Psychology Many people who followed Freud came to believe that he didn't give enough credit to the ego. As a result, many neo- analytic theories were proposed that focused on the ego and its functions. Although the theories are diverse, they all emphasize development of the ego for its own sake.

Robert White (1959, 1963) introduced two motiva- tional concepts to discuss the ego. Effectance motivation is the motive to have an effect or an impact on your sur- roundings. White believed this is a basic motive. During early childhood, it's the major outlet for the ego's ener- gies. This motive evolves into competence motivation, the motive to be effective in dealing with the environment. This motive underlies adaptive ego functioning. Compe- tence motivation can be exercised endlessly, as there are always new competencies to attain. The competence motive thus moves the person toward ever-new challenges and masteries.

Alfred Adler (1927, 1929, 1931), another ego psycholo- gist, also thought that people strive for greater competence, but for different reasons. Adler proposed that whenever a person has feelings of inferiority (any sense of inade- quacy), a compensatory process is activated and the per- son strives for superiority. Adler believed that inferiority feelings and superiority strivings cycle with each other con- stantly. The result is that people keep working to get better, more proficient at what they do. Adler viewed the struggle for increased competence to be an important part of healthy ego functioning, calling it the “great upward drive.” He believed that healthy people continue to function this way throughout life.

In both of these views, the primary goal of the ego is to better adapt to the world. Adaptation has two aspects. The first is learning to restrain impulses. Doing so lets you gain better command of your transactions with the world and avoid trouble from acting impulsively. Part of adaptation, though, is being flexible in dealing with the world. Thus, the second aspect of adaptation is knowing when to restrain yourself and when to behave more freely.

These two issues lie at the heart of the work of ego psychologists Jeanne H. Block and Jack Block (1980; J. Block, 2002; J. Block & Block, 2006). They called the first aspect of adaptation ego control. This is the extent to which the person inhibits impulses. At one extreme are peo- ple who undercontrol—who can't delay gratification, who express their feelings and desires immediately. At the other end are people who overcontrol––who delay gratification endlessly, inhibit their actions and feelings, and insulate themselves from outside distractions. The other aspect of ego functioning is ego resiliency. This is flexibility. It's the capacity to modify your usual level of ego control—in either direction—to adapt to a given situation. People low in ego resilience can't break out of their usual way of relating to the world, even when it's temporarily good to do so. People who are ego resilient are resourceful and adapt well to changing circumstances.

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Mahler ’s idea that the internal object relation correspond- ing to a parent is used in forming later relationships.

9.2: Attachment Theory and Personality 9.2 Identify the basic elements of attachment

The ideas discussed thus far fit, in many ways, with the ideas proposed by theorists interested in the infant’s attachment to its mother (e.g., Ainsworth, Blehar, Waters, & Wall, 1978; Bowlby, 1969, 1988; Sroufe & Fleeson, 1986). Attachment is an emotional connection. The need for such a connection is a basic part of the human experience (Bau- meister & Leary, 1995).

relating to others for the rest of your life. Indeed, this pat- tern forms the very core of your personality. You take it for granted, as much as any other aspect of your personality. It’s the lens through which you view not just your parents but the entire social world.

9.1.1: Self Psychology Another important neoanalyst was Heinz Kohut. Because Kohut felt that relationships form the structure of the self, his theory is called self psychology (A. Goldberg, 1985). Despite this label, his theory focuses on experiences that others termed object relations.

Kohut began with the idea that people have an essen- tial narcissism: a pattern of self-centered needs that must be satisfied through others. He coined the term selfobject to refer to someone who helps satisfy your needs. In early childhood, selfobjects (parents) are experienced as exten- sions of the self. Later, selfobject means any person as he or she is experienced within the structure of the self. Even then, a selfobject exists from the self’s point of view and to serve the self’s needs.

Kohut thought the child acquires a self through inter- action with parents. Parents engage in mirroring: giving support to the child and responding in an empathic, accepting way. Mirroring gratifies the child’s narcissistic needs, because it makes the child temporarily the center of the universe. The child’s sense of self is grandiose. The illu- sion of all importance must be sustained to some degree throughout development, to create a sense of self-impor- tance to be carried into adulthood. It also must be tem- pered, though, so that the child can deal with difficulties and frustrations later in life.

In a healthy personality, the grandiosity is modified and channeled into realistic activities. It turns into ambi- tion and self-esteem. If there are severe failures of mirror- ing, though, the child never develops an adequate sense of self. Later in life, this child will have deeper narcissis- tic needs than other people, because his or her needs have been unmet. As a result, the child will continue relating to other people immaturely. A delicate balance is required here: The parents must give the child enough mirroring to nurture development but not too much. This is similar, in some ways, to the balance in Mahler ’s theory regarding separation–individuation and fusion with the other.

Mirroring continues to be important in relationships throughout life (Tesser, 1991). Later mirroring involves transference from parents to other selfobjects. This use of the term means that you transfer the orientation you’ve developed to your parents to other people, using it as a frame of reference for them (Andersen & Chen, 2002). In effect, other people become parent substitutes, and you expect them to mirror you as your parents did. This is like

Early attachment patterns can influence the quality of later social relationships.

The first attachment theorist was John Bowlby. He pointed out that the clinging and following of the infant serve an important biological purpose: They keep the infant close to the mother. That, in turn, increases the infant’s chances of survival.

A basic theme in attachment theory is that mothers (and others) who are responsive to the infant create a secure base and safe haven for the child. The infant needs to know that the major person in his or her life is dependable—is there when needed. This sense of security provides a place of comfort (a safe haven) when the child is threatened (see Figure 9.1). It also gives the child a base from which to explore the world. Thus, temporary dependence on the caregiver fuels future exploration.

Attachment theory also holds that the child builds implicit mental “working models” of the self, others, and the nature of relationships. These working models are later used to relate to the world (Bowlby, 1969). This idea resem- bles Mahler ’s beliefs about object representations and Kohut’s beliefs about selfobjects.

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Interestingly enough, it’s not always the actions them- selves that differ between groups but rather the timing. For example, mothers of secure and avoidant infants don’t dif- fer in how much total time they spend holding their babies. Mothers of avoidant babies, however, are less likely to hold their babies when the babies signal they want to be held. Tim- ing can be very important.

On the basis of findings such as these, Hazan and Shaver (1994) characterized the secure, ambivalent, and avoidant attachment patterns as reflecting three possible answers to the question: Can I count on my attachment fig- ure to be available and responsive when needed? The pos- sible answers—”yes,” “no,” and “maybe”—correspond to the secure, avoidant, and ambivalent patterns.

In theory, it’s possible to get past an insecure attach- ment by forming a better one with someone later on. This is hard, however, because insecure attachment leads to actions that alienate others. This interferes with creating a new attachment. The clinginess mixed with rejection in the ambivalent pattern can be hard to deal with. (Recall the chapter opening, describing an adult version of this.) So can the aloofness and distance of the avoidant pattern. Both patterns cause others to react negatively. That, in turn, reconfirms the perceptions that led to the patterns in the first place. Indeed, people with an insecure attachment pat- tern appear to distort their memory of interactions over time to make them more consistent with their working models (Feeney & Cassidy, 2003). An insecure pattern thus has a self-perpetuating quality.

The patterns seem fairly stable early in life (see Table 9.1). In one study, infant attachment coded at age 1 could be identified by responses to parents at age 6 for 84% of the children (Main & Cassidy, 1988, Study 1). Secure children were still acting secure, avoidant ones were still withdrawn,

To assess infant attachment, Mary Ainsworth and her colleagues devised a procedure called the strange situa- tion (Ainsworth et al., 1978). It is a series of events involv- ing the infant’s mother and a stranger. Of special relevance are two times when the mother returns after the infant has been left alone with the stranger. Raters observe the infant throughout, paying special attention to its responses to the mother’s return.

The strange situation procedure identified several pat- terns of infant behavior. Secure attachment was shown by nor- mal distress when the mother left and happy enthusiasm when she returned. Two main types of insecure attachment were revealed, as well. An ambivalent (or resistant) infant was clingy and became very upset when the mother left. The response to the mother’s return mixed approach with rejec- tion and anger. The infant sought contact with the mother but then angrily resisted all efforts to be soothed. In the avoidant pattern, the infant stayed calm when the mother left and responded to her return by ignoring her. It was as though this infant expected to be abandoned and was retaliating in kind.

Observations made in the home also suggested a basis for variations in attachment (Ainsworth, 1983; Ainsworth et al., 1978). Mothers of securely attached infants responded quickly to their infants’ crying and returned their smiles. They showed synchronous behavior—making replies to a variety of infant actions (Isabella, Belsky, & von Eye, 1989). Mothers of ambivalent babies were inconsistent: some- times responsive and sometimes not. Mothers of avoidant babies were distant, radiating a kind of emotional unavail- ability and sometimes being outright rejecting or neglect- ful. In other research, women with secure infants spoke to their children using richer language than they used when speaking with a stranger (Ritter, Bucci, Beebe, Jaffe, & Maskit, 2007). Not surprisingly, the personality of the mother predicts how she interacts with the infant (Kochan- ska, Friesenborg, Lange, & Martel, 2004).

Secure base: Having a base from which to

explore outward

Safe haven: Turning to for comfort and reassurance

Proximity maintenance: Staying nearby

Attachment

Figure 9.1 Three defining features of attachment and three functions of attach- ment. Attachment provides a secure base for exploration, keeps the infant nearby and safe, and provides a source of comfort.

SourcE: Based on Hazan & Shaver, 1994.

Table 9.1 Three forms of attachment-related behavior, viewed at 1 year and 6 years of age

Name of Pattern at 1 Year

Behavior at 1 Year

Behavior at 6 Years

Secure Seeks interaction, close- ness, contact with returning parent.

Initiates conversation with returning parent or responds to parent’s overture.

Readily soothed by par- ent and returns to play.

Remains calm throughout.

Avoidant Actively avoids and ignores returning parent; looks away; remains occupied with toys.

Minimizes opportunity for interaction with returning parent, looking and speaking only briefly; returns to toys.

Ambivalent Distress over separation isn’t soothed by parent.

Posture and voice exagger- ate sense of intimacy and dependency.

Wants contact but shows subtle to overt signs of anger.

Shows some resistance, subtle signs of hostility.

SourcE: Based on Main & Cassidy, 1988.

Psychosocial Theories 129

stress in their relationships (Eberhart & Hamman, 2009). They are also the most obsessive about lost loves (Davis, Shaver, & Vernon, 2003).

Avoidants are the least likely to report being in love in the present or in the past (Feeney & Noller, 1990), the least interested in knowing their partners’ intimate thoughts and feelings (Rholes, Simpson, Tran, Martin, & Friedman, 2007), the least comfortable with sex (Birnbaum, Reis, Mikulincer, Gillath, & Orpaz, 2006), and the most likely to cope in self-reliant ways after a breakup (Davis et al., 2003).

Secures show the most interdependence, commitment, and trust (Mikulincer, 1998; Simpson, 1990). If they experi- ence a breakup, they turn to family and friends as safe havens (Davis et al., 2003). The many ways in which adult attachment affects the course of romantic relationships have become the focus of a great deal of additional research in the past few years (Mikulincer & Goodman, 2006).

9.2.2: How Many Patterns? The proliferation of work on adult attachment has raised many issues, complicating the picture (see also Box 9.2). Early studies used the three main categories from infancy work, but another approach also emerged. Bartholomew and Horowitz (1991) started with Bowlby’s notion of

and ambivalent ones were still being both dependent and sullen. A later project (Simpson, Collins, Tran, & Haydon, 2007) reported on children from early childhood to their early 20s. Securely attached infants were more socially com- petent in elementary school (by teacher ratings). That, in turn, predicted secure relations with close friends at age 16, which predicted more positive emotional experiences in adult romantic relationships. An even more recent project found that maternal caregiving at 18 months predicted how the participants related to their partners and peers 20 years later (Zayas, Mischel, Shoda, & Aber, 2011).

9.2.1: Attachment Patterns in Adults Attachment behavior in childhood is interesting, but more relevant at present is how these ideas relate to adult per- sonality. Research on this question began with the idea that the working models of relationships formed in childhood are carried into adulthood (with some adjustments along the way). These working models influence the adult’s social relationships. In that way, they represent the core of personality.

During the past two decades, research on adult attach- ment patterns has exploded (see Cassidy & Shaver, in press; Feeney, 2006; Feeney, Collins, Van Vleet, & Tomlinson, 2013; Mikulincer & Goodman, 2006; Mikulincer & Shaver, 2007; Monin, Feeney, & Schulz, 2012; Simpson & Rholes, 2015). The first study was done by Cindy Hazan and Phillip Shaver (1987). Participants classified themselves (from descriptions) as being secure, ambivalent, or avoidant. Then they described the most important romance of their life (past or current) on several scales (see Figure 9.2).

Secure adults described their most important love rela- tionship as more happy, friendly, and trusting, compared with adults in the other two groups. Their relationships also had lasted longer. Avoidant adults were less likely than the others to report accepting their lovers’ imperfec- tions. Ambivalent adults experienced love as an obsessive preoccupation, with a desire for reciprocation and union, extreme emotional highs and lows, and extremes of both attraction and jealousy. These people were also more likely than others to report that a relationship had been “love at first sight.”

Hazan and Shaver (1987) also investigated the mental models these people held on the nature of relationships. Secure adults said, in effect, that love is real and when it comes, it stays. Avoidants were more cynical, saying love doesn’t last. Ambivalents showed their ambivalence: They said falling in love is easy and happens often, but they also agreed that love doesn’t last.

Other research confirms that ambivalent college stu- dents are most likely to have obsessive and dependent love relationships (Collins & Read, 1990). Their obsessive ten- dency to seek reassurance leads to greater conflict and

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Figure 9.2 Adults with a secure attachment pattern report higher levels of trust in their romantic partner than do others, those with an ambivalent pattern report greater obsessive preoccupation, and those with an avoidant pattern report lower levels of acceptance of their partners’ imperfections.

SourcE: Based on Hazan & Shaver, 1987.

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With this approach, hypotheses typically are tested using the two dimensions, with each person having a score on each. Sometimes, groups are formed by combining extremes on models of self and others (see Figure 9.3). Two of the groups that result from this are equivalent to the secures and ambivalents from the three-group approach. However, avoidants from that approach split into two sep- arate groups in this approach, which are called dismissive and fearful, depending on whether attachment anxiety is also involved.

working models, and focused on models of self and other. They argued for two dimensions: a positive-versus-negative model of the self (the self is lovable or not) and a positive- versus-negative model of others (others are trustworthy or not). The dimensions that result are termed anxiety and avoidance, respectively (Brennan, Clark, & Shaver, 1998).

Box 9.2 How Do You Measure Adult Attachment? People who study attachment patterns in adults measure attachment in two quite different ways. One procedure asks people to respond to a series of statements expressing opinions about their current close relationships. Such self- report scales include items that reflect greater versus lesser attachment ambivalence and items that reflect greater ver- sus lesser attachment avoidance. Most of the research on attachment described in this chapter used some measure of this general sort.

A very different way to measure adult attachment is called the Adult Attachment Interview (AAI; Main, Kaplan, & Cassidy, 1985). This interview asks people to talk about their early experiences with caregivers. When the information that’s gathered is coded, however, it’s not so much what people recall that’s coded but whether the person has arrived at a coherent narrative regarding the childhood experiences. Key issues are whether people either lack childhood memories or idealize their caregivers (both of which are taken as signs of avoidance) and whether people seem preoccupied by unresolved loss or abuse (taken as a sign of anxious attachment).

Although there are conceptual parallels between these measurement procedures, there is very little empiri- cal overlap (Roisman, 2009; Roisman et al., 2007). Put dif- ferently, people who score as secure on a self-report measure are only barely more likely to score as secure on the AAI than are other people. Yet despite the lack of con- vergence, both measures predict outcomes that are rele- vant to the theory.

Why? Roisman et al. (2007) concluded that self-reports were most reliably associated with the quality of adult rela- tionships under conditions of high interpersonal stress; in contrast, the AAI was linked to relationship quality whether stress was high or low.

It’s tempting to speculate that these measures differ in the same way that implicit versus self-ascribed mea- sures of motives differ (see Chapter 5). However, there is at least some evidence that self-reports of attachment relate to implicit attachment related attitudes (Shaver & Mikulincer, 2002), which would tend to contradict that view. Nonetheless, it remains an intriguing possibility: maybe how adults perceive their current relationships and how they talk about their early lives derive from different sets of experience and are represented differently in the mind.

Secure (Secure)

Model of Self

Positive

Positive

Negative

Negative

Model of Other

Preoccupied (Ambivalent)

Dismissing

Fearful

(A vo

id an

t)

Figure 9.3 Combinations of two dimensions of positive and negative views of self and other, yielding four attachment patterns (termed anxiety and avoidance). In color are shown the names of the comparable pat- terns from the three-category model.

SourcE: Based on Bartholomew & Horowitz, 1991.

Each approach has a conceptual strength. The two- dimensional approach nicely conveys the sense that two separate issues are involved in the attachment response. The three-category approach nicely conveys the sense that a significant other can be available, unpredictable, or una- vailable. Even so, the personality literature on attachment has moved largely to the two-dimensional approach.

9.2.3: Stability and Specificity Two more questions about this view of personality concern its stability and its generality. If the attachment pattern is part of personality, it should remain fairly stable. Does it? If attachment concerns key figures in one’s life, are the same patterns used in casual interactions or groups?

First, let’s consider stability. There’s evidence of stabil- ity over both short and longer periods. In one study, weekly assessments of attachment were quite consistent across the span of a year (Fraley, Vicary, Brumbaugh, & Roisman, 2011). Although the findings over the long term are mixed, attachment seems moderately stable over fairly long peri- ods. Fraley (2002) concluded from a review of studies that a prototype for close relations arises in infancy and doesn’t go away, despite new experiences. On the other hand, mod- erate stability is not total stability. Some people change more than others. People who vary in self-portrayal over

Psychosocial Theories 131

In one study (Simpson, Rholes, & Nelligan, 1992), women were told they were going to do a task that creates anxiety. They then waited for five minutes with their boyfriends. As anxiety increased, secure women sought support from their partners, talked about being nervous, and so on. Avoidant women did the opposite: The more anxious they got, the less they sought support. The men also varied. Among secure men, the more anxiety their partners showed, the more reas- suring they were. Among avoidant men, the more anxiety their partners showed, the less reassuring they were (see also Kobak & Hazan, 1991). Other researchers have found that avoidant men even get angry if their partners show signs of distress (Rholes, Simpson, & Oriña, 1999). Interestingly, avoidance also predicts greater stress reactivity during dis- cussion of a relationship conflict (Powers, Pietromonaco, Gunlicks, & Sayer, 2006).

This pattern of results has been confirmed and extended in several ways. The tendency to give less sup- port to stressed partners has been shown among avoidant women as well as men (Simpson, Rholes, Oriña, & Grich, 2002). The pattern of findings also holds when different methods are used. For example, Feeney and Collins (2001) found that avoidance related to lower scores on a measure of responsive caregiving; avoidance also predicted low scores on prosocial orientation, trust, and interdependence. Anxiety related to compulsive caregiving and also to higher levels of egoistic motivation and lower levels of trust. Higher anxiety and avoidance have also been linked to lower sexual and marital satisfaction among married persons (Butzer & Campbell, 2008).

Seeking and supplying support have been looked at in many situations. Fraley and Shaver (1998) observed cou- ples at an airport, where one person was leaving on a flight. They found that avoidant women made less contact, did less caregiving, and displayed more behavioral avoidance than secure women. Westmaas and Silver (2001) looked at how students reacted to a stranger they thought was being treated for cancer. Avoidants were least supportive in inter- acting with her. Another study looked at the experience of becoming a new parent (Rholes, Simpson, & Friedman, 2006). Avoidants experienced more stress and found par- enting less satisfying compared to people with other attach- ment patterns. Yet another study looked at parental adjustment after the loss of a child (Wijngaards de Meij et al., 2007 b). Both types of attachment insecurity were associ- ated with elevated levels of grief.

Additional research suggests that the sense of attach- ment security makes people more compassionate and responsive to the needs of others in general (Mikulincer & Shaver, 2005). This is true even if the sense of security is increased experimentally, rather than varying natu- rally (Mikulincer, Shaver, Gillath, & Nitzberg, 2005). Thus, the sense of attachment security promotes altruism for others in need. This may be due in part to how people

time seem to be insecure at the core but periodically feel more secure (Davila, Burge, & Hammen, 1997). Research on longer-term stability is ongoing (Grossmann, Gross- mann, & Waters, 2005; Mikulincer & Shaver, 2007).

What about specificity? Does each person have one pattern of relating to others, or do people have different patterns for different relationships? The answer seems to be that people have many patterns. Even infants may display one pattern to one parent and a different pat- tern to the other parent. This diversity in relational behavior also appears in adults (Baldwin, Keelan, Fehr, Enns, & Koh-Rangarajoo, 1996; Bartholomew & Horow- itz, 1991; Cook, 2000; La Guardia, Ryan, Couchman, & Deci, 2000; Overall, Fletcher, & Friesen, 2003; Pierce & Lydon, 2001).

For example, one study had participants define each of their 10 closest relationships in terms of the three catego- ries (secure, ambivalent, and avoidant). Across the 10 descriptions, almost everyone used at least two patterns and nearly half used all three (Baldwin et al., 1996). There’s also evidence that people have patterns of attachment to groups that are distinct from their patterns for close rela- tionships (Smith, Murphy, & Coats, 1999). There’s even evidence that religious beliefs involve yet another pattern of attachment (Kirkpatrick, 1998).

Thus, how people relate to others in their lives—even significant others—does seem to have variability. There is likely a general orientation for approaching new relation- ships (Feeney, Cassidy, & Ramos-Marcuse, 2008) or a cen- tral tendency among the various orientations that a person takes (Crittenden, 1990; Pierce & Lydon, 2001), and it may well derive from early childhood experiences. But adult behavior definitely is more complex than would be the case if each person had only a single way of relat- ing to others.

9.2.4: Other Reflections of Adult Attachment A surprising range of behaviors has been tied to people’s attachment patterns. Hazan and Shaver (1990) studied links to people’s orientations to work. Recall that ambiv- alence involves a sense of insecurity. Consistent with this, ambivalents reported unhappiness with the recogni- tion they got at work and their degree of job security. They were also most likely to say their work was moti- vated by a desire for others’ approval. Avoidants reported a desire to keep busy with work, and they socialized less during leisure time. Hazan and Shaver suggested that avoidants use work as a way to escape from their lack of relationships.

A good deal of research has looked at how attachment patterns relate to both comfort seeking and caregiving in stressful situations (Collins, Ford, Guichard, & Feeney, 2006).

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ambivalent women tend to be stable pairings, despite the dissatisfactions (Kirkpatrick & Davis, 1994). Why? Avoid- ant men avoid conflict, which may help the relationship run smoothly; ambivalent women may work harder at holding things together.

Pairings of avoidants with avoidants and of ambiva- lents with ambivalents are rare (Kirkpatrick & Davis, 1994). This fits with the idea that people with insecure attachment patterns steer away from partners who would treat them as they were treated in infancy. Avoidants avoid partners who will be emotionally inaccessible, and ambivalents avoid partners who will be inconsistent (Collins & Read, 1990; Kirkpatrick & Davis, 1994; Pietromonaco & Carnelley, 1994; Simpson, 1990).

9.2.5: Attachment Patterns and the Five-Factor Model Recall that many people are interested in how various views of personality relate to the five-factor model of traits. This has also been examined with adult attachment pat- terns. Several studies using the three-category view of attachment found strong links between measures of adult attachment and two traits from the five-factor model (Carver, 1997; Shaver & Brennan, 1992). Avoidants are introverted, secures are extraverted, and ambivalents are high in neuroticism.

An even stronger correspondence seems implied by the alternate approach to attachment. As noted earlier, it uses two dimensions, often termed attachment avoidance and attachment anxiety. Although the focus of both dimen- sions is on relationships, the dimensions strongly resemble introversion–extraversion and neuroticism. Maybe avoid- ants aren’t that interested in social connections because they’re introverts. If we add the twist of viewing extraver- sion as a desire for social incentives (from Chapter 7) and the idea that neuroticism is essentially anxiety proneness, the fit is even closer. It might even be argued that the attachment patterns represent relationship-focused ver- sions of extraversion and neuroticism.

This reasoning has been supported with regard to attachment anxiety and neuroticism, but the situation is a little more complex with regard to avoidance. Avoidance, measured by the scale that pits avoidance against security, has associations with both extraversion and agreeableness (Noftle & Shaver, 2006).

Another question that might be raised is whether the correlated measures (attachment and “big five” scales) overlap in predicting outcomes or contribute separately. The answer appears to be that they make partially separate contributions to such experiences as relationship quality (Noftle & Shaver, 2006) and distress during bereavement (Wijngaards-de Meij et al., 2007a). Other studies have also

react to signs of others’ suffering. Compared to the securely attached, avoidants experience less distress and anxious experience more distress when there are signs their partners are suffering (Monin, Schulz, Feeney, & Cook, 2010).

Not surprisingly, people’s motivation for helping oth- ers depends on their attachment style. Avoidants are more likely to report helping because they want something in return or they feel obligated and want to avoid the nega- tive consequences of not helping. They’re less likely to report helping because they enjoy it or have a genuine con- cern over their partner ’s well-being (Feeney & Collins, 2013; Feeney et al., in press). Secure attachment is related to having autonomous motives for engaging in family car- egiving and also to finding benefits in caregiving (Kim, Carver, Deci, & Kasser, 2008). On the receiving side, secures explain away a partner ’s unsupportive behavior, while insecures exaggerate the negative implications of a part- ner’s failure to offer help.

Other research has looked at how people cope with stress. In a study of war veterans and their wives, anxious attachment was linked to severity of posttraumatic stress disorder symptoms in veterans and secondary traumatic stress in their wives (Ein-Dor, Doron, Solomon, Mikulincer, & Shaver, 2010). Another study concerned threats of mis- sile attacks in Israel (Mikulincer, Florian, & Weller, 1993). Avoidants used more distancing-type coping (trying not to think about the situation) than did other people. Ambiva- lents had higher levels of ineffective emotion-focused reac- tions (e.g., self-criticism, wishing they could change how they felt). Secure people used their social support resources more than did the other groups.

Recall that one aspect of secure infant attachment is the sense of having a secure base. This sense has also been studied among adults. Security relates to an exploratory orientation (Feeney, 2004; Feeney & Thrush, 2010; Green & Campbell, 2000; Luke, Sedikides, & Carnelley, 2012). When secure people must temporarily be dependent, they use the reassurance to help move to greater self-sufficiency after- ward (Feeney, 2007). Having a partner who acts as a secure base helps people perform better on exploratory tasks and increases their self-esteem afterward (Feeney & Thrush, 2010). Security also reduces the typical negative reaction to outgroups (Mikulincer & Shaver, 2001), suggesting a will- ingness to explore. In contrast, the avoidant pattern leads people to perceive hostile intent behind others’ behavior (Mikulincer, 1998).

Also of interest is how people with various attachment patterns relate to one another. Not unsurprisingly, secures are most desired as partners, and they tend to wind up with each other (Collins & Read, 1990). Relationships in which the man is avoidant and relationships in which the woman is ambivalent are unsatisfying to both partners. On the other hand, there’s evidence that avoidant men with

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found that measures of extraversion and neuroticism did not duplicate the effects of attachment patterns (Fraley et al., 2011; Simpson et al., 2002). So even though there is overlap, the attachment dimensions don’t seem identical with the “big five” traits.

Do these patterns in personality arise from patterns of parenting (as held by psychosocial theorists)? Or are they manifestations of genetically determined traits— manifestations that simply happen to be social? One study of a large national adult sample found that reports of inter- personal trauma (e.g., abuse, threat with a weapon, parental violence) related to insecure adult attachment (Mickelson, Kessler, & Shaver, 1997). So did a history of parental depres- sion and anxiety. These findings suggest a social origin to the patterns (see also Box 9.3). However, another study found that overlap of adult attachment with “big five” traits rested on shared genetic influences (Donnellan, Burt, Leven- dosky, & Klump, 2008). So the jury apparently is still out.

9.3: Erikson’s Theory of Psychosocial Development 9.3 Summarize Erikson’s theory of psychosocial

development

We turn now to what is probably the most elaborate of psy- chosocial theories: that of Erik Erikson (1950, 1963, 1968). Erikson adopted Freud’s view that personality develops in a series of stages. However, whereas Freud’s is a theory of psychosexual development, Erikson’s is a theory of psycho- social development.

Another difference pertains to the age span involved. The stages that Freud described unfold in the first few years of life. In contrast, Erikson believed that personality evolves throughout life, from birth through maturity to death. He also believed no part of life is more important than any other. Erikson was thus one of the first to propose the idea of life-span development.

According to the principle of life-span development, all periods of a person’s life are important, infancy through adulthood—even old age.

Box 9.3 How Impactful Is Early Childhood Adversity? Adult attachment is not the only thing affected by adverse childhood experiences. There has been a surge of interest in recent years in how childhood trauma affects personality, disorder, and well-being more generally. This is an impor- tant question, because childhood trauma is much more common than you may think. One large study (Gilbert et al., 2009) estimated that 5% to 35% of all children experience physical abuse during childhood, 5% to 30% experience sexual abuse, 4% to 10% experience emotional abuse, and 6% to 12% experience parental neglect (see also Dube et al., 2001).

Does abuse or other adversity relate to aspects of per- sonality other than attachment pattern? The answer seems to be yes. Childhood adversity has been linked to higher neuroticism (Rosenman & Rodgers, 2006), and to lower agreeableness, higher anger/aggression, and more focus on material rewards in life (Carver, Johnson, McCullough, For- ster, & Joormann, 2014). All of these associations were inde- pendent of adult depressive symptoms and gender. Some believe that early adversity creates an orientation toward the world in which you have to exploit the world before it exploits you (Belsky, 2012).

At more extreme levels, early adversity predicts vulner- ability to depression, posttraumatic stress disorder, and alcohol and substance abuse (Brewin, Andrews, & Valentine, 2000; Simpson & Miller, 2002; Widom, Dumont, & Czaja, 2007). It has also been associated with personality disorders (MacMillan et al., 2001; Penza, Heim, & Nemeroff, 2003).

Childhood adversity also predicts physical health prob- lems in adulthood (Wegman & Stetler, 2009). For example, Midei, Matthews, and Bromberger (2010) found a link between childhood adversity and a tendency to deposit weight around the abdomen, which relates to diverse health problems. Childhood trauma also predicts who develops a

health problem called metabolic syndrome during mid-life (Midei, Matthews, Chang, & Bromberger, 2013).

Together, these findings suggest that childhood adver- sity in itself predicts aspects of adult personality. It also puts the person at risk for mental and physical disorders.

9.3.1: Ego Identity, Competence, and the Experience of Crisis The central theme of Erikson’s theory is ego identity and its development (Erikson, 1968, 1974). Ego identity is the consciously experienced sense of self, derived from trans- actions with social reality. A person’s ego identity changes constantly in response to events in the social world. To

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Erikson was very reluctant to specify age norms for stages. He believed that each person has a unique timeta- ble. Thus, it’s hard to say when each stage will begin and end for a person. The ages given in the following sections are only rough approximations.

9.3.2: Infancy The first four stages parallel stages of psychosexual devel- opment outlined by Freud. The first is infancy, roughly the first year (see Figure 9.4). The conflict at this stage—the most fundamental crisis of life—is between a sense of basic trust versus basic mistrust. The infant is totally dependent on others to meet its most basic needs. If the needs are met, the infant develops a sense of security and trust. This is reflected by the infant’s feeding easily, sleeping well, and eliminating regularly. Caretakers can leave the infant alone for short periods without causing too much distress, because the infant has learned to trust that they’ll return. Mistrust is reflected by fitful sleep, fussiness in feeding, constipation, and greater distress when the infant is left alone.

Erikson, forming and maintaining a strong sense of ego identity is critical.

A second major theme in Erikson’s theory concerns competence and personal adequacy. His stages focus on aspects of mastery. If a stage is managed well, the person emerges with a sense of competence. If not, the person has feelings of inadequacy. This theme in Erikson’s theory— that a desire for competence is a motivating force behind people’s actions—is similar in many ways to White’s ideas about competence, discussed in Box 9.1. One difference is that Erikson focused more specifically on competence in the social environment.

Erikson viewed development as a series of periods in which some issue is prominent. In his view, people experi- ence a psychosocial crisis, or conflict, during each stage. The terms crisis and conflict are interchangeable here. They have a special meaning, though, that differs from the use of either word in everyday speech. Here, a crisis is a turning point: a period when the potential for growth is high but the person is also quite vulnerable. Each crisis is fairly long (none is shorter than about a year), and some are quite long (perhaps 30 years). Thus, Erikson’s use of the word con- veys the sense of crucial importance more than the sense of time pressure.

The conflict in each crisis isn’t a confrontation between persons, nor is it a conflict within personality. Rather, it’s a struggle between attaining some psychological quality ver- sus failing to attain it. To Erikson, the conflict never ends. Even handling the conflict in the period when it’s most intense doesn’t mean having mastered it once and for all. The conflict is always there to some degree, and you con- front it repeatedly in different forms throughout life.

Erikson identified eight stages. Each focuses on some aspect of transactions with social reality. Each has a conflict, or crisis. Each conflict pits two possibilities against each other, as a pair of opposed psychological qualities. One of the pair is obviously adaptive; the other appears less so.

People negotiate each stage by developing a balance between the qualities for which the stage is named. The point isn’t just to acquire the good quality. In fact, it’s impor- tant that the ego incorporate both sides of the conflict, at least a little. Having only the quality that seems good cre- ates problems. For example, if you had only basic trust and absolutely no sense of basic mistrust, you’d be unable to deal effectively with a world that’s sometimes not trustworthy.

Nonetheless, successful negotiation of a stage does imply that the balance is weighted more toward the posi- tive value than the negative one. If this occurs, the person emerges from the crisis with a positive orientation toward future events concerning that conflict. Erikson used sev- eral terms to refer to this positive orientation: ego quality, ego strength, and virtue (Erikson, 1964; Stevens, 1983). Once established, these qualities remain part of your personality.

Ego integrity vs. despair

Old Age

Generativity vs. stagnation

Adulthood (to 60s)

Intimacy vs. isolation

Young Adulthood (mid-20s)

Identity vs. role confusion

Adolescence (12–20)

Industry vs. inferiority

School Age (6–11)

Initiative vs. guilt

Preschool (3–5)

Autonomy vs. shame and doubt

Early Childhood (2–3)

Trust vs. mistrust

Infancy (first year)

Figure 9.4 Erikson’s eight psychosocial stages, the approximate age range in which each occurs, and the crisis that dominates each stage.

The sense of trust is extremely important. It provides a basis for believing that the world is predictable—especially relationships. Trust is enhanced by interactions in which caregivers are attentive, affectionate, and responsive. A sense of mistrust is created by inconsistent treatment, emo- tional unavailability, or rejection. This portrayal closely resembles ideas concerning object relations and attachment patterns. A predominance of trust over mistrust gives rise to the ego strength of hope. Hope is an enduring belief that wishes are attainable. It’s optimism about life.

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As shown in Figure 9.5, children who had been securely attached a year and a half earlier explored more than those who had been less securely attached. Further- more, more of the exploration was self-initiated (autono- mous) among the securely attached. Similar results have been reported by others (e.g., Matas, Arend, & Sroufe, 1978). Thus, a sense of basic trust seems to promote more autonomy later on.

Children often seem driven to figure things out on their own. Successful mastery of the environment is important in developing feelings of competence.

9.3.3: Early Childhood The second stage is early childhood (the second and third years of life). The crisis of this stage concerns children’s efforts to gain control over their actions. It’s about creating a sense of autonomy in actions versus shame and doubt about being able to act independently.

Erikson agreed with Freud that toilet training is an important event, but for different reasons. To Erikson, acquiring control over bladder and bowels helps create feelings of autonomy (self-direction). Achieving control over these functions means you’re not at the mercy of your body’s impulses. But that’s just one way to gain these feel- ings. Feelings of autonomy and competence emerge when children interact effectively with others. If the efforts lead to failure, ridicule, or criticism—or if parents don’t let chil- dren act on their own—the result is shame and self-doubt. Managing this conflict leads to the ego quality of will: a determination to exercise free choice.

Much of the research on Erikson’s theory focuses on the idea that successful management of one crisis prepares you to deal with the next one. Consider how this idea applies to the first two stages. The sense of basic trust is reflected in secure attachment. In one study (Hazen & Dur- rett, 1982), attachment was assessed at one year; then at two-and-a-half years the children and their mothers came to a laboratory. While they explored a play area there, observers coded how many times the child went alone (or led the mother) to a new part of the area—action that reflects autonomy and self-initiation of behavior. They also coded how often the child was led by the mother into new parts of the area—action that’s not autonomous.

Total Amount of Exploration

50

0

Percent of Exploration That Was Autonomous

100

0

50

Securely attached children Children with insecure attachment

Figure 9.5 Children with a greater sense of basic trust and security at 1 year explore more at 2½ years of age than do less securely attached children, and a higher proportion of their exploration is self-initiated, or autonomous. This finding suggests that successful management of the first crisis of Erikson’s theory prepares the child to do better with the second crisis.

SourcE: Based on Hazen & Durrett, 1982.

9.3.4: Preschool The next period is preschool (from about 3 to 5). Being autonomous and capable of controlling your actions is an important start, but it’s only a start. An ability to manipu- late objects in the world leads to an increasing desire to exert influence, to make things happen—in short, a desire for power (McAdams, 1985). This period is the time when Freud saw Oedipal conflicts emerging. As we said earlier, people who are skeptical about the Oedipal conflict tend to view Freud’s depiction as a metaphor for a more extensive power struggle between parents and child, who by now has become willful. Erikson focused on this power struggle.

The conflict at this stage concerns initiative versus guilt. Children who take the initiative are seeking to impose their newly developed sense of will on their surroundings. They express and act on their curiosity as they explore and manipulate their world and ask about things going on around them. Acts and words can also be perilous, how- ever. Action that’s too powerful can cause others pain (e.g., grabbing a toy you want can distress another child). Ask- ing too many questions can become tiresome to adults. If

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To emerge from this stage successfully, children must feel they are mastering their tasks in a fashion that’s accepta- ble to those around them. The danger at this stage is develop- ing feelings of inferiority. Such feelings can arise when children are led by others to view their performance as inad- equate or morally wrong. Managing the conflict between industry and inferiority results in the ego quality termed competence: the sense that one can do things that others value.

9.3.6: Adolescence Next comes adolescence, a period that begins with the physical changes of puberty and lasts until roughly age 20. This stage is a larger break with the past than any stage up to this point. Part of the sense of separation comes from the physical changes of puberty. Your body doesn’t just get larger during this period but also changes in other ways. You also have desires you never had before. You’re not quite the same person you used to be. But who are you?

Part of the break with the past reflects the fact that you’re now beginning to think explicitly about yourself and your life in relation to the adult world. You’ll have to find your place in that world. Doing so requires you to decide what roles fit your identity. This, in turn, means knowing who you are.

The crisis of this stage, then, is identity versus role confu- sion. Identity reflects an integrated sense of self. It’s the answer to the question: Who am I? The phrase role confusion reflects the fact that every self has many facets that some- times seem incompatible. The greater the incompatibility, the harder it is to pull the facets together, and the more confused you are. Worse yet, you can even be in a position where no role seems to fit your identity.

To emerge from adolescence with a strong sense of identity requires the person to evolve in two ways. First, you must consolidate the self-views from previous stages, merg- ing them in a way that’s sensible. Second, this integrated self-view must be integrated with the view of you that oth- ers hold. This reflects the fact that identity is something you develop in a consensus with people you relate to. Only by considering both views does a full sense of identity emerge.

Thus, from Erikson’s perspective, identity derives from a blending of private and social self-conceptions. The result is a sense of personal continuity or inner congruence. Erikson placed great emphasis on the importance of devel- oping a sense of identity. In many ways, he saw this as each person’s major life task (see also Box 9.4).

If the person fails to form a consolidated identity, the result is role confusion: an absence of direction in the sense of self, a self that is not well integrated. Role confusion is reflected in an inability to select a career (or a college major that will take you toward a career). Role confusion can also lead people to identify with popular heroes or groups (or even antiheroes) to try to fill the void. The virtue associated with successful identity formation is fidelity. Fidelity means truthfulness. It’s

taking the initiative leads to disapproval, feelings of guilt will result. Because constantly exerting power does tend to produce some disapproval, initiative eventually must be tempered by restraint. If this crisis is managed well, the child emerges with the ego quality of purpose: the courage to pursue valued goals without fear of punishment.

Does attaining a sense of basic trust during the first year foster later initiative? In one study (Lütkenhaus, Grossmann, & Grossmann, 1985), attachment was assessed at age 1 and the children were studied again at home at age 3. Those securely attached at age 1 were quicker to show initiative in interacting with a stranger than those who had been insecurely attached. During a game involv- ing a failure, securely attached children responded by increasing their efforts, but the other children decreased their efforts. Thus, the sense of basic trust seems to provide groundwork for the sense of initiative and purpose.

9.3.5: School Age The next stage corresponds to Freud’s latency period (from about 5 to 11). Erikson held that this period also has a con- flict, which he called industry versus inferiority. The term industry reflects the fact that the child’s life remains focused on doing things that have an impact. But now the nature of those efforts acquires a different shade of meaning. It’s no longer enough to take the initiative and assert power. Now there’s pressure to do things that others judge to be good. Industriousness isn’t just doing things; it’s doing things that others value. It’s also doing things in ways that others regard as appropriate and commendable.

The crisis over this sense of industry begins about when the child enters elementary school. School is aimed at teaching children to become productive and responsible members of society. The school years are also the period when intellectual skills are first tested. Children are urged to do well in school, and the adequacy of their performance is explicitly evaluated.

The school experience also involves learning social roles. Children begin to learn about the nature of adult work. They’re also being exposed to some of the tools of adult work. In former times, these were tools of farming, carpentry, and homemaking; today, it’s more likely to be computers. Another role children are acquiring is that of citizenship. Thus, the child’s sense of industry is being judged partly by how acceptable his or her behavior is to the group.

Children with a strong sense of industry differ in sev- eral ways from children with less industry (Kowaz & Mar- cia, 1991). They tend to prefer reality-based activities over fantasy, and they are more able to distinguish the role of effort from that of ability in producing outcomes. These children get better grades, and they tend to agree more with statements that are socially desirable.

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the ability to live up to who you are, despite the contradictions that inevitably occur among the values you hold.

9.3.7: Young Adulthood The next stage in Erikson’s theory is young adulthood (through the mid-20s). The conflict here concerns the desire for intimacy versus isolation. Intimacy is a close, warm rela- tionship with someone, with a sense of commitment to that person. Erikson saw intimacy as an issue in relationships of all kinds, nonsexual as well as sexual.

True intimacy requires you to approach relationships in a caring and open way and to be willing to share the most personal aspects of yourself with others. You also must be open and receptive to others’ disclosures. Intimacy requires the strength to live up to a commitment even when it requires sacrifice. Erikson believed people are capable of intimacy only if they have a strong sense of identity.

The opposite pole is isolation: feeling apart from others and unable to make commitments to them. A person can drift into isolation if conditions aren’t right for intimacy—if no one’s there who fills his or her needs. Sometimes, though, people withdraw into isolation on their own—for instance, if they feel a relationship threatens their sense of separate identity. Withdrawing can have other results, however. People can become self-absorbed to the point that they aren’t able to establish intimate relationships in the future (Erikson, 1982). The ego quality associated with the ability to be intimate is love, a mutuality that subdues the conflicts of separate identities.

The theme that handling one crisis prepares you for the next one continues here. Erikson said people need a strong sense of identity to be able to attain intimacy. This idea was supported in a study that followed adolescents to early adulthood (Beyers & Seiffge-Krenke, 2010). It found that identity development at age 15 predicted intimacy at age 25. Another study looked at identity in college and intimacy in middle age (Kahn, Zimmerman, Csikszentmi- halyi, & Getzels, 1985). Intimacy was assessed as whether subjects had married and, if so, whether the marriage had been disrupted by divorce. There was a clear link between a strong identity and a later capacity for intimacy. The effect differed slightly, however, between men and women (see Figure 9.6). Men with stronger identities were more likely to have married. Identity didn’t predict whether the women married, but among those who had married, those with a strong identity were less likely to divorce. Concep- tually similar findings have been reported by others (e.g., Orlofsky, Marcia, & Lesser, 1973; Schiedel & Marcia, 1985; Tesch & Whitbourne, 1982).

The other pole of the conflict of this stage—isolation— has drawn interest in its own right (e.g., Cacioppo & Pat- rick, 2008; Peplau & Perlman, 1982; Shaver & Rubenstein, 1980; Weiss, 1973). The failure to have intimacy in your life

Box 9.4 The Theorist and the Theory: Erikson’s Lifelong Search for Identity Erik Erikson’s life had a distinct impact on the form his theory took, particularly his emphasis on the importance of attaining a sense of identity (see Friedman, 1999). Erik- son was born in Germany in 1902 to Danish parents. His father abandoned his mother before he was born, and three years later she married Theodor Homburger, a Jew- ish physician. Erik wasn’t told for years that Homburger wasn’t his real father. He later referred to that as an act of “loving deceit.”

He grew up as Erik Homburger, a Jew with the appear- ance of a Scandinavian. Jews saw him as a gentile; gen- tiles saw him as a Jew. For this reason, he wasn’t accepted by either group and began to form an image of himself as an outsider. By adolescence, he had been told of his adop- tion, and his identity confusion was further complicated by the realization that his ancestry was Danish, rather than German.

As Erik wandered Europe during his early 20s, his feel- ings of a lack of identity deepened. He worked as a portrait painter but never developed a strong sense of identity as an artist. Eventually, he took a teaching job in Vienna at a school created for children of Freud’s patients and friends. There, he became familiar with a number of psychoanalysts, including Anna Freud, with whom he went on to train as an analyst. In 1933, he moved to the United States, where he established a practice as a child analyst. As Erik Homburger, he was also part of the research team that Henry Murray brought together, which led to development of the motive approach to personality described in Chapter 5.

In 1939, Homburger became a U.S. citizen. At that time, he took the name Erikson. This was an event—and a choice of name—that unquestionably had much personal meaning, symbolizing his full attainment of the sense of identity.

In later years, Erikson spent time studying methods of childrearing and other aspects of cultural life among the Sioux of South Dakota and the Yurok of northern California. These studies were important for two reasons. First, they led to themes that would permeate Erikson’s thinking about the importance of culture and society in identity. Second, they revealed to him symptoms of dislocation, feelings of having been uprooted and separated from cul- tural traditions. The members of these tribes appeared to have lost their sense of identity, much as Erikson had done earlier in his life. Erikson also saw similar qualities in the lives of veterans of World War II who returned with emo- tional difficulties.

From all these experiences, Erikson came to believe that the attainment and preservation of a sense of identity— not wholly separate from but rather embedded in one’s own society—was the critical task of growing up. This idea would emerge as one of the major themes of his viewpoint on personality.

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Hirsch, & Bauer, 2001) and to a parenting style that fosters autonomy (Pratt, Danso, Arnold, Norris, & Filyer, 2001).

is termed emotional isolation—more simply, loneliness. Emotional isolation feeds on itself. Recall that experiencing intimacy requires self-disclosure, opening oneself to oth- ers. Lonely people don’t do this (Jones, Hobbes, & Hocken- berg, 1982; Mikulincer & Nachshon, 1991). They’re also less responsive, ask fewer questions, and seem less interested in what the other person is saying. As a result, they are hard to get to know and are likely to remain lonely.

9.3.8: Adulthood Young adulthood is followed by adulthood, the longest of the psychosocial stages, which typically lasts into the mid- 60s. The crisis of adulthood centers on being able to gener- ate or nurture. For this reason, the central conflict in this stage is termed generativity versus stagnation.

The desire for generativity is the desire to create things in the world that will outlive you (Kotre, 1984)—children, for example. By creating a new life tied to yours, you sym- bolically ensure your continuation into the future. Consist- ent with this idea, McAdams and de St. Aubin (1992) found that men with children scored higher on a self-report meas- ure of generativity than did childless men. Generativity also relates to having a view of the self as a role model and source of wisdom for one’s children (Hart, McAdams,

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Figure 9.6 Percentage of men who had ever been married during the 18-year period after art school and percentage of women who had married and whose marriages remained intact during the same period, as a function of previously assessed identity formation.

Source: Based on Kahn et al., 1985.

One way in which feelings of generativity are displayed is by helping the next generation learn about life.

Although generativity is partly a matter of creating and guiding the growth of the next generation, the concept is broader than that. It includes creating ideas or objects, teaching young people who aren’t your own children, and anything that influences the future in a positive way (see Table 9.2). Erikson believed that the desire for generativity reflects a shift in focus from a close relationship with one other person (intimacy) to a broader concern with society as a whole. Interestingly, highly generative people tend to think of their lives in terms of a narrative in which they had advantages early in life, became sensitive to the suffer- ing of other people, repeatedly transformed negative situa- tions into positive outcomes, and pursued prosocial goals into the future (McAdams & Guo, 2015).

Consistent with this idea, highly generative persons express commitment to assisting the next generation; they also integrate that commitment with a sense of agency (Mansfield & McAdams, 1996; see also de St. Aubin, McAd- ams, & Kim, 2004; McAdams, Diamond, de St. Aubin, & Mansfield, 1997). Once the quality of generativity emerges, it may continue through the rest of one’s life (Zucker, Ostrove, & Stewart, 2002).

Table 9.2 Aspects of generativity

Aspect Description

Biological Creating, bearing, and nursing an infant

Parental Raising, nurturing, shaping, and socializing children; providing them with family traditions

Technical Teaching the skills that make up the body of a cul- ture; training a new generation in techniques for doing things

Cultural Creating, changing, and maintaining a symbol sys- tem that represents the mind of a culture; passing it on to the next generation

Source: Based on Kotre, 1984, p. 12.

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This principle has several implications. For one, as we’ve already said, it means that your orientation to a particular crisis is influenced by the outcomes of earlier ones. It also means that in resolving the core crisis of any stage, you’re preparing solutions (in simple form) for the ones to come. As you deal in adolescence with the conflict between identity and role confusion, you’re also moving toward handling the crisis of intimacy versus isolation. Finally, this principle means that crises aren’t resolved once and for all. Your resolutions of previous conflicts are revisited and reshaped at each new stage of life (Sneed, Whitbourne, & Culang, 2006; Whitbourne, Sneed, & Sayer, 2009).

9.3.11: Identity as Life Story The sense of the epigenetic principle is well conveyed in some of the work of Dan McAdams. His work focuses partly on motivations that underlie personality (discussed in Chapter 5) and partly on the idea that people construct their identities as narratives, or life stories (McAdams, 1985, 1993, 2001). In his view, your story is not completed until the end of your life. It’s constantly being written. Indeed, it’s constantly under revision, just as your identity is constantly evolving.

As in any good book, the opening chapters of your narrative set the stage for things that happen much later. Sometimes, future events are foreshadowed; sometimes, things that happen in early chapters create conditions that have to be reacted to later. As the chapters unfold, characters reinterpret events they experienced earlier or understand them in different ways. All the pieces even- tually come together into a full and integrated whole, and the narrative that results has qualities from every- thing that’s happened throughout the story. McAdams thus sees the broad crisis of identity as one that contin- ues to occupy each person throughout life (McAdams, 2001).

Of interest is how categories of narrative themes show up in many people’s lives. McAdams and his colleagues have found that highly generative midlife adults often report life stories in which they had early advantages, became aware of the suffering of others, established a per- sonal belief system that involved prosocial values, and committed themselves to benefiting society. McAdams calls these commitment stories. Often, these commitment stories also contain redemption themes, in which a bad situa- tion somehow is transformed into something good (McAd- ams, 2006; McAdams, Reynolds, Lewis, Patten, & Bowman, 2001). Indeed, the link from the sense of redemption to the quality of generativity appears quite strong (McAdams, 2006). Adults who are low in generativity sometimes have stories involving contamination themes, in which a good sit- uation somehow turns bad.

Adults who fail to develop this sense of generativity drift into stagnation. Stagnation is an inability or unwilling- ness to give of oneself to the future. These people are pre- occupied with their own concerns. They have a self-centered or self-indulgent quality that keeps them from deeper involvement in the world around them. Such an absence of generativity is related to poorer psychological well-being (Vandewater, Ostrove, & Stewart, 1997).

If there’s a positive balance of generativity, the ego quality that emerges is care. Care is a widening concern for whatever you’ve generated in your life, be it children, something in your work, or something that has emerged from your involvement with other people.

9.3.9: Old Age The final stage is maturity, or old age. This is the closing chapter of people’s lives. It’s a time when people look back and review the choices they made and reflect on their accomplishments (and failures) and on the turns their lives have taken. The crisis here is termed ego integrity versus despair. If you emerge from this review feeling that your life has had order and meaning, accepting the choices you made and the things you did, a sense of ego integrity emerges. This is a sense of satisfaction—a feeling that you wouldn’t change much about your life.

The opposite pole is despair—the feeling that your life was wasted. It’s a sense of wishing you had done things differently but knowing it’s too late. Instead of accepting your life’s story as a valuable gift, there’s bitterness that things turned out as they did. As Erikson predicted, there’s evidence that people who have greater generativity at age 53 have greater ego integrity at age 62 (Torges, Stewart, & Duncan, 2008).

Emerging from this life review with a sense of integ- rity creates the ego quality of wisdom. Wisdom involves meaning making and benevolence (Helson & Srivastava, 2002). It’s an active concern with life and continued per- sonal growth, even as one confronts the impending reality of death (see also Baltes & Staudinger, 1993; Kunzmann & Baltes, 2003).

9.3.10: The Epigenetic Principle One more issue to address about Erikson’s theory is that a given conflict is presumed to exist outside the stage in which it’s focal. In embryology, epigenesis is the term used for the process by which a single cell turns into a complex organism. For this process to occur requires a “blueprint” at the start, with instructions for all the changes and their sequencing. Erikson applied this idea to his theory, saying that there’s a readiness for each crisis at birth. The core issue of each crisis is especially focal during a particular stage, but all of the issues are always there.

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about being liked and accepted. The third scale, egocentricity, assesses narcissism, a self-protective and exploitive attitude toward relationships and a tendency to view others only in relation to one’s own needs and aims. The final scale meas- ures social incompetence, or shyness and uncertainty about how to engage in even simple social interactions.

A different approach to assessment is an open-ended measure by Blatt et al. (1979), which uses a coding system to assess the maturity of people’s perceptions of social rela- tions. This measure asks you to describe your mother and father. If you’re at a low level of maturity, you tend to focus on how your parents acted to satisfy your needs. If you’re at a higher level, your descriptions focus more on your par- ents’ values, thoughts, and feelings apart from your needs. At a very high level, the description takes into account internal contradictions in the parents and changes over time. This measure reflects a person’s level of separation and individuation from the parents.

9.4.2: Play in Assessment Another facet of the psychosocial view on assessment reflects its emphasis on childhood experiences as determi- nants of personality. Because of that, this view deals with child assessment more than others. Assessment of children tends to use play as a tool. It’s often said that children’s play reveals their preoccupations (e.g., Axline, 1947, 1964; Erikson, 1963; Klein, 1935, 1955a, 1955b). Play lets them express their concerns in ways they can’t do in words.

9.3.12: Linking Erikson’s Theory to Other Psychosocial Theories Let’s look back to the theories discussed earlier in this chapter to make a final point. Those theories represent contributions of their own. Yet in a sense, the fundamental theme of each is the one reflected in the first crisis in Erikson’s theory: basic trust versus basic mistrust. That’s a big part of security in attachment. It seems implicit in object relations theories. This issue is also the core of Erikson’s own theory, providing the foundation on which the rest of personality is built.

Humans seem to need to be able to trust in the rela- tionships that sustain their lives. In the minds of many theorists, that trust is necessary for adequate functioning. People who are deeply mistrustful of relationships or are constantly frightened about possibly losing relationships have lives that are damaged and distorted. The damage may be slight, or it may be major. Avoiding such mistrust and doubt (or recognizing and overcoming it, if it’s already there) seems a central task in human existence.

9.4: Assessment from the Psychosocial Perspective 9.4 Identify the two main focuses of assessment from

the psychosocial viewpoint

Let’s turn now to assessment from the psychosocial view- point. Two aspects of assessment are specific to this view.

9.4.1: Object Relations, Attachment, and the Focus of Assessment One difference concerns what’s being assessed. The psychoso- cial approach places a greater emphasis than other approaches on assessing the person’s orientation to relationships.

There are several ways in which a person’s mental model of relationships might be assessed. Measures range from some that are open ended in nature (e.g., Blatt, Wein, Chevron, & Quinlan, 1979) to structured self-reports (e.g., Bell, Billington, & Becker, 1986). Some measures assess a range of issues pertaining to relationships (Bell et al., 1986). Others focus specifically on the attachments you have to other people in close relationships (e.g., Bartholomew & Horowitz, 1991; Collins & Read, 1990; Griffin & Bartho- lomew, 1994; Simpson, 1990).

The object relations measure of Bell et al. (1986) is a good illustration of content assessed from this viewpoint. It has four scales. The alienation scale measures a lack of basic trust and an inability to be close. People high on this scale are suspicious, guarded, and isolated, convinced that others will fail them. This resembles avoidant attachment. Another scale measures insecure attachment, which resembles the ambivalent pattern—a sensitivity to rejection and concern

Children often reveal their feelings through play.

Erikson (1963) devised a play situation using a specific set of toys on a table. The child was to imagine that the table was a movie studio and the toys were actors and sets. The child then created a scene and described what was happening. Other techniques have used less structured set- tings, but the elements almost always include a variety of dolls (e.g., mother, father, older person, children, baby). This permits children to choose characters that relate to their own concerns or preoccupations.

The play situation is projective, because the child imposes a story on ambiguous stimuli. It often has two objective characteristics, however. First is a behavioral record, which includes what the child says about the scene

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jump at opportunities for self-enhancement (Wallace & Baumeister, 2002). They love to take credit for successes but get angry at failure or criticism (Rhodewalt & Morf, 1998). Indeed, narcissists may erupt in extreme rage if their desires are thwarted (Bushman & Baumeister, 1998; Stucke & Sporer, 2002) or they experience social rejection (Twenge & Campbell, 2003). This can be a real problem, because they are especially likely to view themselves as victims (McCullough, Emmons, Kilpatrick, & Mooney, 2003).

9.5.2: Attachment and Depression Another window on the nature of problems comes from the idea that interpersonal rejection is an important cause of depression. This idea has a good deal of support (Blatt & Zuroff, 1992). Recall that the avoidant attachment pattern is believed to be produced by neglectful or rejecting par- enting, resulting in sadness, despair, and eventual emo- tional detachment (Carnelley, Pietromonaco, & Jaffe, 1994; Hazan & Shaver, 1994).

The avoidant attachment pattern has also been linked to development of emotional distress when under stress (Berant, Mikulincer, & Florian, 2001). Participants were women who had found out two weeks earlier that their newborns had congenital heart disease. Those with avoid- ant attachment patterns were most distressed at that time and also deteriorated further a year later. Other research also supports the idea that avoidant attachment is a risk factor for depression (Hankin, Kassel, & Abela, 2005; Lee & Hankin, 2009).

It’s been suggested that both the avoidant attachment pattern and the depression to which it relates can be passed from one generation to another. This suggestion is based on analysis of behavior, however, not genetics. Here’s the reasoning: The pattern you acquire as a child is the work- ing model you bring to bear when you have children of your own. If you’re an avoidant adult (due to parental rejection) and especially if you’re a depressed avoidant adult, what kind of parent will you be? An emotionally dis- tant one. You’ll be experienced as a rejecting parent your- self—not because you dislike your child but because you’re so distant. Being emotionally unavailable, you may then create an avoidant child—someone just like you.

Thus, parents may transfer to the next generation pre- cisely the attachment qualities that made them unhappy themselves. There’s support for this line of reasoning regard- ing rejection and depression (Besser & Priel, 2005; Whitbeck et al., 1992). There’s also support regarding an erratic pat- tern of adult behavior that may be tied to the ambivalent attachment pattern (Elder, Caspi, & Downey, 1986).

9.5.3: Behavior Change People in the psychosocial tradition have also added some techniques to the arsenal of therapy. We noted earlier that interest in development led to the use of play in assessment.

and a description of the scene and the steps taken to create it. Second, the face value of the child’s behavior receives more attention than is usual in projective tests. It isn’t auto- matically assumed that the child’s behavior has deeply hidden meanings.

9.5: Problems in Behavior, and Behavior Change, from the Psychosocial Perspective 9.5 Explain how psychosocial theorists see problems

of narcissism and depression as reflecting difficulties in relationships

Given that psychosocial theorists focus on the nature of peo- ple’s relationships, it’s natural that they see problems as reflecting difficulties in relationships. Here are two examples.

9.5.1: Narcissism as a Disorder of Personality One psychosocial view focuses specifically on narcissism as a disorder. Indeed, it was this disorder that provided the starting point for Kohut’s work on the self. Pathological narcissism is a sense that everyone and everything is an extension of the self or exists to serve the self. It entails a grandiose sense of self-importance and need for constant attention. Narcissists show a sense of entitlement, of deserv- ing others’ adulation. As a result, they often exploit others.

Recall that Kohut said everyone begins life with a grandiose narcissism, which is tempered during develop- ment. Some people never escape it, however. Kohut (1977) said that inadequate mirroring by parents frustrates the narcissistic needs and prevents formation of an adequate self structure. Kernberg (1976, 1980) said that narcissism arises from parental rejection. The child comes to believe that the only person who can be trusted (and therefore loved) is himself or herself. Fitting this picture, narcissists prefer romantic partners who are admiring over those who offer intimacy (Campbell, 1999). They’re also less commit- ted in their relationships—always on the lookout for some- one better (Campbell & Foster, 2002).

Unmet narcissistic needs can cause a person to distort reality in several ways in an effort to satisfy those needs. For example, narcissistic people are more likely to inflate their judgments of their performances in various arenas of life than are less narcissistic people (John & Robins, 1994). If they’re told that someone else has outperformed them, they’re more likely to criticize or ridicule that other person (Morf & Rhodewalt, 1993).

Narcissists may seem quite agreeable at first, but they wear on other people after a while (Paulhus, 1998). They

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issue in personality. Each tends to assume that people develop working models of relationships in early experi- ence, which then are used to frame new ones. Also implied is the idea that health requires a balance between being separate and being closely connected to someone (see also Helgeson, 1994, 2003, 2012; Helgeson & Fritz, 1998).

A strength of psychosocial theories is that they point us in directions that other theories don’t. Thinking about personality in terms of attachment patterns, for example, suggests hypotheses that aren’t readily derived from other viewpoints. Work based in attachment theory is leading to a better understanding of how personality plays out in social relations. The picture of this aspect of personality would very likely not have emerged without having the attachment model as a starting point. Furthermore, linking the themes of attachment to theories of greater complexity, such as Erikson’s, creates a picture of change and evolution across the life span that would be nearly impossible to derive from other viewpoints. The psychosocial viewpoint clearly adds something of great importance to our under- standing of personality.

This isn’t to say that the psychosocial approach has no unresolved issues. One important issue concerns a clash between this view and the views of trait psychologists and behavior geneticists. Adult attachment patterns correspond well to genetically influenced traits. Avoidants are like introverts, secures like extraverts, and anxious–ambivalents like people high in neuroticism. Do these patterns result from parenting, or are they genetically determined? There are strong opinions on both sides of this question. It’s a question that will surely continue to be examined closely.

In considering the prospects of this viewpoint for the future, we should note that research on psychosocial approaches is continuing rapidly. Indeed, adult attachment and related ideas represent one of the more active areas of research in personality psychology today, and the recent flood of research on this topic shows no sign of abating (Cassidy & Shaver, in press; Mikulincer & Shaver, 2007; Rholes & Simpson, 2004; Simpson & Rholes, 2015). Research on the implications of attachment patterns for the life of the child—and the adult—promises to yield interest- ing new insights into the human experience. The prospects of this area of work seem very bright, as do the prospects for the approach more generally.

In the same way, psychologists such as Erik Erikson (1963), Virginia Axline (1947), and Melanie Klein (1955a, 1955b) developed play therapy techniques for use with children. These techniques give the child the opportunity to do as he or she wishes, without pressuring, intruding, prodding, or nagging. Under these conditions, children can have dis- tance from others (if they’re worried about being smothered by a too ever-present parent), or they can play out anger or the wish for closeness (if they’re feeling rejected or unwanted). The playroom is the child’s world. In it, the child has the chance to bring feelings to the surface, express them, and potentially change working models of relation- ships and the self in positive ways (Landreth, 1991).

Because object relations and self theories emphasize the role of relationships in problems, they also emphasize relationships as part of the therapeutic process. Therapists try to provide the kind of relationship the patient needs so that he or she can reintegrate problematic parts of the self. Healing is fostered by providing the person with a success- ful experience of narcissism or attachment (almost a kind of re-parenting), replacing the earlier emotional failure.

These therapy techniques can be seen as representing a way of restoring to the person’s life a sense of connected- ness to others. By modifying the representations of rela- tionships that were built in the past, they permit the development of more satisfying relationships in the future. The optimism that this approach holds about being able to undo problematic experiences from the past is reflected in the saying “It’s never too late to have a happy childhood.”

9.6: Problems and Prospects for the Psychosocial Perspective 9.6 Identify the main strength of psychosocial theories

as compared to other viewpoints

The psychosocial approach to personality represents many theorists. Although they had different starting points, there’s a remarkable consistency in the themes of their work. Each assumes that human relationships are the most important part of life and that how relationships are managed is a core

Summary: Psychosocial Theories Psychosocial theories emphasize the idea that personality is intrinsically social and that the important issues of personality concern how people relate to others. Several

psychosocial theories focus on early life. Mahler ’s object relations theory proposes that infants are psychologically merged with their mothers and that they separate and

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assumed that each crisis becomes focal at one stage but that each is present in a less obvious form throughout life.

The first crisis concerns the development of a sense of basic trust. The child then becomes concerned with control over its body and the sense of autonomy that comes with that. The next issue is initiative, as the child seeks to exer- cise its power. As the child enters the school years, he or she begins to realize that the social environment demands being industrious. With adolescence, the child enters a new stage of life and has a crisis over identity. In young adult- hood, identity issues give way to concern over intimacy. In adulthood, the person’s concern is over generativity. Finally, in the last stage of life, the individual confronts the integrity of life as a whole.

Assessment techniques from the psychosocial view are similar to those of ego psychology but focus more on rela- tionships. This approach also leads to use of play for assessment with children. The psychosocial view of prob- lems focuses on the idea that problems are rooted in rela- tionship issues. Kohut suggested that pathological narcissism stems from inadequate childhood mirroring. Insecure attachment seems to create a risk for depression.

These theories approach therapy in ways similar to those of ego psychology, but there are additional varia- tions. One of them is play therapy for children. Object relations and attachment theories also suggest that a rela- tionship with a therapist is critical in permitting reintegra- tion of the sense of self or establishing a sense of secure attachment.

individuate during the first three years of life. How this takes place influences later adjustment.

Kohut’s self psychology resembles object relations the- ory. He said humans have narcissistic needs that are satis- fied by other people, represented as selfobjects. If the child receives enough mirroring (positive attention) from selfob- jects (chiefly, the mother), his or her sense of self develops appropriately. If there’s too much mirroring, the child won’t be able to deal with frustrations. If there’s too little, the development of the self will be stunted.

Some of these ideas are echoed in the work of attach- ment theorists, such as Bowlby and Ainsworth. Secure attachment provides a solid base for exploration. There are also patterns of insecure attachment (ambivalent and avoidant), which stem from inconsistent treatment, neglect, or rejection. There’s increasing interest in the idea that infant attachment patterns persist and influence adult per- sonality. A great deal of work is currently being done on this topic, assessing adult attachment in several ways. Although people do display diverse ways of relating across their social connections, a core tendency seems to exist. Adult attachment patterns influence many aspects of behavior, including how people relate to work activities, how they seek and give emotional support, and how they relate to romantic partners.

Another important theory of the psychosocial group is Erikson’s theory of psychosocial development. Erikson postulated a series of crises from infancy to late adulthood, giving rise to ego strengths that influence one’s ego iden- tity: the consciously experienced sense of self. Erikson

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involved (e.g., Locurto, Terrace, & Gibbon, 1980; Rescorla, 1987; Staats, 1996). For ease in presentation, we’ll adopt the view that there are distinct types of learning that have their own rules.

The first part of this chapter focuses on basic forms of learning called conditioning. Much of the work on these pro- cesses uses animals other than humans. Nonetheless, many people think these processes underlie the qualities we know as personality. As the study of learning progressed, learning began to appear more complex than it seemed at first. There grew a need for more elaborate theories, reflecting the fact that human knowledge can accumulate in great leaps, rather than just small increments. The elaborated theories also pro- posed a larger role for cognition in learning. The later part of this chapter discusses these types of learning.

10.1: Classical Conditioning 10.1 Relate the process of classical conditioning

to the concepts of discrimination, generalization, and emotional conditioning

An early discovery about learning was that reactions could be acquired by associating one stimulus with another. This type of learning is called classical conditioning.

Why do people have the preferences they have? How do people acquire new ways to act? A common answer is that these aspects of behavior arise through learning. From this perspective, personality consists of all the tendencies you’ve learned over all the experiences of your life.

If personality is the residue of learning, it’s important to know how learning works. Disagreement remains about whether learning is one process that has several manifestations or whether several distinct processes are

10.1 Relate the process of classical conditioning to the concepts of discrimination, generalization, and emotional conditioning

10.2 Examine the processes of instrumental conditioning, schedules of reinforcement, and partial reinforcement

10.3 Analyze cognitive and social learning theories as new generation of learning theories

10.4 Summarize the process of acquiring a behavior potential through observational learning

10.5 Examine three processes that influence the impact of media violence on real-life aggression

10.6 Evaluate behavioral assessment

10.7 Assess how behavior problems can be treated through conditioning procedures of behavior therapy or behavior modification

10.8 Recall two strengths and problems of the learning perspective on personality

Learning Objectives

Chapter 10

The Learning Perspective

Linda has a fondness for pastels. When asked why, she looks sort of blank and says she doesn’t know, except she’s felt that way at least since her eighth birthday, when she had the most wonderful surprise party, decorated all in pale pink, green, and violet.

I was watching my two-year-old the other day in the kitchen, when he popped open the childproof latch on one of the cabinet doors, just like that, and reached in for a pan. I never taught him how to do that. I wonder how he fig- ured it out. Maybe he was watching me.

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It’s sometimes also called Pavlovian conditioning, after the Russian scientist Ivan Pavlov, whose work opened the door to understanding it (e.g., Pavlov, 1927, 1955).

10.1.1: Basic Elements Classical conditioning seems to require two things. First, the organism must already respond to some class of stim- uli reflexively. That is, the response must occur automati- cally whenever the stimulus occurs. A reflex is an existing connection between a stimulus and a response, such that the first causes the second. For example, when you put something sour in your mouth (perhaps a tart candy), you start to salivate. When you touch a hot oven, you pull your hand away. These reactions happen reflexively for most people. Some reactions are innate; others were learned in the past. But in each case, a stimulus leads reliably to a par- ticular response.

The second condition for classical conditioning is that the stimulus in the reflex must become associated in time and place with another stimulus. The second stimulus is usually (though not always) neutral at first. That is, by itself it causes no particular response beyond being noticed. In principle, there are no special requirements for this stimu- lus. It can be pretty much anything—a color, a sound, an object, a person.

People often describe classical conditioning in stages (see Figure 10.1). The first stage is the situation before condi- tioning. At this point, only the reflex exists—a stimulus causing a response. The stimulus is termed the uncondi- tioned or unconditional stimulus (US), and the response it creates is called the unconditioned or unconditional response (UR). The word unconditional here means no spe- cial condition is required for the response to occur. It’s automatic when the stimulus occurs (see Figure 10.1, A).

The second stage is conditioning. In this stage, the neutral stimulus occurs along with, or slightly before, the US (see Figure 10.1, B). The neutral stimulus is now termed a conditioned or conditional stimulus (CS). Here are two ways to keep track of what that means. First, this is the stimulus that’s becoming conditioned. Second, a response occurs in its presence only under a specific condition: that the US is there, as well. When the US comes, the UR fol- lows automatically, reflexively (and remember that it does so whenever the US is presented, whether something else is there or not).

When the US and the CS are paired frequently, some- thing gradually starts to change (see Figure 10.1, C). The CS starts to acquire the ability to produce a response of its own. This response is termed the conditioned response (CR). The CR is often very similar to the UR. Indeed, in some cases, they look identical (see Table 10.1, rows A and D), except that the CR is less intense. In other cases, the two can be distinguished. Even so, there is a key similarity: If

US UR A

US CS

UR B

US UR CS CR

(after panel B has occurred several times)

C

CS CR D

Time

Time

Time

Time

Figure 10.1 The various stages of a typical classical conditioning procedure (time runs left to right in each panel): (A) There is a pre-existing reflexive connection between a stimulus (US) and a response (UR). (B) A neu- tral stimulus (CS) is then paired repeatedly in time and space with the US. (C) The result is the development of a new response, termed a conditioned response (CR). (D) Once conditioning has occurred, presenting the CS by itself will now lead to the CR.

Table 10.1 Illustrations of the elements of classical conditioning in two common research procedures (A and B), in one common childhood experience (C), and in one common adult experience. (Note that the elements are arranged here in terms of stimulus and the associated response, not in time sequence.)

US UR CS CR

A. Lemon juice in mouth

Salivation Tone Salivation

B. Shock to foot Pain Light Fear

C. Ice cream in mouth

Pleasant taste

Sight of ice cream

Happiness

D. Romantically enticing partner

Sexual arousal

Mood music Sexual arousal

the UR has an unpleasant quality, so will the CR (see Table 10.1, row B). If the UR has a pleasant quality, so will the CR (see Table 10.1, rows C and D).

How does any of this apply to you? Suppose you’ve started squandering your evenings at a restaurant that spe- cializes in Italian food and Sicilian folk music. One night while you’re there, you meet a person (US) who induces in you an astonishingly high degree of sexual arousal (UR). As you bask in candlelight, surrounded by crimson wallpaper

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Suppose your experiences in the Sicilian restaurant have led you to associate candlelight, crimson wallpaper, and Italian food (as CSs) with sexual arousal (as CR). What would happen if you walked into a room with muted lamplight, burgundy-painted walls, and Spanish food? These aren’t quite the stimuli that got linked to sexual arousal, but they’re similar. Here a process called generali- zation occurs. Generalization is responding in a similar way to similar-but-not-identical stimuli. In this setting, you’d probably start to feel the glow of arousal, although probably not as much as in the original room. Your reaction would fall off even more if the new room differed even more from the first room.

and the soft strains of a Sicilian love song (CSs), you may be acquiring a conditioned sexual response (CR) to these pre- viously neutral features of the setting. Candlelight may become a turn-on, and the song you’re hearing may gain a special place in your heart.

If you know that a US has occurred repeatedly along with a neutral stimulus, how do you know whether condi- tioning has taken place? To find out, present the CS by itself—without the US (see Figure 10.1, D). If the CS (alone) gets a reaction, conditioning has occurred. If there’s no reaction, there’s been no conditioning. The more frequently the CS is paired with the US, the more likely conditioning will occur. If a US is very strong, however—causing a very intense UR—conditioning may occur with only one pair- ing. For example, cancer patients undergoing chemother- apy often experience extreme nausea from the medication and can develop very strong CRs to surrounding stimuli after only one exposure.

Once conditioning has taken place, the CS–CR combi- nation acts just like any other reflex. That is, once it’s there, this combination can act as reflex for another instance of conditioning. Returning to our example, once Sicilian music has been conditioned to induce sexual arousal, Sicil- ian music can be used to condition that arousal to other things, such as a particular photograph in the place where you listen to Sicilian songs. This process is termed higher- order conditioning.

10.1.2: Discrimination, Generalization, and Extinction in Classical Conditioning Classical conditioning provides a way for new responses to become attached to CSs (though see Box 10.1 for questions about this). Yet the CS almost never occurs later in pre- cisely the same form as during conditioning. On the other hand, you will run across many stimuli later that are some- what similar to the CS. What happens then?

Box 10.1 What’s Going On in Classical Conditioning? Classical conditioning has been part of psychology courses for decades. In most accounts, it’s presented as a process that was well mapped out early in the development of learn- ing theory and to which little new has been added since then. Classical conditioning is usually portrayed as a low- level process in which a response gets spread from one stimulus to another because they occur close in time. But Robert Rescorla (1988) has argued that’s not the way it is. He says that organisms use their experiences of relations between parts of the world to represent reality (see also Mowrer & Klein, 2001). In his view, association in time and

place isn’t what makes conditioning occur. Rather, it’s the information one stimulus gives about the other. To Rescorla, learning is a process by which the organism’s representation of the world is brought into line with the actual state of the world. Organisms learn only when they’re “surprised” by something that happens to them.

As a result, two stimuli experienced together some- times don’t become associated. Consider two animals. One has had a series of trials in which a light (as a CS) was paired with a shock (as a US). The other hasn’t had this experience. Both animals then get a series of trials in which both the light and a tone (as two CSs) are paired with the shock. The sec- ond animal acquires a CR to the tone, but the first one doesn’t. Apparently, the first one’s earlier experience with the light has made the tone redundant. Because the light already signals that the US is coming, there’s no need to condition to the tone, and it doesn’t happen.

In the same way, cancer patients undergoing chemo- therapy can be induced to form conditioned aversions to specific unusual foods by giving those foods before chemo- therapy (Bernstein, 1985). Doing this can make that specific food a “scapegoat,” and prevent conditioning of aversions to other foods, which otherwise is very common.

Rescorla (1988) has also challenged other aspects of the traditional view. He argues against the idea that classi- cal conditioning is a slow process requiring many pairings. He says learning commonly occurs in five to six trials. He says that classical conditioning “is not a stupid process by which the organism willy-nilly forms associations between any two stimuli that happen to co-occur. Rather, the organ- ism is better seen as an information seeker using logical and perceptual relations among events, along with its own preconceptions, to form a sophisticated representation of the world” (p. 154).

The position taken by Rescorla (and others) is clearly different from that expressed here in the body of the chapter: that classical conditioning reflects learning of an association between stimuli. The views these researchers have expressed also foreshadow a broad issue that’s prominent in a later part of this chapter: the role of cogni- tion in learning.

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however. Even when a response stops in a session, there’s a “spontaneous recovery” the next day (Wagner, Siegel, Thomas, & Ellison, 1964). In fact, it is now believed that classical conditioning leaves a permanent record in the nervous system, that its effects can be muted but not erased (Bouton, 1994, 2000). It is also now often said that extinction is really a process of creating new condition- ing of “no-response” responses to the CS (Miller & Laborda, 2011).

10.1.3: Emotional Conditioning As you may have realized already, a lot of the classical con- ditioning in humans involves responses with emotional qualities. That is, many of the stimuli that most clearly cause reflexive reactions are those that elicit positive feel- ings (hope, delight, excitement) or bad feelings (fear, anger, pain). The term emotional conditioning is sometimes used to refer to classical conditioning in which the CRs are emo- tional reactions.

An interesting aspect of emotional conditioning is emotional reactions to properties such as colors. Andrew Elliot and his colleagues (e.g., Elliot & Maier, 2007) argue that the color red evokes negative emotions in academic contexts, because it’s been related to poor grades. (Teachers tend to use red pens to mark errors in students’ work.) Their studies found that exposing test takers to red (com- pared to other colors) caused performance to drop (Elliot, Maier, Moller, Friedman, & Meinhardt, 2007; Lichtenfeld, Maier, Elliot, & Pekrun, 2009). This may have occurred because the color red induced avoidance motivation (Elliot, Maier, Binser, Friedman, & Pekrun, 2009), but emotional conditioning was also involved (Moller, Elliot, & Maier, 2009). Other research shows that the color red can influ- ence the amount of romantic behavior men show toward women (Kayser, Elliot, & Feltman, 2010), as well as the amount of physical effort that a person puts into an activity (Elliot & Aarts, 2011).

Conditioning of emotional responses is important to the learning view on personality. It’s argued that people’s likes and dislikes—all the preferences that help define per- sonality—develop through this process (De Houwer, Thomas, & Baeyens, 2001; Walther, Weil, & Düsing, 2011). Linking a neutral stimulus to a pleasant event creates a “like.” Linking a stimulus to an upsetting event creates a “dislike.” In fact, just hearing someone describe a good or bad trait in someone else can link that trait in your mind to the person who’s doing the describing (Skowronski, Carlston, Mae, & Crawford, 1998). And remember that the principle of generalization applies to all kinds of stimuli, including other people (Verosky & Todorov, 2010).

We all experience different bits of the world and thus have different patterns of emotional arousal. Different peo- ple also experience the same event from the perspective of

One purpose of a business lunch is to associate your company and its products (as CSs) with positive feelings produced by a good meal in a nice restaurant.

Why would it fall off more? The answer lies in a con- cept called discrimination. Discrimination means respond- ing differently to different stimuli. If you walked into a room with fluorescent lights and blue walls, the mellow glow associated with the Sicilian restaurant would surely not emerge. You would discriminate between the two sets of stimuli. Discrimination and generalization are comple- mentary. Generalization gives way to discrimination, as the stimuli become more different from the initial CS.

Do conditioned responses go away? Discussions of conditioning don’t use words such as forgetting. CRs do seem to weaken, however, a process called extinction. This occurs when a CS appears repeatedly without the US (Pavlov, 1927). At first, the CS leads reliably to the CR (see Figure 10.2). But gradually, over repeated presentations, the CR grows weaker. The CR doesn’t actually disappear,

CS

Day 1 Day 2 Day 3

CR

CS CR

CS CR

CS CR

CS CR

CS CR

CS CR

CS CR

CS CR

CS CR

CS CR

CS CR

CS CR

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Figure 10.2 Extinction and spontaneous recovery in classical conditioning. When a CS appears over and over without the US, the CR becomes pro- gressively weaker and eventually disappears (or nearly does). If the CS is repeated again after the passage of time, the CR returns at a lower level than it was initially but at a higher level than it was when the CS was last presented. Over repeated occasions, the spontane- ous recovery also diminishes.

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10.2: Instrumental Conditioning 10.2 Examine the processes of instrumental

conditioning, schedules of reinforcement, and partial reinforcement

A second form of learning is called instrumental condi- tioning. (This term is often used interchangeably with operant conditioning, despite slight differences in mean- ing.) Instrumental conditioning differs in several ways from classical conditioning. For one, classical condition- ing is passive. When a reflex occurs, conditioning doesn’t require you to do anything—just to be there and be aware of other stimuli. In contrast, instrumental conditioning is active (Skinner, 1938). The events that define it begin with a behavior (even if the behavior is the act of remain- ing still).

10.2.1: The Law of Effect Instrumental conditioning is a simple process, although its ramifications are widespread. It goes like this: If a behavior is followed by a better (more satisfying) state of affairs, the behavior is more likely to be done again later in a similar situation (see Figure 10.3, A). If a behavior is followed by a worse (less satisfying) state of affairs, the behavior is less likely to be done again later (see Figure 10.3, B).

their unique “histories.” As noted in Chapter 6, even chil- dren from the same family experience the family differently (Daniels & Plomin, 1985). As a result, people can wind up with remarkably different patterns of likes and dislikes (see Box 10.2). Thus, emotional conditioning can play a major role in creating the uniqueness of personality (Staats & Burns, 1982).

Box 10.2 Classical Conditioning and Attitudes Where do attitudes come from? The answer from this chap- ter is that you develop attitudes through classical condition- ing. A neutral stimulus (CS) starts to produce an emotional reaction (CR) after it’s paired with another stimulus (US) that already creates an emotional reaction (UR). This approach says that people acquire emotional responses to attitude objects (classes of things, people, ideas, or events) that way. If the attitude object is paired with an emotion-arousing stimulus, it comes to evoke the emotion itself. This response, then, is the basis for an attitude.

A good deal of evidence fits this depiction. More than 75 years ago, Razran (1940) presented political slogans to people and had them rate how much they approved of each. Later, he presented the slogans again under one of three conditions: while the people were eating a free lunch, while they were inhaling noxious odors, or while they were sitting in a neutral setting. Then the people rated their approval of the slogans again. Slogans paired with a free lunch were now rated more positively. Slogans paired with unpleasant odors were now rated more negatively. Many other studies have found similar results (De Houwer et al., 2001). Attitudes toward people can form the same way. Walther (2002) found that pairing photos of neutral persons with liked or disliked persons led to positive and negative attitudes, respectively, toward the neutral persons.

There’s also the potential for higher-order conditioning here. Negative attitudes formed by associating a neutral person with a disliked person can produce further condition- ing from that person to another neutral person (Walther, 2002). And think about the fact that words such as good and bad are tied in most people’s experiences with positive and negative events (Staats & Staats, 1957, 1958) and thus probably cause emotional responses themselves. People use such words all the time around others, creating many opportunities for higher-order conditioning.

A large number of studies show that classical condi- tioning can be involved in attitude formation. Events that arouse emotions are common in day-to-day life, providing opportunities for conditioning. For example, the “business lunch” is remarkably similar to Razran’s experimental manip- ulation. It seems reasonable that classical conditioning may underlie many of people’s preferences for persons, events, things, places, and ideas. Given that preferences are impor- tant aspects of personality, conditioning also seems an important contributor to personality.

BehaviorA

B

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Better state of affairs

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of doing the behavior again

Behavior Worse state of affairs

Decreased probability of

doing the behavior again

Behavior C Behavior B

Behavior D Behavior E Behavior F

Behavior A

Better state of affairs

Behavior D emerges as

the most probable

Figure 10.3 Instrumental conditioning: (A) Behavior that is followed by a more satisfying state of affairs is more likely to be done again. (B) Behavior that is followed by a less satisfying state of affairs is less likely to be done again. (C) This principle accounts for the fact that (over time and experiences) some behaviors emerge from the many possible behaviors as habitual responses that occur in specific situations.

The Learning Perspective 149

Favorites” over and over, that might act as a negative rein- forcer for you. Removing something unpleasant moves the state of affairs in a positive direction—from unpleasant to neutral. It thus is reinforcing and will cause the behavior that preceded it to become more likely to occur.

Punishment also comes in two forms. Most people think of punishment as adding pain, moving the state of affairs from neutral to negative. But sometimes punish- ment involves removing something good, changing from a positive to a neutral state of affairs (thus less satisfying). This principle—punishing by withdrawing something good—underlies a tactic that’s widely used to discourage unwanted behavior in children. It’s called a time out, short for “time out from positive reinforcement” (Drabman & Spitalnik, 1973; Risley, 1968).

A time out takes the child from whatever activity is going on to a place where there’s nothing fun to do. Many find this technique appealing, because it seems more humane than punishments such as spanking. In principle, however, a time out creates a “less satisfying state of affairs” for the child and thus should have the same effect on behavior as any other punishment.

This simple description—linking an action, an out- come, and a change in the likelihood of future action—is the law of effect deduced by E. L. Thorndike more than a cen- tury ago (Thorndike, 1898, 1905). It is simple but profound. It accounts for regularities in behavior. Any situation allows many potential acts (see Figure 10.3, C). Some acts come to occur with great regularity; others happen once and disap- pear, never to return; still others turn up occasionally—but only occasionally. Why? Because some have been followed by satisfying outcomes whereas others haven’t.

As outcomes are experienced after various behaviors, a habit hierarchy evolves (Miller & Dollard, 1941). The order of responses in the hierarchy derives from prior con- ditioning. Some responses are very likely (high on the hier- archy), because they’ve often been followed by more satisfying states of affairs. Others are less likely (lower on the hierarchy). The form of the hierarchy shifts over time, as outcome patterns shift.

10.2.2: Reinforcement and Punishment Today, the term reinforcer replaces the phrase satisfying state of affairs. This term conveys that it strengthens the ten- dency to do the act that preceded it. Reinforcers can reduce biological needs (food or water) or satisfy social desires (smiles and acceptance). Some get their reinforcing quality indirectly (money).

Different kinds of reinforcers have different names. A primary reinforcer diminishes a biological need. A secondary reinforcer has acquired reinforcing properties by association with a primary reinforcer (through classical conditioning) or by virtue of the fact that it can be used to get primary reinforcers (Wolfe, 1936; Zimmerman, 1957).

The term punisher refers to unpleasant outcomes. Punishers reduce the tendency to do the behavior that came before them, although there’s been controversy about how effective they are (Rachman & Teasdale, 1969; Solo- mon, 1964; Thorndike, 1933). Punishment can also be pri- mary or secondary. That is, some events are intrinsically aversive (e.g., pain). Others are aversive because of their associations with primary punishers.

Another distinction is also important but a little con- fusing. Reinforcement always implies making the preced- ing behavior more likely to occur again. But this can happen in two ways. The more obvious way is by receiving something good (food, gifts, money). Getting these things is termed positive reinforcement. “Positive” implies add- ing something good. When positive reinforcement occurs, the behavior that preceded it becomes more likely.

There’s also a second kind of reinforcement, called neg- ative reinforcement. Negative reinforcement occurs when something unpleasant is removed. For instance, when your roommate stops playing his annoying CD of “Polka

Time out is an effective way of discouraging unwanted behavior in children.

10.2.3: Discrimination, Generalization, and Extinction in Instrumental Conditioning Several ideas introduced in the discussion of classical conditioning also apply to instrumental conditioning,

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(though just as in classical conditioning there’s a tendency for spontaneous recovery, causing some to believe that it hasn’t gone away; Bouton, 1994; Lansdale & Baguley, 2008; Rescorla, 1997, 1998). Thus, in extinction, behavioral ten- dencies fade.

10.2.4: Schedules of Reinforcement In reading about instrumental conditioning, people often assume that reinforcement occurs every time the behavior occurs. But common sense and your own experience should tell you life’s not like that. Some- times reinforcements are frequent, but sometimes not. Variations in frequency and pattern are called schedules of reinforcement. One simple variation is between con- tinuous and partial (or intermittent) reinforcement. In continuous reinforcement, the behavior is followed by a reinforcer every single time. In partial reinforcement, the behavior is followed by a reinforcer only some of the time.

with slight differences in connotation. For example, dis- crimination still means responding differently in the pres- ence of different stimuli. In this case, however, the difference in response results from variations in prior reinforcement or punishment.

Imagine that when a stimulus is present, a particular action is always followed by a reinforcer. When the stimu- lus is absent, the same action is never followed by a rein- forcer. Gradually, the presence or absence of the stimulus comes to influence whether the behavior takes place. It becomes a discriminative stimulus: a stimulus that turns the behavior on and off. You use the stimulus to discrimi- nate among situations and thus among responses. Behav- ior that’s cued by discriminative stimuli is said to be “under stimulus control.”

Earlier we said that a habit hierarchy (an ordering of the likelihood of doing various behaviors) can shift because of the ongoing flow of reinforcing (and nonrein- forcing) events. It shifts constantly for another reason, as well: Every change in situation means a change in cues (discriminative stimuli). The cues suggest what behav- iors are reinforced in that situation. Thus, a change in cues rearranges the list of behavior probabilities. Changing cues can disrupt even very strong habits (Wood, Tam, & Witt, 2005).

The principle of generalization is also important here. As you enter new settings and see objects and people you’ve never seen before, you respond easily and auto- matically, because there are similarities between the new settings and previous discriminative stimuli. You general- ize behaviors from the one to the other, and your actions flow smoothly forward. For example, you may never have seen a particular style of spoon before, but you won’t hesitate to use it to eat the soup. You may never have driven a particular make of car before, but if that’s what the rental agency gives you, you’ll probably be able to handle it.

The principle of generalization gives conditioning theorists a way to talk about trait-like qualities. A person will behave consistently across time and circumstances if discriminative stimuli stay fairly similar across the times and circumstances. Because key stimulus qualities often do stay the same across settings (even if other qual- ities differ greatly), the person’s action tendency also stays the same across the settings. The result is that, to an outside observer, the person appears to have a set of traits. In this view, however, behavioral consistency depends on similarities of environments (an idea that’s not too different from the discussion of consistency late in Chapter 4).

Extinction in instrumental conditioning occurs when a behavior that once led to a reinforcer no longer does so. As the behavior is done over and over—with no reinforcer— its probability falls. Eventually it’s barely there at all

Many personal superstitions are learned through a schedule of random partial reinforcement.

Continuous and partial reinforcement differ in two ways in their effects on behavior. The first is that new behaviors are acquired faster when reinforcement is con- tinuous than when it’s not. Eventually, even infrequent reinforcement results in high rates of the behavior, but it may take a while. The other effect is less intuitive, but more important. It’s often called the partial reinforcement effect. It shows up when reinforcement stops (see Figure 10.4). Take away the reinforcer, and a behavior acquired by con- tinuous reinforcement will go away quickly. A behavior built in by partial (less frequent) reinforcement remains longer—it’s more resistant to extinction (Amsel, 1967; Humphreys, 1939).

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complex picture of change through conditioning than one might initially imagine.

10.3: Social and Cognitive Variations 10.3 Analyze cognitive and social learning theories as

new generation of learning theories

The basic principles of conditioning are powerful tools for analyzing behavior. They account for large parts of human experience. They explain how attitudes and preferences can derive from emotional reactions, and they explain how behavior tendencies strengthen and fade as a result of good and bad outcomes.

Powerful as these ideas are, however, many came to believe that they were insufficient to account for the learn- ing exhibited by humans. Conditioning theories seem to ignore aspects of behavior that seem obvious outside the lab. For example, people often learn by watching others, without experiencing outcomes. Moreover, people often decide whether to do something by thinking about what would happen if they did it. Existing theories didn’t seem wrong, exactly, but they seemed incomplete.

From these dissatisfactions (and the work they prompted) came what might be seen as another generation of learning theories. They emphasize mental events more than the earlier ones do. For this reason, they’re often called cognitive learning theories. They also emphasize social aspects of learning. For this reason, they’re often called social learning theories. One aspect of this second generation of theories was some elaborations on condition- ing principles.

10.3.1: Social Reinforcement As learning theory evolved, some researchers began to think more carefully about human learning. This led, in part, to a different view of reinforcement. Many came to believe that reinforcement in humans (beyond infancy, at least) has little or nothing to do with reduction of physical needs. Rather, people are most affected by social reinforc- ers: acceptance, smiles, hugs, praise, approval, interest, and attention from others (Bandura, 1978; Kanfer & Mar- ston, 1963; Krach, Paulus, Bodden, & Kircher, 2010; Rotter, 1954, 1982). The idea that the important reinforcers for peo- ple are social is one of several ways in which these learning theories are social (Brokaw & McLemore, 1983; A. H. Buss, 1983; Turner, Foa, & Foa, 1971).

A description of social reinforcement should also men- tion self-reinforcement. This term has two meanings. The first is the idea that people may give themselves reinforcers

10.2.5: Reinforcement of Qualities of Behavior One final point about learning through instrumental con- ditioning: It’s most intuitive to think that the reinforcer makes a particular act more likely in the future. However, there’s evidence that what becomes more likely isn’t always an act but rather some quality of action (Eisen- berger & Selbst, 1994). For example, reinforcing effort in one setting can increase effortfulness in other settings (Mueller & Dweck, 1998). Reinforcing accuracy on one task increases accuracy on other tasks. Reinforcing speed on one task increases speed elsewhere. Reinforcing cre- ativity yields more creativity (Eisenberger & Rhoades, 2001). Reinforcing focused thought results in more focused thinking elsewhere (Eisenberger, Armeli, & Pretz, 1998). Reinforcing variability produces greater variability in behavior (Neuringer, 2004). Indeed, reinforcement can influence the process of selective attention (Libera & Chelazzi, 2006, 2009).

Thus, reinforcement can change not just particular behaviors but abstract qualities of behavior. This idea broadens considerably the ways in which reinforcement principles may act on human beings. It suggests that rein- forcers act at many levels of abstraction. In fact, many aspects of behavior at many different levels may be rein- forced simultaneously when a person experiences a more satisfying state of affairs. This possibility creates a far more

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Figure 10.4 Effect of partial reinforcement and continuous reinforcement on persistence. People first played on a slot machine that paid off 25%, 50%, 75%, or 100% of the time. Then they were allowed to continue playing for as long as they liked, but they never again won. As can be seen, partial reinforcement leads to greater resistance to extinction. Those initially rewarded less than 100% of the time persist longer when all reward is removed. The lower the percentage of partial reinforcement, the greater the persistence.

SoURCe: Based on Lewis & Duncan, 1956.

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ing, good or bad, as the other person. Everyone has this experience, but people differ in how intensely they empa- thize (Eisenberg et al., 1994; Levenson & Ruef, 1992; Maran- goni, Garcia, Ickes, & Teng, 1995).

after doing something they’ve set out to do (Bandura, 1976; Goldiamond, 1976; Heiby, 1982). For example, you might give yourself a pizza for studying six straight hours, or you may get yourself a new set of headphones after a semester of good grades.

The second meaning derives from the concept of social reinforcement. It’s the idea that you react to your own behavior with approval or disapproval, much as someone else reacts to your behavior. In responding to your actions with approval, you reinforce yourself. In responding with disapproval, you punish yourself. This sort of internal self- reinforcement and self-punishment plays a role in social– cognitive learning theories of behavior and behavior change (Bandura, 1977a, 1986; Kanfer, 1977; Kanfer & Hagerman, 1981; Mischel, 1973, 1979).

10.3.2: Vicarious Emotional Arousal Another elaboration on conditioning comes from the fact that people can experience events vicariously—through someone else. Vicarious processes represent a second sense in which human learning is social. That is, vicarious pro- cesses involve two people: one to experience something directly, another to experience it indirectly.

One type of vicarious experience is vicarious emo- tional arousal, or empathy. This occurs when you observe someone feeling an intense emotion and experience the same feeling yourself (usually less intensely). Empathy isn’t the same as sympathy, which is a feeling of concern for someone else’s suffering (Gruen & Mendelsohn, 1986; Wispé, 1986). When you empathize, you feel the same feel-

Many of the important reinforcers affecting human behavior are social in nature.

Empathy causes us to experience other’s emotions. For example, others’ grief elicits sadness from us, and their happiness elicits our joy. As you look at this picture, you are probably beginning to feel the same emotions that the people in the picture are experiencing.

Examples of empathy are easy to point to. When some- thing wonderful happens to a friend, putting her in ecstasy, you feel happy, as well. Being around someone who’s frightened makes most people feel jumpy. Laughter is often contagious, even when you don’t know what the other person is laughing at. There’s even evidence that being around someone who’s embarrassed can make you feel embarrassed too (Miller, 1987). The concept of empa- thy helps explain why particular emotional states tend to be shared in friendship networks, even electronic networks (Kramer, Guillory, & Hancock, 2014).

Experiencing vicarious emotional arousal doesn’t con- stitute learning, but it creates an opportunity for learning. Recall emotional conditioning, from earlier in the chapter. Feeling an emotion in the presence of a neutral stimulus can cause that stimulus to become capable of evoking a similar emotion (Olsson, Nearing, & Phelps, 2007). The emotion that starts this process can be caused by some- thing you experience directly, but it can also arise vicari- ously. Thus, vicarious emotional arousal creates a possibility for classical conditioning. Such an event is called vicarious classical conditioning.

10.3.3: Vicarious Reinforcement Another vicarious process may be even more important. This one, called vicarious reinforcement, is very simple: If you observe someone do something that’s followed by reinforcement, you become more likely to do the same thing yourself (Kanfer & Marston, 1963; Liebert & Fer- nandez, 1970). If you see a person punished after doing

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10.3.4: What Really Is Reinforcement? Note that vicarious reinforcement (just described) seems to develop an expectancy—a mental model of links between actions and reinforcers. Such a mental model of a link from action to expected outcome is called an outcome expec- tancy (Bandura, 1977a). The idea that people hold expec- tancies and that expectancies influence action wasn’t new when it was absorbed into social learning theory (e.g., Brunswik, 1951; Lewin, 1951b; Postman, 1951; Tolman, 1932). But an emphasis on expectancies became a corner- stone of this view of personality (Rotter, 1954; see also Ban- dura, 1977a, 1986; Kanfer, 1977; Mischel, 1973).

In fact, this concept became important enough to raise questions about what direct reinforcement does. We said earlier in the chapter that reinforcers strengthen the ten- dencies to do the behaviors that preceded them. Yet Albert Bandura (1976, 1977a), a prominent social learning theo- rist, explicitly rejected this sense of the reinforcement con- cept, while continuing to use the term (see also Bolles, 1972; Brewer, 1974; Rotter, 1954).

If reinforcers don’t strengthen action tendencies, what do they do? Bandura said they do two things: First, by pro- viding information about outcomes, reinforcers lead to expectancies about what actions are effective in what set- tings. In addition, reinforcers provide the potential for future motivational states through anticipation of their recurrence in the future. Many people would agree that these functions are important. But they clearly represent a very different view of what reinforcement is, compared to the view discussed earlier in the chapter.

10.3.5: Efficacy Expectancies Another variation on the theme of expectancies derives partly from clinical experience. Bandura (1977b) argued that people with problems generally know exactly what actions are needed to reach the outcomes they want. Just knowing what to do, however, isn’t enough. You also have to be confident of being able to do the behavior. This confi- dence in having the ability to carry out a desired action is what Bandura termed efficacy expectancy, or self-efficacy. To Bandura, when therapy works, it’s because the therapy restores the person’s sense of efficacy about being able to carry out actions that were troublesome before.

Research on this idea began by focusing on changes in therapy, but the work quickly expanded to examine a wide range of other topics (Bandura, 1986, 1997, 2006). Here are some examples: Wood and Bandura (1989) found that self- efficacy influenced how well business students performed in a management task. Bauer and Bonanno (2001) found that efficacy perceptions predicted less grief among persons adapting to bereavement. Efficacy expectancies predict

something, you’re less likely to do it. The reinforcer or punishment went to the other person, not to you. But your own behavior will be affected as though you’d received it yourself.

How do vicarious reinforcement and punishment influence people? Presumably, seeing someone reinforced after a behavior leads you to infer that you’d get the same reinforcer if you acted the same way (Bandura, 1971). If someone else is punished, you conclude the same thing would happen to you if you acted that way (Bandura, 1973; Walters & Parke, 1964). (See also Box 10.3.)

Box 10.3 Modeling and Delay of Gratification Social–cognitive learning theories emphasize that people’s acts are determined by cognitions about potential outcomes of their behavior (Kirsch, 1985). This emphasis returns us to the concept of self-control, the idea that people sometimes restrain their own actions.

People often face the choice of getting a desired out- come immediately or getting a better outcome later on. The latter choice—delay of gratification—isn’t all that easy to make. Imagine that after saving for four months, you have enough money to go to an oceanside resort for two weeks. You know that if you saved for another 10 months, you could take the trip to Europe you’ve always wanted. One event is closer in time. The other is better, but getting it requires more self-control. Ten more months with no vacation is a long time.

Many variables influence people’s ability to delay. Espe- cially relevant to this chapter is the role played by modeling (Mischel, 1974, 2014). Consider a study by Bandura and Mischel (1965) of fourth- and fifth-graders who (according to a pretest) preferred either immediate or delayed reward. Children of each preference were put into one of three experimental conditions. In one, the child saw an adult model make a series of choices between desirable items that had to be delayed and less desirable items that could be had immediately. The model consistently chose opposite to the child’s preference. Children in the second condition read about the same model’s choices. In the third condition, there was no modeling.

All the children had a series of delay-of-gratification choices just afterward and again a month later. Seeing a model choose an immediate reward made delay-preferring children more likely to choose an immediate reward. Seeing a model choose a delayed reward made immediate-preferring children more likely to delay. These effects still held a month later.

How do models exert this influence on self-control? One possibility is through vicarious reinforcement. In the Bandura and Mischel (1965) study, the model vocalized rea- sons for preferring one choice over the other. The model’s statements implied that he felt reinforced by his choices (see also Bandura, Grusec, & Menlove, 1967; Mischel & Liebert, 1966; Parke, 1969). Thus, people obtain information from seeing how others react to experiences and use that infor- mation to guide their own actions.

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Ramscar, & Chrysikou, 2009), whereas adults use both (Otto, Gershman, Markman, & Daw, 2013). It seems likely that awareness matters more in the second way of learning than it does in the first.

10.4: Observational Learning 10.4 Summarize the process of acquiring a behavior

potential through observational learning

Although many aspects of the social–cognitive learning approach can be viewed as elaborations on classical and instrumental conditioning, there is one part of this approach that leaves those concepts behind. This part is called observational learning. Two people are involved in this process, providing yet another basis for the term social learning theory.

Observational learning takes place when one person performs an action, and another person observes it and thereby acquires the ability to repeat it (Bandura, 1986; Flanders, 1968). For such an event to represent observa- tional learning unambiguously, the behavior should be one the observer doesn’t already know. At a minimum, the behavior should be one the observer had not previously done in the context in which it’s now occurring.

Observational learning allows people to pack huge amounts of information into their minds quickly. This makes it very important. Observational learning occurs as early as the first year of life (Jones, 2007; Meltzoff, 1985). Interestingly, some other animals can do it too, including marmosets (Gunhold, Whiten, & Bugnyar, 2014). What’s most remarkable about it is how simple it is. It seems to require little more than the observer’s noticing and under- standing what’s going on.

10.4.1: Attention and Retention This last statement requires several qualifications, which help to give a better sense of what observational learning is (see Table 10.2). Observational learning requires the observer to pay attention to the model (the person being observed). If the person doesn’t pay attention to the right aspect of the model’s behavior, the behavior won’t be encoded well enough to be remembered.

This principle has several implications. For one, it means that observational learning will work better with some models than others. Models that draw attention for some reason—for example, from their power or attractive- ness—will be most effective. The role of attention also means that some acts will more likely be encoded than oth- ers. Acts that are especially salient will have more impact than acts that aren’t (cf. McArthur, 1981; Taylor & Fiske,

whether drug users stay clean during the year after treat- ment (Ilgen, McKellar, & Tiet, 2005). There’s even evidence that acquiring a sense of efficacy can have a positive influ- ence on immune function (Wiedenfeld et al., 1990).

Beyond these direct associations, perceptions of effi- cacy may underlie the positive effects found for other vari- ables. For example, efficacy perceptions may be a pathway by which social support gives people a sense of well-being (Major et al., 1990). There’s also evidence that self-esteem and optimism operate through perceptions of efficacy (Major, Richards, Cooper, Cozzarelli, & Zubek, 1998).

10.3.6: Role of Awareness A final elaboration on conditioning principles comes from considering the role of awareness in conditioning. It’s long been assumed that conditioning happens whether you’re paying attention or not. There’s reason to believe, though, that this assumption is wrong. Several old studies found that people show little or no classical conditioning from repeated pairings of stimuli unless they realize the stimuli are correlated (Chatterjee & Eriksen, 1962; Dawson & Furedy, 1976; Grings, 1973). Newer studies have found that people are conditioned only if they are aware of the US (Dawson, Rissling, Schell, & Wilcox, 2007) or at least its valence (Stahl, Unkelbach, & Corneile, 2009). There’s also evidence that people change their behavior after reinforc- ers only when they’re aware of what’s being reinforced (Dulany, 1968; Spielberger & DeNike, 1966).

Moreover, sometimes just expecting an aversive event (as a US) can produce what look like conditioned responses to other stimuli (Bridger & Mandel, 1964; Spac- apan & Cohen, 1983). After classical conditioning of a fear response, a statement that the painful US will no longer occur sometimes eliminates fear of the CS (Bandura, 1969; Grings, 1973). All of these findings suggest that condi- tioning is about learning rule-based regularities (recall Box 10.1).

There is also a viewpoint that may take something of a middle ground on this issue. In this view, experiences are processed in two different ways in different parts of the nervous system. The result is learning that creates records that take two different forms (Daw, Niv, & Dayan, 2005). One mode of learning acquires what might be thought of as an “actuarial” record of experiences, a total- ing of all the associations across all instances of experi- ence. The other mode, in contrast, tries to develop a predictive model. Instead of just piling things up, it tries to generate expectancies. It might learn that a whole plan of action was useful (or useless) rather than just learning about pieces of the action.

Presumably, the second mode is more advanced than the first one. Consistent with that, toddlers seem to operate only according to the first mode of learning (Thomason-Schill,

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good images) for components of the modeled activity, you’ll have less to put freshly into memory. If you have to remember every little thing, it will be harder to keep things straight. Think of the difference in complexity between the label “Sauté one onion” (or “Remove the brake pad assem- bly”) and the set of physical acts the label refers to. Now think about how much easier it is to remember the label than the sequence of acts. Using the label as mental short- hand simplifies the task for memory. But you can do this only if you know what the label refers to.

10.4.3: Acquisition versus Performance Observational learning permits fast learning of compli- cated behaviors. Given what we’ve just discussed, it also seems to be a case of “the more you already know, the eas- ier it is to learn.” There’s an important distinction to be made, however, between acquisition of a behavioral poten- tial and performance of the behavior. People don’t always repeat the actions they see. People learn a great many things that they never do.

1978). Other variables that matter here are the observer ’s capabilities and concentration. For instance, an observer who’s distracted by music while viewing a model may miss entirely what he or she is doing.

A second important set of processes in observational learning concerns retention of what’s observed. In some way or other, what’s been observed has to be represented in memory (which makes this a cognitive as well as a social sort of learning). Two strategies of coding predominate. One is imaginal coding, creating images or mental pictures of what you’re observing. The other is verbal coding, creat- ing a description to yourself of what you’re observing. Either can produce a memory that can later be used to repeat the behavior (Bandura & Jeffery, 1973; Bandura, Jeffery, & Bachicha, 1974; Gerst, 1971). Of course, the better you are at doing the strategy, the more you are able to learn (Lawrence, Callow, & Roberts, 2013).

10.4.2: Production Once an action is in memory, one more thing is needed for it to occur. Specifically, you have to translate what you observed into a form you can produce. How well you can do this depends partly on whether you already know some of the components of the act. It’s easier to reproduce a behavior if you have skills that underlie it or know bits of action involved in it. That’s why it’s often so easy for expe- rienced athletes to pick up a new sport. They often already know movements similar to those the new sport requires.

The importance of having components available also applies to the encoding process (see Johnson & Kieras, 1983). For example, if you already know names (or have

Many complex behaviors are acquired by children through observational learning.

To know whether observational learning will result in behavior, we need to know something else. We need to know what outcome the person expects the behavior to lead to (Bandura, 1977a, 1986). An illustration of this comes from an early study by Bandura (1965). Children saw a five-minute film in which an adult model performed a series of distinctive aggressive acts toward an inflated doll. The model accompanied each act with a verbalization. For example, while pounding the doll on the head with a mal- let, the model said, “Sockeroo—stay down.”

At this point, three experimental conditions were cre- ated, using three versions of the film. In one condition, another adult entered the picture, praised the model, and gave the model a candy treat. In a second condition (the

Table 10.2 Four categories of variables (and specific examples of each) that influence observational learning and performance

Attention for encoding • Characteristics of the model: Is the model attractive or powerful or an

expert? • Characteristics of the behavior: Is the behavior distinctive, clear, and

simple? • Characteristics of the observer: Is the observer motivated to attend

and capable of attending?

Retention • Use of imagery as an encoding strategy • Use of language as an encoding strategy • Use of mental rehearsal to keep in memory

Production • Observer’s capacity to produce necessary responses • Observer’s prior experience with overall behavior • Observer’s prior experience with components of behavior

Performance • Consequences to the model: Is the model rewarded or punished, or

are there no consequences? • Consequences to the observer: Is the observer rewarded or punished,

or are there no consequences?

SoURCe: Based on Bandura, 1977a, 1986.

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In conclusion, vicarious reinforcement influences whether people spontaneously do behaviors they’ve acquired by observation. This effect is the same as any instance of vicarious reinforcement. It thus reflects vicari- ous instrumental learning. In contrast, reinforcement to the model has no influence on acquisition of the behavioral potential. Thus, observational learning and vicarious instrumental learning are distinct processes.

10.5: Modeling of Aggression and the Issue of Media Violence 10.5 Examine three processes that influence the impact

of media violence on real-life aggression

The processes described in this chapter provide a set of tools for understanding behavior. To indicate how broadly they can be used, this section describes one area in which the processes play a key role. The processes tend to get tan- gled up with one another. Nevertheless, they can be distin- guished conceptually, and we’ll do so as we go along.

There’s a great deal of concern in the United States about the impact of media violence on real-life aggression. Social–cognitive learning theories have been applied to this issue for some time. Observational learning occurs with symbolic models as well as live models. Indeed, the influence of symbolic models is pervasive. Symbolic mod- els are on TV and in movies, magazines, books, video games, and so on. The actions they portray—and the pat- terns of reinforcement around the actions—can have a big impact on both acquisition and performance of observers.

All the ways models influence observers seem to be implicated here, to one degree or another (Anderson et al., 2003, 2010). At least three processes occur. First, people who observe innovative aggressive techniques acquire the tech- niques as behavior potentials by observational learning. Wherever observational learning can occur, it does occur (Geen, 1998; Heller & Polsky, 1975; recall Figure 10.5). This principle looms large, as producers strive to make movies new and different every year. A common source of novelty in movies is new methods for inflicting pain.

A second process is that observing violence that’s con- doned or even rewarded helps create the sense that aggression is an appropriate way to deal with disagreements. Vicarious reinforcement thus increases the likelihood that viewers will use such tactics themselves. (By implication, this is also why some people worry about sex on TV and in movies.)

When the suggestion is made that violence is rein- forced in the media, a common reply is that the “bad guys” in TV and movie stories get punished. Two things to note, however. First, the punishment usually comes late in the

no-consequence group), this final scene was omitted. In a third condition, this scene was replaced by one in which the second adult came in and punished the model verbally and with a spanking.

After seeing one of these three films, the child in the study was taken to an observation room that contained a wide range of toys. Among the toys was an inflated doll identical to the one in the film. The child was left alone for 10 minutes. Hidden assistants noted whether the child per- formed any of the previously modeled aggressive acts. The number of acts the child did was the measure of spontane- ous performance.

Ten minutes later, the experimenter returned. At this point, the child was offered incentives (juice and stickers) to show the experimenter as many of the previously viewed acts as he or she could remember. The number of behaviors shown was the measure of acquisition.

The results of this study are very instructive. The top line in Figure 10.5 shows how many acts children repro- duced correctly in the three conditions, when given an incentive to do so (the measure of acquisition). It’s obvious that there isn’t a trace of difference in acquisition. Rein- forcement or punishment for the model had no impact here. Spontaneous performance, though, shows a different picture. The outcome for the model influenced what the observers did spontaneously. As in many studies (Thelen & Rennie, 1972), the effect of punishment was greater than the effect of reward, although other evidence shows that both can be effective (e.g., Kanfer & Marston, 1963; Liebert & Fernandez, 1970; Rosekrans, 1967).

No Consequences

Model Punished

Model Rewarded

Acquisition (incentives offered)

Im it

a ti

ve R

e sp

o n

se s

P ro

d u

c e

d

Performance (spontaneous)

4

3

2

1

0

Figure 10.5 Acquisition and Performance. Participants observed a model display a series of aggressive acts that led to reward, no consequences, or punishment. Participants then had an opportunity to imitate the model spontaneously (performance). Finally, they were asked to demonstrate what they could remember of the model’s behavior (acquisition). The study showed that reinforcement of the model played no role in acquisition but did influence spontaneous performance.

SoURCe: Based on Bandura & Walters, 1963.

The Learning Perspective 157

wide range of emotional responses to various stimuli, which you experience as attitudes and preferences. Many assessment techniques from the conditioning approach measure the affective quality of people’s experience.

Two techniques are common. One focuses on assess- ment of emotional responses through physiological assessment. Physiological assessment (which also relates to biological process views of personality, Chapter 7) fol- lows from the fact that emotional responses are partly physiological. When you experience an intense emotion, changes take place in your body: changes in muscle ten- sion, heart rate, blood pressure, brain waves, sweat gland activity, and more. Some think the measurement of such responses is useful in assessing problems such as posttrau- matic stress disorder (Keane et al., 1998; Orr et al., 1998).

A second technique that can be used to assess emo- tional responses is called behavioral assessment (Barlow, 1981; Haynes & O’Brien, 2000; Staats, 1996). It entails observing overt behavior in specific situations. It can be used widely. Emotions such as fear can be assessed by behaviors—trembling, paleness, avoidance, and so on. This technique can also be applied to assess what kinds of activi- ties people undertake, for how long, and in what patterns.

Behavioral assessment varies widely in how it’s actu- ally done. Sometimes, the observer simply counts acts of specific types, checks possibilities from a prearranged list, or watches how far into a sequence of action a person goes before stopping (Lang & Lazovik, 1963; O’Leary & Becker, 1967; Paul, 1966). In other cases, the procedure is more elaborate—for instance, using automated devices to record how long a person engages in various behaviors.

10.6.2: Social–Cognitive Approaches In considering the social–cognitive approach to assessment, two characteristics stand out. First, the social–cognitive approach tends to use self-report devices, rather than behavioral observation. Given that the cognitive learning view emphasizes the role of thoughts, it’s only natural that useful sources of information would be people’s reports of their tendencies to act in various ways and to have various kinds of thoughts and feelings.

The second issue concerns what variables are meas- ured. Assessment from this view tends to focus on experien- tial variables. Instead of charting overt actions, assessments frequently ask people how they feel or what kinds of thoughts go through their minds, in certain situations. Par- ticularly important are expectancies: expectancies of cop- ing and expectancies of personal efficacy. This should be no surprise, because expectations are regarded as so impor- tant in this view of behavior.

Assessment in the social–cognitive learning view tends to emphasize responses to specific categories of situa- tions, as does the rest of the learning perspective. This

story, after a lot of short-term reinforcement. As a result, aggression is linked more closely to reinforcement than to punishment. Second, the actions of the heroes usually are also aggressive, and they are highly reinforced. From that, there’s a clear message that aggression is a good way to deal with problems. Does viewing so-called acceptable aggression make people more likely to use aggression in their own lives when they’re annoyed? Yes. Whether the model is live (e.g., Baron & Kempner, 1970) or symbolic (e.g., Bandura, 1965; Liebert & Baron, 1972), exposure to aggressive models increases the aggression of observers.

The final point here is more diffuse: Repeated exposure to violence desensitizes observers to human suffering. The shock and upset that most people would associate with acts of extreme violence are extinguished by repeated exposure to it. In 1991, the police chief of Washington, DC, said, “When I talk to young people involved with violence, there’s no remorse, … no sense that this is morally wrong.” Exposure to violence in video games creates a similar desensitizing effect (Bartholow, Bushman, & Sestir, 2006; Bartholow, Sestir, & Davis, 2005; Carnagey, Anderson, & Bushman, 2007).

The long-term consequences of this desensitizing pro- cess are profoundly worrisome. As people’s emotional reac- tions to violence diminish, being victimized (and victimizing others) is coming to be seen as an ordinary part of life. It’s hard to study the impact of this process in its full scope, but the effects are pervasive enough that they repre- sent a real threat to society. Indeed, there’s a growing aware- ness across the nation that bullying in schools is on the rise.

Does this mean that all video games are bad? No. In fact, prosocial video games seem to increase prosocial behavior (Gentile et al., 2009). What matters is entirely the content that people are exposed to during the game. This is what would be predicted by the learning approach to personality.

10.6: Assessment from the Learning Perspective 10.6 Evaluate behavioral assessment

As described throughout the chapter, conditioning theories and social–cognitive theories tend to focus on different aspects of the learning process. It should not come as a sur- prise, then, to learn that their approaches to assessment are also slightly different from each other. These approaches are described in the next two sections.

10.6.1: Conditioning-Based Approaches From the view of conditioning theories, personality is largely the accumulation of a person’s conditioned tenden- cies (Ciminero, Calhoun, & Adams, 1977; Hersen & Bel- lack, 1976; Staats, 1996). By adulthood, you’ve acquired a

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the scene provokes no anxiety at all (i.e., until your fearful reaction to the stimulus has been extinguished). Then you move to the next level on the anxiety hierarchy. Gradu- ally, you’re able to imagine increasingly threatening scenes without anxiety. Eventually, the imagined scenes are replaced by the actual feared stimulus. As the anxiety is countered by relaxation, you’re able to interact more and more effectively with the stimulus that previously produced intense fear. Systematic desensitization has proven very effective in reducing fear reactions, particu- larly for fears that focus on a specific stimulus (e.g., Brady, 1972; Davison & Wilson, 1973).

More recently, desensitization has been taken in a dif- ferent direction, called exposure. Many therapists now use treatments in which the person is exposed to a more intense dose of the feared stimulus and endures it—while anxiety rises then gradually falls. Exposure to the feared stimulus is maintained well after the physical aspects of the anxiety have subsided. It seems that extinction occurs more quickly when the anxiety arises then falls off. Such exposure treat- ments for phobias can sometimes be done in as little as one session (Öst, Ferebee, & Furmark, 1997). This sort of treat- ment has also proven to be superior for severe posttrau- matic disorders (Foa & Meadows, 1997; Powers, Halpern, Ferenschak, Gillihan, & Foa, 2010).

10.7.2: Conditioning and Context The purpose of procedures based on extinction and coun- terconditioning is to replace an undesired response with a neutral one. Often, however, the response will disappear in the treatment setting but return when the person is in his or her everyday environment. How can that be made less likely?

Context plays an important role in this effect. That is, the context of the original conditioning often differs from the context of the therapy. In effect, each context is a set of discriminative stimuli. In the therapy room, people acquire a neutral response (via extinction) to the target stimulus. But when they return to the setting where the response

reflects the fact that behavior varies greatly from one situa- tion to another. The social–cognitive learning view differs from the conditioning view, however, in its emphasis on personal views of situations, rather than objective defini- tions of situations. According to this approach, people’s representations determine how they act. This must be taken into account in assessment.

10.7: Problems in Behavior, and Behavior Change, from the Learning Perspective 10.7 Assess how behavior problems can be treated

through conditioning procedures of behavior therapy or behavior modification

If personality can derive from learning, so can problems. People sometimes learn things that interfere with their lives, and they sometimes fail to learn things that would make their lives easier. These phenomena suggest a basis for sev- eral kinds of problems, along with ways of treating them. As a group, the techniques are termed behavior modification or behavior therapy. These terms reflect the fact that the emphasis is on changing the person’s actual behavior.

10.7.1: Classical Conditioning of Emotional Responses One class of problems is emotional reactions that interfere with effective functioning. People sometimes have intense anxiety when exposed to specific stimuli. This is called a phobia. Although a phobic reaction can become tied to vir- tually any stimulus, some are more common than others. Common focal points for phobias are animals such as dogs, snakes, and spiders; closed-in spaces such as elevators; open or exposed spaces such as railings on high balconies; and germs and the possibility of infection.

The conditioning view is that phobic reactions are clas- sically conditioned. This view also leads to ideas about how to treat them. One technique is systematic desensitization. People are first taught to relax thoroughly. That relaxation response is then used to counteract or replace fear in the presence of the phobic stimulus, a process termed counter- conditioning. Once the person has learned to relax, he or she can work with a therapist to create an anxiety hierar- chy—a list of situations involving the feared stimulus, ranked by how much anxiety each creates (see Table 10.3).

In the desensitization process, you relax fully. Then you visualize a scene from the least-threatening end of the hierarchy. The anxiety aroused by this image is allowed to dissipate. Then, while you continue to relax, you imagine the scene again. You do this repeatedly, until

Table 10.3 An anxiety hierarchy, such as the example below, might be used in systematic desensitization for one type of fear of heights. Each scene is carefully visualized while the person relaxes completely, working from the least- threatening scene (at the bottom) to those that produce greater anxiety (toward the top)

Looking down from the top of the Empire State Building Walking around the top floor of the Empire State Building Looking out the window of a 12-story building Looking over the balcony rail of a 4-story building Looking out the window of a 4-story building Looking up at a 30-story building from across a small park Reading a story about the construction of a skyscraper Reading a story that mentions being on top of the Statue of Liberty Hearing a news story that mentions the tall buildings of a city Seeing a TV news story in which tall buildings appear in the background

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and with the right pattern of partial reinforcement, the behavior becomes frequent and persistent.

Later on (when you’re older), the behavior is less appropriate. It isn’t reinforced as often now, although peo- ple do give in to it occasionally. (It’s surprising how often people reinforce the exact behaviors they wish would go away.) Although the reinforcement is rare, the behavior continues (thanks to the partial reinforcement effect). The behavior seems irrational to observers, but from the condi- tioning view, it’s just showing resistance to extinction.

The principles of instrumental conditioning suggest that the way to change such undesired behavior is to change the patterns of reinforcement. One approach is to reinforce desired alternative actions and simultaneously reduce even further (if possible) any reinforcement of the undesired action. This should shape the behavior toward greater adaptiveness. This approach is sometimes called contingency management.

An example comes from the literature of health psy- chology. Childhood obesity is a risk factor for several seri- ous health problems later on. It stems partly from habits such as watching TV instead of being active, and partly from having a poor diet. Research has shown that reinforc- ing less sedentary activities causes both an increase in those activities and a decrease in sedentary activities (Epstein, Saelens, Myers, & Vito, 1997). Similarly, reinforc- ing the choice of fruits and vegetables over snack foods causes an increase in the tendency to choose healthy foods (Goldfield & Epstein, 2002).

Contingency management has also been used in efforts to keep people from abusing drugs and alcohol. It can be used to shape undesired behavior in the direction of absti- nence over time before quitting (Preston, Umbricht, Wong, & Epstein, 2001; Reback et al., 2010). It also can be useful in treating alcohol dependence (Petry, Martin, Cooney, & Kranzler, 2000) and in supporting abstinence from cocaine use (Higgins, Wong, Badger, Ogden, & Dantona, 2000; Rash, Alessi, & Petry, 2008).

10.7.4: Social–Cognitive Approaches Social–cognitive approaches suggest further influences on problems and their treatment, using the three key princi- ples of vicarious conditioning, expectancies, and observa- tional learning.

Vicarious processes suggest two changes to the analyses described thus far. First, you don’t have to have direct expe- rience with a stimulus to develop an emotional response toward it (such as fear). You can acquire emotional responses vicariously. Second, your actions can be influenced by watching what happens to others. Vicarious reinforcement can build in behavior, even if the behavior isn’t desirable. Vicarious punishment can reduce your tendency to do a behavior, even if it’s a behavior that’s actually desirable.

was learned, the old response may reappear (Bouton, 1994, 2000). Why? Because the stimuli in the original setting weren’t there during the extinction. As a result, they still serve as cues for behavior.

There are a couple of ways to get the new response to carry over to the person’s life outside the therapy room. First, the person can acquire the new response in a setting that resembles the setting where the old response was acquired. This will cause the new response to generalize to the original setting. Alternatively, the person can avoid the original setting altogether. That’s why many approaches to avoiding relapse emphasize staying away from settings that resemble those where the original response was acquired and maintained.

As a concrete example, consider work on smoking relapse. Withdrawal from nicotine isn’t the sole problem in quitting (Perkins, 1999). Relapse rates are as high as 60% even if smokers get nicotine other ways (Kenford, Fiore, Jorenby, & Smith, 1994). Many who quit smoking return to it well after the end of nicotine withdrawal (Brandon, Tif- fany, Obremski, & Baker, 1990). Why? The smoking is linked by conditioning to particular contexts (after meals, after sex, being at a bar, and so on). The context itself is a discriminative stimulus for smoking long after the craving for nicotine is gone (Carter & Tiffany, 1999; Conklin, 2006). Contexts can create cravings even when no specific smok- ing cues are present, such as cigarettes or a lighter (Conk- lin, Robin, Perkins, Salkeld, & McClernon, 2008).

Programs to quit smoking now emphasize efforts to extinguish responses to the cues linked to smoking. The contextual cues are presented alone, with no smoking. The hope is that the nonsmoking response will condition to those cues, and the person will thereby become more resist- ant to relapse. Such programs have had only limited suc- cess (Conklin & Tiffany, 2002), perhaps because they’ve used “normative” smoking cues, rather than personalized ones. Because everyone has a unique smoking history, individualizing the cues may promote better success (Conklin, Perkins, Robin, McClernon, & Salkeld, in press; Conklin & Tiffany, 2001).

10.7.3: Instrumental Conditioning and Maladaptive Behaviors Another set of problems in behavior relates to the princi- ples of instrumental conditioning. The reasoning here is that undesirable behavioral tendencies are built in by rein- forcement. Furthermore, they can be acquired in ways that make them resistant to extinction.

Imagine that a certain class of behavior—for instance, throwing tantrums when you don’t get your way—was reinforced at one period of your life, because your parents gave in to them. The reinforcement strengthened the ten- dency to repeat the tantrum. If reinforced often enough

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It can be hard to know just how to respond to problem situations in a manner that’s properly assertive. But hav- ing models illustrate responses (combined with practice, to make sure that you can do the same thing) can make a big difference.

In therapies for skill deficits, observational learning is often blended with vicarious reinforcement. In certain cases, though, one or the other seems most relevant. When people literally don’t know what to do in a given situation, observational learning is most relevant, because it provides new responses. When it’s not so much that people don’t know what to do but that they doubt whether it will work, vicarious reinforcement seems to play a larger role.

10.7.6: Modeling and Responses to Fear In discussing modeling and fear-related behavior prob- lems, a distinction is made between two kinds of models: those who exhibit mastery and those who exhibit coping (e.g., Meichenbaum, 1971). A mastery model seems to be completely without fear regarding what the person in ther- apy is afraid of. This model presumably creates vicarious extinction of the conditioned fear, as the observer sees that the model experiences no distress. In contrast, a coping model is one who initially displays fear but overcomes it and eventually handles the situation. The effect of this model presumably depends on the fact that the model is in the same situation as the observer but is noticeably able to overcome the fear through active effort.

All these effects can be seen as mediated, in part, by expectancies (see Bandura, 1986). If you expect to experi- ence strong fear in high places, you’ll avoid high places. If you expect to get social approval for bullying someone else, you may do it. If you expect to be rejected, to do badly on an exam, or even to do badly at “life,” you may not even try (Carver, Scheier, & Segerstrom, 2010; Scheier & Carver, 1992). Expectancies can develop from direct experience, from vicarious experience, from things that other people tell you, or from putting two and two together in your own head.

Another source of behavior problems, in the social learning view, is more specific. Problems sometimes reflect skill deficits. A person with a skill deficit is literally unable to do something that’s necessary or desirable. Some skill deficits reflect deficits in observational learning. That is, in some cases, people never had good models to learn from. Without being able to learn how to do important things (such as cooking, taking notes in class, dancing, and many others), people can have gaps in the ability to function.

Note that having a skill deficit can influence the devel- opment of expectations. People who know they lack par- ticular skills anticipate bad outcomes in situations in which the skills matter. For example, people who see them- selves as lacking social skills come to expect the worst in social situations.

10.7.5: Modeling-Based Therapy for Skill Deficits Not surprisingly, modeling plays an important role in the therapy techniques identified with the social–cognitive viewpoint. Techniques involving modeling have been used in two areas: skill deficits and emotion-based problems.

When people lack specific types of adaptive behavior, they can often develop the needed skills by watching a good model. The model is put in the situation for which the skill is lacking and does an action appropriate to the situation. The observer (the person in therapy) is then encouraged to repeat the action. This repetition can be overt (actually doing the behavior), or it can be covert (mentally practicing it). Indeed, the modeling can also be covert, with the subject told to imagine someone else doing a particular behavior within a particular scenario (Kazdin, 1975).

In principle, modeling can be used to supply missing skills any place there are deficits. Research on this subject, however, commonly focuses on such areas as basic social skills (e.g., La Greca, Stone, & Bell, 1983; Reichow & Volk- mar, 2010; Ross, Ross, & Evans, 1971) and assertiveness (Goldfried & Davison, 1976; Kazdin, 1974, 1975; McFall & Twentyman, 1973; Rosenthal & Reese, 1976). Assertiveness is acting to make sure that your rights aren’t violated while at the same time not violating someone else’s rights.

Seeing someone else cope successfully with something that you fear can help you develop the ability to cope successfully yourself.

The effect of a coping model seems more cognitive than that of the mastery model. And although the evidence isn’t entirely consistent, coping models seem more effec- tive than mastery models in therapy for fears (Kornhaber & Schroeder, 1975; Meichenbaum, 1971). This effectiveness attests to the powerful role that cognitive processes can play in coping with fear.

The Learning Perspective 161

cope (by participant modeling). This fits with Bandura’s belief that performance accomplishments are the strongest influence on efficacy perceptions.

Research also demonstrates another influence on effi- cacy perceptions: vicarious experiences. That is, modeling- only groups typically report greater efficacy and outperform no-treatment groups. Vicarious consequences don’t have as strong an impact as personal outcomes, but they definitely play a role. Bandura (1977b) also suggested that verbal persuasion can influence efficacy perceptions.

10.8: Problems and Prospects for the Learning Perspective 10.8 Recall two strengths and problems of the learning

perspective on personality

The learning perspective on personality has been particu- larly influential among two groups: researchers involved in the experimental analysis of behavior in the laboratory and clinicians trained when behavior therapies were at the height of their popularity. The learning view is attractive to these groups for two different reasons, which in turn repre- sent two strengths of this view.

First, the learning viewpoint emerged—as had no other perspective before it—from the crucible of research. The ideas that form this approach to behavior were intended to be given close scrutiny, to be either upheld or disconfirmed through investigation. Many of the ideas have been tested thoroughly, and the evidence that sup- ports them is substantial. Having a viewpoint on the nature of personality that can be verified by careful observation is very satisfying to researchers.

A second reason for the impact of learning ideas is the effectiveness of behavioral and cognitive–behavioral ther- apy techniques. Research has shown that several kinds of problems can be treated with fairly simple procedures. With this realization, clinicians began to look closely at the princi- ples behind the procedures. The learning perspective has an aura of credibility among some psychologists because of its good fit with these effective techniques of behavior change.

Although many find this viewpoint congenial, it also has its critics. One criticism concerns researchers’ tendency to simplify the situations they study. Simplification ensures experimental control, and having control helps clarify cause and effect. Yet sometimes, the simplification results in situa- tions that offer very few options for behavior. There can be a nagging suspicion that the behavior occurred because there were so many pressures in its direction and so little chance to do anything else. But what happens to behavior when the person leaves the laboratory? This concern is far

Another distinction made here is between modeling in which the observer just observes and participant modeling, in which the model (often the therapist) performs the behav- ior in front of the other person, who then repeats it. Partici- pant modeling usually involves a lot of verbalization, instruction, and personalized assurance from the model. It takes more of the therapist’s time, but it’s more powerful as a behavior change technique (e.g., Bandura, 1982; Bandura, Adams, & Beyer, 1977; Davis, Ollendick, & Öst, 2009).

In a typical modeling therapy for a specific fear, a model approaches, engages, and deals with the feared stimulus. While doing so, the model describes the feelings that develop and the mental strategies that are being used to cope. Then the observer tries to do the same thing—first with the therapist’s help, then alone. This procedure is effective at reducing fear and increasing coping in a variety of domains, including fears aroused by animals such as dogs and snakes (Bandura et al., 1977; Bandura, Grusec, & Menlove, 1967; Bandura & Menlove, 1968); by surgery, injections, and dental work (Melamed & Siegel, 1975; Mel- amed, Weinstein, Hawes, & Katin-Borland, 1975; Vernon, 1974); and by test taking (Cooley & Spiegler, 1980; Malec, Park, & Watkins, 1976; Sarason, 1975).

10.7.7: Therapeutic Changes in Efficacy Expectancy The research just outlined indicates that models who dis- play an ability to cope can help people to overcome their own fears. But how does it happen? Bandura (1977b) sug- gested these effects illustrate a broader principle behind behavior change. In his view, when therapy is effective (through whatever technique), it works by increasing the person’s sense of efficacy for a given class of situations. When a model shows an ability to overcome fear, it helps give observers the sense that they can also do so. This enhanced perception of personal efficacy results in greater effort and persistence.

These ideas, introduced earlier in the chapter, have been tested in many studies of the therapy process (e.g., Avia & Kanfer, 1980; Bandura et al., 1977; Bandura, Adams, Hardy, & Howells, 1980; Bandura & Schunk, 1981; DiClemente, 1981; Gauthier & Ladouceur, 1981). Across many such tests, participant modeling has been effective in changing people’s efficacy expectancies and changing their behavior. Such out- comes also generalize to new situations.

In Bandura’s (1986, 1997) view, such results make sev- eral points. The broadest is that change in efficacy expec- tancy mediates behavior change. That is, the behavior changes because of a change in expectancy (Van Zundert, Ferguson, Shiffman, & Engels, 2010). Two other points con- cern factors that determine efficacy perceptions. Expec- tancy ratings typically change most among people who have an opportunity to show themselves that they can

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In the more cognitive view, classical and instrumental con- ditioning aren’t necessarily incremental processes occur- ring outside awareness; they depend on expectancies and mental models. Reinforcement is seen as providing infor- mation about future incentives, instead of acting directly to strengthen behavioral tendencies.

How are we to think about this situation? Are the newer theories extrapolations from the previous theories, or are they quite different? Can they be merged, or are they competitors for the same theoretical niche? Some people would say the newer version of the learning perspective should replace the conditioning version—that the condi- tioning view was wrong, that human learning simply doesn’t occur that way.

Some people have abandoned any effort at integration and simply stepped away from the issue altogether. For example, years ago, Bandura dropped the word learning from the phrase he used to characterize his theory. He began calling it social–cognitive theory (Bandura, 1986). This raises the question of whether his ideas about efficacy expectancies should be seen as belonging to the learning perspective at all.

Bandura’s change of label reflects a more general trend among people who started out within the social learning framework. Over the past 40 years, many of these people have been influenced by the ideas of cognitive psychology. Many people who used to call their orientation to person- ality a social learning view would hedge in using that term today. Some would now give a different label. There has been a gradual fraying of the edge of the social learning approach, such that it has tended to combine with the cog- nitive and self-regulation theories, discussed in later chap- ters. This blurring and blending between bodies of thought raise a final question for the learning approach: Will this approach retain its identity as an active area of work in the years to come, or will it disperse and have its themes absorbed by other viewpoints?

less applicable to the social–cognitive learning approach. People working from it have examined behavior in very diverse settings and contexts.

Another problem with the learning view is that it isn’t really so much a theory of personality as a view of the determinants of behavior. The processes of learning pre- sumably operate continuously in a piecemeal and haphaz- ard fashion. The human experience, on the other hand, seems highly complex and orderly. How do the haphazard learning processes yield such an orderly product?

To put it another way, conditioning theories tell us a lot about how a specific behavior becomes more or less proba- ble, but they don’t tell us so much about the person who’s doing the behavior. The processes are very mechanistic. There seems little place for the subjective sense of person- hood, little focus on the continuity and coherence that char- acterize the sense of self. In sum, to many, this analysis of personality doesn’t convey the subjective experience of what it means to have a personality. Again, this criticism is less applicable to the social–cognitive learning theories. Concepts such as the sense of personal efficacy have a great deal to do with the sense of personhood, even if the focus is on only a limited part of the person at any given time.

Another problem for the learning perspective con- cerns the relationship between conditioning ideas and social–cognitive ideas about learning. The two approaches to learning are split by a core disagreement. We mini- mized this issue while presenting the theoretical princi- ples, but it deserves mention. The issue is this: Conditioning theories tend to focus on observable events. They explain behavioral tendencies by patterns of prior experiences and present cues. Nothing else is needed. Cognitions are irrelevant. The social–cognitive learning approach is quite different. Expectations cause behavior. Actions follow from thinking.

Treating cognitions as causes of behavior may mean rejecting fundamental tenets of the conditioning approach.

Summary: The Learning Perspective Conditioning approaches emphasize two types of learning. In classical conditioning, a neutral stimulus (CS) is pre- sented along with another stimulus (US) that already elic- its a reflexive response (UR). After repeated pairings, the CS itself comes to elicit a response (CR) that’s similar to the UR. The CR appears to be an anticipatory response that prepares for the US.

This basic phenomenon is elaborated by discrimina- tion (different stimuli leading to different responses) and

extended by generalization (different stimuli leading to similar responses). CRs fade if the CS is presented repeat- edly without the US, a process termed extinction. Classical conditioning is important to personality primarily when the responses being conditioned are emotional reactions (emotional conditioning). Classical conditioning thus pro- vides a basis for understanding people’s unique prefer- ences and aversions, and it provides a way of analyzing certain psychological problems, such as phobias.

The Learning Perspective 163

Another part of this approach to personality stands as distinct from conditioning principles: the process of acquir- ing behavior potentials through observational learning. This process requires that an observer attend to a model (who is displaying a behavior), retain some memory of what was done (usually a visual or verbal memory), and have compo- nent skills to be able to reproduce what was modeled. This process of acquisition isn’t directly influenced by reinforce- ment contingencies. On the other hand, spontaneous perfor- mance of the acquired behavior is very much influenced by perceptions of reinforcement contingencies.

Assessment, from a conditioning point of view, emphasizes observation of various aspects of behavior as they occur in specific situations. Assessment can focus on people’s physiological responses, their overt behaviors, or their reports of emotional reactions in response to different kinds of stimuli. Assessment from a social–cognitive learn- ing point of view is more reliant on self-reports.

The conditioning approach assumes that problems in behavior are the result of the same kinds of processes as result in normal behavior. Classical conditioning can produce intense and irrational fears, called phobias; instrumental con- ditioning can produce behavior tendencies that persist even when they are no longer adaptive. These various problems can be treated by means of conditioning procedures, collec- tively termed behavior therapy or behavior modification. System- atic desensitization replaces fear reactions with relaxation. Exposure treatments keep people focused on distressing situ- ations until long after the burst of anxiety calms down.

Problems in behavior can also develop through vicari- ous learning, or when people haven’t had the opportunity to learn needed behaviors from models. Therapy based on the social–cognitive learning approach often involves modeling, whether as an attempt to remedy skill deficits through observational learning or as an attempt to show the utility of coping skills through vicarious reinforcement.

In instrumental conditioning, a behavior is followed by an outcome that’s either positively valued or aversive. If the outcome is positively valued, the tendency to per- form the behavior is strengthened. Thus, the outcome is called a reinforcer. If the outcome is aversive (a punisher), the tendency to perform the behavior is reduced. Discrimi- nation in instrumental conditioning means responding in different ways to different situational cues; generalization is responding in a similar way to different cues; extinction is the reduction of a behavioral tendency through nonrein- forcement of the behavior. Reinforcers can occur in many patterns, termed schedules. An important effect of varia- tions in reinforcement schedules is that behavior learned by intermittent (partial) reinforcement is more persistent (under later conditions of nonreinforcement) than is a behavior learned by continuous reinforcement.

Another generation of learning theories has evolved. They are called cognitive because they emphasize the role of thought processes in behavior and social because they emphasize the idea that people often learn from one another. Several aspects of these theories represent elabo- rations on conditioning principles, including an emphasis on social reinforcement over other sorts of reinforcement in shaping behavior. Because humans have the capabil- ity for empathy (vicariously aroused emotions), we can experience classical conditioning vicariously. We can also experience reinforcement and punishment vicari- ously, causing shifts in action tendencies on the basis of someone else’s outcomes. This view also holds that humans often learn expectancies and then apply them to new situations.

The idea that expectancies about outcomes play an important part in determining behavior is a central part of social–cognitive learning models. Another important idea is that perceptions of personal efficacy determine whether a person will persist when in stressful circumstances.

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What makes this experience of being human so special? What are our responsibilities to ourselves? These are among the questions raised by the theorists whose ideas about self- actualization and self-determination are in this chapter.

Some of the theories discussed in this chapter are associated with the term humanistic psychology (Schneider, Bugental, & Pierson, 2001). This term reflects the idea that everyone has the potential for growth and development. No one—no one—is inherently bad or unworthy. A basic goal of humanistic psychology is to help people realize this about themselves, so they’ll have the chance to grow. Some of the ideas in this chapter are also referred to with the term phenomenological. This term reflects an emphasis on the importance of one’s own personal experiences.

Julia spends most of her waking hours doing things for others. She talks often with her mother, who always wants more from her than she can give. She sometimes feels as though she’s being drawn into quicksand, but she never complains. Then there’s Eric, a guy she used to date. Eric’s life is a mess, and he often calls her late at night for advice. Although she needs her sleep, she never refuses him a

The experience of being human is mysterious and chal- lenging. You experience events, feelings, thoughts, and choices that are different from those of any other person who ever has lived or ever will live. You are continu- ously “becoming,” evolving from a simpler version of yourself into a more complex version. It’s sometimes mystifying, because you don’t always understand why you feel what you’re feeling. But the fact that the life you’re living is your own—a set of sensations that belongs to you and nobody else—makes the experience also vivid and compelling.

How does your self know how to “become”? As you change, how do you still remain yourself? Why do you some- times feel as though part of you wants to grow in one direc- tion and another part wants to grow in another direction?

sympathetic ear. Julia always seems to be setting her own life aside for the benefit of others, as though she thinks she’s unworthy unless she does so. Deep inside, a small voice says she’s wrong about that, but she’s usually too busy to hear. Sometimes, just sometimes, she has the feel- ing that a different destiny awaits her, if she could only free herself to find it.

11.1 Analyze the intrinsic tendency toward self- actualization

11.2 Contrast between self-determined behavior and the behavior that is controlled in some manner

11.3 Analyze how a disorganization in the sense of self can be reduced by two kinds of defenses

11.4 Relate Maslow’s hierarchy of needs to the principles that the hierarchy follows

11.5 Identify the key principle of the existential psychology

11.6 Examine the use of a Q-sort in assessment

11.7 Outline the logic behind the client-centered therapy as a solution to problems

11.8 Evaluate the strengths and the weaknesses of the approaches of self-actualization and self-determination

Learning Objectives

Chapter 11

Self-Actualization and Self-Determination

Self-Actualization and Self-Determination 165

way. This is conditional positive regard. Much of the affec- tion people get in their day-to-day lives is conditional.

11.1: Self-Actualization 11.1 Analyze the intrinsic tendency toward

self-actualization

An important figure in humanistic psychology was Carl Rogers. His ideas provide a way to talk about how poten- tial is realized and how that can fail to happen. In his view, the potential for positive, healthy growth expresses itself in everyone if there are no strong opposing influences. This growth is termed actualization. Actualization is the ten- dency to develop capabilities in ways that maintain or enhance the organism (Rogers, 1959).

In part, this actualizing tendency is reflected physically. For example, your body actualizes when your immune sys- tem kills disease cells. Your body actualizes when it grows bigger and stronger. The actualizing principle also applies to personality. Maintenance or development of the self is called self-actualization. Self-actualization enriches your life experiences and enhances creativity. It promotes con- gruence, wholeness or integration within you, and it mini- mizes disorganization or incongruence.

Rogers believed that the actualizing tendency is part of human nature. This belief is also reflected in another term he used: the organismic valuing process. He believed that the organism automatically evaluates its experiences to tell whether they are promoting actualization. If they aren’t, the organismic valuing process creates a nagging sense that something isn’t right.

Rogers used the phrase fully functioning person to describe someone who is self-actualizing. Such people are open to experiencing their feelings and not threatened by them, no matter what the feelings are. Fully functioning people trust their feelings. They are also open to experienc- ing the world. Rather than hide from it, they immerse themselves in it. The result is that they live lives filled with meaning, challenge, and excitement but also a willingness to risk pain. A fully functioning person isn’t a particular kind of person. It’s a way of functioning that can be adopted by anyone who chooses to live that way.

11.1.1: The Need for Positive Regard Self-actualization isn’t the only influence on human behav- ior, however. People also need to have the acceptance, love, friendship, and affection of others—particularly, others who matter to them. Rogers referred to this acceptance using the term positive regard.

Positive regard can come in two ways. Affection given without special conditions—with “no strings attached”—is called unconditional positive regard. Sometimes, though, affection is given only if certain conditions are satisfied. The conditions vary from case to case, but the idea is the same: I’ll like you and accept you, but only if you act in a particular

We all have a strong need to experience positive regard from others— to feel wanted, appreciated, and respected.

Another term used here is conditions of worth. These are the conditions under which people are judged worthy of positive regard. When people act to conform to a con- dition of worth, they’re doing so not because the act is intrinsically desirable, but to get positive regard from other people.

Rogers argued that having conditions of worth applied to us by people around us causes us to start applying the conditions to ourselves (Sheldon & Elliot, 1998). We give ourselves affection and acceptance only when we satisfy those conditions. This pattern is called conditional self- regard. Conditional self-regard makes you behave so as to fit the conditions of worth you’re applying to yourself (Crocker & Wolfe, 2001).

Conditions of worth have an important effect: Choosing your behavior, values, or goals to get accept- ance can interfere with self-actualization. Because self- actualizing is more important than fulfilling conditions of worth, it should get first priority. But the need for positive regard is so salient that its influence is often felt more keenly.

Consider a couple of examples. Joel has decided to give up a possible career in music because his father needs help in the family business. In doing this, Joel is respond- ing to conditions of worth imposed by his family. Bowing to these conditions of worth, however, may mean denying something that’s important inside him, something that’s truly a part of who he is.

The same kind of conflict is being experienced by Julia, in the chapter opening. Recall that Julia spends much of her time and energy giving to others. Her actions, however, seem driven by a need to prove she’s worthy as a human being. She seems to be applying conditions of worth to herself. By trying to live up to them, Julia prevents herself

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11.2: Self-Determination 11.2 Contrast between self-determined behavior and

the behavior that is controlled in some manner

Rogers’s ideas are echoed in a more recent theory of self- determination proposed by Ed Deci and Richard Ryan (1980, 1985, 1991, 2000, 2008; Ryan, 1993; Ryan & Deci, 2001). Deci and Ryan believe that having a life of growth, integrity, and well-being means satisfying three needs. The needs are for autonomy (self-determination), competence, and relat- edness. People in general also see these needs as being most important to them (Sheldon, Elliot, Kim, & Kasser, 2001).

The theory begins with the idea that behavior can reflect two underlying dynamics. Some actions are self- determined: done either because they have intrinsic interest for you or are of value to you. Other actions are controlled: done to gain payment or to satisfy some pressure. A behav- ior can be controlled even if the control occurs entirely inside your own mind. If you do something because you know you’d feel guilty if you didn’t, you’re engaging in controlled behavior.

Whether behavior is controlled or self-determined can have several consequences. An important one concerns how long you’ll stay interested in the behavior. People stay interested longer when they see their actions as self-deter- mined. People lose interest in activities when promised a reward for working on them (Deci, Koestner, & Ryan, 1999). This effect has been found in children as well as adults. In children, it’s been called “turning play into work” (Lepper & Greene, 1975, 1978).

It’s not the reward itself that does this. Rather, it’s whether people see their actions as self-determined. Telling people they’re going to be paid for something often seems to make them infer that their behavior isn’t self-determined. As a result, they lose interest. In some circumstances, how- ever, expecting reward increases motivation instead of undermining it (Elliot & Harackiewicz, 1994; Harackiewicz, 1979; Henderlong & Lepper, 2002). Why? Because reward has two aspects (Deci, 1975). It has a controlling aspect, tell- ing you that your actions are not autonomous. It can also have an informational aspect, informing you about yourself. If a reward tells you that you’re competent, it increases your motivation (Eisenberger & Rhoades, 2001; Koestner, Zuck- erman, & Koestner, 1987). It’s even possible for a reward to promote a sense of self-determination, under the right con- ditions (Henderlong & Lepper, 2002). But if the reward implies a condition of worth, or if it implies you’re acting just for the reward, then the controlling aspect will stand out and motivation will fall off.

Deci and Ryan believe that people want to feel a sense of self-determination in everything they do. In this view, accomplishments such as doing well in your courses are satisfying only if you feel self-determination in them. If

from hearing the voice of self-actualization and growing in her own way.

Mary feels a strong desire for a career, but her parents want her to marry and raise a family. If her parents won’t fully accept her unless she bends to their wishes, they’re creating conditions of worth for her. Accepting this condi- tion may interfere with Mary’s self-actualization. Remem- ber that conditions of worth aren’t always imposed from outside. It’s possible that Mary’s desire for a career may itself be a condition of worth—a self-imposed condition (just like Julia’s need to prove her worthiness by giving to others). Mary may have decided she won’t accept herself as a complete person unless she has a career.

It can be very hard to distinguish a true desire from a condition of worth (Janoff-Bulman & Leggatt, 2002). What defines a condition of worth is that it’s a precondi- tion for acceptance, either by others or by oneself. A condi- tion of worth is always coercive: It pushes you into doing things. Such conditions can prevent self-actualization. When parents place such conditions on their children, the result is resentment and less well-being (Assor, Roth, & Deci, 2004).

11.1.2: Contingent Self-Worth Jennifer Crocker and her colleagues have conducted a good deal of research on the idea that people place such conditions of worth on themselves (Crocker & Knight, 2005; Crocker & Park, 2004; Crocker & Wolfe, 2001). People who use their performance in some area of life as a condi- tion for self-acceptance are said to have contingent self- worth (which means essentially the same thing as conditional self-regard). Conditions of worth come in many forms. Some people are demanding about their academic performance, others about their appearance.

Contingencies can be motivating. People who impose an academic condition of worth do study more than other people; people who have an appearance-based condition of worth exercise more and shop for clothes more often than others (Crocker, Luhtanen, Cooper, & Bouvrette, 2003). When a failure happens, though, it’s more upsetting if you have a contingency in that domain. The failure can then result in loss of motivation.

Consistent with the view expressed by Rogers, hold- ing oneself to these conditions has costs. It’s stressful and disrupts relationships (Crocker & Knight, 2005). It causes people to be more upset by negative interper- sonal feedback (Cambron & Acitelli, 2010; Cambron, Acitelli, & Steinburg, 2010; Park & Crocker, 2008). It can also make people more likely to become victims of rela- tionship violence (Goldstein, Chesir-Teran, & McFaul, 2008). Perhaps most important, it keeps people focused on a particular condition of worth, rather than letting them grow freely.

Self-Actualization and Self-Determination 167

In identified regulation, in contrast, the person has come to hold the behavior as personally meaningful and valua- ble. If you try to do well in a class because you believe that learning is important to your growth, that’s identified regu- lation. Identified regulation is self-determined. It’s not quite as self-determined as integrated regulation (in which the goal is integrated within the self) or intrinsically motivated behavior (for which the interest is naturally there), but it’s pretty close (see Figure 11.1). In general, as people mature, they regulate less by introjected values and more by identi- fied and integrated (autonomous) values (Sheldon, 2005).

These ideas have many applications. For example, think about what you want out of life. There’s evidence that wanting financial success (which generally reflects controlled behavior) relates to poorer mental health, whereas wanting community involvement relates to better mental health (Kasser, 2002; Kasser & Ryan, 1993). Of course, why the person has the aspiration is also important (Carver & Baird, 1998; Sheldon & Krieger, 2014). Wanting community involvement for controlling reasons (e.g., because it will make people like you) is bad. Wanting financial success for truly self-determined reasons (because the process itself is intrinsically enjoyable) can be good.

The pressures that lead to introjected behavior stem from the desire to be accepted by others or to avoid a sense of guilt over doing things you think others won’t like. This fits with Rogers’s belief that the desire for positive regard can disrupt self-actualization. A lot depends on whether others place conditions of worth on you. Restrictive parent- ing produces adults who value conformity instead of self- direction (Kasser, Koestner, & Lekes, 2002).

you feel forced or pressured to do these things, then you’ll be less satisfied (Flink, Boggiano, & Barrett, 1990; Grolnick & Ryan, 1989). Indeed, pressuring yourself to do well can also reduce motivation (Ryan, 1982). This fits the idea that people can impose conditions of worth on themselves.

The importance of the sense of self-determination has been shown in quite diverse contexts. For example, when mothers become involved in their children’s education, the impact of that involvement is far better when the mothers perceive it as being autonomous (Grolnick, 2015). When spouses take care of a family member with cancer, the care- takers’ adjustment is better when they believe that they are doing so for autonomous reasons (Kim, Carver, Deci, & Kasser, 2008).

11.2.1: Introjection and Identification Deci and Ryan and their colleagues have used several more terms to describe degrees of control and self-determination (see Figure 11.1). Especially important are introjected and identified regulation.

Introjected regulation occurs when a person treats a behavior as a “should” or an “ought”—when the person does it to avoid guilt or gain self-approval. If you try to do well in a class so that you won’t feel guilty about wasting your parents’ tuition money, that’s introjected behavior. Introjected behavior is controlled, but the control comes from inside. If you try to do well so that your parents won’t look down on you, that’s also controlled, but it’s externally imposed rather than introjected because the control is out- side you (see Figure 11.1).

External regulation

Introjected regulation

Identified regulation

Integrated regulation

Extrinsic Motivation

Intrinsic Motivation

Controlled Self-Determined

Focus on external

pressures

Focus on approval from self

Conscious valuing and

endorsement

Congruence with self

Inherent interest,

enjoyment, and satisfaction

Figure 11.1 Degrees of control versus self-determination. In Deci and Ryan’s view, regulation of behavior can range from extremely controlled (left side) to extremely self-determined (right side). The ideal is intrinsic motivation, but extrinsically motivated actions can also be self-determined if the person consciously values them or has integrated them in the self-structure. Other types of extrinsic motivation (external and introjected regulation) are controlled behavior.

Source: Based on Ryan & Deci, 2000.

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Elsewhere in this book, you’ll read about personality being expressed in the goals people adopt (see Chapters 5 and 13). But goals are not equal in their contributions to well-being. It’s important to pursue goals that are self- concordant, or consistent with your core values (Sheldon, 2014; Sheldon & Elliot, 1999). You care more about such goals, and you benefit more from attaining them than from goals that don’t connect to your core values. Sup- port for this view comes from several sources (Brunstein, Schultheiss, & Grässmann, 1998; Greguras & Diefendorff, 2010; Sheldon & Elliot, 1999; Sheldon & Kasser, 1998).

There’s even evidence that pursuit of self-concordant goals can create a longer-term spiral of benefit (Sheldon & Houser-Marko, 2001). When you try to reach self-concord- ant goals, you try harder, you have more satisfying experi- ences, and you attain better well-being. This experience promotes greater motivation for the next self-concordant goal, and the cycle continues.

11.2.4: Free Will Humanistic psychologists emphasize the idea that people have freedom to decide for themselves how to act and what to become. In Rogers’s view, people are free to choose whether to act in self-actualizing ways or to accept condi- tions of worth. In Deci and Ryan’s view, people exert their will when they act in self-determination.

The concept of free will is interesting and controver- sial. It’s nearly impossible to know for sure whether peo- ple have free will, but they certainly seem to think they do. Consider the phenomenon called reactance (Brehm & Brehm, 1981). Reactance happens when you expect to have a particular freedom and you see it as being threat- ened. The result is an attempt to regain or reassert it. Thus, young children who’ve been told they can’t do something

Having a sense of autonomy also seems to foster further autonomy. In one project, medical students who thought their professors were supportive of their own autonomy became even more autonomous in their learning over time (Williams & Deci, 1996). They also felt more competent, and they acted toward others in ways that supported those oth- ers’ autonomy.

11.2.2: Need for Relatedness Deci and Ryan also believe that people have an intrinsic need for relatedness (see also Baumeister & Leary, 1995). At first glance, it might seem that a need for relatedness should conflict with the need for autonomy. However, it’s important to be clear about Deci and Ryan’s use of the word autonomy. It doesn’t mean being separate from or independent of others. Rather, it means having the sense of free self-determination (Deci & Ryan, 1991, 2000). True relatedness doesn’t conflict with this.

Several studies have confirmed that autonomy and relatedness can exist side by side. One project found that autonomy and relatedness were complementary: Each related independently to well-being (Bettencourt & Sheldon, 2001; see also Beiswenger & Grolnick, 2010). Another study found that a measure of autonomy was tied to more relatedness, in the form of having open and positive com- munication with significant others. People who regulated their lives in a controlled way were the ones who interacted defensively with others (Hodgins, Koestner, & Duncan, 1996). Other research has found that being autonomous promotes the use of relationship-maintaining coping strate- gies and positive responses in discussing relationships (Knee, Patrick, Vietor, Nanayakkara, & Neighbors, 2002). The result was less defensiveness and more understand- ing responses when conflict did occur (Knee, Lonsbary, Canevello, & Patrick, 2005).

Support for autonomy is a powerful force (see Sheldon & Gunz, 2009). When relationship partners are supportive of autonomy, they experience the relationship as better and richer (Deci, La Guardia, Moller, Scheiner, & Ryan, 2006). They act more authentically (Didonato & Krueger, 2010). Supporting your partner’s autonomy also makes the rela- tionship feel better to you (Deci et al., 2006).

Still, the need for relatedness does have some resemblance to the need for positive regard. Why, then, doesn’t it interfere with self-actualization? The answer seems to be that Deci and Ryan’s conception of relatedness implies a genuine connection to others, an unconditional acceptance, rather than a connec- tion based on pressure and demand. It might be more accurate to equate this need to a need for unconditional regard.

11.2.3: Self-Concordance Self-determination theory has important implications for thinking about the goals people pursue in their lives.

When we are prevented from doing something that we want to do, our desire to do it increases even more.

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want to do it all the more. In a romantic relationship, “playing hard to get” can increase someone’s attraction to you. Certainly, people often resist being told what to do. Much evidence supports the idea that reactance leads to reassertion of freedom.

Although people think they have free will, it’s not clear whether we actually do. In a complicated study, Weg- ner and Wheatley (1999) showed that people could be led to believe they had intentionally caused something to hap- pen that someone else had actually caused. Put differently, the people claimed to have exerted their will in a situation in which they had not. This and other evidence led Wegner (2002) to argue that free will is an illusion. This issue, of course, will continue to be debated.

11.3: The Self and Processes of Defense 11.3 Analyze how a disorganization in the sense of self

can be reduced by two kinds of defenses

We now turn to the concept of self. Rogers is sometimes called a self theorist, because he stressed the importance of the self. As the person grows, the self becomes more elabo- rate and complex. It never reaches an end state but contin- ues to evolve.

Rogers used the term self in several ways. Sometimes, he used it to refer to the subjective awareness of being (Rogers, 1965). At other times, he used it interchangeably with self-concept. The self-concept is the set of qualities a person views as being part of himself or herself. Many distinctions can be made among the elements of the self- concept. One of them is between the actual (or real) self and the ideal self. The ideal self is the image of the kind of person you want to be. The actual self is what you think you’re really like.

Recall that self-actualizing is supposed to promote congruence. Congruence means “fitting together.” One kind of congruence is between actual and ideal selves. Thus, as self-actualization occurs, it creates a closer fit between the actual and the ideal. It leads you to become more like the self you want to be.

A second kind of congruence that’s important is between the actual self and experience. That is, the expe- riences you have in life should fit with the kind of per- son you think you are. For example, if you think you’re a kind person and you find yourself doing something unkind, there’s an incongruity between self and experi- ence. If you think you’re a smart person but find your- self doing poorly in a course, there’s an incongruity between self and experience. Self-actualization should tend to promote a closer congruence here, as well (see also Box 11.1).

Box 11.1 How Can You Manage Two Kinds of Congruence Simultaneously? This section of the chapter emphasizes the importance of two kinds of congruence: between the actual self and the ideal self and between the self-concept and one’s experience. Often, these two kinds of congruence can be managed fairly easily at the same time. In some circumstances, though, the desire to avoid one kind of incongruence can plunge you right into the other.

What circumstance would do that? An example is sug- gested by the work of William Swann and his colleagues on self-verification (e.g., Swann, 1987, 1990, 2012). The idea is that once people have a picture of what they’re like, they want to have that self-concept confirmed by other people’s reactions to them. That is, people want their experience to be congruent with their self-concept. For example, if you think you’re a good athlete, you want others to think so, too. If you think you’re shy, you want others to realize it. It may seem odd, but the desire to verify beliefs about yourself applies even to beliefs that are unflattering (Swann, Wenzlaff, & Tafarodi, 1992). If you think you’re homely, you’d rather have someone else agree than say the opposite.

Here’s the problem: For the person with a negative self- view, there’s a built-in conflict between self-verification and self-protection. Self-verification is trying not to have incon- gruity between self and experience. Self-protection is trying not to be aware of incongruity between one’s desired self and actual self. Attempts to diminish these two incongruities can pull a person in opposite directions.

Swann and his colleagues argue that both of these forces operate in everyone. Which force dominates at a given moment depends on your options. Keep in mind that most people’s self-concept has both positive and negative qualities (Swann, Pelham, & Krull, 1989). Suppose, then, you had the chance to obtain information about yourself (from another person or from a personality test). Would you prefer to get information about what you view as your best quality or about what you view as your worst? Most people would prefer to learn about some- thing they view as desirable. This fits the self-protection ten- dency. But suppose you know that the information you’re going to get is about a quality you perceive as bad. Would you rather get information that says you’re bad in that quality or that says you’re good? The answer obtained by Swann et al. (1989) was that people tend to seek the bad information.

In sum, the self-protection and self-enhancement tenden- cies seem to influence where you look (and where you don’t look) when you consider the relationship between your actual and desired selves. People prefer to look at their favorable self- aspects. Even so, when they look at some self-aspect in par- ticular, the self-verification tendency influences the kind of information they focus on. They want information that confirms their view of who they are—that fits the experienced self to the actual self. In each case, the effect is to enhance perceptions of congruence, consistent with the ideas proposed by Rogers.

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a long time. It’s been an active area of study under several labels (for review, see Alicke & Sedikides, 2010).

It’s often said that two conditions are required to make someone concerned about maintaining or enhanc- ing self-esteem (Snyder, Stephan, & Rosenfield, 1978). First, an event must be attributable to the person. If not, it’s not relevant to you. Second, the event must be good or bad, thereby having a potential impact on self-esteem.

What happens when there’s a threat to self-esteem? Just as Rogers argued, people either distort their percep- tions or distance themselves from the threat. They mini- mize the negativity of the event. They also try to prevent the event from being attributed to permanent qualities of the self, thereby denying its relevance.

Consider failure. Failure (academic, social, or other- wise) makes most of us feel inadequate. What do people do when they fail? They make excuses (Snyder & Higgins, 1988). They blame it on things beyond their control. They attribute it to task difficulty, to chance, to other people, or (in a bind) to a lack of effort (e.g., Bradley, 1978; Snyder et al., 1976, 1978). People respond in these ways whether the event is as trivial as failure on a laboratory task or as pro- found as the experience of divorce (Gray & Silver, 1990). Blaming something or someone else creates distance between the failure and you. Given enough distance, the failure doesn’t threaten your self-esteem.

People can also protect their self-esteem after failure by distorting perceptions in another way. An event is rele- vant to self-esteem only if its impact is either good or bad. You can protect your self-esteem by discounting the impact. Making a bad impression on someone isn’t a prob- lem if that person isn’t worth bothering with. Doing poorly on a test doesn’t matter if the test isn’t important or valid. People who are told they did poorly on a test say exactly that: It’s not so important and not so valid (Greenberg, Pyszczynski, & Solomon, 1982).

When you experience success, on the other hand, you have the chance to enhance your self-esteem. You can do this by ascribing the success to your abilities (Agostinelli, Sherman, Presson, & Chassin, 1992; Snyder et al., 1976, 1978; Taylor & Brown, 1988). Indeed, there’s even evidence that people think that any positive personal qualities they have are under their own control, allowing them to claim credit for being the way they are (Alicke, 1985).

11.3.3: Self-Handicapping People protect their self-esteem in some very strange ways. One of them is called self-handicapping (e.g., Arkin & Baumgardner, 1985; Higgins, Snyder, & Berglas, 1990; Jones & Berglas, 1978; Jones & Pittman, 1982). Self- handicapping is acting to create the very conditions that tend to produce a failure. If you have a test tomorrow, it’s self-handicapping to party all night instead of studying. If

11.3.1: Incongruity, Disorganization, and Defense Incongruence is disorganization, a fraying of the unitary sense of self. You don’t always know it consciously, but your organismic valuing process senses it. Rogers said that incongruence—either perceiving a gap between real and ideal or experiencing something that doesn’t fit your self-image—leads to anxiety.

The experience of incongruence can also make people vulnerable to yet further problems. Incongruity between the actual and ideal selves leads people to underestimate how much their significant others care for them (Murray, Holmes, & Griffin, 2000; Murray, Holmes, Griffin, Bellavia, & Rose, 2001). This misperception can make them react poorly to their partners. They feel pessimistic about the relationship and may act in ways that aren’t genuine. Ulti- mately, the relationship is less likely to flourish.

It isn’t always possible to have complete congruence. Rogers assumed that people defend themselves against even the perception of incongruence, to avoid the anxiety it creates. Defenses against perceptions of incongruity form two cate- gories, which aren’t so different from some of the defenses addressed by psychoanalytic theory (see Chapter 8).

One kind of defense involves distortion of experience. Rationalization is one such distortion: creating a plausible but untrue explanation for why something is the way it is. Another distortion is seeing an event as being different from how it really is. For instance, if you say something that makes someone else feel bad, you may protect your- self by believing the other person wasn’t really upset.

The second kind of defense involves preventing threat- ening experiences from reaching awareness. Denial—refusing to admit to yourself that a situation exists or an experience took place—serves this function. A woman who ignores overwhelming evidence that her boyfriend is unfaithful to her is doing this.

You can also prevent an experience from reaching awareness indirectly, by not letting yourself be in a situa- tion in which the experience would be possible. By taking steps to prevent it from occurring, you prevent its access to consciousness. This is a subtle defense. For example, a person whose self-image is threatened by having sexual feelings toward attractive strangers may avoid going to the beach or nightclubs, thereby preventing the feelings from arising.

11.3.2: Self-Esteem Maintenance and Enhancement Defenses act to maintain and enhance the congruity or integrity of the self. Another way to put it is that defenses protect and enhance self-esteem. The idea that people go out of their way to protect self-esteem has been around for

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caring about it. This protects self-esteem by denying that the experience is relevant to the self. Failure doesn’t mat- ter if the test isn’t important. But disidentifying also has negative results. As does self-handicapping, disidentify- ing makes poor performance more likely (due to lower effort). Furthermore, it ultimately causes people to stop caring about important areas of endeavor in which they may actually have considerable skill (Bergeron, Block, & Echtenkamp, 2006).

11.4: Self-Actualization and Maslow’s Hierarchy of Motives 11.4 Relate Maslow’s hierarchy of needs to the

principles that the hierarchy follows

Another theorist who emphasized the importance of self- actualization was Abraham Maslow (1962, 1970). He was interested in the qualities of people who seem to get the most out of life—the most fully functioning of persons, the healthiest and best adjusted. Maslow spent most of his career trying to understand how these people were able to be so complete and so well adapted (see Box 11.2).

As part of this effort, Maslow eventually came to examine how diverse motives are organized. His view of motivation was very different from the view discussed in Chapter 5. Maslow came to view human needs as forming a hierarchy (Maslow, 1970), which is often portrayed as a pyramid (see Figure 11.2). He pointed out that needs vary

you want to make a good impression on someone, it’s self- handicapping to show up drunk or drenched in sweat from playing basketball.

Why would you do such a thing? If you want to reach a goal, why create conditions that make it harder? The the- ory is that failing to attain a goal threatens self-esteem. You can’t really fail, though, if success is prevented by circum- stances beyond your control. Given such conditions, the stigma of failing goes away. If you fail the test or make a poor impression—well, no one could do well in those con- ditions. So it wasn’t really a failure. Consistent with this reasoning, people self-handicap more when they expect bad outcomes (Lovejoy & Durik, 2010).

Self-handicapping prevents awareness of failing. Note that for this strategy to be successful, you need to be una- ware that you’re using it. If you realize you’re setting up bar- riers for yourself, they won’t have the same meaning.

Self-handicapping may be common, but it’s not a good strategy. People who tend to self-handicap cope poorly with stress (Zuckerman, Kieffer, & Knee, 1998). Indeed, self-handicapping and maladjustment reinforce each other (Zuckerman & Tsai, 2005). Furthermore, if people think you’re self-handicapping, they react negatively to you (Hirt, McCrea, & Boris, 2003). Finally, don’t forget that self- handicapping helps create the very failure it was intended to protect against.

11.3.4: Stereotype Threat Another concept that connects to the ideas we’ve been discussing is called stereotype threat. It was first pro- posed and studied by Claude Steele and his colleagues (Pronin, Steele, & Ross, 2004; Steele, 1997; Steele & Aron- son, 1995). It begins with the fact that some groups are stereotyped in ways that lead to expectations of poor per- formance of some sort. For example, the negative stereo- type of African Americans includes an expectation that they will perform poorly on intellectual tasks. The nega- tive stereotype of women includes an expectation that they will perform poorly in math. The negative stereo- type of elderly people includes an expectation that they will perform poorly on memory tasks. Members of these groups can be threatened by being viewed through the stereotype, rather than as individuals. The sense of being prejudged occupies the person’s mind and promotes neg- ative thinking (Cadinu, Maass, Rosabianca, & Kiesner, 2005). All of this can interfere with performance (e.g., Cheung & Hardin, 2010; Chung, Ehrhart, Ehrhart, Hattrup, & Solamon, 2010; Fischer, 2010; Rydell, Shiffrin, Boucher, Van Loo, & Rydell, 2010). When performance is poor, the stereotype is confirmed.

If this happens frequently, even worse things follow. Steele (1997) argued that the person begins to disidentify with the domain in which the threat is occurring—to stop

Self- actualization

Esteem

Love and belongingness

Safety and physical security

Physiological

Figure 11.2 Maslow’s theoretical hierarchy of needs. Needs lower on the hierar- chy are more demanding and animalistic. Needs higher on the hier- archy are more subtle but more distinctly human.

Source: Based on Maslow, 1970.

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The needs at the next higher level are also necessary for survival but less demanding. These are safety and (physical) security needs––shelter from the weather, pro- tection against predators, and so on. Maslow considered this second class of needs less basic than the first class, because they require satisfaction less frequently. You need to get oxygen every few seconds, water every few hours, and food once or twice a day. But once you’ve found an apartment, you have physical shelter for a while (as long as you pay the rent). If both your apart- ment and your air supply became inaccessible, you’d surely try to regain the air first and worry about the apartment later.

At the next level of the hierarchy, the needs start to have more social qualities. The level immediately above safety needs is the category of love and belongingness. Here, the needs are for companionship, affection, and accept- ance from others (much like the need for positive regard). Needs of this type are satisfied through interaction with other people.

Higher yet on the pyramid are esteem needs: needs bearing on evaluation (and self-evaluation). Esteem needs include the need for a sense of mastery and power and a sense of appreciation from others (Leary & Baumeister, 2000). Notice that this differs from accept- ance and affection. Acceptance may not be evaluative. Appreciation is. You’re appreciated and esteemed for some quality or qualities that you possess. The need for appreciation is thus more elaborate than the need for acceptance.

At the top of the hierarchy stands self-actualization. Maslow used this term much as Rogers did, to mean the tendency to become whatever you’re capable of becoming, to extend yourself to the limits of your capacities. This, to Maslow, is the highest of human motives.

The pyramid is a visual analogue for Maslow’s core assumptions. He assumed that low-level needs are more primitive and more demanding than needs higher on the hierarchy. The need for air is more demanding than the need for shelter. Maslow also assumed that the need for physical shelter is more demanding than the need to have a sense of being accepted, and that the need for a sense of belonging is more demanding than the need to be appreci- ated or powerful. Maslow thus held that the power of the motive force weakens as you move up the pyramid. On the other hand, as you move up, the needs are also more dis- tinctly human and less animalistic.

Thus, Maslow saw a trade-off between the constraints of biology and the uniqueness of being human. We have needs that make us different from other creatures. Self- actualization is the highest and most important. But we can’t escape the needs we share with other creatures. Those needs are more powerful when they’re unsatisfied than the needs that make us special.

Box 11.2 The Theorist and the Theory: Abraham Maslow’s Focus on the Positive Abraham Maslow focused his work almost exclusively on the positive side of human experience. He was interested in what causes some people to succeed and even achieve greatness in their lives. He cared about issues of personal growth and the realization of human potential. It’s clear that these interests were influenced by events in his own life.

Maslow was born in 1908 in Brooklyn, New York, the oldest of seven children of Russian Jewish immigrants. His home life definitely did not foster personal growth. His father thought little of him and publicly ridiculed his appearance. This led young Maslow to seek out empty cars whenever he rode the subway, to spare others the sight of him.

If Maslow’s father treated him badly, his mother was worse. The family was poor, and she kept a lock on the refrig- erator to keep the children out, feeding them only when she saw fit. Maslow once characterized her as a “cruel, ignorant, and hostile figure, one so unloving as to nearly induce madness in her children” (Hoffman, 1988, p. 7). He later said that his focus on the positive side of personality was a direct consequence of his mother’s treatment of him. It was a reaction against the things she did and the qualities she represented (Maslow, 1979, p. 958). Thus, from a life begun in hardship came a determina- tion to understand the best in human experience.

Maslow entered college intending a career in law, but he quickly became disenchanted, because law focuses so much on evil and so little on good. He turned to psychology. According to Maslow, that was when his life really started. His doctoral work, done under the direction of well-known primate researcher Harry Harlow, focused on how domi- nance is established among monkeys. Thus, even while con- ducting animal research, Maslow was interested in what sets exceptional individuals off from others who are less special.

Maslow shifted this research interest to humans during the period surrounding World War II. New York in the 1930s and 1940s was a gathering place for some of the greatest intellectuals of Europe—many of whom were escaping Nazi Germany. Maslow was impressed by several of them and tried to find out everything he could about them. In his search to understand how these people came to be excep- tional, Maslow was sowing the seeds of more formal work he would conduct later.

Maslow was deeply moved by the suffering and anguish caused by World War II. He vowed to devote his life to proving that humans were capable of something better than war, prejudice, and hatred. By studying the process of self-actualization, he proceeded to do just that.

in their immediacy and power. Some are extremely primi- tive, basic, and demanding. Because they’re so fundamen- tal, they form the base of the pyramid. These needs are physiological—pertaining to air, water, food, and so on— things obviously necessary for survival.

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11.4.1: Characteristics of Frequent Self-Actualizers The concept of self-actualization is, in many ways, the most engaging and intriguing of these theorists’ ideas. Although Maslow painted a broad picture of human motives, self-actualization most fully occupied his inter- est and imagination. He devoted much of his career to studying it.

According to Maslow, everyone can self-actualize, and everyone has an intrinsic desire to become more and more the person he or she is capable of being. Because self- actualization is so diffuse a quality, it can appear in virtu- ally any kind of behavior. It isn’t just the painter, musician, writer, or actor who can be self-actualizing. It’s any person who’s in the process of becoming more congruent, more integrated, more complete as a person.

Despite believing that every person has this potential, Maslow also recognized that some people self-actualize more than others. To better understand the process, he sought out those who displayed self-actualizing properties often. He worked hard to describe them—in part, because self-actualization is such a hard concept to grasp. By describing them, he hoped to help others recognize self- actualizing experiences in their own lives.

Maslow came to believe that frequent self-actualizers share several characteristics (Maslow, 1962, 1968). Here are a few of them (for a more complete list, see Table 11.1.) Self-actualizers are efficient in their perception of reality; that is, their experience is in extra-sharp focus. Self- actualizers can spot the confused perceptions of others and cut through the tangles. People who frequently engage in self-actualization are also accepting. They accept both themselves and others. Their self-acceptance isn’t

In general, people must deal with the needs they have at lower levels of the pyramid before they can attend to higher needs. Two implications follow. First, if a need begins to develop at a lower level while you’re trying to satisfy a higher one, the lower-level need can cause you to be pulled away from the higher one. Your attention, in effect, is pulled downward, and you’re forced to do something about the lower need (Wicker, Brown, Wiehe, Hagen, & Reed, 1993).

The second implication concerns how people move up through this set of needs. It may be precisely the freeing of your mind from the demands of low-level needs that lets you hear the very quiet voice of self-actualization. Remem- ber, the further up the pyramid you go, the more subtle and less survival-related the motive. Self-actualization—the highest motive—is the last to be taken into account. Only when the other needs have been quieted can this one be attended to.

The levels of the hierarchy also differ in one more sense. Maslow (1955) said that the motives low on the pyramid are deficiency-based motives, whereas those high on the pyramid (particularly, self-actualization) are growth-based motives. That is, lower needs arise from deprivation. Satisfying them means escaping unpleasant conditions. Self-actualization is more like the distant call of your unrealized potential as a person. Satisfying this isn’t a matter of avoiding an unpleasant state. Rather, it’s the seeking of growth (see also Sheldon et al., 2001).

Finally, compare Maslow’s ideas to those of Rogers. Recall that Rogers emphasized two motives: the self-actu- alizing tendency and the need for positive regard (affection and acceptance). It’s possible to see a similarity between those ideas and Maslow’s more elaborate structure (see Figure 11.2). The bottom two levels of Maslow’s pyramid refer to needs that Rogers ignored. Rogers focused on social needs, which for Maslow begin at the third level. Maslow believed, as did Rogers, that the need for accept- ance could be more demanding than the need for self-actu- alization. The structure of the pyramid clearly implies that people can be distracted from self-actualization by the need for positive regard.

The intermediate level of Maslow’s pyramid—esteem needs—can be viewed as an elaboration on the need for positive regard. Esteem needs seem similar, in many ways, to Rogers’s conditions of worth. The two theorists differed in how they saw this motive. To Rogers, bowing to condi- tions of worth is bad. To Maslow, esteem needs are part of being human, although less important than the need for self-actualization. The two theorists agreed, however, that esteem needs can get in the way of self-actualization. In sum, despite the fact that Rogers and Maslow had unique ideas about personality, their theoretical views also have much in common.

Table 11.1 Characteristics of frequent self-actualizers

Self-actualizing people… • are efficient and accurate in perceiving reality • are accepting of themselves, of other people, and of nature • are spontaneous in thought and emotion, natural rather than artificial • are problem centered, or concerned with eternal philosophical questions • are independent and autonomous when it comes to satisfactions • have a continued freshness of appreciation of ordinary events • often experience so-called oceanic feelings, a sense of oneness with

nature that transcends time and space • identify with all of humanity and are democratic and respectful of others • form deep ties but with only a few persons • appreciate, for its own sake, the process of doing things • have a philosophical, thoughtful, nonhostile sense of humor • have a childlike and fresh creativity and inventiveness • maintain an inner detachment from the culture in which they live • are sufficiently strong, independent, and guided by their own inner

visions that they sometimes appear temperamental and even ruthless

Source: Based on Maslow, 1968.

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In a peak experience, the person has a sense of being connected with the elements of his or her surroundings. Colors and sounds seem crisper. Perceptions take on a sharper clarity (Privette & Landsman, 1983). There’s also a loss of the sense of time as the experience flows by (Keller & Bless, 2008). The feelings associated with a peak expe- rience often include awe, wonder, and even ecstasy. Having a peak experience tends to take you outside yourself. You aren’t thinking about yourself but rather are experiencing whatever you’re experiencing as fully as possible.

Peak experiences can occur in a passive way—for instance, in examining a great work of art. Usually, though, they occur when people are active (Csikszentmi- halyi, 1975; Privette & Landsman, 1983). Indeed, there’s evidence that peak experiences happen more during work than during leisure (Csikszentmihalyi & LeFevre, 1989). The person having a peak experience is so immersed in an activity that it seems to “become” him or her. The term flow has also been used for such an experi- ence (Csikszentmihalyi, 1990; Csikszentmihalyi & Csik- szentmihalyi, 1988).

We should re-emphasize that the activity doesn’t have to involve artistic creation or any such thing. What’s impor- tant isn’t what is being done but rather how it’s taking place. If you’re completely immersed in it and it’s stretching you as a human being, it can be a peak experience.

11.5: Existential Psychology 11.5 Identify the key principle of the existential

psychology

So far, we’ve focused on the ideas that people have a nat- ural tendency toward growth, that they can exert free will

smug self-promotion. They realize they’re not perfect. They accept themselves as they are—imperfections and all. They also accept the frailties of the people around them as a part of who those people are.

Another characteristic of self-actualizers is a mental spontaneity. This quality is often linked to having a fresh appreciation of life, an excitement in the process of living. This is often reflected in creativity. In one study of this (Amabile, 1985), writers were led to think about the act of creation either from the view of extrinsic incentives (thus, lower on Maslow’s hierarchy) or from qualities intrinsic to the act itself (by implication, self-actualization). They then wrote poems. Judges later rated the creativity of each. The poems written after thinking about external incentives were rated lower in creativity than those written from the self-actualizing orientation.

The self-actualizing person is often said to be problem centered, but this phrase is a little misleading. Here, the word problem refers to enduring questions of philosophy or ethics. Self-actualizers take a wide view, consider universal issues. Along with this quality is an independence from their culture and immediate environment. Self-actualizers live in the universe, and only secondarily in this apart- ment, city, or country. Self-actualizers know relationships require effort. They have deep ties because relationships matter to them, but the ties are often limited to a very few others.

Toward the end of his life, Maslow (1971) distin- guished between this group of people and another group he called transcendent self-actualizers. The people in this second group are so invested in self-actualization that it becomes the most precious aspect of their lives. They are more consciously motivated by universal val- ues or goals outside themselves (such as beauty, truth, and unity). They’re more holistic about the world, seeing the integration of all its elements. Self-actualization almost becomes “universe-actualization.” All of experi- ence seems sacred to these people. They see themselves as the tools by which capabilities are expressed, rather than as the owners of the capabilities. From this view comes the term transpersonal (beyond the person), which is sometimes used to refer to this way of viewing human potential.

11.4.2: Peak Experiences In trying to describe the process of self-actualization, Maslow also focused on moments in which self-actualization was most clearly occurring. Remember, not every act is self-actualizing, even for a person who self-actualizes a lot. Maslow used the term peak experience to refer to a moment of intense self-actualization.

Peak experiences occur when a person is deeply engaged in a demanding activity and fully caught up in the moment. Imagine how this runner feels while pushing himself to his limits.

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doing this. As May (1958, p. 47) put it, “To grasp what it means to exist, one needs to grasp the fact that he might not exist.”

Exercising this freedom isn’t easy. It can be hard to know who you are, and it can be hard to stare death in the face. It’s easier to let other people decide what’s right and just go along. Existential psychologists believe, though, that we are all responsible for making the most of every moment of our existence and fulfilling that existence to the best of our ability (Boss, 1963; Frankl, 1969; May, 1969). This responsibility is inescapable.

Although people are responsible for their choices, even honest choices aren’t always good ones. You won’t always deal perfectly with the people you care about. You’ll sometimes lose track of your connection to nature. Even if your choices are wise, you’ll still have existen- tial guilt over failing to completely fulfill your possibili- ties. This guilt is strongest when a person who’s free to choose fails to do so. But people who are aware are never completely free of existential guilt, because it’s impossi- ble to fulfill every possibility. In realizing some capabili- ties, you prevent others from being expressed. Thus, existential guilt is inescapable. It’s part of the cost of being.

11.5.2: Emptiness Existentialists also focus on the problem of life’s empti- ness. They are concerned that people have lost faith in values (May, 1953). For instance, many people no longer have a sense of worth and dignity, partly because they have found themselves powerless to influence forces such as government and big business. The planet warms, and we do nothing to stop it. Businesses need multibil- lion-dollar bailouts, and we’re stuck with the bill. The leaders of our country commit us to wars without justify- ing them, or even declaring them as wars, and we bear the consequences.

When people lose their commitment to a set of values, they experience a sense of emptiness and meaninglessness. When people feel this way, they turn to others for answers. The answers aren’t there, however, because the problem is really within each person. This illustrates, once again, the existentialist theme that you must be responsible for your own actions and that truth can come only from within and from your actions.

11.5.3: Terror Management Some of the ideas of existential psychology are reflected in terror management theory (Greenberg, Pyszczynski, & Solomon, 1986). This theory begins with the idea that an

to adjust the course of their lives, that they defend against perceptions of incongruence, and that the motive to grow is at the peak of a pyramid of motives. However, there’s another side to growth and human potential. The possi- bilities of self-actualization have a cost. They bring responsibilities.

This is a key principle of existential psychology (Koole, Greenberg, & Pyszczynski, 2006). The term existen- tial is related to the word existence. It pertains to a philo- sophical view that holds that existence is all anyone has. Each person is alone in an unfathomable universe. This view stresses that each person must take responsibility for his or her choices. It fits the phenomenological orientation in emphasizing the importance of the individual’s unique experience of reality.

11.5.1: The Existential Dilemma A concept that’s central to the existentialist view is dasein, a German word that’s often translated as “being-in-the- world.” The term dasein is used to imply the totality of a person’s experience of the self as an autonomous, separate, and evolving entity (Binswanger, 1963; Boss, 1963; May, 1958). It also emphasizes that people have no existence apart from the world and that the world has no meaning apart from the people in it.

To existentialists, the basic issue is that life inevitably ends in death, which can come at any time (Becker, 1973). Death is the event no one escapes, no matter how self- actualizing his or her experiences are. Awareness of the inevitability of death provokes angst—dread, anguish far deeper than anxiety over incongruity. There exist only being and not-being, and we constantly face the polarity between them.

How should you respond to this? To existentialists, this is the key question in life. The choice is between retreat- ing into nothingness and having the courage to be. At its extreme, the choice is whether or not to commit suicide, thus avoiding the absurdity of a life that will end in death anyway. To kill oneself is to choose nothingness. But noth- ingness can also be chosen in less extreme ways. People can choose not to act authentically, not to commit them- selves to the goals and responsibilities that are part of who they are. They can drift or go along with some crowd. When people fail to take responsibility for their lives, they’re choosing nothingness.

What’s involved in choosing to be? To the existential- ists, life has no meaning unless you create it. Each person with the courage to do so must assign meaning to his or her existence. You assign meaning to your life by acting authentically, by being who you are. The very recogni- tion of the existential dilemma is an important step to

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their mortality. However, at least one study has looked at how people affirm values of the self (McGregor, Zanna, Holmes, & Spencer, 2001, Study 4). After a manipulation of mortality salience, participants completed a measure of identity seeking and an assessment of their goals for the immediate future. Those whose mortality had been brought to mind were higher on the measure of identity seeking than others. They also reported intending to work at projects that were more self-consistent than the projects reported by others.

Terror management theory leads to a number of other interesting ideas. One is that terror management is the rea- son people view themselves as separate from other ani- mals. To think of yourself as an animal is to be reminded of your death, because all animals die. Fitting this idea, mor- tality salience causes people to favor more strongly the idea that humans are distinct from other animals (Golden- berg et al., 2001).

This view also has implications for sexuality (Golden- berg, Pyszczynski, Greenberg, & Solomon, 2000). Sex is one more reminder of your animal nature. This may be one rea- son many people are nervous about sex: It reminds them of their mortality. People sidestep this reminder in many ways. They ascribe aesthetic value to the sex act. They cre- ate romance around it, to distract themselves from its ani- mal qualities (Florian, Mikulincer, & Hirschberger, 2002). They create cultural standards of beauty that are idealized and symbolic. In doing so, the animal is transformed to the spiritual.

People struggle against existential terror in many ways. According to terror management theory, propping up self-esteem can establish a sense of one’s value and stave off existential angst (Pyszczynski, Greenberg, Solomon, Arndt, & Schimel, 2004). Additional research has added the idea that confronting mortality motivates people to form close relationships (Mikulincer, Florian, & Hirschberger, 2003). In fact, the push toward affiliation may be even more important than the affirmation of cul- tural values (Wisman & Koole, 2003).

This theory has prompted a great deal of research, extending in many directions. For our present purpose, however, we want to link it back to existentialism. The research makes it clear that reminding people of their even- tual death makes them try to affirm the value of their lives. People do this mostly (though not entirely) by embracing the values of the culture in which they live. Only a little evidence indicates that people try to create their own per- sonal meanings.

Does this mean that for most people, the response to existential angst is to let others decide what’s right and just go along? Surely, this would dismay the existential psychologists. It may simply mean, though, that values are naturally defined more by groups than the existential- ists realized.

awareness of one’s eventual death creates existential angst, or terror (Becker, 1973). People respond to the terror by trying to live lives of meaning and value. This much matches what we said about existential psychology.

Terror management theory goes on to suggest, how- ever, that people often don’t define the meaning of life on their own. Rather, they use a process of social and cultural consensus. This means that group identity plays an important role in how people affirm the value of their lives. Reminders of mortality lead people to be more pro- tective of their own cultural values (Greenberg, Solomon, & Pyszczynski, 1997). By weaving themselves into a meaningful cultural fabric—a fabric that will last long after they’re gone—they affirm their own value as human beings.

People respond to reminders of mortality by holding on more strongly to their social fabric.

This theory has led to a great deal of research over the past 25 years (Greenberg et al., 1997; Hayes, Schimel, Arndt, & Faucher, 2010). Some of this research has shown that making people aware of their mortality causes them to become more favorable toward those who uphold their worldview and more negative toward those who don’t. Mortality salience also makes people adhere more to cul- tural norms themselves. Americans become more patriotic; jihadists become more devoted to jihad (Pyszczynski, Solo- mon, & Greenberg, 2002). Mortality salience can make peo- ple act more altruistically—for instance, by supporting charities (Jonas, Schimel, Greenberg, & Pyszczynski, 2002)—but only if the charities connect to their own cul- ture. The relationship can also go the other way: Threats to your worldview induce thoughts about death (Schimel, Hayes, Williams, & Jahrig, 2007).

Much of the research on this topic examines how peo- ple affirm their cultural worldview after being reminded of

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Finding out what a person is like in this way requires empathy. After all, the interviewer is trying to enter the other person’s private world. Empathy isn’t automatic. It requires sensitivity to small changes. As an interviewer, you must repeatedly check the accuracy of your sensing to be sure that you haven’t taken a wrong turn. (Empathy isn’t important just for interviewing, by the way. Rogers saw it as important to being a fully functioning person.)

An extensive interview produces a lot of information. One way to evaluate and organize the information is through content analysis. This involves grouping the per- son’s statements in some way and seeing how many state- ments fall into each group. For example, in an interview, Susan said 2 things about herself expressing self-approval, 18 expressing self-disapproval, and 15 that were ambiva- lent. One might infer from this that Susan isn’t very satis- fied with herself.

The flexibility that makes interviews useful also cre- ates problems. Unless an interview is highly structured, it’s hard to compare one with another. If Jane expresses more self-disapproval than Sally, is it because Jane dis- likes herself more than Sally? Or did the interviewer just happen to follow up a particularly bothersome aspect of Jane’s self-image? If Susan expresses less self-disap- proval after therapy than before, is it because she’s become more satisfied with herself or because the inter- viewer failed to get into self-critical areas in the second interview?

11.6: Assessment from the Self-Actualization and Self- Determination Perspective 11.6 Examine the use of a Q-sort in assessment

A basic issue in personality assessment (Chapter 3) is how to go about it. Various perspectives suggest different approaches to assessment. The humanistic perspective suggests yet another one.

11.6.1: Interviews in Assessment To a self theorist such as Rogers, assessment is a process of finding out what the person is like. This orientation is quite compatible with interviewing as an assessment technique. The interview offers maximum flexibility. It lets the person being assessed say whatever comes up. It lets the inter- viewer follow stray thoughts and ask questions that might not otherwise occur. It lets the interviewer get a subjective sense of what that person is like from interacting with him or her (see also Box 11.3).

Box 11.3 Self-Actualization and Your Life By now, you’ve read a lot about self-actualization, and it may all sound pretty abstract. To get a more concrete feel for the idea, try spending a few minutes interviewing yourself. Think about how issues surrounding self-actualization apply to your own life.

For example, think about how Maslow’s hierarchy of needs pertains to your current existence. Which level of the hierarchy dominates your day-to-day experiences? Are you mostly concerned with having a sense of belonging to a social group (or perhaps a sense of acceptance and close- ness with a particular person)? Is the need to feel valued and respected what you’re currently focused on? Or are you actively trying to grow as close as possible to the blueprint hidden inside you that holds the secret of your possibilities?

Now think back to your junior year of high school and what your life was like then. What were your needs and con- cerns during that period? Since then, has your focus moved upward on the hierarchy or downward? Or are you focused at about the same level?

Here’s another issue: Think about your current mission in life, whatever gives your life focus and provides it with mean- ing. Where did it come from? Was it passed down to you by your parents (or someone else)? Or does it come from deep inside you? How sure are you that your goal is your own and not someone else’s assignment for you? How sure are you it isn’t an assignment you’ve given yourself? What would it feel like to spend the rest of your life doing “assignments”?

Another question: You can’t always do what you want. Everyone knows that. Sometimes, you have to do things. But

how much of the time? How much of your time—how much of your self—should be used up doing your duty—being obe- dient to conditions of worth—before you turn to your other needs? How dangerous is it to say to yourself that you’ll do these assignments—these duties—for a while, just for a little while, and that after a few weeks or months or years, you’ll turn to the things you really want? How sure are you that you won’t get in a rut and come to see the assignments as the only reality in life? How sure are you that you’ll be able to turn to your own self-actualization, years down the road, when it’s become such a habit to focus on fulfilling conditions of worth?

Not every experience in life is self-actualizing. Even people who self-actualize extensively get stalled sometimes and have trouble with it. When you find yourself unable to self-actualize, what’s preventing it? What barriers to growth do you hit from time to time? Are they the demands of other needs? Do they stem from your relationships with your par- ents and family? With your friends? Or are they barriers you place in front of yourself?

Obviously, these questions aren’t easy to answer. You can’t expect to answer them in just a few minutes. People spend a lifetime trying to answer them. But these questions are important, and thinking about them for a little while should give you a more vivid sense of the issues raised by the self-actualization approach.

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least descriptive of you. By comparing qualities, the person is forced into self-evaluation. The Q-sort differs, in this respect, from rating scales in which each response is sepa- rate. Rating scales let the person say that all the descriptors apply equally well. This can’t possibly happen in a Q-sort.

11.6.3: Measuring Self-Actualization A second type of content for assessment is suggested by the emphasis on self-actualization. Given this emphasis, it would seem desirable to measure the degree to which peo- ple have characteristics of frequent self-actualization.

The Personal Orientation Inventory (POI) was devel- oped for this purpose (Shostrom, 1964, 1974; see also Knapp, 1976). The POI consists of paired statements. People choose the one from each pair that they agree with more. The POI has two scales. One, called time competence, reflects in part the degree to which the person lives in the present, as opposed to being distracted by the past and future. As the word competence hints, though, this scale also has other overtones. Time-competent people are able to link the past and future with the present effectively. They sense continu- ity among these three aspects of time. The second scale assesses the tendency to be inner directed in the search for values and meaning. Self-actualizers are believed to have a stronger tendency toward inner direction in determining their values than people who are less self-actualizing.

11.6.4: Measuring Self- Determination and Control Yet another quality that’s important to the viewpoints pre- sented in this chapter is the extent to which a person’s actions tend to be self-determined versus controlled. A number of self-reports assess this difference among people, with varying degrees of breadth.

11.6.2: Measuring the Self-Concept by Q-Sort The other core issue in assessment is what qualities to assess. Theorists discussed in this chapter suggest several answers. One answer is to assess the self-concept.

A technique Rogers preferred for assessing self-concept is called the Q-sort (e.g., Block, 1961, 2008; Rogers & Dymond, 1954). There are many variations on this procedure, but the basic process is the same. It involves giving the person a large set of items printed on cards. The items often are self- evaluative statements (as shown in Table 11.2), but they can be phrases, words, or other things. The person doing the Q-sort is asked to sort the cards into piles (see Figure 11.3). At one end are just a few cards with statements that are most like you, and at the other end are just a few cards with state- ments that are least like you. The piles between the two extremes represent gradations and thus have more cards.

Table 11.2 Statements commonly used in Q-sort procedures

I am intelligent. I am ambitious.

I often feel guilty. I am an impulsive person.

I am optimistic. I get anxious easily.

I express my emotions freely. I make strong demands on myself.

I understand myself. I get along easily with others.

I am lazy. I often feel driven.

I am generally happy. I am self-reliant.

I am moody. I am responsible for my troubles.

There are rules about how many cards can go in a given pile (see Figure 11.3). Usually, people start by sorting very generally (me, not me, neither) and then sorting fur- ther. By the time you’re done, you’ve had to look hard at the statements and decide which one or two are most and

(1)

Most like me

Least like me

(2) (3) (4) (5) (4) (3) (2) (1)

Figure 11.3 In the Q-sort procedure, you sort a set of cards containing descriptive statements into a row of piles. At one end of the row might be the card containing the single statement that’s most like you; at the other end the card containing the single statement that’s least like you. The other piles of cards represent gradations between these two points. As you can see from the numbers in parentheses in this example, the piles toward the middle are permitted to have more cards in them than the piles closer to the end points. Thus, you’re forced to decide which items really are very much like and unlike yourself.

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To Rogers, the process of therapy is essentially one of reintegrating a partially disorganized self. It involves revers- ing the processes of defense to confront the discrepancies between the elements of the person’s experience. Doing so isn’t easy, however.

Rogers believed that an important condition must be met before such changes can occur. Specifically, the condi- tions of worth that distorted the person’s behavior in the past must be lifted. The person still needs positive regard, but it must be unconditional. Only then will the person feel able to confront the discrepancies. Removing the condi- tions of worth will allow the person to focus more fully on the organismic valuing process, the inner voice that knows what’s good and bad for you. This, in turn, allows reinte- gration of the self. Consistent with this view, people are less defensive when they’re accepted for who they are than when they’re accepted in an evaluative, conditional way (Arndt, Schimel, Greenberg, & Pyszczynski, 2002; Schimel, Arndt, Pyszczynski, & Greenberg, 2001).

Unconditional positive regard, then, is a key to therapy. But it’s a complex key. For it to be effective, it must be given from the person’s own frame of reference. That is, it means acceptance for who you think you are. Someone who knows nothing about you or your feelings can’t provide meaning- ful acceptance. This is a second reason it’s important for a therapist to be empathic. The first was that empathy is nec- essary to get an adequate sense of what the client is like. The second is that it’s necessary to allow the therapist to show unconditional positive regard for the client in a way that will facilitate reintegration of the client’s personality.

There’s one more potential problem here. Sometimes, people undertake therapy to satisfy a condition of worth, either self-imposed or imposed by someone else. It stands to reason that people who are trying to change for self- determined reasons will do better than people who are try- ing to make similar changes to satisfy conditions of worth. In at least one domain of change—weight loss—there’s evi- dence that this is true. In one study, people who lost weight for autonomous reasons lost more and kept it off longer than those who had less autonomous reasons (Williams, Grow, Freedman, Ryan, & Deci, 1996).

11.7.1: Client-Centered Therapy Several approaches to therapy have been derived from the humanistic group of theories (Cain & Seeman, 2002; Schneider & Krug, 2010). The one that’s best known, devel- oped by Rogers (1951, 1961; Rogers & Stevens, 1967), is called client-centered therapy or person-centered therapy. As the term implies, the client takes responsibility for his or her own improvement. Recall Rogers’s belief that the tendency toward actualizing is intrinsic. If people with problems can be put in a situation in which conditions of worth are removed, they should naturally reintegrate

One of them assesses the extent to which people generally function in a self-determined way in their lives (Sheldon, Ryan, & Reis, 1996). This measure of general self- determination gives a broad sense of a person’s behavior across multiple domains. It’s been used to show that peo- ple high in general self-determination have harmony between their needs and goals (e.g., Thrash & Elliot, 2002).

Several other measures focus on how people behave in some specific domain of life. For example, Ryan and Connell (1989) developed a measure of children’s academic behavior and prosocial behavior. The items ask children why they do various things and provide potential reasons that had been chosen to reflect controlled or autonomous motivation. In another project, Black and Deci (2000) developed a measure to ask college students their reasons for learning things in their courses. Again, options are provided for reasons that are controlled and reasons that are self-determined. Another such measure was devised to assess the motives underlying religious behavior (Ryan, Rigby, & King, 1993).

11.7: Problems in Behavior, and Behavior Change, from the Self-Actualization and Self-Determination Perspective 11.7 Outline the logic behind the client-centered

therapy as a solution to problems

How are problems in living conceptualized in this view? Recall that fully functioning people are attuned to the self- actualizing tendency and experience a sense of coherence and consistency. They’re not trying to live up to conditions of worth; rather, they’re being who they are. To Rogers (and others), lack of congruity within the self creates psycho- logical problems. (For evidence, see Deci and Ryan, 1991; Higgins, 1990; and Ryan, Sheldon, Kasser, and Deci, 1996.)

To Rogers, incongruity between experience and self- concept or within the self-concept yields anxiety. Anxiety is a signal of disorganization from the organismic valuing process. Anxiety is especially likely to arise if the person focuses too much on conditions of worth and acts in ways that interfere with self-actualization.

When the sense of self is threatened, the person becomes not only more distressed but also more rigid (McGregor et al., 2001). This response seems to be an effort to hold onto the self that existed before. People faced with incongruity in one aspect of the self stress their certainty about other things, apparently trying to compensate for what’s been threatened. They become more zealous or extreme in their beliefs and personal values.

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growth throughout life should be a goal for everyone. Growth requires the same conditions as those needed for effective therapy. It requires that the people with whom you interact be genuine and open, with no holding back and no putting up false fronts. It also requires empathic under- standing together with unconditional positive regard.

This view on growth is similar to Maslow’s view on self-actualization: Growth isn’t a goal that’s reached once and then cast aside. It’s a way of living to be pursued throughout your lifetime.

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

of the approaches of self-actualization and self-determination

Many people see the views described in this chapter as form- ing an intuitively accessible approach to personality. The appeal of this approach derives partly from its emphasis on the uniqueness and validity of each person’s experience. Indeed, this approach treats each person’s subjective experi- ence as being of great importance. This emphasis on personal experience fits with what many people bring to mind when they think of the word personality, especially when they think of their own personality. For this reason, this viewpoint feels comfortable and commonsensical to many.

The humanistic viewpoint also has at least two other virtues. First, it represents an optimistic and positive view of human nature. Psychologists such as Rogers, Maslow, Deci, and Ryan have argued strenuously that people are intrinsically good—naturally motivated to be the best they can be. According to this view, that motive will be expressed in everyone, as long as other circumstances don’t interfere too much.

This optimistic outlook on humanity is also reflected in a practical virtue of the humanistic view. This view empha- sizes the importance of fully appreciating your own life and maintaining close contact with your own feelings. This emphasis provides a strategy for living that many people have used to enrich their lives. The benefits sometimes come through formal therapy. But remember that many theorists assume there’s no real distinction between therapy and the more ordinary “course corrections” that are part of normal living. Thus, the move toward personal enrichment has come for many people in informal ways. It’s been sort of a self-guided exploration of how to make one’s life better.

Although humanistic psychology certainly has vir- tues, it has had problems, as well. In the past, one problem

themselves. This is a bit like the rationale for putting a ban- dage on a wound. The bandage doesn’t heal the wound, but by maintaining a sterile environment, it helps the natural healing process take place.

In person-centered therapy, the therapist displays empathy and unconditional positive regard. This allows the client to escape temporarily from conditions of worth and begin exploring aspects of experience that are incongruent with the self. Throughout, the therapist remains nondirec- tive and nonevaluative, showing no emotion and giving no advice. The therapist’s role is to remove the pressure of con- ditions of worth. By avoiding evaluative comments (e.g., saying that something is good or bad), the effective thera- pist avoids imposing additional conditions of worth. Rather than be evaluative, the therapist tries to help clients gain clear perspective on their own feelings and experiences. In general, this means reflecting back to the client, in slightly different ways, things the client is saying, so the client can re-examine them from a different angle.

There are two variations on this reflection procedure. The first is called clarification of feelings. Part of what the client does in the therapy session is to express feelings about things, either directly in words or indirectly in other ways. As the feelings are expressed, the therapist repeats the expressions in different words. The purpose here is to make the client more aware of what his or her true feelings are. Simply being reminded of the feelings can help this to happen.

A moment’s reflection should confirm the usefulness of this technique. Feelings are often fleeting. When people express feelings in their words or actions, they often fail to notice them. Moments later, they may be unaware of hav- ing had them. If the feelings are threatening, people actively defend against recognizing them. The process of reflecting feelings back to the client allows the nature and the inten- sity of the feelings to become more obvious to the client. This puts the client into closer touch with the experience.

The second kind of reflection in person-centered ther- apy is more intellectual and less emotional. It’s called restatement of content. This is equivalent to what was just described but in terms of the ideas in the client’s statements— the cognitive content of what he or she says.

11.7.2: Beyond Therapy to Personal Growth To humanistic psychologists, therapy isn’t a special pro- cess of fixing something that’s wrong. Rather, it’s on a con- tinuum with other life experiences. In this view, a person who’s living life to the fullest should always engage in more or less the same processes as occur in therapy. These processes provide a way for people who have average lives—or even very good lives—to further enrich their experiences and to self-actualize even more completely.

Rogers’s view of the ideal way of life is captured in the term fully functioning person. He believed that personal

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It’s also worth noting that the optimistic overtones that permeate so much of humanistic psychology are largely missing from the writings of the existentialists. Whereas humanists such as Rogers and Maslow empha- sized the fulfilling quality that can come from making your own way in the world, the existentialists emphasize that doing this is hard and can be painful. Living honestly means confronting harsh realities and absurdities and ris- ing above them. This picture is very different from the one painted by Rogers and Maslow. It can be difficult to recon- cile the warm, glowing optimism of the one view with the darkness and angst of the other.

Another point of contention about the humanistic view on personality concerns the concept of free will. Theorists who emphasize self-actualization and self- determination tend to assume that people can decide for themselves what to do at any point in their lives. Others regard this conception of free will as a convenient fiction, an illusion that is misleading at best.

What, then, are the prospects for this approach to per- sonality? Although many questions remain to be answered, the future of this way of thinking seems a great deal brighter than it did 25 years ago. Several areas of vigorous and enthu- siastic research activity have opened up seams of knowl- edge bearing on assumptions made years earlier by the pioneers of humanism. Topics such as self-determination, stereotype threat, terror management, and self- discrepancies are all being actively explored. The develop- ment and exploration of these sorts of ideas are a source of considerable encouragement for the future prospects of this approach.

was a lack of precision. It was hard to generate research from the theories. For example, to study self-actualization, you need to know the areas of life to which the actualizing tendency is most relevant for each person you’re studying. But actualization occurs in different ways for different peo- ple. In theory, it might be necessary to study as many types of behavior as there are people being studied.

More recent psychologists of this general orientation have taken many steps to overcome such problems. Deci and Ryan and their co-workers, who share many orienting assumptions with earlier self-actualization theorists, have devised hypotheses that can be tested readily and in a straightforward manner. Findings from research on topics such as self-determination have provided powerful sup- port for many assumptions of the humanistic viewpoint.

A second set of criticisms of humanistic psychology aims at a quality that was just described as a virtue: its optimistic, positive view of human nature. Some critics characterize this view as arbitrary, naïve, sentimental, and romantic. Some say it has no basis other than the theorists’ belief that people are inherently good. And not everyone believes that all people are inherently good (Baumeister & Campbell, 1999).

The idea that everyone’s self-actualization should be encouraged has also been criticized. Some argue that if this principle were carried to its extreme, it would require that everyone live life to the fullest, regardless of the con- sequences for anyone else. The result of such unrestrained self-expression would be chaos. Such an approach to life would create serious conflict whenever one person’s self-actualization interfered with someone else’s self- actualization, which certainly would happen.

Summary: Self-Actualization and Self-Determination The theorists discussed in this chapter emphasize that peo- ple have an intrinsic tendency toward self-actualization: the tendency to develop your capabilities in ways that maintain or enhance the self. This tendency promotes a sense of congruence, or integration, within the person. Its effectiveness is monitored by the organismic valuing process.

People also have a need for positive regard, acceptance and affection from others. Positive regard may be uncondi- tional, or it may be conditional on your acting in certain ways. These conditions of worth mean that the person is held worthy only if he or she is acting in a desired manner. Conditions of worth, which can be self-imposed as well as imposed by others, can cause you to act in ways that oppose self-actualization.

Self-determination theory focuses on the difference between behavior that’s self-determined and behavior that’s controlled in some fashion. People enjoy activities more if they feel they’re doing them from intrinsic interest, instead of extrinsic reward. People whose lives are domi- nated by activities that are controlled are less healthy than people whose lives are self-determined.

Many theorists of this group assume that people have free will. This is a very hard idea to test, but people do seem to think they have free will. Studies of reactance have shown that people resist threats to freedoms they expect to have. Other research has questioned whether free will is illusory, though.

Behavior that opposes the actualizing tendency creates disorganization in the sense of self. Disorganization can be

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meaning or to retreat into nothingness. When people are reminded of their own mortality, they try harder to connect to cultural values. Even if people try to find meaning, they can’t escape existential guilt. No life can reflect all the possibilities it holds, because each choice rules out other possibilities.

The humanistic view on personality uses many assess- ment techniques, including both interviews and self-reports. Regarding content, it emphasizes the self-concept, self- actualization, and self-determination. One way to assess self-concept is the Q-sort, in which a set of items is sorted into piles according to how much they apply to oneself.

From the humanistic perspective, problems derive from incongruity, and therapy is a process of reintegrating a partly disorganized self. For reintegration to occur, the client must feel a sense of unconditional positive regard. In client-centered therapy, people are led to refocus on their feelings about their problems. The therapist is nonevalua- tive and simply helps clients to clarify their feelings. In this viewpoint, the processes of therapy blend into those of ordinary living, with the goal of experiencing continued personal growth.

reduced by two kinds of defenses. You can distort percep- tions of reality to reduce the threat, or you can act in ways that prevent threatening experiences from reaching your awareness (e.g., by avoiding situations in which they occur). Use of these defenses is seen in the fact that people blame failures on factors outside themselves but take credit for successes. People also engage in self-handicapping strategies, creating esteem-protective explanations for the possibility of failure before it even happens. The use of self- handicapping is paradoxical, because it increases the likeli- hood of failure.

Maslow elaborated on the idea of self-actualization by proposing a hierarchy of motives, ranging from basic physi- cal needs (at the bottom) to self-actualization (at the top). Basic needs are more demanding than higher needs, which (being more subtle) can affect you only when the lower needs are relatively satisfied. Maslow’s intermediate levels appear to relate to the need for positive regard, suggesting why it can be hard to ignore the desire for acceptance from others.

Existential psychologists point out that with freedom comes the responsibility to choose for yourself what mean- ing your life has. The basic choice is to invest your life with

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integrate and organize the bits of information the world provides you.

A second assumption is that life involves an elaborate web of decisions. Some of them are conscious, but far more of them occur outside awareness. Your personality is reflected in the decision making that goes on in your mind. It’s reflected in the biases that follow from your mental organization and how you use it. The flow of implicit deci- sions is less predictable than theorists used to think, which has led to some reworking of theories about cognitive pro- cesses. This, in turn, has also had implications for thinking about personality.

These two assumptions underlie some of the ideas in this chapter. Here, we describe theories about how the mind is organized and how personality thus is struc- tured. The ideas focus on how events are represented in memory and how memories guide your experience of the world.

Cognitive psychology emerged as a major part of psy- chology in the 1970s and 1980s. One topic in cognitive psychology is how people represent experiences mentally. Another is how people make decisions. Hundreds of studies have examined these processes, and many theo- ries have been proposed to account for them. Examination of these processes has also influenced how people think about personality.

The cognitive perspective on personality rests implic- itly on two assumptions. The first concerns how people deal with the information that surrounds them. Right now you’re surrounded by sights and sounds and maybe by other people doing things. Each of these is a source of information. The information comes to you in tiny bits, but you don’t experience it that way. You see walls, not just blobs of color. You hear a song, not unconnected bits of sound. You have an impression of your roommate, not just a collection of facts. To have these broader experiences, you

that by doing that, they would make a rational choice. Last month, though, they went to a house on Forest Hills Drive. It was smaller than they wanted, needed more work than they wanted, and didn’t have the pool they wanted. But something about it seemed exactly right. Almost at once, they decided to buy it, and now it’s their home.

Don and Sandy have been shopping for a house. Some houses were easy to rule out: one was way too much money, one was right next to a gas station, and one was ugly. Oth- ers were harder. Over time, Don and Sandy became good at noticing things they cared about in a house. They made a list of the pros and cons of each house they went to, sure

12.1 Identify the core assumption of the cognitive view of personality

12.2 Identify memory as a vast set of interlinked content nodes whose activation activates memories

12.3 Explain how the connectionist models can join symbol-processing models to form dual process models

12.4 Outline cognitive-person variables

12.5 Evaluate how assessment is a process of determining a person’s cognitive tendencies and contents of consciousness

12.6 Outline cognitive approaches to therapy as solutions to problems in behavior

12.7 Relate a major criticism of the cognitive perspective to the typical response given to it

Learning Objectives

Chapter 12

The Cognitive Perspective

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use. You can’t check every bit of it, so you don’t try. Instead, you impose order. You use partial information to make inferences about the rest. This conserves mental resources. That’s important, because you usually have several things on your mind at once and you need those resources.

12.1: Representing Your Experience of the World 12.1 Identify the core assumption of the cognitive view

of personality

Cognitive psychologists are interested in how people orga- nize, store, and retrieve memories of their experiences. How do we do these things?

12.1.1: Schemas and Their Development People derive order from recurrences of similar qualities across repeated events. They form schemas: mental organi- zations of information (knowledge structures). Schemas are (roughly) categories. Sometimes, the sense of category is explicit, but often it’s only implicit. Schemas can include many kinds of elements, including perceptual images, abstract knowledge, emotion qualities, and information about time sequence (Schwarz, 1990).

Most views assume that schemas include information about specific cases, called exemplars, and also informa- tion about the more general sense of what the category is. Thus, for any given category (say, football players), you can bring to mind specific examples. You can also bring to mind a sense of the category as a whole (a typical football player). This sense of the category as a whole is captured in an idealized best member of the category, often called its prototype. In some theories, this is the best actual member you’ve experienced so far. In other theories, it’s an idealized member—an average of those you’ve experienced so far.

The word category tends to imply that there’s a defini- tion for what’s in it and what’s not, but that’s not always so. Features of the category all contribute to its nature, but often they aren’t necessary. For example, your bird schema probably includes the idea that birds fly. But some birds don’t fly (e.g., chickens and penguins). This means flying can’t be a defining feature of birds, although flying does make an animal more likely to be a bird. The term fuzzy set has been used to convey the sense that a schema is defined in a vague way by a set of criteria that are relevant but not necessary (Lakoff, 1987; Medin, 1989). The more criteria that are met by an exemplar, the more likely it will be seen as a category member. But if there’s no required cri- terion, members can vary a lot in what attributes they do and don’t have.

Although the cognitive perspective emerged as a major force in the 1970s, many of its themes were foreshadowed years earlier by George Kelly (see Box 12.1). For example, as did Kelly, cognitive theorists view people as implicit scien- tists. You are surrounded by more information than you can

Box 12.1 Personal Construct Theory: Foreshadowing the Cognitive Perspective The same physical world exists for everyone. But people’s experience of the world isn’t based solely on physical reality. Three people can see the same movie but have experiences that aren’t remotely the same. That’s potentially true of all experiences. Physical reality is just the raw material for human experience. No one can examine all the raw mate- rial—no one has the time or mental resources. No one can deal with just raw material, either. You have to impose orga- nization on it, create order from the chaos. So each person samples the raw material and constructs a personal vision of how reality is organized. You might even say that personality consists of the organization of mental structures through which the person views reality.

That’s essentially the position taken long ago by George Kelly (1955). He emphasized the uniqueness of each person’s subjective worldview. In many ways, his ideas foreshadowed a cognitive view that began to form nearly two decades later. Kelly said the best way to understand personality is to think of people as scientists. Just as scientists, we all need to predict events and understand things that happen around us. You make a prediction about the nature of reality every time you turn on a faucet and expect water to come out. You make a prediction whenever you turn a doorknob (expecting the door to open) or eat (expecting not to get sick).

Just as scientists, all of us develop theories of reality. In Kelly’s terms, people generate a set of personal constructs and impose them on reality. In his view, people don’t experi- ence the world directly but know it through the lens of their constructs. Kelly saw constructs as important, because he believed all events in life are open to multiple interpretations. It’s easy to be misled by the fact that people usually can describe their constructs and that different people use the same words. However, words don’t always have precisely the same meanings from one person as to another. Even when two people think they agree about the meaning of a word, it’s impossible to be sure they do.

Aspects of Kelly’s view are startlingly similar to those used later by cognitive psychologists. Oddly, though, Kelly never saw himself as a cognitive theorist. In fact, he actively distanced himself from the idea (Neimeyer & Neimeyer, 1981). The study of cognitive processes in personality stemmed mostly from other lines of thought (Bruner, 1957; Heider, 1958; Koffka, 1935; Köhler, 1947; Lewin, 1951a). In fact, in what came to be called the “cognitive revolution” in psychology, Kelly was pretty thoroughly ignored. Yet aspects of today’s cognitive view of personality greatly resemble his ideas.

The Cognitive Perspective 185

12.1.3: Semantic Memory, Episodic Memory, Scripts, and Procedural Knowledge Schemas are organizations among memories, but memories are organized in several ways (Tulving, 1972). Semantic memory is organized by meaning. It’s categories of objects and concepts. For example, most people have a schema for boats, with images of what boats look like and words that describe their nature and function. This schema often incor- porates feeling qualities as well—for example, if the person thinks of boats as a source of either fun or danger.

A second type of organization, episodic memory, is memory for events or episodes, experiences in space and time (Tulving, 1993). In episodic memory, elements of an event are strung together as they happened (Freyd, 1987). Some are long and elaborate—for example, going to high school. Others are brief—for example, hearing the screech of tires on pavement, followed by crashing metal and tin- kling glass. A brief event can be stored both by itself and as part of a longer event (e.g., a car crash may have been a vivid episode in your experience of high school).

If you experience enough episodes of a given type, a schema for that class of episodes starts to form. This kind of schema is often called a script (Schank & Abelson, 1977). A script is a prototype of an event category. It’s used partly to perceive and interpret a common event type, such as going to the hardware store or mowing the lawn. A script pro- vides a perception with a sense of duration and a sense of flow and change throughout the event.

As with all schemas, scripts have defaults—things you assume to be true. For example, read this: “John went to a Thai restaurant last night. He had chicken curry. After pay- ing his bill, he went home.” You understood this description by using your script for dining out. But your defaults added a lot of details. You may have assumed John drove to the res- taurant (although you might have assumed he walked). You

Theories about schemas differ, but all treat schemas as having an organizing quality. Schemas integrate meaning. An event is a collection of people, movements, objects in use, and so on. But unless there’s a sense of what the event is about, the bits might just as well be random. In the same way, attributes of an object are just a collection of bits unless there’s an overriding sense of what the object is. The schema, in effect, is the glue that holds the bits of information together.

Once schemas have been developed, they’re used to recognize new experiences. You identify new events by quickly (and mostly unconsciously) comparing them to the schemas (J. R. Anderson, 1976, 1985; Medin, 1989; Rosch & Mervis, 1975; E. E. Smith, Shoben, & Rips, 1974). If the fea- tures of the new event resemble an existing schema, the new stimulus is recognized as “one of those.” This is how we recognize objects and events. Each new perception is based partly on incoming information and partly on what you’ve got as schemas (Jussim, 1991).

12.1.2: Effects of Schemas Schemas have several effects. First, they make it easy to put new information into memory. It’s as though the schema were Velcro. Once a schema in memory is evoked, new information sticks to it easily. But what information sticks depends partly on what schema you use.

The schema tells where in an ongoing experience to look for information. Specifically, you look for information related to the schema. Changing schemas changes what you look for. As a result, you notice different things. For example, in the chapter opening, Don and Sandy looked at houses as potential buyers. They noticed things about appliances and room layouts. If they had looked as poten- tial burglars, they would have noticed such things as jew- elry, TVs, and computers (R. C. Anderson & Pichert, 1978).

These schema-based biases can be self-perpetuating. That is, schemas tell you more than just where to look. They also suggest what you’re going to find. You’re more likely to remember what confirms your expectation than what doesn’t. This can make the schema more solid in the future and thus more resistant to change (Hill, Lewicki, Czyzewska, & Boss, 1989).

Another effect of schemas follows from the fact that information is often missing from events. If a schema is evoked, it gives you additional information from memory. You assume that what’s in the schema is true of the new (schema-related) event, because it’s been true before. For example, if you hear about Joe doing laundry, you’re likely to assume he put soap in the washer, even if that’s not men- tioned. In fact, you may even believe later that you had been told so when you hadn’t (Cantor & Mischel, 1977). Something you assume is true unless you’re told otherwise is called a default. A second effect of schemas, then, is to bring default information from memory to fill gaps.

Scripts refer to well-defined sequences of behavior that tell us what to expect and what to do in certain situations, such as going to a wedding.

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amounts of experience in a given domain. For example, some people have elaborate mental representations of the diversity among wines; others know only that some wine is red and some is white.

12.1.5: Self-Schemas A particularly important schema is the one you form about yourself (Greenwald & Pratkanis, 1984; Markus, 1977; Markus & Wurf, 1987; T. B. Rogers, 1981), called the self- schema. This term is a little like self-concept, but it’s also a little different. The self-schema, like any schema, makes it easier to remember things that fit it. It provides you with a lot of default information, and it tells you where to look for new information. Your self-schema can even bias your recall, twisting your recollections so that they fit better with how you see yourself now (Ross, 1989).

Does the self-schema differ from other schemas? Well, it seems to be larger and more complex (T. B. Rogers, Kui- per, & Kirker, 1977). This makes sense, because you’ve probably spent more time noticing things about yourself than anything else in the world. The self-schema incorpo- rates both trait labels and information about concrete behaviors (Fekken & Holden, 1992; Schell, Klein, & Babey, 1996), and it has more emotional bits than other schemas (Markus & Sentis, 1982). There are questions, though, about whether the self-schema is truly special. Features that seem special about it are also present in other well- developed schemas (Greenwald & Banaji, 1989; Kary- lowski, 1990). Perhaps the self-schema seems special only because it’s so well developed.

Different people’s self-schemas also differ in complexity (Linville, 1987). Some people keep different self-aspects dis- tinct from each other. Each role these people play, each goal they have, each activity they do has its own place in their self-image. These people are high in self-complexity. Other people’s self-aspects are less distinct, so that everything blends together. These people are lower in self-complexity.

This difference has interesting implications. For people low in self-complexity, feelings relating to a bad event in one aspect of life tend to spill over into other aspects of the self (Linville, 1987). Having trouble in a course may make you also feel bad about your social life. This doesn’t hap- pen as much for people higher in self-complexity, because the separations and boundaries between self-aspects pre- vent it (see also Niedenthal, Setterlund, & Wherry, 1992; Showers & Ryff, 1996).

In the same way, thinking of oneself in a compartmen- talized way—even temporarily—can dampen the emo- tional reaction to a specific failure. In one study (Mendoza-Denton, Ayduk, Mischel, Shoda, & Testa, 2001), people who had been led to think of themselves in terms of particular classes of situations (“I am ____ when ____”) were less affected emotionally by bad outcomes than those

probably assumed he ordered the chicken before he ate it, rather than snatching it off someone else’s table. And you probably assumed that the bill he paid was for his dinner, not for broken dishes. In all these cases, you supplied informa- tion to fill gaps in the story. Scripts allow a lot of diversity, but each has a basic structure. Thus, when you encounter a new variation on it, you easily understand what’s going on.

It’s easy to distinguish between semantic and episodic memory, but most experiences are coded both ways at once. For example, conceptual categories (semantic) develop through repeated exposure to regularities in expe- riences (episodic). If a young child tries to play with sev- eral animals and has varying degrees of success, it may help lead the child to discover that dogs and cats are two different categories of animals.

In recent years, theorists have become more aware of the important role that feelings play in schemas. The involvement of feelings has many implications. For exam- ple, having a feeling can evoke a particular schema to which that feeling is connected (Niedenthal, Halberstadt, & Innes-Ker, 1999). Feeling qualities seem especially likely to be part of a schema when the feeling is one of threat (Crawford & Cacioppo, 2002). Presumably, this is because sensing threat is so important for survival that we prefer- entially code information about it.

In addition to schemas pertaining to semantic catego- ries and episodes of experience, people also have knowl- edge structures that pertain to actions. These are structures about the process of doing, rather than perceiving and understanding. Knowledge about doing is called proce- dural knowledge. Doing sometimes means engaging in specific overt behaviors, but it sometimes means mental manipulations. For example, dividing one number by another, turning a statement into a question, and making a decision between two alternatives all require use of proce- dural knowledge. It’s hard to gain conscious access to much of this knowledge, but presumably it forms sche- matic structures that are used in different contexts.

12.1.4: Socially Relevant Schemas Soon after cognitive psychologists began to study categories, personality and social psychologists began to study how the same processes apply to socially meaningful stimuli. The focus of this work came to be called social cognition (Fiske & Taylor, 1984; Higgins & Bargh, 1987; Kunda, 1999; Macrae & Bodenhausen, 2000; Schneider, 1991; Wyer & Srull, 1986). People form categories of all sorts of things—for example, people, gender roles, environments, social situations, types of social relations, emotions, and the structure of music.

People differ in how readily they develop schemas (Moskowitz, 1993; Neuberg & Newsom, 1993). People also differ in the content and complexity of their schemas. This comes partly from the fact that people have different

The Cognitive Perspective 187

(Plaks, Stroessner, Dweck, & Sherman, 2001). When people think something is fixed, they attend to (and remember) cues of consistency. When people think something can change, they attend to (and remember) cues of change.

who were led to think of themselves in broader terms (“I am ____”).

How do people acquire (or fail to acquire) complexity in their self-schemas? It may be partly a matter of how much you think about yourself. Nasby (1985) found that people who say they think about themselves a lot have self-schemas with more complexity and detail than people who say they think about themselves less. Presumably, the very process of thinking about yourself causes more articu- lation of your self-schema.

Another way of viewing self-complexity is to think of the self as a “family” of self-schemas, rather than one (e.g., Markus & Nurius, 1986). In a sense, you’re a different per- son when you’re in different contexts (S. M. Andersen & Chen, 2002; Swann, Bosson, & Pelham, 2002). You make different assumptions about yourself. You attend to differ- ent aspects of what’s going on. For instance, when you go from being with your friends at college to being with your parents at home, it’s as though you’re putting aside one schema about yourself and take up another one.

It’s also been pointed out that people have self-images that diverge in a different way (e.g., Markus & Nurius, 1986). People have selves they expect to become, selves they’d like to become (Hewitt & Genest, 1990), and selves they’re afraid of becoming (Carver, Lawrence, & Scheier, 1999). People also have disliked selves (Ogilvie, 1987) and selves they think they ought to be (Higgins, 1987, 1990). These various possible selves can be brought to bear as motivators, because they provide goals to approach or to avoid.

12.1.6: Entity versus Incremental Mindsets Another variation in self-schemas concerns how much sta- bility they assume. An easy example of this is how people think of a given ability (Dweck & Leggett, 1988). To some people, an ability is an entity—something you have more of or less of, but which can’t really change. To other people, ability is something you can increment, increase through experience. Once you establish one or the other of these views of how something works, you tend to maintain it as part of your personality (Robins & Pals, 2002). This differ- ence, which has been studied extensively by Carol Dweck and her collaborators, has come to be identified with the label mindsets (Dweck, 2006).

Both views are coherent schemas about the nature of ability, but they lead to different experiences (Dweck, 2006). When people have an entity view, performing a task is about proving their ability. If they do poorly, they become dis- tressed and want to quit. When people have an incremental view, performing a task is about extending their ability. If they do poorly, they see it as a chance to increase the ability.

These mindsets seem to act in ways other schemas do. For example, they guide people’s search for new information

People who hold an incremental view of ability treat setback as challenges for future improvements.

This difference between people can also have huge implications for their lives. Consider children who are undertaking developmental challenges in middle school or high school. Children who believe (or are taught) that abil- ities are qualities that can be developed, rather than being things you either have or lack, are more persistent and per- form better in school (Yeager & Dweck, 2012). Children who are taught that people’s personalities can change are less likely to assume that an ambiguous action from some- one else conveys aggressive intent (Yeager, Miu, Powers, & Dweck, 2013). More generally, the transition to high school is far les stressful if you are able to take the view that things change than if you believe instead that everything will always be this way (Yeager et al., 2014).

12.1.7: Attribution An important aspect of experiencing events is judging their causes. Judging a cause tells you whether the event was intentional or accidental. It also tells you something about how likely it is to occur again. Inferring the cause of an event is called attribution (Heider, 1944, 1958). People do this spontaneously, without even knowing they’re doing it (Hassin, Bargh, & Uleman, 2002).

The process of making attributions relies partly on sche- mas about social situations (Read, 1987). Default values from those schemas help you make inferences beyond the

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information that’s present (Carlston & Skowronski, 1994). And, as in other contexts, using different schemas causes peo- ple to make different inferences about the causes of events.

An important aspect of attribution is the interpreta- tions people make for good and bad outcomes—successes and failures. Successes and failures can have many causes, but research has focused on four of them: ability, effort, task difficulty, and luck or chance factors. The best-known analysis of this kind of attribution is that of Bernie Weiner (1979, 1986, 1990, 2010).

Weiner points out that these four causes fall on a dimension of locus of causality: Either the cause is internal, part of you (ability, effort), or it’s external, outside you (chance factors, task difficulty, powerful others). The causes also vary in stability. Some seem fairly stable (ability), whereas others vary from one time to another (effort). In general, people tend to interpret their successes as having internal stable causes—their ability. (Note that this enhances self-esteem, as suggested in Chapter 11.) People generally tend to see their failures as caused by relatively unstable influences, such as bad luck or too little effort.

There are also individual differences in attributional tendencies, which can have big effects. If you see failure as caused by unstable factors, there’s no need to worry about the future. That is, since the cause is unstable, the situation probably won’t be the same next time. If the cause is stable, though, the picture is quite different. If you failed because you don’t have ability or because the world is permanently against you, you’ll face that same situation next time and every time. Your future will hold only more failure.

Your behavior, thoughts, and feelings can be deeply affected by this view. Seeing stable and permanent reasons for bad life outcomes is related to depression (e.g., Abram- son, Alloy, & Metalsky, 1995; Abramson, Metalsky, & Alloy, 1989; Abramson, Seligman, & Teasdale, 1978; Weiner & Litman-Adizes, 1980) and even sickness and death (e.g., Buchanan, 1995; Peterson, 1995).

12.2: Activation of Memories 12.2 Identify memory as a vast set of interlinked

content nodes whose activation activates memories

We’ve talked about schemas from several angles. Next, let’s consider how they are organized and activated.

Schemas don’t just pile up on top of each other in mem- ory. Memories seem to form a vast network (see Figure 12.1). Nodes, or areas of storage, are linked if they have a logical connection. Some connections are semantic, linking elements that contribute to a category (see Figure 12.1, A). Others are episodic, linking elements that form an event (see Figure 12.1, B). Bits of information that have a lot to do

A

B

Fruit

Edible

Orange grove

Prevents scurvy

Seeds

Valencia oranges

Roundish shaped

Can be peeled

Can be squeezed

Orange colored

Navel oranges

Contains vitamin C

Florida

Seedless

Orange juice

Orange

Sweet

Nearly hit curb

Driving home

Stopping for gas

Drive to store

Park in parking lot

See friend walking

Think about car getting hot

in the sun

Think about needing

to get gas

Being distracted

by attractive person

Paying for purchases

Decide whether to buy not-very- fresh broccoli

Push cart down aisles

Consider three spontaneous

purchases

Figure 12.1 (A) Part of the network of semantic associations surrounding the concept orange. (B) Part of the network of episodic memories surrounding the event going to the grocery store for broccoli, strawberries, and beer.

with each other are strongly linked, whereas bits of infor- mation that have little to do with each other are not strongly linked. From this view, all knowledge is an elaborate web of associations of different strengths among a huge number of

The Cognitive Perspective 189

These effects occur only if the primed information can plausibly be applied to the later event (Higgins & Brendl, 1995). If you prime dishonest, for instance, it won’t influ- ence your judgments of athletic ability. On the other hand, priming seems to activate the full dimension, not just the end that’s primed (Park, Yoon, Kim, & Wyer, 2001). If you prime honest and then present a target that might be dishonest, people are more likely to see dishonesty.

The technique of priming makes use of the fact that events can make information more accessible. But people also differ in what categories are already accessible for them (Bargh, Lombardi, & Higgins, 1988; Higgins, King, & Mavin, 1982; Lau, 1989). The most accessible categories are the ones you use the most. Thus, chronic accessibility reflects people’s readiness to use particular schemas in see- ing the world (Bargh & Pratto, 1986). Finding out about what schemas are chronically accessible to a particular per- son, then, can provide information about how that person sees the world (and thus about his or her personality).

As an example, children who grow up in poor neigh- borhoods are more likely than other children to be exposed to violence. This exposure may lead them to

nodes of information. (Don’t think about “distance” between nodes, by the way, only strength of association.)

When a memory node is activated, the information it contains is in consciousness. A node can be activated by an intentional search (e.g., think of your phone number) or in other ways. As one node becomes active, partial activation spreads to related nodes. The stronger the relation, the greater the degree of spreading. Partial activation makes it easier for the related area to come all the way to conscious- ness. That is, because it’s already partly activated, it takes less of a boost to make it fully active.

To use the examples in Figure 12.1, A, thinking of an orange partially activates related semantic nodes. Thinking of an orange tends to remind you of navel oranges, the color and flavor of oranges, orange groves, and maybe orange juice. Since orange groves and orange juice both relate to Florida, you may be slightly reminded of Florida, as well. In the same way, thinking about a bit of an episode partially activates related nodes. Thinking about being in the park- ing lot tends to remind you vaguely of the person you saw there, which may remind you of the fact that you almost lost control of your driving and ran up over the curb.

These examples involve partial activation. The memory may not make it all the way to consciousness without another boost from somewhere. But it’s more likely to get there than it was before. An extra boost sometimes comes from another source (e.g., seeing someone who looks a little like the person in the parking lot or hearing the song that was on the radio while you were parking). Given that extra boost, the node becomes active enough for its content (the image of the per- son) to pop into awareness. If the node hadn’t already been partially active, the boost wouldn’t have been enough.

12.2.1: Priming and the Use of Information The idea that partial activation causes easier access to memories has led to a technique called priming. Priming is purposely activating a node by making a person use it, before a task of interest. Priming was first used to study two questions. One is whether the primed information is more accessible in the next task. That is, it takes a while for the activation to fade. This partial activation would leave the node more accessible than before, until the activation is gone. The other question is whether related information also becomes more accessible after the priming.

The answer in both cases is yes. For example, Srull and Wyer (1979) had people do a task in which they read words related to hostility. Later, in what was introduced as a dif- ferent study, the people were more likely to rate an ambig- uously portrayed person as hostile (see Figure 12.2). They rated the person more negatively on other evaluative terms, as well, suggesting a spread of activation to related areas of memory.

N e

g a

ti vi

ty

10

8

6

4

2

0 On Hostility-Related

Scales On Evaluative but Not

Hostility-Related Scales

Ratings of Target Person

20% hostile items earlier80% hostile items earlier

Figure 12.2 Effects of priming. Participants read a set of items, 80% of which (or 20% of which) contained words related to hostility. Later, in what they thought was a different experiment, they read an ambiguous portrayal of a target person and rated him on two sets of scales: some pertaining to hostility and others evaluative but not directly related to hostility. Reading a larger number of hostile words caused the target person to be seen as more hostile and as less pleasant.

Source: Based on Srull & Wyer, 1979, Experiment 1, immediate condition.

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related goal, which you then start pursuing unconsciously (Fitzsimons & Bargh, 2003). There’s also evidence that sub- liminally priming an emotion causes judgments of subse- quent stimuli to take on that same emotional quality (Ferguson, Bargh, & Nayak, 2005). In sum, subliminal priming does seem to occur, although the conditions under which it happens may be more limited than previously thought (Klatzky & Creswell, 2014).

The findings of this body of work are fascinating. They represent an important reason for a renewed interest in the unconscious (Hassin, Uleman, & Bargh, 2005). This view of the unconscious is very different, however, from that of Freud (described in Chapter 8). Today’s theorists talk of the cognitive unconscious, as opposed to the psychodynamic unconscious (Hassin et al., 2005). Yet they believe (as did Freud) that the impact of forces outside awareness can be quite pronounced. They still view the unconscious as part of the mind to which we don’t have ready access, but for different reasons.

From today’s point of view, consciousness is a work- space, in which you consider information and make judg- ments, come to decisions, and form intentions. If these processes are routine, they can occur automatically, outside awareness. What makes things routine? Some processes are innately routine. You don’t have to think about making your heart beat, for example, and you’d have trouble bringing into awareness the processes by which that happens. Other processes become routine from practice. As you practice anything (a tennis stroke, typing), the first few times you devote lots of attention to it. As you do it over and over, it feels more fluid and smooth. The more you practice, the less attention it needs. When you’ve done it enough, you disre- gard it almost totally. It no longer even needs consciousness to start it off. It can be triggered by an unconscious prime.

When you think carefully about what priming is (whether conscious or not), you realize that it happens con- stantly (Carver & Scheier, 2002). Whenever you hear some- thing, read something, think something, or watch something, it makes the corresponding parts of your mem- ories active. This, in turn, causes partial activation in related areas, leaving residual activation for a time after- ward. That can have a wide range of subtle effects on behavior (see also Box 12.2).

12.3: Connectionist Views of Mental Organization 12.3 Explain how the connectionist models can join

symbol-processing models to form dual process models

For the most part, the way we’ve been discussing cognition thus far reflects a view in which cognition concerns symbol

develop social schemas with violent themes. These sche- mas should be very accessible for children from such neighborhoods and thus likely to be used. Consistent with this, children from low-income neighborhoods see more hostile intent in ambiguous actions than do other children (Brady & Matthews, 2006; Chen & Matthews, 2001; Matthews & Gallo, 2011).

Primes also influence people’s actions. A great deal of research shows that priming information that relates to behavior can influence subsequent behavior (Harris, Bargh, & Brownell, 2009; Kraus & Chen, 2009). Priming a particular relationship activates goals that are associated with that person (Morrison, Wheeler, & Smeesters, 2007). Simply mentioning a situation that conflicts with a goal you often think about activates behavior relevant to that goal (Custers & Aarts, 2007). Priming a goal makes atti- tudes more positive toward things that could facilitate attaining it (Ferguson, 2008). Priming one behavior also increases tendencies toward related behaviors (Maio, Paki- zeh, Cheung, & Rees, 2009). Priming of behavior has even been shown in children as young as 18 months (Over & Carpenter, 2009).

It’s not just perceptual categories and actions that can be primed. There’s also evidence that use of a particular type of procedural knowledge, such as the procedures used to make a comparative decision, primes the use of that same knowledge in the future (Xu & Wyer, 2008). In that research, people were led to make a comparative judg- ment and choice (or not). Afterward, they made a purchase decision (to buy one of two items or to buy neither). Mak- ing the prior choice made them more likely to buy one item or the other, rather than buy neither.

12.2.2: Nonconscious Influences on Behavior We’ve been talking about how information moves from memory to consciousness and is then used in various ways. However, a line of research by John Bargh and his colleagues (e.g., Chartrand & Bargh, 1996; Fitzsimons & Bargh, 2004) indicates that information does not have to reach consciousness to influence what happens next.

In this work, research participants received sublimi- nal primes—primes outside their awareness. These sub- liminal primes often have the same effects as overt primes. For example, people who have the goal of forming an impression pay attention to different things than people who have the goal of memorizing. Activating the purposes subliminally has the same effect as activating them overtly (Chartrand & Bargh, 1996).

As another example, recall that goals often are linked to particular relationships (e.g., your father may be linked in your mind with doing well on your exams). Priming the relationship—even outside awareness—activates the

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The connectionist view uses neuronal processes as a metaphor for cognitive processes. Because the nervous sys- tem processes information simultaneously along many pathways, parallel processing is a key feature. This view also holds that representations aren’t centralized in nodes. Rather, a representation exists in a pattern of activation of an entire network of neurons.

Connectionists describe cognition in terms of networks of simple neuron-like units, in which processing means passing activations from one unit to another (see Figure 12.3). Each activation can be either excitatory or inhibitory. Thus, it either adds to or subtracts from the total activity of the unit for which it serves as input. Each unit sums its inputs (pluses and minuses) and passes the total onward. Energy passes in only one direction for each connection, as in neurons. But links are often assumed in which activation goes from a “later” unit back to an “earlier” one, which is also true of neurons. The network reacts to an input with a pattern of activity. This activity goes through the network’s layers starting on the input side, through whatever connec- tions exist, to the output side. The pattern that emerges on the output side is the response to the input.

processing. That view dominated cognitive psychology for many years. In the mid-1980s, however, another view emerged, which also influences how we think about per- sonality. That other view has several labels: parallel distrib- uted processing (J. L. McClelland, Rumelhart, & PDP Research Group, 1986), neural networks (J. A. Anderson, 1995; Levine & Leven, 1992), and (perhaps most common) connectionism (J. L. McClelland, 1999).

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Figure 12.3 Example of a connectionist network. The network consists of units that receive and send activation, with two connections (printed in color) that feed activation back to “earlier” units. A given activation can be either excitatory (+) or inhibitory (−). Each unit receives acti- vation from all the units that project to it and sends activation to all the units that it projects to.

Source: Based on Carver & Scheier, 1998.

The pattern of activations in the network is updated repeatedly. Gradually, the system “settles” into a config- uration, and further updates cause no more change. A common way to view this is that the system simultane- ously satisfies multiple constraints that the units place on each other (Thagard, 1989). For example, if two units inhibit each other, they can’t both be highly active at once. Each constrains the other ’s activity. One of them eventually inhibits the other enough to keep it from being active. Diverse constraints settle out during the

Box 12.2 What’s in a Name? Priming is a funny process. It happens all the time, though people don’t realize it. And it can have some very unex- pected effects on people’s behavior. For example, consider your name. Your name is part of your self-schema. For most of us, our name indicates our family ties. But does your name have a broader impact on your life? Beyond the fact that some people are teased for having unusual names, most people would probably say no.

Studies have shown, however, that people’s names can relate to important life decisions. Pelham, Mirenberg, and Jones (2002) reported 10 studies of how people’s names related to where they lived and what their businesses were. Five studies found that people were more likely than would happen by chance to live in places whose names resembled their own. For example, men named Jack lived in Jackson- ville in a greater proportion than in, say, Philadelphia. There are more than twice as many men named Louis in Louisiana than would be expected by chance. Women named Virginia were extra likely to move to Virginia but not to Georgia, whereas the reverse was true of women named Georgia.

It’s not just where people live. It’s also what they do. Pelham et al. (2002) found that people tend to have jobs that have the same first initials as their own names. Sheri’s odds of owning a salon are greater than chance but not Carol’s. Carol is more likely to own a candle shop. People named Thompson have a greater-than-chance involvement in the travel business.

These effects have also shown up in other areas of life (see Pelham et al., 2002). In the 2000 presidential campaign, people whose last names start with B were more likely to give to the Bush campaign, and those whose last names start with G were more likely to give to Gore. People are also more likely to marry other people whose names resemble their own (J. T. Jones, Pelham, Carvallo, & Mirenberg, 2004).

Why do these things happen? Most people have posi- tive feelings about themselves as part of the self-schema. The positive feelings are evoked by anything that reminds them of themselves. This happens even if the reminding is very slight and even if it’s unconscious. In effect, if you’re named Ken and you live in Kentucky, you’re surrounded by primes to your self-schema. People may gravitate slightly to anything that evokes that warm sense of self. We don’t know if there’s a Ken in Kentucky who drives a Kia, owns a kennel, and is married to a woman named Karen. But if there is, we’d bet he’s a very contented man.

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How would connectionists analyze such an experi- ence? They would say the experience is being constructed from bits of input. The bits activate units in the network, and the units place constraints on each other. Activations get transferred from unit to unit, around and around. As the activation pattern is updated over and over, some con- straints get stronger and some get weaker. The network, as a whole, settles into a pattern. The pattern is the perception or the decision. Although there may be many cycles, the time involved can be very short. Subjectively, the pattern (perception or decision) emerges as a final product, some- times abruptly.

These processes can create influences in multiple direc- tions. That is, decisions are made from fitting bits of evi- dence together despite their constraints on one another. Once a decision has been reached, however, there’s also an influence back on your evaluation of the evidence, making it seem more coherent with the decision (Simon, Snow, & Read, 2004).

Something that’s interesting about these networks is that it can be very hard to tell ahead of time how they will settle out. The pattern of constraints can be intricate, and constraints may relate to each other in ways that aren’t obvi- ous. The network doesn’t care about the “big picture.” That’s not how it works. Each unit just keeps sending out activa- tions, as a function of how active it is. In the pushing and pulling, perceptions and decisions can emerge that seem irrational—and they are irrational, in a sense. The decision about buying a house isn’t the algebraic sum of the ratings of the good and bad points of each house. It’s more interwo- ven. This aspect of the connectionist approach in particular makes it feel very different from the symbolic approach.

Another thing that’s interesting is that although these networks can be very stable, they sometimes reorganize abruptly (Read & Miller, 2002). In most cases, if you change one part of the input, nothing much changes. Reverbera- tions from the change are dampened. Sometimes, though, a change in one part of the input is critical. If the effects of that small change are amplified instead of dampened, there can be profound reverberations over cycles, resulting in a drastic reorganization. Thus, if you’re looking at a figure such as the one in Figure 12.4, it can suddenly reorganize and become the alternate image. These ideas have been used to discuss how the self-concept is sometimes resistant to information from outside and sometimes very respon- sive to it (Nowak, Vallacher, Tesser, & Borkowski, 2000).

12.3.1: Dual-Process Models Cognitive psychologists have wrestled for some time with differences between the symbol-processing approach and the connectionist approach (e.g., Kousta, 2010). Some of them turned to the idea that cognition involves two kinds of thought, rather than one. Smolensky (1988) argued that

repeated updating. The process is complicated, but here’s the bottom line: The parallel constraint satisfaction pro- cess creates the greatest organization and coherence it can across the network, given the constraints.

The literature of connectionism in cognitive psy- chology is large and growing (e.g., J. A. Anderson, 1995; Dawson, 2005; Elman, 2005; J. L. McClelland et al., 2010; Seidenberg, 2005; Smolensky, Mozer, & Rumelhart, 1996; Wendelken & Shastri, 2005). Several authors have also tried to indicate why these ideas are useful for other areas of psychology, including personality (Caspar, Rothenfluh, & Segal, 1992; Kunda & Thagard, 1996; Overwalle & Siebler, 2005; Read & Miller, 1998, 2002; Read, Vanman, & Miller, 1997; Schultz & Lepper, 1996; Smith, 1996).

One interesting application is to social perception and decision making (Read et al., 1997; Thagard & Mill- gram, 1995). Both involve selecting one possibility from among two or more. When you view an ambiguous figure (see Figure 12.4), you perceive one or the other possibility, not a blend of the two. The perception of one or the other pops into your mind. In the same way, when you make a decision, you pick one option. You usually don’t get to blend options. Again, even if you’re trying to be rational, it’s often the case that an answer seems to pop into your mind. Think back to Don and Sandy in the chapter open- ing, who were trying to find a house they liked. They were being rational and orderly, but then a decision just suddenly appeared.

Figure 12.4 An example of an ambiguous figure. This image can be seen either as a young woman turning aside or as an old woman with a protrud- ing nose and chin. Although your perception can easily shift from one to the other, you don’t see a blend of images.

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thought derives, in part, from a long line of research on delay of gratification (see Box 12.3). But it obviously applies more broadly.

a conscious processor is used for effortful reasoning and fol- lowing of programs of instructions and that an intuitive processor manages intuitive problem solving, heuristic strategies, and skilled or automatic activities using connec- tionist processes. This view was also expressed in several other dual-process models in cognitive psychology (De Neys, 2006; Holyoak & Spellman, 1993; Sloman, 1996).

When doing controlled processing, the mind in effect says, “Find a rule, apply it to the situation, carry out its logical steps of inference and action, and make decisions as needed. If no rule is available, use whatever ’s closest.” When the mind is in connectionist mode, the settling pro- cess goes on until the elements shake out and a pattern emerges. The activity of this mode fits the experience of insight: A pattern appears suddenly where none existed before.

The idea that people experience the world through two different modes of processing also appears in the literature of personality. A similar argument was made some time ago by Seymour Epstein (1985, 1990, 1994). Epstein’s cognitive– experiential self-theory assumes that we experience reality through two systems. The rational system operates mostly consciously, uses logical rules, and is fairly slow. This is the symbolic processor that we think of as our rational mind. The experiential system is intuitive. It’s a “quick and dirty” way of assessing and responding to reality. It relies on shortcuts and readily available information. It functions automatically and largely outside consciousness.

Epstein argued that both systems are always at work and that they jointly determine behavior. Each can also be engaged to a greater degree by circumstances. For exam- ple, asking people to give strictly logical responses to hypothetical events tends to place them in the rational mode. Asking them how they would respond if the events happened to them tends to place them in the experiential mode (Epstein, Lipson, Holstein, & Huh, 1992). The more emotionally charged a situation is, the more thinking is dominated by the experiential system.

In Epstein’s view, the experiential system resulted from eons of evolution. It dominates when speed is needed (as when the situation is emotionally charged). You can’t be thorough when you need to act fast (e.g., to avoid danger). Maybe you can’t even wait to form an intention. The rational system is more recent in origin. It provides a more cautious, analytic, planful way of proceeding. This approach also has advantages, of course, when you have enough time and freedom from pressure to think things through.

The dual-process idea has emerged several more times in forms that are very similar to this (for broad treatment, see Sherman, Gawronski, & Trope, 2014). Metcalfe and Mischel (1999) proposed that there’s a “hot” system that’s emotional, impulsive, and reflexive and operates in a con- nectionist manner. There’s also a “cool” system that is stra- tegic, flexible, slower, and unemotional. This line of

Box 12.3 Delay of Gratification: The Role of Cognitive Strategies Several previous chapters have discussed the ability to delay gratification—to wait a while for something you want. From a psychoanalytic view (see Chapter 8), this is a matter of the ego holding the id in check until the time is right to fulfill its desires. From the learning perspective (see Chapter 10), whether a person delays or not depends on the reward structure of the situation and the behavior of salient models.

The cognitive point of view provides yet another per- spective on the process of delaying gratification. Specifi- cally, an important influence on delay of gratification is the mental strategies people use (Kanfer, Karoly, & Newman, 1975; Mischel, 1974, 1979, 2014). What people think about—and how they think about it—can make delays easier or harder.

Early work showed that preschoolers would wait 10 times longer for a desired food if it wasn’t visible than if it was (Mischel & Ebbesen, 1970). Later research showed these effects could be affected by varying how children thought about the desired object. Thinking about aspects of a food, such as its taste, made it nearly impossible for chil- dren to delay (Mischel & Baker, 1975). In contrast, attending to qualities of the food that weren’t related to eating made it possible for children to tolerate delay quite easily (see also Kanfer et al., 1975; Moore, Mischel, & Zeiss, 1976; Toner & Smith, 1977).

Research on how these self-control strategies evolve showed a natural progression over time (Mischel, 1979, 2014). At first, children attended to aspects of the reward that were most appealing, such as taste (Yates & Mischel, 1979). Eventually, they generated cognitive strategies to keep these thoughts from their awareness. The result was increased self-restraint. As Mischel (1990) pointed out, it’s not what’s in front of the children that matters but what’s going on in their heads. The same is true for adults (Trope & Fishbach, 2000, 2005). This research thus reinforces one of Mischel’s major points: the important role played by peo- ple’s mental strategies in determining their behavior.

Strack and Deutsch (2004) also proposed a dual-pro- cess model of social behavior. It is a far-reaching model, in which (as in Epstein’s theory) action is seen as a joint out- put of two modes of functioning: reflective and impulsive. These modes of functioning occur simultaneously and may be either mutually supportive or in conflict with each other.

These dual-process models also resemble some ideas that came up in other chapters. We said in Chapter 6 that behavior sometimes reflects automatic impulses and some- times the oversight of a temperament of constraint or

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esteem (Conner & Barrett, 2005). Of particular interest is the fact that implicit self-esteem isn’t very highly correlated with explicit self-esteem (the self-esteem that’s reported on self- report scales). The same is often true of attitudes. There’s evi- dence that both implicit and explicit attitudes of various types relate to behaviors, but often to different aspects of behavior (Asendorpf, Banse, & Mücke, 2002).

Why aren’t these two aspects of knowledge closely related? One possibility follows from the view that much of implicit knowledge comes from simple association learning—classical and instrumental conditioning— whereas explicit knowledge comes from verbal, conceptual learning. Perhaps the experiences that create associative versus verbal knowledge are more separate than has often been assumed. For example, parents might treat a child harshly while telling him verbally that he’s a wonderful boy. These two sources of experience don’t agree well with each other. Over time, this will lead to the boy’s having dif- ferent knowledge at the implicit (associative) and explicit (verbal) levels.

From this, it might follow that implicit knowledge starts forming earlier in life than explicit knowledge. That is, conditioning begins very early, whereas conceptual and verbal learning develop somewhat later. Consistent with this line of thought, negative implicit attitudes toward minorities exist as early as age 6. Egalitarian explicit atti- tudes emerge at about age 10, but the implicit attitudes remain as they were (Baron & Banaji, 2006). Implicit atti- tudes have been found in children as young as 4 (Cvencek, Greenwald, & Meltzoff, 2011)

In introducing this topic, we said that implicit and explicit attitudes may relate to dual-process models of cog- nition. It seems possible that what we are referring to here as implicit knowledge is the associative system that others have termed an experiential or reflexive or intuitive system. Explicit knowledge seems more related to a rational, deliberative system. Fitting that picture, there’s evidence that controlled pro- cesses are what help people override automatic tendencies to stereotype others (Payne, 2005) and react to cues of stigma (Pryor, Reeder, Yeadon, & Hesson-McInnis, 2004).

12.4: Broader Views on Cognition and Personality 12.4 Outline cognitive-person variables

Much of the cognitive view of personality concerns specific mental processes that underlie personality. This work tends to be tightly focused on particular issues. As a result, the cognitive approach is fragmented (Funder, 2001). Attempts have been made, however, to create more inte- grative statements about cognition and personality. Two of the most influential statements were made by Walter

effortful control. Controlled behavior is restrained and socialized. Behavior dominated by automatic processing can be impulsive and may seem unsocialized. In Chapter 7, we described some ideas about biological processes that involved greater control (constraint) versus impulsiveness (sensation seeking). In both cases, those ideas resemble the dual-process models described here. One mode of func- tioning is clearly recognizable as thinking. The other is more like intuitive reacting (see also Kuhl, 2000).

Self-control is an important property for a person to have. It influences many kinds of behaviors (de Ridder, Lensvelt-Mulders, Finkenauer, Stok, & Baumeister, 2012). It is so important, in fact, that many people believed that thinking is more important and more a part of personality than reacting. But intuitive reacting may be a more potent influence than most people realize (see also Toates, 2006). The dual-process theories outlined here all assume that it’s harder for the effortful process to dominate over the auto- matic process when the person’s mind is relatively full (e.g., when you’re trying to do two things at once). Similarly, the automatic process tends to take over when the situation is emotional or pressured. But being cognitively busy and being pressured or emotionally aroused apply to a good proportion of most people’s lives! So these reactive pro- cesses may be more important than many people appreciate.

12.3.2: Explicit and Implicit Knowledge There’s another body of research on mental representa- tions that also seems to fit a dual-process view of cognition. This research examines the idea that people have both explicit knowledge (which is accessible on demand) and implicit knowledge (which isn’t). To put it differently, implicit knowledge is the existence of automatic mental associations we aren’t really aware of (an idea that came up earlier in this chapter and in Chapters 3 and 5).

A topic that helped lead to the emergence of this line of thought concerns prejudices and how they’re mentally rep- resented. Many people believe that they aren’t prejudiced against minorities—that they treat all people equally well. It turns out, though, that many of these same people have stronger mental links from minorities to the semantic qual- ity “bad” than from the minorities to “good” (Greenwald, McGhee, & Schwartz, 1998). These links are called implicit associations, because they are measured indirectly (usually through a set of reaction-time trials) and because people are unaware of the links.

The discovery of implicit attitudes has led to a much larger exploration of implicit knowledge of various kinds, including implicit theories of the self (Beer, 2002) and implicit self-esteem (DeHart, Pelham, & Tennen, 2006; Greenwald et al., 2002). Implicit self-esteem relates to negative feeling states in day-to-day life apart from any role of explicit self-

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of which are influenced by learning. Given these criteria, Mischel gave them the long name of cognitive–social learn- ing person variables. He intended them to take the place of traits (Mischel, 1990).

One class of variables is the person’s competencies: the skills that one develops over life. Just as people develop skills for manipulating the physical world, they develop social skills and problem-solving strategies, tools for analyz- ing the social world. Different people have different patterns of competencies, of course. Some people have the ability to empathize with others, some have the ability to fix brakes, some have the ability to make people laugh, and some have the ability to make people follow them into danger. Situa- tions also vary in what competencies they call for (Shoda, Mischel, & Wright, 1993). Thus, different situations provide opportunities for different persons to take advantage of.

The second class of variables is encoding strategies and personal constructs. This covers schemas, as well as what Kelly (1955) said about the unique worldview each person develops. People construe events and people differently, depending on the schema they’re using. (As noted earlier, a potential buyer looks at a house one way and a potential burglar, another way.) It’s not the objective situation that determines how people react but how they construe it. Two people react to the same situation differently because they literally experience it differently.

Encoding strategies are ways of seeing the world. But to know what people will do in that world, you also need to know their expectancies. One expectancy is an anticipation that one kind of event typically leads to another event. For example, hearing a siren is often followed by seeing an emergency vehicle. Seeing dark clouds and hearing thun- der are often followed by rain. Expectancies about what’s connected to what provide continuity in experience.

A second type of expectancy is behavior-outcome expec- tancy: the belief that particular acts typically lead to par- ticular outcomes. These are essentially the same as the outcome expectancies in Bandura’s social cognitive learn- ing theory (discussed in Chapter 10). Entering a restaurant (behavior) usually is followed by being greeted by a host or waiter (outcome). Being friendly to others (behavior) is usually followed by friendly responses (outcome). Typing the right code into an ATM (behavior) usually leads to receiving money (outcome). If the expectancies you have match reality, your actions will be effective. But if you’ve learned a set of behavior-outcome expectancies that don’t fit the real world, you’ll be less effective.

Expectancies begin to specify what people do: People do what they think will produce outcomes. The fourth part of the puzzle is knowing what outcomes the person wants to produce: the person’s subjective values. These values are what cause people to use their expectancies in action. If the available outcome isn’t one the person cares about, the expectancies won’t matter.

Mischel, a theorist who’s had a huge influence on today’s cognitive view (see also Box 12.4). Interestingly, these state- ments were made nearly a quarter century apart.

Box 12.4 The Theorist and the Theory: Mischel and His Mentors Professional mentors influence their students in many ways. Most obviously, they impart a set of skills and a way of look- ing at the world, which the students then apply to topics of their own choosing. Sometimes, however, there’s more to it than that. Sometimes the mentor makes an imprint on the mind of a student that reverberates for a long time in the student’s work. The student absorbs the essence of the mentor’s view and recasts it. This seems to characterize the career of Walter Mischel.

Mischel was born in Vienna in 1930 and lived within walking distance of Sigmund Freud’s house. When he was 9, his family fled to New York to escape Nazism. He grew up in New York and became a social worker, using Freud’s per- sonality theory. His enthusiasm for psychoanalysis waned, however, when he tried to apply it to juvenile offenders in New York’s Lower East Side. After a time, he set off to con- tinue his studies at Ohio State University.

There, he came under the influence of two people who were already making a mark on personality psychology: George Kelly and Julian Rotter. Kelly emphasized personal views of reality, and Rotter emphasized the importance of people’s expectations in determining their behavior. Both were also skeptical about a purely dispositional approach to personality.

Mischel’s work has displayed all three of these themes, although he took each one in his own direction. For exam- ple, as discussed in Chapter 4, Mischel (1968) sparked a controversy in personality psychology over the question of whether behavior has enough cross-situational consistency to justify believing in dispositions. He spent much of his career focusing on issues in the cognitive–social learning perspective, including the role played by expectancies. In the past three decades, his views have evolved to what some see as a resolution of the controversy he sparked in 1968. As we noted earlier in this chapter, today’s cognitive view on personality has roots in several places other than Kelly’s ideas. Surely, however, one reason for the emer- gence of this cognitive view is the impact that George Kelly the mentor had on the young Walter Mischel.

12.4.1: Cognitive Person Variables As is true of many who now hold a cognitive view on per- sonality, Mischel earlier was identified with the cognitive– social learning view. The statement he made in 1973 represents a transition between Mischel the learning theo- rist and Mischel the cognitive theorist. In it, he proposed that an adequate theory of personality must take into account five classes of cognitive variables in the person, all

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For example, some people will view an ambiguous remark made by another person as a rejection, some as a provocation, some as an indication that a “power play” is underway, and some as an indication that the other person was out too late last night and is hung over. If Marty sees a power play—even if no one else in the room does—he erupts in bluster and bravado. If he doesn’t see it that way, he doesn’t do that. Ed is also sensitive to power plays, but he has a different if … then link. If Ed sees a power play, he gets very quiet and starts looking for cues about who’s likely to win. Thus, even if Ed and Marty identify the same situation—a power play—they will act quite differently from each other.

To predict consistency of action, then, you need to know two things. First, you need to know how the person construes the situation (which depends on the person’s schemas and their accessibility). Second, you need to know the person’s if … then profile. The unique profile of if … then relations is called a behavioral signature for a per- son’s personality (Shoda, Mischel, & Wright, 1994). Indeed, these profiles of if … then relations may, in some sense, define personality (Mischel, Shoda, & Mendoza-Denton, 2002). These profiles are relatively stable over time (Shoda et al., 1994) and thus account for temporal consistency in behavior. Consistency over time, of course, is a key ele- ment in conceptions of personality.

Andersen and Chen (2002) applied this line of thought to the core social relationships in a person’s life. They argued that we develop schematic knowledge of people who are significant to us early in life. When we encounter new people who resemble one of those significant people enough to activate that schema, it evokes the if … then pro- file associated with that significant person. You act more like the version of yourself that you displayed to that sig- nificant other.

This general viewpoint suggests that schemas are deeply interconnected to one another. Schemas about what people are like relate to schemas about the nature of situa- tions. Both of these are tied to schemas for acting. Although you may focus on one schema at a time, the use of one implicitly involves the use of the others as well (Shoda et al., 1989).

Consistent with this line of thought, there’s evidence that some brain structures are involved in both perception– cognition and related actions. For instance, certain neurons that are active when a monkey does an action are also active when the monkey sees the same action (Gallese, 2001; Riz- zolatti, Fogassi, & Gallese, 2002). They are called mirror neurons. Similar evidence has also been found in humans (Buccino et al., 2001). Later work extended the finding to sound. Neurons that are active when the monkey does or sees the action are also active when the monkey hears sounds associated with that action (Kohler et al., 2002). Related findings indicate that just reading a story activates

The fifth set of variables Mischel (1973) discussed is what he called self-regulatory systems and plans. People set goals, make plans, and do the various things that need to be done to see that the plans are realized in action. This covers a lot of ground. Since Mischel proposed his five categories, this category has taken on something of a life of its own. In part for this reason, we talk about it separately, in Chapter 13.

12.4.2: Personality as a Cognitive– Affective Processing System Years later, Mischel and Shoda (1995) proposed a model that extends and elaborates Mischel’s earlier statement (we discussed this model briefly in Chapter 4). They proposed what they called a cognitive–affective processing system. The linking of cognitive to affective in this term reflects the recog- nition that emotion plays a key role in much of cognitive experience.

Mischel and Shoda (1995) said that people develop organizations of information about the nature of situations, other people, and the self. These schemas are more com- plex, in one specific sense, than what we’ve described thus far. Mischel and Shoda said that these schemas have a kind of if … then property—a conditional quality. Saying that someone is aggressive doesn’t mean you think he or she is aggressive all the time. It means you think the person is more likely than most people to be aggressive in a certain class of situations.

Evidence from several sources supports this view. For example, in describing others, we often use hedges: condi- tions under which we think others act a particular way (Wright & Mischel, 1988). This suggests that people nor- mally think in conditional terms about each other. In fact, the better you know someone, the more likely you are to think about him or her in conditional terms (Chen, 2003). And the more you do that, the better is the relationship (Friesen & Kammrath, 2011).

Mischel and Shoda (1995) said that people also think conditionally about themselves. That is, each person’s behavior also follows an if … then principle. Schemas to construe situations include information about appropriate actions in those situations. Norms are mentally represented as links between settings and the behaviors that relate to those settings (Aarts & Dijksterhuis, 2003). If a situation is identified that’s linked to a particular behavior, then that behavior will tend to occur (if … then).

In this view, individuality arises from two sources. First, people differ in the accessibility of their various sche- mas and the cues that evoke them. Thus, different schemas are likely to pop up for different people in a given setting. People literally perceive different things in the same situa- tion. Second, people differ in their if … then profiles. When a schema is active, the person will act in ways that fit it. But that may mean different actions for different people.

The Cognitive Perspective 197

do. Satisfaction, freedom, alertness, and creativity related to events in which people’s attention was tightly focused on what they were doing (Csikszentmihalyi, 1978). Interestingly, positive feelings of immersion were very likely during work.

More recent research has extended experience sam- pling methodology into many new domains. Furthermore, it’s now common to collect people’s reports of their thoughts and feelings on hand-held devices (Gable et al., 2000; Laurenceau et al., 1998; Pietromonaco & Barrett, 1997). This makes these sorts of cognitive assessments extremely easy. This technique is now being used to study ideas from a wide variety of theoretical perspectives.

Another technique, termed event recording or self-moni- toring, focuses not on particular moments of the day but on particular classes of events. In this technique, the person records instances of specific event types (Ewart, 1978; Mahoney, 1977; Nelson, 1977), noting the behavior, emo- tion, or thought pattern and documenting information about what was going on at that moment (e.g., the time of day, whether the person was with others or alone, what the situation was). Doing this lets the person see regularities in the contexts that surround particular thoughts and emo- tions. This provides a better understanding of what sche- mas he or she is automatically using.

12.5.2: Contextualized Assessment Another aspect of the cognitive view on assessment is the idea that personality should be assessed for specific classes of contexts. This element is shared with the cognitive–social learning view. Doing this adds important information.

Research on this issue by Wright and his colleagues focused on assessment of children with problems. In one study (Wright, Lindgren, & Zakriski, 2001), teachers rated boys on two measures. One was a commonly used meas- ure of problem behaviors (aggression and social with- drawal) that didn’t identify the context in which they happen. The other measure assessed how often the behav- iors occur in response to specific situations. The broad meas- ure was able to distinguish aggressive children from others but didn’t distinguish between two groups of boys whose aggression occurred in very different contexts. Thus, the contextualized measure provided fine-grained information that the other did not.

In another study (Wright, Zakriski, & Drinkwater, 1999), children were observed in a residential setting over a six-week period. Elaborate recordings were made of their behaviors and the contexts in which they occurred. Each child was also rated on the measure of problem behaviors that ignores context. Each child was classified by the latter measure as being an externalizer (displaying behaviors such as aggression), an internalizer (displaying behaviors such as social withdrawal), a mixed case (displaying both types of behaviors), or not a clinical case (not fitting a diagnosis).

areas of the brain that are associated with both watching and doing the actions in the story (Speer, Reynolds, Swal- low, & Zacks, 2009). Such findings have led to the idea that perceptual memories may actually be organized in terms of potentials for action (Fadiga, Fogassi, Gallese, & Riz- zolatti, 2000), although the idea remains somewhat contro- versial (Hickok, 2009).

12.5: Assessment from the Cognitive Perspective 12.5 Evaluate how assessment is a process of

determining a person’s cognitive tendencies and contents of consciousness

From the cognitive viewpoint, personality assessment emphasizes assessing people’s mental structures. There are many ways to assess mental structures (e.g., Merluzzi, Glass, & Genest, 1981), called cognitive assessment tech- niques. These techniques range from interviews and self- reports to think-aloud protocols, in which a person says what comes to mind while doing an activity. A variation on this is experience sampling, which is more intermittent.

12.5.1: Think-Aloud, Experience Sampling, and Self-Monitoring The technique used is often determined by what kind of event is of interest. For example, think-aloud approaches are used to assess cognition during problem solving (Erics- son & Simon, 1993). They’re aimed at finding out what thoughts occur at various stages of problem solving. The idea is to consider such issues as which strategies are effec- tive and which are not and how the strategies of experts and novices differ (Simon & Simon, 1978).

Experience sampling typically has somewhat different purposes. In this technique, people report at certain times what they’ve been thinking and doing. Sometimes, the reports are made at scheduled times, and sometimes, peo- ple are randomly contacted and asked to report (e.g., Gable, Reis, & Elliot, 2000; Hormuth, 1990; Laurenceau, Barrett, & Pietromonaco, 1998; Pietromonaco & Barrett, 1997). This procedure allows researchers to sample across a wide range of events in a person’s day. That way, they can find out what cognitions and emotions go along with which kinds of events. The result is a picture of what various events feel like to the person who is taking part in them.

For example, Csikszentmihalyi and Csikszentmihalyi (1988) paged people at irregular intervals and had them record their activities, thoughts, and feelings. As noted in Chapter 11, a focus of that work was on optimal experience. There were several interesting findings: Positive feelings related mostly to voluntary actions, not things people had to

198 Chapter 12

they often misjudge others’ intentions and act aggressively. Indeed, they often strike out preemptively (Hubbard, Dodge, Cillessen, Coie, & Schwartz, 2001). This may also be true of violent adults (Holtzworth-Munroe, 1992). More generally, social exclusion seems to bias people to perceive neutral information as hostile, leading to greater aggression (DeWall, Twenge, Gitter, & Baumeister, 2009).

Why do people deploy their attention in ineffective ways? Their schemas lead them to do so. Recall that one effect of schemas is to tell you where to look for information in a new event: You look for information that fits the schema. Thus, a biased schema can bias the search for cues, which can lead to incorrect inferences and inappropriate actions.

12.6.2: Depressive Self-Schemas A broad implication of the cognitive view is that many problems stem from schemas that interfere with effective functioning in more complex ways. This reasoning has been applied to several problems—most notably, depres- sion. This view holds that people sometimes develop ideas about the world that are inaccurate or distorted, which lead to adverse effects (e.g., Beck, 1976; Ellis, 1987; Meichen- baum, 1977; Young & Klosko, 1993). Aaron Beck (1972, 1976; Beck, Rush, Shaw, & Emery, 1979) is one theorist who thinks that depression and other problems follow from such distortions. In effect, people with these problems use faulty schemas to interpret events. They rely on negative preconceptions (their schemas) and ignore information that’s available in the environment.

In Beck’s view, the inaccurate schemas are used quickly and spontaneously, producing a stream of automatic thoughts. These automatic thoughts (e.g., “I can’t do this,” “What’s the point of trying?” “Everything’s going to turn out wrong”) influence feelings and behaviors. The pattern has a run-on quality, because the negative feelings lead to more use of nega- tive schemas, which in turn leads to more negative affect, and so on (cf. Nolen-Hoeksema, Morrow, & Frederickson, 1993; Wenzlaff, Wegner, & Roper, 1988). Indeed, just expecting emo- tional distress makes distress more likely (Kirsch, 1990; Kirsch, Mearns, & Catanzaro, 1990).

People who are prone to depression or anxiety seem to over-rely on information in memory and under-rely on the reality of the situation. This creates problems because the self-schemas of these people are negative (Kuiper & Derry, 1981; Segal, 1988). When people use these negative sche- mas, they naturally expect bad outcomes. They don’t look at the situation with an open mind but attend to and encode the worst side of what’s happening.

Beck uses the term cognitive triad to refer to negative thinking about the self, the world, and the future. Depressed people also use other distortions. They overgen- eralize in a negative way from a single bad outcome to their overall sense of self-worth (Carver, 1998; Carver,

The behavioral signatures of these groups differed in ways that couldn’t have been predicted by the global rat- ings. When teased or threatened by a peer, externalizers tended to hit and boss, whereas internalizers whined and withdrew. Outside these specific situations, these children didn’t differ from nondiagnosed children. The mixed cases didn’t do any of these things in response to teasing, but they did tend to both hit and withdraw socially when a peer simply talked to them. Again, contextualized assess- ment gave much more information about those being assessed (see also Wright & Zakriski, 2003).

12.6: Problems in Behavior, and Behavior Change, from the Cognitive Perspective 12.6 Outline cognitive approaches to therapy as

solutions to problems in behavior

The focus on cognitive structure that’s been so apparent throughout this chapter is also involved in how this view conceptualizes psychological problems and therapeutic behavioral change.

12.6.1: Information-Processing Deficits One implication of the cognitive view is that some prob- lems reflect deficits in basic cognitive or memory functions: attending, extracting and organizing information, and so on. For example, people with schizophrenia need more time than others to recognize stimuli such as letters (Miller, Saccuzzo, & Braff, 1979; Steronko & Woods, 1978). It isn’t clear whether this implies a deeper problem or whether it bears only on perceiving. Just by itself, however, this prob- lem would account for some of the difficulty people with schizophrenia have in life.

Another simple idea is that there’s a limit on attentional capacity. If you pay too much attention to things other than what you’re trying to do, you become less efficient at what you’re trying to do. Attending too broadly can also make it hard to learn. For example, anxiety takes up attention. For that reason alone, being anxious can make it harder to pro- cess other things (Newman et al., 1993; Sorg & Whitney, 1992). People with test anxiety or social anxiety thus become less efficient when their anxiety is aroused. A related argu- ment has been used to explore deficits related to depression (Conway & Giannopoulos, 1993; Kuhl & Helle, 1986).

Some styles of deploying attention may also create prob- lems (Crick & Dodge, 1994). For example, children who are overly aggressive don’t attend to cues of other children’s intentions (Dodge, 1986; Dodge & Crick, 1990). As a result,

The Cognitive Perspective 199

you can’t do anything right, you might be told to examine your skills in other domains immediately after a failure. If you’re a person who thinks everyone will despise you if you do anything wrong, you might be told to test this assumption by being with friends the next time you do something wrong.

Even a small amount of this sort of testing can have a large impact on how people view themselves. In one study (Haemmerlie & Montgomery, 1984), students with strong social anxiety received a simple treatment. It was having a conversation with a member of the opposite sex who’d been told to initiate conversation topics, use the pronoun you fairly often, and avoid being negative. These biased interac- tions were held twice, a week apart, for about an hour each time. The result was a large reduction in signs of anxiety.

12.7: Problems and Prospects for the Cognitive Perspective 12.7 Relate a major criticism of the cognitive

perspective to the typical response given to it

Some psychologists find the cognitive view on personality exciting. Others find it less so, believing that it’s disorga- nized and not yet mature (Funder, 2001). Even those who find the cognitive view interesting acknowledge that it has many loose ends. Some critics, on the other hand, think it’s a passing fad, a misguided effort to graft a very different part of psychology someplace it just doesn’t belong.

More specifically, one criticism of the cognitive view is that it’s nothing more than a transplantation of cognitive psychology onto the subject matter of personality. What’s gained by knowing that a person’s knowledge is schemati- cally organized? What does it tell us about personality to know that these knowledge structures can be brought into use by priming them?

One answer is that these aspects of the mind’s func- tioning do seem to have important implications for the kinds of day-to-day behaviors we usually think of in terms of personality. People absorb new experiences via their current understanding of the world. Thus, it’s useful to know what biases are created by their current understand- ing (i.e., schemas). How people interpret their experiences is also influenced by the goals they have in mind. Because different people have different goals, they experience events in different ways.

The idea that people’s interpretations are influenced by priming is of special interest, partly because it relates to an idea of Freud’s but puts a very different spin on it. The idea is that people do things for reasons they’re unaware of. Priming studies show that this does happen, but the reason

La Voie, Kuhl, & Ganellen 1988; Hayes, Harris, & Carver, 2004). They make arbitrary inferences, jumping to negative conclusions when there isn’t evidence for them (Cook & Peterson, 1986). They catastrophize, anticipating that every problem will have a terrible outcome and interpreting bad outcomes as permanent (Abramson et al., 1978; Abramson et al., 1989). The result of all this is a sense of low self-worth and hopelessness for the future (Haaga, Dyck, & Ernst, 1991; J. E. Roberts, Gotlib, & Kassel, 1996; J. E. Roberts & Monroe, 1994).

A few paragraphs back, we said that Beck views the use of negative mental structures as automatic. This argument has taken on new overtones in recent years in light of the emerging idea that implicit and explicit aspects of the self compete for influence on behavior (described earlier in the chapter). This emerging idea suggests that the negative men- tal structures are in a part of the brain that’s different from the part guiding conscious, effortful action. The negative pat- terns may have come from conditioning or just become auto- matic over the years. Regardless, in the dual-process view, they influence behavior unless overridden by a more effort- ful process (Carver, Johnson, & Joormann, 2008).

This is essentially the argument that Beevers (2005) has made about vulnerability to depression. Specifically, a per- son with negative associations in the implicit self is likely to be subject to negative feelings often. This person needs to make an effortful corrective process to counter those nega- tive associations in the implicit self. If that effortful process doesn’t occur, the implicit self maintains control over the person’s experiences and depression is more likely.

12.6.3: Cognitive Therapy In Beck’s view, therapy should help people to put faulty schemas aside and build new ones. People must learn to recognize automatic self-defeating thoughts and substitute other self-talk. This is termed cognitive restructuring or reframing. People must also learn to focus on the informa- tion in the situation and rely less on their preconceptions. To put it differently, these people should become more con- trolled in processing what’s going on and less automatic (Barber & DeRubeis, 1989).

The procedures used for changing faulty schemas and their consequences are known broadly as cognitive thera- pies (Beck, 1976, 1991; Beck et al., 1979; DeRubeis, Tang, & Beck, 2001). There are many different techniques. A surpris- ing one is getting people to go ahead and do things they (unrealistically) expect to have bad consequences. If the bad outcome doesn’t happen, the people are thereby led to re-examine—and perhaps change—their expectations.

More generally, people are encouraged to view their thought patterns as hypotheses to be tested, instead of as certainties, and to go ahead and test them. For example, if you’re a person who thinks having a single failure means

200 Chapter 12

personality is part of a broad attempt to understand the operating characteristics of the mind. A better understand- ing of those characteristics can’t help but illuminate impor- tant aspects of personality. From this view, the intrapersonal functioning of personality is a reflection of the complexities of the mind and its workings. It’s not possible to fully understand the former without understanding the latter.

need not reside in the psychoanalytic unconscious. The pro- cess may be far more superficial (and for that reason, less ominous). But because it’s superficial, it may also be far more common than previously realized (Bargh & Chartrand, 1999; Carver & Scheier, 2002; Hassin et al., 2005).

The broadest answer to criticisms of the cognitive view, however, may be this: The cognitive viewpoint on

Summary: The Cognitive Perspective The cognitive orientation to personality considers how people attend to, process, organize, encode, store, and retrieve information. Schemas are mental organizations of information that develop over experience and are used to identify new events. Some theorists think schemas orga- nize around prototypes (best members), and others believe that schemas have fuzzy, or inexact, definitions. Schemas make new events easy to remember. They also provide default information to fill in the gaps of events. Schemas can represent concepts (in semantic memory) and events (in episodic memory). Each aspect of memory holds exem- plars and generalities. Stereotypic event categories are called scripts.

The term social cognition refers to cognitive processes bearing on stimuli relevant to social behavior. People develop schematic representations of many kinds of socially relevant categories. People also develop self-schemas, repre- sentations of themselves. The self-schema is more elaborate than other schemas, but it seems to follow the same princi- ples. The self-schema may have several facets (e.g., possible selves). Entity schemas imply that something is fixed; incre- mental schemas imply there is potential for change.

Many psychologists view memory as a vast set of con- tent nodes, linked to each other by various associations. Activating one node in memory causes partial activation of related nodes (priming), causing that information to become more accessible. Priming can even happen outside awareness. Connectionist models view memory in terms of patterns in overall networks. A given pattern reflects the satisfaction of many constraints simultaneously. This view applies nicely to social perception and decision making. Some theorists believe that there are two distinct kinds of thought processes: one quick, intuitive, and connectionist, the other slower, rational, and linear. Research on implicit

attitudes suggests that people have knowledge at two lev- els, which may correspond to the two modes of thought processes.

Broad statements on cognitive views of personality emphasize the importance of people’s schemas, encoding strategies, personal competencies, expectancies about how things are related in the world, values or incentives, and self-regulatory systems. People’s behavior is seen as fol- lowing if … then contingencies, in which the if describes a situation and the then describes a behavioral response. In this view, personality is a profile of these contingencies, forming a unique “behavioral signature” for each person.

Assessment, from this viewpoint, is the process of determining the person’s cognitive tendencies and con- tents of consciousness. Cognitive assessment techniques include think-aloud procedures, thought sampling, and monitoring of the occurrence of particular categories of events. These procedures give a clearer idea of what sorts of thoughts are coming to mind in various kinds of situa- tions—typically, situations that are problematic. Also important is the idea that assessment be contextualized to capture the person’s if … then contingencies.

Problems in behavior can come from information-pro- cessing deficits (e.g., difficulty encoding, ineffective alloca- tion of attention). Problems can also arise from development of negative self-schemas. In this view, depression results from various kinds of cognitive distortions, all of which cause events to seem more unpleasant or have more nega- tive implications than is actually true. Cognitive therapy involves, in part, attempting to get people to stop engaging in these cognitive distortions and to develop more adap- tive views of the events they experience. This may entail correcting automatic, intuitive processes through oversight from consciousness, effortful processes.

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motives. It will also be useful to keep in mind the cognitive view of personality discussed in Chapter 12, because a background assumption here is that people have organ- ized networks of memories. Now, though, the focus is on how the cognitions and memories result in behavior.

13.1: From Cognition to Behavior 13.1 Summarize how thinking leads to intentions,

goals, and from them to behavior

As noted in Chapter 12, the schemas people use to under- stand events often include information about behavior. Peo- ple use this information to recognize what others are doing, and they also use it to guide the making of behavior. It helps people know what to do in scripted situations (Burroughs &

People shift from one task to another as the day proceeds, yet there’s usually coherence and continuity as well. Your days are usually planful (despite disruptions and impul- sive side trips) and include many activities. How do you move so easily from one thing to another, keep it all orga- nized, and make it all happen? These are some of the ques- tions behind this chapter.

The approach to personality discussed here is connected to several backgrounds. The most influential is ideas about naturally occurring organized systems and how they work (Ford, 1987; von Bertalanffy, 1968). There are also occasional ideas from robotics (Brooks, 2002; Dawson, 2004; Fellous & Arbib, 2005) and other discussions of artificial systems.

Perhaps the easiest way to begin discussing this approach to personality, though, is to think of it as a view- point on aspects of motivation. Much of this chapter focuses on how people adopt, prioritize, and attain goals. These functions resemble ideas discussed in Chapter 5 as

the hall mirror. As she opens the door, she runs through a mental checklist of what she needs to have with her: notes for her presentation, money, purse, keys. Check to see that the door’s locked. Check to be sure there’s enough gas in the car. Check to see if there’s time to take the scenic route to corporate headquarters. And she’s off. “Good,” Susan thinks. “Things are going just the way I want them to. Everything’s right on track.”

As Susan awakes, thoughts come to mind about the pre- sentation she’s to give this morning. While dressing, she rehearses the points she intends to make. She catches her- self skipping too quickly from one point to another and makes a mental note that if she speeds up in that section she should take a deep breath and concentrate. She has planned what to wear to make the impression she wants to make, and just before leaving, she checks her appearance in

13.1 Summarize how thinking leads to intentions, goals, and from them to behavior

13.2 Explain how self-regulation reflects a process comprising the elements involved in feedback control

13.3 Identify further themes in self-regulation

13.4 Assess self-regulatory qualities and goals

13.5 Outline how problems in behavior reflect problems in self-regulation

13.6 Outline problems and challenges related to the self-regulation perspective

Learning Objectives

Chapter 13

The Self-Regulation Perspective

202 Chapter 13

Two other kinds of information pertain to the act’s social meaning to you. First is whether people who matter to you want you to do the action. You might think about your parents, who want you to come home instead. Or you might think about your friends, who think the trip is a great idea. The other element here is how much you want to please the people you’re thinking about. How much do you want to please your parents—or at least stay on their good side? How much do you want to please your friends? These elements merge to form a subjective norm about the action.

The intention derives from both the attitude and the subjective norm. If both favor the behavior, you’ll form a strong intention to do it. If both oppose the behavior, you’ll form a strong intention not to do it. It’s more complex when the attitude and subjective norm conflict. Sometimes you want to do something, but you know others want you not to. In those cases, your intention depends on which mat- ters more: satisfying yourself or satisfying the others.

13.1.2: Goals Behind what we’ve said so far is the idea that behavior is directed toward goals. Schemas suggest actions to take. Forming an intention means setting up a goal to reach. The idea that experience is organized around goals has been discussed a lot in the past two decades (e.g., Austin & Van- couver, 1996; Elliott & Dweck, 1988; Freund & Baltes, 2002; Johnson, Chang, & Lord, 2006). Diverse terms have been used, but one theme runs through all of them: that people’s goals energize their activities, direct their movements— even provide meaning for their lives (Baumeister, 1989).

Goals vary a lot. There are overall goals and subgoals, or strategies. The path you choose to an overall goal depends on other aspects of your life. Different people use different strategies to pursue the same life goals (Langston & Cantor, 1989). For example, someone who’s relatively shy will have different strategies for pursuing the goal of making friends than someone who’s more outgoing.

In this view, the self is made up partly of goals and the organizations among them. Indeed, there’s evidence that traits derive their meaning from the goals to which they relate (Read, Jones, & Miller, 1990; Roberts & Robins, 2000). There’s also evidence that, without even realizing it, people choose their friends based partly on whether those people can help them reach their own goals (Slotter & Gardner, 2011).

Goals vary from person to person. Yet evidence from diverse cultures suggests that goals naturally form a two- dimensional space, in which some are compatible and some conflict (Grouzet et al., 2005). For example, spirituality is compatible with community but in conflict with hedonic pleasure (see Figure 13.2). As a person’s values shift in importance over time, an increase in the importance of one value (e.g., community) is accompanied by slight increases

Drews, 1991; Dodge, 1986). For example, the dining out script lets you understand someone else’s event, but it also reminds you what to do if you are dining out—order before you’re served and pay the bill before you leave.

What’s the relation between the information used to rec- ognize acts and the information used to do acts? It’s not clear whether one schema serves both purposes or whether there are two parallel forms—one for understanding and one for doing. However, there seems to be at least some overlap. What are called mirror neurons are active both when an action is being watched and when the same action is being done (Gallese, 2001; Rizzolatti, Fogassi, & Gallese, 2002). This sug- gests a strong link between thinking and doing.

13.1.1: Intentions Sometimes, a situation evokes a schema with built-in guide- lines for action. Often, though, actions follow from explicit intentions. How are intentions formed? One view is that peo- ple use a kind of implicit mental algebra to create an action probability; if the probability is high enough, an intention forms to do the act (Ajzen, 1985, 1988; Ajzen & Fishbein, 1980).

People deciding whether to do something weigh sev- eral kinds of information (see Figure 13.1). They think about the action’s likely outcome and how much they want it. For example, you might think that spending money on a Caribbean trip over spring break would result in a lot of fun, and you really want to have that fun. The outcome and its desirability merge to form an attitude about the behavior. Because it stems from your own wants, your atti- tude is your personal orientation to the act.

Belief that the behavior leads to outcomes

Desire for outcomes

(Personal) Attitude

(Social) Subjective

norm

Intention Behavior Belief that

others want you to do the action

Desire to do what others want

Figure 13.1 Foundations of intentions. The belief that an act will produce a par- ticular outcome and the personal desirability of the outcome merge to form an attitude (a personal orientation to the act). The belief that other people want you to do the act and the desire to go along with their wishes merge to form a subjective norm (a social orientation to the act). The attitude and the subjective norm are weighted in form- ing the intention. The intention then influences the behavior.

Source: Based on Ajzen, 1988.

The Self-Regulation Perspective 203

out pushing yourself. Second, you’re more persistent. A brief spurt of effort won’t do; you’ll have to push yourself the entire time. Third, high goals make you concentrate more, making you less susceptible to distractions. In all these respects, setting a lower goal causes people to ease back a little.

The effect of setting high goals is well documented, but it has a very important limitation. In particular, if you consider a goal that’s totally unrealistic, you won’t adopt it and you won’t try for it. If you don’t adopt it, it’s as if the goal doesn’t exist. The key, then, is to take up a goal that’s high enough to sustain strong effort but not so high that it’s rejected instead of adopted.

13.1.4: Implementation Intentions and the Importance of Strategies In describing goals, we said that there typically are sub- goals, or strategies related to the goals. Peter Gollwitzer and his colleagues (Brandstätter, Lengfelder, & Gollwitzer, 2001; Gollwitzer, 1999; Gollwitzer & Brandstätter, 1997) have made a similar distinction between two kinds of intentions. A goal intention is the intent to reach a particu- lar outcome. An implementation intention concerns the how, when, and where of the process. It’s an intention to take specific actions when encountering specific circum- stances. This linking of context to action is what was described as an if … then link in Chapter 12 (Mischel & Shoda, 1995). Some if … then links are habitual and well learned (Brandstätter & Frank, 2002). Others need to be formed consciously for specific intended paths of behavior.

Implementation intentions are more concrete than goal intentions. They serve the goal intentions. They’re impor- tant because they help people get started in doing the behavior, and they also help prevent goal striving from straying off course (Achtziger, Gollwitzer, & Sheeran, 2008).

Sometimes people fail to fulfill goal intentions because they haven’t decided how to do so. Having an implementa- tion intention, which is concrete and specific, takes care of that. Sometimes people fail to act because they’re dis- tracted and opportunities pass by. Having an implementa- tion intention helps them recognize the opportunity and act on it (Brandstätter et al., 2001): “If I see a chance to spend 10 minutes on this assignment, then I will focus extra hard and do so.” Sometimes, people fail to act because they’re tired. Having an implementation intention helps them overcome that (Webb & Sheeran, 2003). “If I feel tired, then I will take three deep breaths and renew my focus.” Forming an implementation intention to do something hard (e.g., writing an assigned paper over Christmas break) greatly increases the likelihood of actually doing it (Goll- witzer & Brandstätter, 1997). Forming implementation intentions has even been shown to help people eat a health- ier diet (Stadler, Oettingen, & Gollwitzer, 2010).

in the importance of other values that align with it (e.g., spirituality and affiliation) (Bardi, Lee, Hormann-Towfigh, & Soutar, 2009).

Sel f-Tra

nscendence

E xt

ri n

si c

In trin

sic

Physical Self

Spirituality

Community

Affiliation

Self-acceptance

Hedonic pleasure

Financial success

Popularity

Conformity

Figure 13.2 Circumplex formed by relationships among diverse goals, across 15 cultures. Goals vary along the dimension of intrinsic versus extrinsic and separately along the dimension of concerning the physical self versus transcending the self.

Source: Based on Grouzet et al., 2005.

13.1.3: Goal Setting Many goals specify actions without any standard of excel- lence. The goal of going water skiing on a hot afternoon, for instance, doesn’t necessarily imply a goal of excellence (though it might). Forming an intention to go to the gro- cery store creates a guide for behavior, but it’s not very challenging.

On the other hand, performance level is clearly an issue in some cases. In many activities, the goal isn’t just to per- form; it’s to do well. For example, in taking a college course, the goal for many people isn’t just to complete the course but to do well in it. Another example is business perfor- mance. The goal isn’t just to survive but to thrive. One question that arises in such contexts is this: Does setting some particular level of goal influence how well you do?

Yes. Setting specific high goals leads to higher perfor- mance (Locke & Latham, 1990). This is true compared to specific easy goals, and it’s also true compared to the goal of “Do your best.” Apparently, most people don’t really hear “Do your best.” Rather, they hear “Try to do reasona- bly well.” Thus, setting this goal leads to poorer perfor- mance than setting a specific high goal.

Why do higher goals lead to better performance? Three reasons. First, setting a higher goal makes you try harder. For example, you know you won’t solve 50 prob- lems in 10 minutes unless you push yourself. So you start

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with damage in other areas of the brain. Those people with frontal damage were impaired in planning. However, if they were provided with if … then implementation inten- tions, they weren’t impaired in acting. This finding sug- gests that the planning is done in the frontal cortex, and the handling of the action is done somewhere else.

13.2: Self-Regulation and Feedback Control 13.2 Explain how self-regulation reflects a process

comprising the elements involved in feedback control

We’ve discussed behavioral schemas, intentions, goals, the impact of lofty goals, and the importance of having strate- gies. But once a goal has been set—an intention formed— what makes sure the behavior you actually do is the one you set out to do? This question brings us to the concept of feedback control (Carver & Scheier, 1981, 1998; MacKay, 1963, 1966; Miller, Galanter, & Pribram, 1960; Powers, 1973; Scheier & Carver, 1988; Wiener, 1948).

13.2.1: Feedback Control What’s called a negative feedback loop has four parts (see Figure 13.3). The first is a value for self-regulation: a goal, standard of comparison, or reference value for behavior (all of these mean the same thing here). These values can come from many places and can exist at many levels of abstrac- tion. For example, plans, intentions, possible selves, and strategies all are values that can be used in self-regulation.

Implementation intentions act both by making the sit- uational cue more easily recognized and by establishing a link from cue to action (Webb & Sheeran, 2007). Even so, implementation intentions by themselves don’t seem to be enough. You also have to have a strong and active goal intention (Adriaanse, Gollwitzer, De Ridder, de Wit, & Kroese, 2011; Sheeran, Webb, & Gollwitzer, 2005). In fact, having an implementation intention helps more if the goal fits with your broad sense of self than if it doesn’t (Koestner, Lekes, Powers, & Chicoine, 2002).

Focused implementation intentions have been found to be helpful in widely varying situations. They help ado- lescents avoid temptations to smoke (Conner & Higgins, 2010), and they help prevent unwanted pregnancies (Martin, Sheeran, Slade, Wright, & Dibble, 2009). They help people take the steps to regular exercise (Prestwich et al., 2012). They can help people overcome unwanted habits (Adriaanse et al., 2011).

Implementation intentions create a link between a situ- ational cue and a strategy for moving toward the goal. Other work, using the concept of possible self, also shows the impor- tance of having such links. As described in Chapter 12, pos- sible selves are images of the person you think you might become. They can serve as reference points for self-regulation (Hoyle & Sherrill, 2006). For a desired possible self to influ- ence behavior, however, you have to have strategies to attain it (Oyserman, Bybee, & Terry, 2006; Oyserman, Bybee, Terry, & Hart-Johnson, 2004). If the strategies aren’t already there, you need to put some effort into creating them.

13.1.5: Deliberative and Implemental Mindsets Having intentions matters, but forming intentions and fol- lowing them are different things. People form and execute with different mindsets (Heckhausen & Gollwitzer, 1987). Forming a goal intention requires weighing possibilities, thinking of pros and cons, and juggling options. Doing this requires a deliberative mindset, because the person is deliberating the decision to act. The deliberative mindset is relatively open-minded, careful, and cautious, to make the best choice (Fujita, Gollwitzer, & Oettingen, 2007; Taylor & Gollwitzer, 1995).

Once the intention is formed, actually doing the behav- ior entails a different mindset. People no longer deliberate. Now, it’s all about doing. This is called an implemental mindset, because it focuses on implementing the intention to act. This mindset is optimistic. It minimizes potential problems, in the service of trying as hard as possible to carry out the action (Taylor & Gollwitzer, 1995). Generally, this mindset fosters persistence (Brandstätter & Frank, 2002).

There’s evidence that these two mindsets may use dif- ferent areas of the brain. Lengfelder and Gollwitzer (2001) studied patients with frontal lobe damage and patients

Goal, Standard,

Reference value

Input function (Perception of your present behavior

and its effect)

Output function (Changes in your

next behavior)

Effect on environment

Comparator

Outside disturbance

Figure 13.3 Diagram of a discrepancy-reducing feedback loop, which shows the basic processes presumed to underlie self-corrective behavioral self-regulation in both artificial and living systems.

The Self-Regulation Perspective 205

The word feedback is used because when you adjust the action, the change is “fed back” in the form of a new perception, which is rechecked against the reference value. This loop is also called a control system, because each event in the loop depends on the result of a previous one. Thus, each event controls what goes on in the next one. It’s called a negative loop because its component pro- cesses negate, or eliminate, discrepancies between the behavior and the goal.

This concept has several implications. For one, it assumes that behavior is purposeful (as do the goal con- cepts discussed earlier). In this view, the structure of most behavior involves trying to conform to some reference value. (We’ll return to an exception later.) Life is a process of forming goals and intentions (broad and narrow ones, brief and long term ones) and adjusting behavior to match them, using feedback to tell you whether you’re doing as you intended.

According to this logic, self-regulation is continuous and never ending. Every change in output changes current conditions. The new condition has to be checked against the goal. Furthermore, goals are often dynamic—evolving over time. For example, think of the goal of doing well in school, or making a particular impression on someone (and maintaining it), or taking a vacation trip. You do well in school not by going to a particular end point but by doing well at many tasks over time. You take a vacation trip not by leaving and coming back but by doing activities that constitute vacationing. There’s a continuous interplay between adjusting your action and moving forward to the next phase of an evolving goal.

The second element, input, is a perception of your present behavior and its effects. This just means noting what you’re doing and the effect it’s having. Often this is just a flicker of awareness, sensing in a vague way what you’re doing. Other times it means thinking carefully about what you’ve been doing over a longer period. Sometimes, people literally watch what they’re doing (e.g., at dance studios). Although it’s easiest to talk about input in terms of thinking, this function (as a func- tion) doesn’t require consciousness (Bargh & Ferguson, 2000).

Input perceptions are compared against the goal by something termed a comparator. If you’re doing what you intended, if there’s no discrepancy, you continue as before. If your behavior differs from what you intended, though, a final process kicks in. This process changes the behavior, adjusts it to bring it more in line with your intention. (For a subtle the- oretical issue pertaining to this viewpoint, see Box 13.1.)

Box 13.1 Theoretical Issue: Feedback versus Reinforcement It’s long been known that people doing tasks benefit from knowing the result of their last effort (Locke & Latham, 1990; Schmidt, 1988). However, different people interpret this evi- dence differently. In the view under discussion, knowledge of results is feedback, which people use to adjust their behav- ior. It’s sometimes argued, however, that feedback is a rein- forcer (Kulhavy & Stock, 1989). That is a rather different view.

What’s the role of reward and punishment in self- regulation? Researchers whose work is discussed in this chapter don’t entirely agree. Some see reward—particularly self-reward—as important. For example, Bandura (1986) holds that self-reward or self-praise after attaining a desired goal is a crucial aspect of self-regulation. On the other side, we’ve argued that this concept isn’t needed (Carver & Scheier, 1981, 1990), that it doesn’t add anything. Although self-praise may occur, it’s only a reaction to an event; the event is what matters. The crucial events, in this view, are the goal attain- ment and the person’s realization of how it happened.

The concept of reinforcement comes from learning the- ory. In thinking about this issue here, it’s of interest that learn- ing theorists have also argued about the role of reinforcement in learning. Tolman (1932) believed that reward—even to a laboratory rat—doesn’t stamp anything in, but just provides information the animal can learn from. Specifically, the animal learns what leads to what, by experiencing the events in asso- ciation with one another. Tolman said rewards and punish- ments aren’t necessary for learning, but they draw attention to aspects of the learning situation that are particularly relevant.

It’s also been found that a simple social reinforcer, such as saying “Good,” has more impact if you’ve been led to believe that the person saying “Good” does so only rarely (Babad, 1973). Presumably, this is because rare events provide more information than common events. This finding supports Tolman’s suggestion that it may be the informational value of the reinforcer that matters, not the reinforcer itself. For feedback control to occur, people need to monitor what they’re

currently doing.

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research indicate that monitoring of goal progress and responding to discrepancies are important components in the process by which intentions lead to actions (de Bruin et al., 2012).

13.2.3: Mental Contrasting and Goal Matching Another set of studies that seem to support the feedback principle has focused more specifically on what Gabriele Oettingen calls mental contrasting of present states with desired end states (Oettingen, 2014; Oettingen & Kappes, 2009). Mental contrasting seems to engage the compara- tor function of the self-control loop. Thinking only about a future goal, or only about your present state, doesn’t have the same effect as thinking about both of them together.

Given that people are relatively confident about being able to reach the desired goal, mental contrasting energizes their behavior (Oettingen et al., 2009). The result is that people are more successful in attaining their goals. Mental contrasting also seems to help people use feedback of poor performance productively, focusing them more firmly on their goals (Kappes, Oettingen, & Pak, 2012). It has even been found to help in the self- regulation of goal pursuit among children at risk for attention deficit problems (Gawrilow, Morgenroth, Schultz, Oettingen, & Gollwitzer, 2013).

13.2.4: Hierarchical Organization These studies all suggest that feedback processes might be involved in behavior. But how do goals and intention actu- ally create physical action? An answer suggested by William Powers (1973) is that feedback loops form layers. He argued that this organization is what makes physical action possible. Others have made related arguments (e.g., Broadbent, 1977; Gallistel, 1980; Rosenbaum, 1987, 1990; Toates, 2006; Vallacher & Wegner, 1987).

The notion of a feedback hierarchy assumes that there are higher-level and lower-level goals and that these high- and low-level goals relate to each other (Chulef, Read, & Walsh, 2001). You have the goal of attaining a particular possible self, but you may also have the goal of having clean clothes to wear and the goal of making it to your psychology class on time. How do these things fit together? Recall the structure of the feedback loop from Figure 13.3. Powers said that in a hierarchy, the output of a high-level loop consists of setting a goal for a lower-level loop (see Figure 13.4). High-level loops don’t “behave” by creating physical actions but by providing guides to the loops below them. Only the very lowest loops create physical acts, by controlling muscle groups (Rosenbaum, 1987, 1990, 2005).

As we said about goals, the term standard here means only that it’s the value being used as a guide. It doesn’t necessarily mean a standard of excellence (though it can). Think of a student who’s regulating behavior around the goal of making a C in a course by looking over class notes the night before the exam but not doing much more. The structure of this behavior (setting a goal, checking, and adjusting as needed) is exactly the same as that of a student who’s trying to make an A. The two students are just using two different standards.

13.2.2: Self-Directed Attention and the Action of the Comparator Does human behavior follow the pattern of feedback control? It seems to. One source of evidence is studies of the effects of self-directed attention. It’s been argued that when you have a goal or intention in mind, directing your attention inward engages the comparator of the loop that’s managing your behavior (Carver & Scheier, 1981, 1998).

Some research on self-directed attention exposes par- ticipants to things that remind them of themselves (e.g., an audience, a TV camera, or a mirror). Other studies meas- ure the strength of people’s natural tendency to be self- reflective (Fenigstein, Scheier, & Buss, 1975; Trapnell & Campbell, 1999).

The idea that self-directed attention engages a com- parator leads to two kinds of predictions. First, self-focus should increase the tendency to compare your goals with your current behavior. It’s hard to study that, but here’s an indirect way: Create a situation in which people can’t make a mental comparison between a goal and behavior without getting some concrete information. Put people in that situation, then measure how much they seek the information. Presumably, more seeking of the informa- tion implies more comparison. In studies based on this reasoning, self-focused persons sought comparison-relevant information more than less self-focused persons (Scheier & Carver, 1983).

If self-directed attention engages a comparator, behavior should be regulated more closely to the goal, and it is. As an illustration, people in one project (Carver, 1975) said they either opposed or favored using punish- ment as a teaching tool. Later, all had to punish someone for errors in learning. All were told to use their own judgment about how much punishment to use, but only those who were self-aware actually relied on their own opinions. Many other studies also show that self-focus leads to goal matching, ranging quite widely in the sali- ent standards of comparison (for review, see Carver & Scheier, 1998).

Research on self-awareness is not the only source of evidence on these points. Evidence from other kinds of

The Self-Regulation Perspective 207

behavior in these relatively abstract terms, they tend to express those values in their actions (Torelli & Kaikati, 2009).

As shown in Figure 13.4, Richard’s ideal self includes a principle of thoughtfulness. This principle can be used as a guide for many kinds of action, including taking this opportunity to buy flowers. As another example, the prin- ciple of honesty would lead a person to ignore an opportu- nity to cheat on an exam. The principle of frugality would lead a person to choose a moderately priced restaurant over an expensive one.

What defines something as a principle is its abstract- ness and broad applicability, not its social appropriateness. Thus, expedience is also a principle, even though it’s not socially desirable. Knowing only that something is a prin- ciple doesn’t even tell what direction it pulls behavior. For example, different principles lead people to support affirm- ative action or to oppose it (Reyna, Henry, Korfmacher, & Tucker, 2005).

Just as you don’t go out and be your ideal self, you don’t just go out and do principles. Principles specify programs (or decisions within programs; see Figure 13.4). A program resembles what we called a script in Chapter 12. It specifies a general course of action but with many details left out. Enacting a program (or script) thus requires you to make choices within a larger set of possibilities. Programs are strategies.

The principle of thoughtfulness led Richard to enter the program of buying flowers. This program is partly speci- fied: Stop at the florist, pick out flowers, and pay for them. But which flowers he gets will depend on what’s available; he can pay with cash or a credit card; and he may or may not have to put money into a parking meter.

Two more things are worth noting about this example: Both stem from the fact that there are several ways to con- form to this principle. First, Richard might have chosen another program—perhaps making Linda a special dinner or washing her car. Entering either of these programs would have conformed to the same principle. Second, matching the principle of thoughtfulness doesn’t require entering a program; the principle might have come into play during a program. For example, if Linda had told Richard to buy flowers on his way home, he’d be buying flowers anyway. The thoughtfulness principle might have become salient while in the buying-flowers program, lead- ing Richard to buy Linda’s favorite flower, even though it’s out of season and therefore expensive.

Much of what people do in their day-to-day lives seems programlike, or scriptlike. Most of the intentions you form in an average day involve programs. Doing the laundry, going to a store or to the movies, studying for an exam, mak- ing lunch, trying to get noticed by that special person in class—all these are programs. They all have general courses of predictable acts and subgoals, but exactly what you do at a given point can vary, depending on the situation.

The levels proposed by Powers that are most relevant to personality are shown in Figure 13.4. At the top are very abstract qualities he called system concepts. An example is the broad sense of ideal self. Richard, the person whose behavior is portrayed in Figure 13.4, is trying to live up to his desired self-image. Doing this resembles the experience of self-actualization (see Chapter 11). It promotes the sense of personal wholeness and integration.

You don’t just go out and be your ideal self, though. Try- ing to attain that ideal self means trying to live in accord with the principles it incorporates. Thus, Powers called the next level principle control. Principles are broad guidelines. They specify broad qualities, which can be displayed in many ways. When they’re active, principles help you decide what activities to start and what choices to make as you do them (Verplanken & Holland, 2002). Principles tend to cor- respond to traits, or values. When people think about their

Ideal Self-Image (System Concept)

Be Thoughtful (Principle)

Highest-level goal 1

Input 1

C1

Output for 1 and

goal 2 Input 2

C2

Buy Flowers for Linda (Program)Output for 2

and goal 3 Input 3

C3

Output: Carry out the

program

Figure 13.4 Diagram of a three-level hierarchy of feedback systems. This diagram shows the “cascade” of control that flows from higher-level loops to lower-level ones. High-level loops set the goals for the loops directly below them. The levels of control illustrated here are those at the top of the hierarchy proposed by Powers (1973). The diagram shows a cross-section of the behavior of a man who is actively attempting to (1) match his self-perceptions to his idealized self, by (2) following the principle of thoughtfulness, which is being manifested (3) in the programmatic activity of buying flowers for his wife.

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people have a principle of eating low-fat foods. But if they get caught up in the action at a party (with lower levels in charge), they may eat lots of greasy junk food, which they will later regret.

We said earlier that goals can be achieved in diverse ways. Any specific act can also be done in the service of diverse principles. For example, Richard in Figure 13.4 could have been buying flowers not to be thoughtful but to be manipulative—to get on Linda’s good side. He would engage in the same actions, but they would be aimed at a very different higher-order goal.

Another point is that people often try to match several values at once—at the same level. In some cases, the values are compatible (being frugal while being conscientious). In other cases, they’re less so (being frugal while dressing well; getting good grades while having a very active social life). In these cases, matching one value creates a problem for the other (Emmons & King, 1988; Emmons, King, & Sheldon, 1993).

13.2.6: Evidence of Hierarchical Organization Is behavior organized hierarchically? Work by Robin Vallacher and Dan Wegner suggests that it is (Vallacher & Wegner, 1985, 1987). They began by asking how people view their actions, a process called action identification. Any action can be identified in many ways. For example, taking notes in class can be seen as “sitting in a room and making marks on paper with a pen,” “taking notes in a class,” “trying to do well in a course,” or “getting an edu- cation.” Some identities are concrete, others more abstract. How you think about your action presumably says some- thing about the goal you’re using in acting.

Vallacher and Wegner (1985, 1987) suggest that people generally tend to see their actions in as high-level a way as they can. Thus, you’re more likely to see your student behavior as “attending classes,” “getting an education,” or “listening to a lecture” than as “walking into a building, sitting down, and listening to someone talk.” But if people start to struggle in regulating an act at that higher level, they retreat to a lower-level identity for the action. In terms of the last section, difficulty at a high level causes a lower level to become functionally superordinate. Using that lower-level identity, the person irons out the problem. As the problem is resolved, the person tends to drift again to a higher-level identification.

For example, if you’re in class taking notes and having trouble understanding the lecture, you may stop thinking of your behavior as “summarizing the points of the lec- ture” and start thinking of it as “writing down everything what the lecturer says.” If the lecture gets easier to follow after a while, you may once again be able to start thinking of your behavior in more abstract terms.

Much of what we do in our day-to-day lives, such as grocery shopping, has a programlike or scriptlike character.

Very likely there are well-learned links between many principles and the programs to which they per- tain. Connections between programs and lower levels of control are probably even stronger. For example, if you have a goal in mind concerning travel, it automatically activates information about a plausible and common way to get where you are thinking about going (Aarts & Dijksterhuis, 2000).

13.2.5: Issues Concerning Hierarchical Organization Several questions come up when you think about hierar- chies. For example, are all the levels active all the time? Not necessarily. People can go for a very long time without thinking about their ideal selves. Behavior often is guided for long periods by programs. To put it differently, lower levels may sometimes be functionally superordinate.

That’s probably what happens when people do the routine “maintenance” activities of life: buying groceries, washing dishes, driving to school. At such times, people may lose all sight of higher-order goals. Note also that pro- grams inherently require decisions. That in itself may cause them to be attended to more often than other levels. It’s interesting that when people describe themselves, they tend to describe things they do, rather than what they are (McGuire & McGuire, 1986). This suggests that the pro- gram level may be especially salient to people.

When lower levels are functionally superordinate, it’s almost as though the higher layers have been disconnected. But the disconnect isn’t permanent. Goals at higher levels can be affected by things that happen while lower levels are in charge. The effect can be either good or bad. A program (buying shoes on sale) can help you match a principle (fru- gality), even if that’s not why you’re doing it (you just liked the shoes). A program can also create a problem, if it vio- lates the principle. For example, many health-conscious

The Self-Regulation Perspective 209

Implicit in this analysis is that progress toward many goals is monitored outside awareness, as you focus on one goal at a time. If a problem arises for some goal, emotion pertaining to it arises. If the problem gets big enough, the emotion becomes intense enough to interrupt what you’re doing. For example, look back at the goals described two paragraphs earlier. If you had decided to put off buying gas until after doing the other things, you might start to feel anxious about maybe being stranded at the beach with an empty gas tank. If the anxiety got strong enough, you’d change your mind (reprioritize) and stop for the gas sooner.

Simon’s theory fits the idea that emotions are pro- duced by a system that monitors “how well things are going” toward attaining goals (Carver & Scheier, 1990, 1998). When things are going well, you feel good. When things are going really well, you feel joy, even ecstasy. When things are going poorly, on the other hand, negative feel- ings arise: frustration, anxiety, sadness. If you’re actually losing ground, the negative feelings intensify. In all these cases, the emotion is a subjective readout of how well you’re doing regarding that goal.

Evidence fitting this view comes from several studies. As an example, Hsee and Abelson (1991, Experiment 2) put people in hypothetical situations where they would bet money on sports events. Each person viewed a display showing progress toward winning—at different rates— and indicated how satisfied he or she would be with each event. Of special interest are events in which the starting and ending points were identical but the rate of change dif- fered. Participants liked the faster change better than the slower one.

Feelings have implications for actions. As suggested by Simon (1967), when something is going badly and nega- tive feelings arise, you often engage more effort toward the goal the feeling relates to. If you’re behind at something and feeling frustrated, you try harder. If you’re scared of something, you try harder to get away from it.

How do positive feelings affect actions? It’s been argued that they also affect priorities (Carver, 2003). When you feel good about your progress toward some goal, you can “coast” a little on it and check to see if anything else needs your attention. There’s evidence from several sources that this sort of coasting sometimes happens (Fulford, John- son, Llabre, & Carver, 2010; Louro, Pieters, & Zeelenberg, 2007). Coasting also helps in the process of juggling many goals at once. If you’re ahead on one goal, you can ease up on it to attend to other goals you’re pursuing.

13.2.9: Expectancies Influence Effort versus Disengagement Until the last section, this chapter focused mostly on behav- ior that occurs with no major difficulties. However, things don’t always work so smoothly. People often encounter

13.2.7: Construal Levels An interesting twist on the idea of different levels of abstraction was developed by Yaacov Trope and Nira Liberman (2003, 2010). They suggested that how people construe their activities depends partly on how distant those activities are from the present moment. The farther in the future the activities are, the more abstractly they are viewed. When the action comes closer to the present, it becomes more concrete and less abstract.

This reasoning is consistent with the idea that when you actually have to do something, you need to pay atten- tion to the concrete actions involved in doing it. Essentially, the idea is this: When you have a paper due for your psych class at the end of the semester, you think “I’m going to write a paper”; but when the end of the semester is a week and a half away, you think “I’m going to locate those arti- cles and try to fit ideas from one of them together with ideas from the other one and compose it into paragraphs that have a logical flow.”

More recently, Trope and Liberman (2010) expanded on this idea. They now view time-based construals as a special case of a more general principle of psychological distance. The greater the psychological distance, the more abstract the mental representation becomes. The closer the psychological distance, the more concrete and detailed the mental representation becomes. Psychological distance can be created in many ways: time, space, social distance, like- lihood of occurrence, and even third-person versus first- person viewpoints (Libby, Shaeffer, & Eibach, 2009). Furthermore, the different kinds of distance are inter- changeable to some degree. If you think of something as unlikely, it also seems farther away in time and space. Since how people construe their behavior (abstractly or con- cretely) influences the level at which they try to regulate it, these construal differences can be quite important.

13.2.8: Emotions How does the self-regulation approach to personality view emotions? Early in the history of this way of thinking, Herb Simon (1967) addressed this question. People often have several goals at the same time, but they often have to pur- sue them sequentially (e.g., you go to a gas station, then stop for lunch, then drive to the beach, where you study for an exam while getting some sun, and then you go home and do some laundry if there’s time). The order in which you do things is partly a matter of priorities—how impor- tant each goal is to you at the time.

Priorities are subject to rearrangement. Simon (1967) argued that emotions are an internal call to rearrange. Anxiety is a signal that you’re not paying enough attention to per- sonal well-being (an important goal) and you need to do so. Anger may be a signal that your autonomy (another goal that people value) needs to have a higher priority.

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obstacles when they try to carry out their intentions and attain their goals. What happens then?

As indicated just earlier, obstacles cause negative feel- ings. If the obstacles are serious, they also tend to disrupt effort—sometimes briefly, sometimes longer. This can occur before you start (if you anticipate trouble) or while you’re acting (if snags arise along the way). The interrup- tions remove you temporarily from the action and lead you to assess how likely you are to reach your goal, given the situation you’re in with the resources you have.

Expectancy of success is a concept that’s come up in other chapters. We discussed it in the motive viewpoint (Chapter 5), in social learning theory (Chapter 10), and in the cognitive view (Chapter 12). The way expectancies function in self-regulation models is essentially the same as in the others. Having confidence in overcoming obsta- cles leads people back to self-regulatory effort. When peo- ple feel enough doubt, however, they are more likely to disengage, or reduce their effort toward goal attainment. They may even abandon the goal altogether—temporarily or permanently (Klinger, 1975; Kukla, 1972; Wright, 1996).

Levels of effort fall along a continuum. It can be useful, though, to think of variations in effort as forming a rough dichotomy. Think of it as the question of whether you keep trying or quit. In many cases, people have only those two options. This view on what happens lets the person who’s “walked into a corner” stop, back out of it, and take up another goal (Mens, Scheier, & Wrosch, in press; Wrosch, Dunne, Scheier, & Schulz, 2006; Wrosch, Scheier, Carver, & Schulz, 2003; Wrosch, Scheier, & Miller, 2013).

Different people emphasize different facets of expec- tancies. We’ve focused on confidence versus doubt about attaining outcomes, rather than reasons for the confidence or doubt (Carver & Scheier, 1998). Bandura, in contrast (see Chapter 10), stresses efficacy expectancy: the belief that one has the personal capability of doing the action that needs to be done. Regardless of which variation you pre- fer, there’s evidence that expectancies play an important role in how hard people try and how well they do. People who are confident about reaching their goals (or who hold perceptions of high efficacy) are more persistent and perform better than people who are doubtful. Confident individuals do better in many ways (see Box 13.2).

Box 13.2 Confidence about Life: Effects of Generalized Optimism Expectancies are important determinants of people’s behav- ior. The expectancies considered in the main text are mostly specific ones: confidence about making a desired impres- sion, achieving an academic goal, or carrying out a specific strategy. However, just as people have both specific and gen- eral goals, people also have both specific and generalized

expectancies. What’s been known for centuries as optimism is generalized confidence; what’s known as pessimism is generalized doubt—not about a specific outcome but about life in general (Carver & Scheier, 2014; Carver, Scheier, & Segerstrom, 2010; Scheier & Carver, 1992; Scheier, Carver, & Bridges, 2001). This generalized expectancy is very traitlike. It’s quite stable over time and seems genetically influenced (Plomin et al., 1992).

Optimism, as a dimension of personality, has been studied for a long while, and a lot is known about it (Carver & Scheier, 2014; Carver et al., 2010; Mens, Scheier, & Carver, in press a). People who are optimistic about life are liked better than pessimists. Probably for that reason, they’re bet- ter at forming social networks when they go to a new envi- ronment (Brissette, Scheier, & Carver, 2002). They are also better in relationships, because they are more supportive of their partners in resolving conflicts (Srivastava, McGonigal, Richards, Butler, & Gross, 2006).

A lot of the research on optimism concerns its impact on how people deal with stressful situations. Optimists deal better with adversity than pessimists, whether experiencing a missile attack (Zeidner & Hammer, 1992) or confronting cancer or heart disease (Carver et al., 1993; Scheier et al., 1989). Optimists have less distress, are more focused on moving forward, and are less likely to withdraw from their usual activities (Carver, Lehman, & Antoni, 2003). They also seem more prepared to accept the situation as real (Carver et al., 1993). They don’t stick their heads in the sand and ignore threats to their well-being.

Most of what’s known about optimism concerns peo- ple’s actions and subjective emotional experiences. Increas- ingly, however, research has gone beyond these topics to look at people’s physical responses to adversity. For exam- ple, after having major heart surgery, pessimists were more likely than optimists to require rehospitalization (Scheier et al., 1999). Optimists literally healed better. Other recent studies have related optimism to a lower risk of cancer death (Allison, Guichard, Fung, & Gilain, 2003), cardiovascular death (Giltay, Kamphuis, Kalmijn, Zitman, & Kromhout, 2006), and mortality in general (Tindle et al., 2009; see also Rasmussen, Scheier, & Greenhouse, 2009). The idea that this personality trait may have pervasive health benefits is increasingly being investigated (Mens et al., in press b; Scheier, Carver, & Armstrong, 2012).

For example, consider a study of women learning to protect themselves against sexual assault (Ozer & Bandura, 1990). They learned skills for self-defense and verbal tactics to deal with dangerous situations. At several points, they rated their confidence that they could do both the physical maneuvers and the verbal tactics. They also rated their confidence that they could turn off thoughts about sexual assault. The most important outcome was ratings of the extent to which they took part in (or avoided) activities outside the home.

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once (and thus many semi-autonomous feedback loops going at the same time). Now we bring up three complica- tions to this picture.

13.3.1: Approach and Avoidance We’ve focused on the idea that self-regulation involves moving toward goals. An issue that came up in other chap- ters also comes up here: Not all actions are about approach. Some are about avoidance. By this term, we don’t mean dis- engaging from a desired goal. We mean actively trying to get away (or stay away) from a threat.

Discussion of the motive view on personality (Chapter 5) noted that two opposite motives can under- lie the same overt action. You can try to perform well at a task either to approach success or to avoid failure. The motives aren’t the same (and sometimes the behavior isn’t quite the same either). Virtually anything you think about doing can be viewed in terms of either mak- ing one thing happen or preventing something else from happening (Higgins, 1997). The same issue arises in this chapter.

As it happens, there’s another category of feedback loops that enlarges discrepancies, rather than reducing them. This seems to provide a basis for a model of avoid- ance. It’s clear, as well, that emotions are involved both when trying to approach and when trying to avoid. In either case, you can be doing well or doing poorly. Thus, the self-regulatory model definitely has a place for both approach and avoidance. In the interest of minimizing con- fusion, though, we will not talk more about the avoidance function here (see Carver & Scheier, 2013).

13.3.2: Intention-Based and Stimulus-Based Action Thus far, the chapter has also focused mostly on behav- ior that’s intentional: behavior that starts with the set- ting of goals. However, not all behavior happens that way. Some behavior—maybe a lot of it—is cued by stim- ulus qualities that the person encounters that activate schemas.

Early hints of this phenomenon came from studies intended to show that interpretive schemas were closely linked to specifications for action. These studies used priming techniques to activate schemas and found influences on behavior. In one case, people had to form sentences from scrambled sets of words (Carver, Ganel- len, Froming, & Chambers, 1983). For some people but not others, the word sets had hostile content. Later, all the people had to punish someone else while teaching a concept. Those who had read the words with hostile content gave stronger punishments than did the others (see Figure 13.5, A).

The results were complex, but a broad theme runs through them. The sense of confidence was very impor- tant. The women’s confidence that they could use their new coping skills related to perceptions of less vulnerabil- ity and ultimately to behavior. In sum, having confidence in diverse areas helped the women cope more effectively with their social world.

13.2.10: Partial Disengagement We’ve distinguished sharply here between effort and giving up. Sometimes, though, the line blurs. Sometimes a goal can’t be attained, but another one can be substi- tuted for it (Freund & Baltes, 2002; Wrosch et al., 2003). For example, suppose that a man who enjoys sports becomes wheelchair bound. He can’t play football any longer, but he can turn to sports that don’t require using his legs.

Sometimes disengagement involves only scaling back from a lofty goal in a given domain to a less demanding one. That’s disengagement, in the sense that the person is giving up the first goal. It’s more limited, in the sense that it doesn’t mean leaving the domain entirely. Partial disen- gagement keeps you engaged in the domain you had wanted to quit. By scaling back—giving up in a small way—you keep trying to move ahead—thus not giving up in a larger way.

We stress that whether giving up is bad or good depends on the context (Wrosch et al., 2003, 2006). In some cases, it’s bad. It’s a poor way of coping with the ordinary difficulties of life. Sometimes being persistent would pay off in success. In such cases, the goal shouldn’t be abandoned easily. On the other hand, it’s necessary to give up or defer goals when circumstances make it hard or impossible to reach them. It’s senseless to hold onto a lost love who will never return. Giving up sometimes is the right response. Even when it is, it sometimes doesn’t happen. In these cases, the failure to disengage leads to continuing distress (Dunne, Wrosch, & Miller, 2011). We return to this point later on, when we consider problems in behavior.

13.3: Further Themes in Self-Regulation 13.3 Identify further themes in self-regulation

The chapter thus far has presented a picture in which peo- ple form intentions, then shift to a mode of implementing the intentions, which may go well or poorly. We’ve talked a little about the fact that people have goals at various levels of abstraction and the fact that people have many goals at

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Findings such as these are part of a large and growing literature on automaticity (some of which was mentioned in Chapter 12; see also Moors & De Houwer, 2006). Much of this work has been done by John Bargh and his col- leagues (Bargh, 1997; Bargh & Chartrand, 1999; Bargh & Ferguson, 2000; Dijksterhuis & Bargh, 2001). Many studies now show that goals can be activated (and people pursue them) with no knowledge that it’s happening (for review, see Bargh & Williams, 2006). Indeed, some of the studies show that goals can be activated by subliminal stimuli: stimuli that are out of one’s awareness. As we noted in Chapter 12, though, the conditions under which sublimi- nal stimuli activate other parts of memory may be more limited than some of this work suggests (Klatzky & Creswell, 2014).

Although it’s impressive to see that people’s minds can be tricked by various sorts of priming, the more impor- tant message here is that automaticity is important in peo- ple’s lives. Indeed, it’s been argued that habitual actions occur in much the same way as priming effects: Situations activate goals that are associated with them, and behavior follows the goals automatically (Aarts & Dijksterhuis, 2000). Similarly, categories of people activate specific responses that are well learned to that group, and behavior follows automatically (Jonas & Sassenberg, 2006).

Nonetheless, the idea that behavioral qualities can be activated and slide into the ongoing flow of behavior with- out your awareness is a little startling. Your actions can be affected by things you hear on the radio or read in the paper, by conversations you have, by random stimuli you encounter—and you don’t even know it. This idea provides an interpretation of modeling effects (see Chapter 10), in which people repeat things they observe others do (Carver et al., 1983). People mimic, without realizing it, the pos- tures and gestures of their partners in interactions (Char- trand & Bargh, 1999). The pervasiveness of such effects leads some people to ask whether behavior is best seen as directed or as self-organizing (Carver & Scheier, 2002; Val- lacher & Nowak, 1997; Vallacher, Read, & Nowak, 2002; Vallacher, Van Geert, & Nowack, 2015).

Can both be right? Maybe. In Chapter 12, we described dual-process models of cognition. One mode is said to use connectionist, associationist processes, the other mode symbolic processes. The first mode is characterized as intuitive, whereas the second is characterized as rational. Perhaps dual-process models can also help reconcile how intentions and automaticity both influence action (Bargh & Williams, 2006; Kuhl, 2000; Rothbart, Ellis, Rueda, & Posner, 2003; Strack & Deutsch, 2004).

The interpretation goes like this. The intuitive system functions automatically. When a stimulus happens to cue an action quality, that action quality slips into the behavio- ral stream. It seems likely that the action quality has to be either simple or well learned for this to happen. That is, the

Another study used a similar task to prime the stereo- type of the elderly (Bargh, Chen, & Burrows, 1996). Some people read many words pertaining to the stereotype; some did not. All then received credit for participation. The outcome of interest was how long it took people to walk down the corridor on their way out. Those exposed to the stereotype of the elderly walked more slowly, as though they were old themselves (see Figure 13.5, B).

The interpretation of these effects goes like this: To form sentences from the words, you have to understand the words. Understanding the words requires activating nodes of meaning in memory. This activation spreads to nodes bearing on behavior. This quality then emerges in the person’s own behavior (Bargh, 1997). In fact, the link goes both ways: Acting in a way that fits a stereotype brings that stereotype to mind for use in later perception (Mussweiler, 2006).

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Figure 13.5 Effects of priming an interpretive schema on behavior related to that schema. (A) People who had been exposed to hostile content in a sentence-formation task gave punishments of greater intensity in a later task than people exposed to less hostile content. (B) People who had been exposed to elements of the elderly stereotype in a sentence-formation task took longer to walk to the elevator when leaving the experiment than people exposed to neutral words.

SourceS: Panel A is based on data from Carver et al., 1983, Study 2; Panel B is based on data from Bargh et al., 1996, Experiment 2.

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gard immediate outcomes in favor of delayed outcomes (Fujita, Trope, Liberman, & Levin-Sagi, 2006).

13.4: Assessment from the Self-Regulation Perspective 13.4 Assess self-regulatory qualities and goals

The self-regulation view on personality is fairly new. It’s been far more theoretical than applied. Nevertheless, it offers a few suggestions concerning personality assessment.

13.4.1: Assessment of Self-Regulatory Qualities The view described in this chapter emphasizes the exis- tence of several processes in human experience. This emphasis suggests it may be useful to measure individual differences in those self-regulatory processes (Williams, Moore, Pettibone, & Thomas, 1992).

For example, private self-consciousness (Fenigstein et al., 1975) is a tendency to be self-reflective—to think about your feelings, motives, actions, and so on. (The term self- consciousness doesn’t mean “embarrassment” here, just “self-focus.”) People high in self-consciousness are careful and thorough self-regulators. They notice it if their actions don’t match their intentions, and they adjust accordingly. People lower in self-consciousness are more random and less guided in their behavior (see also Box 13.3). Consistent with this, self-consciousness relates to conscientiousness from the five-factor model (Trapnell & Campbell, 1999). There’s even evidence that people high in self-consciousness are more prone to do self-regulation that’s automatic and nonconscious (Hull, Slone, Meteyer, & Matthews, 2002).

Keep in mind that self-focus in itself is relatively con- tent free. That is, its self-regulatory effect is largely unre- lated to what goal is being used. Thus, an athlete who’s self-conscious should be sure to work out. A self-conscious biology major should be sure to be caught up on the assigned biology reading. A self-conscious musician should focus closely on practicing to move toward his or her music-related goals.

Trapnell and Campbell (1999) distinguished two aspects of self-consciousness. They suggested that two motives underlie it: curiosity (a growth-oriented motive) and the desire to probe negative feeling states (which is ultimately a safety-seeking motive, if it isolates the source of the feelings). They created a measure called the Rumination–Reflection Questionnaire to focus separately on these motives. Rumination items refer to being unable to put something behind you. Reflection items refer to being fascinated and inquisitive. Not surprisingly, reflection relates to openness to experience, and rumination relates to neuroticism.

intuitive system is capable of handling fairly complicated events (Kuhl, 2000), but its capacities derive from associa- tions. It’s good at being impulsive and quickly responsive, but it’s not good at thinking things through.

The rational system, in contrast, is brought into play when you form an intention, or set a goal purposefully. When this system is in charge, behavior is self-regulated in an effortful, top-down manner. It is planful (Eisenberg et al., 2004). Its purpose is to handle situations that have to be thought through, because no automatic, cue-driven response is ready to go. Thinking things through, however, means some delay in action (Keller et al., 2006).

In talking about the cognitive view in Chapter 12, we noted that people have a natural tendency to conserve men- tal resources, because they have many things on their minds at once. The same idea applies here. Being able to do some- thing with little thought is extremely useful, because it lets you think about other things at the same time as you’re doing whatever you’re doing (Wood, Quinn, & Kashy, 2002).

13.3.3: Self-Regulation as Self-Control Another issue that should receive attention is that acts of self-regulation sometimes (though not always) entail self- control. That is, sometimes people act to restrain behavior aimed at one goal, in order to make it possible to attain another goal. Self-control always concerns conflicts, because the goals are incompatible.

Situations entailing self-control arise in a great many circumstances, and the conflicts in question apply to very important practical problems (see Vohs & Baumeister, 2011). This situation exists, for example, in the context of dieting. Dieters are motivated to eat by their desire to con- sume foods they like, and they are motivated to restrain eating by their desire to lose weight. Similar conflicts arise in circumstances surrounding substance abuse and domes- tic violence. People who are effective at self-control employ a variety of strategies to counteract temptations that keep them from gaining the long-term goal (Friese & Hofmann, 2009; Trope & Fishbach, 2000, 2005).

Discussions of self-control failure (Baumeister & Heath- erton, 1996) tend to portray the situations as involving a rel- atively automatic tendency to act in one way that’s opposed by a planful and effortful tendency to restrain the act. The act being restrained is often characterized as an impulse: a desire that would automatically be translated into action unless it is controlled (perhaps in part because this action is habitual, perhaps in part because it is more primal).

Once again, this viewpoint seems to have overtones of the dual-process models. Self-control is related both to the strength of underlying impulsive tendencies and to the strength of constraining self-control tendencies (Edmonds, Bogg, & Roberts, 2009). There’s also evidence that identify- ing an action in higher-level terms makes it easier to disre-

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has also been developed (Tangney, Baumeister, & Boone, 2004). It’s a measure of overall self-control, although the items tend to focus on persistence (or lack thereof) in com- pleting activities. Self-control turns out to be very important: It predicts grade-point average, adjustment, alcohol abuse, and interpersonal skills (Tangney et al., 2004).

13.4.2: Assessment of Goals As we said earlier, the self-regulation view emphasizes goals. It would seem useful, from this view, to assess people’s goals and how they’re organized (Emmons, 1986; Pervin, 1983). One might even want to assess what sort of “possible selves” the person has in mind (Markus & Nurius, 1986). Knowing what goals are salient to a person might be more informative than knowing other aspects of what the person is “like.”

An example of this approach is the technique Emmons (1986) used to assess personal strivings. He asked people to describe their recurring personal goals in four areas: work/school, home/family, social relationships, and lei- sure/recreation. People were to think about their own intentions and goals and not to compare themselves with other people. Within these guidelines, they were free to write down any striving that seemed important to them. This produced an individualized picture of the goal values that occupied the person’s mind over a given span of time.

13.5: Problems in Behavior, and Behavior Change, from the Self-Regulation Perspective 13.5 Outline how problems in behavior reflect

problems in self-regulation

Given how new the self-regulation point of view is, one might expect it to have had little or no impact on understanding either problems or therapy. This isn’t the case, however (see Hamilton, Greenberg, Pyszczynski, & Cather, 1993; Ingram, 1986; Merluzzi, Rudy, & Glass, 1981). Self-regulation models have made a number of suggestions about those topics.

13.5.1: Problems as Conflicts among Goals and Lack of Strategy Specifications The hierarchical model suggests several ways for problems to arise (Carver & Scheier, 1990, 1998). The simplest stems from the idea of a deeply rooted conflict between goals. Conflict occurs when a person is committed to two goals that can’t be attained easily at the same time (e.g., being a

Another self-regulatory function that might be useful to assess is whether people tend to view their behavior in high-level or lower-level terms. Vallacher and Wegner (1989) developed a measure called the Behavior Identifica- tion Form for that purpose. They argued that people with similar traits can differ greatly if they think of their goals at different levels. People who identify their actions at high levels tend to look at the “big picture,” whether they’re socializing, studying, or making music. People who iden- tify their actions at lower levels tend to focus more on the “nuts and bolts” of what’s going on.

Yet another aspect of self-regulatory function to assess is self-control tendencies. Several measures of impulsiveness are available (e.g., Cyders et al., 2007; Patton, Stanford, & Barratt, 1995; Whiteside & Lynam, 2001). A Self-Control scale

Box 13.3 Reduction of Self- Regulation: Deindividuation and Alcohol Elsewhere in the chapter, we described how self-focus causes better self-regulation toward salient standards. If self-focus makes behavior better regulated, it follows that reduced self-focus makes behavior more poorly regulated. But what does this mean? It doesn’t mean the person stops behaving altogether. It means the behavior is more likely to become less carefully thought out and more responsive to cues of the moment.

Deindividuation occurs when people become immersed in a group. It involves a reduction in self-focus (Diener, 1979; Prentice-Dunn & Rogers, 1982, 1989). The result is aggres- sive and uninhibited behavior. It’s easy to see these effects as reflecting poor self-regulation regarding programs and principles that normally guide action. Thus, there’s a ten- dency to act impulsively—to respond to cues of the moment, rather than to use a well-thought-out plan.

These effects are remarkably similar to some of the effects of alcohol. People who’ve been drinking are often inappropriately aggressive and overly responsive to cues of the moment. Alcohol is widely regarded as a releaser of inhi- bitions, and it’s sometimes used intentionally for that pur- pose. Alcohol also appears to act (at least partly) by reducing self-awareness (Hull, 1981; Hull & Rielly, 1986) and execu- tive function (Giancola, 2004). As this happens, you stop monitoring your values and intentions. Your behavior becomes more disorganized, impulsive, and fragmented.

Another way of looking at both of these phenomena is through the lens of the dual-process view. Deindividuation and alcohol both seem to lessen the influence of the delib- erative and planful mode of functioning and increase the influence of the reflexive, impulsive mode. In either view, two distinct sets of phenomena—deindividuation and alcohol intoxication—can be interpreted by the same principles. Both seem to involve interference with a process that under- lies the normal self-regulation of behavior.

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But it’s dangerous to dwell on a failure when it can’t be undone (Pyszczynski & Greenberg, 1985, 1987; Wrosch et al., 2003). When people lose a big source of self-worth and focus too long on trying to regain it, major distress results. Doing this too often turns it into a habit. Focusing on fail- ure and ignoring success not only maintain depressive symptoms, but also create a self-perpetuating pattern.

A similar point was made by Susan Nolen-Hoeksema and her colleagues (Nolen-Hoeksema, Morrow, & Freder- ickson, 1993; Nolen-Hoeksema, Parker, & Larson, 1994; Watkins, 2008), who argued that people who are prone to depression focus much of their attention on their sad feel- ings. This rumination acts to prolong the depressed state.

13.5.3: Self-Regulation and the Process of Therapy Control-process ideas have also been used by several theo- rists in addressing therapy issues. Fred Kanfer and his col- leagues (e.g., Kanfer & Busemeyer, 1982; Kanfer & Hagerman, 1985; Kanfer & Schefft, 1988; see also Semmer & Frese, 1985) depicted therapy in a way that’s quite com- patible with the self-regulatory ideas presented through- out this chapter.

One point these theorists have made is that much of human behavior isn’t monitored consciously but is cued automatically and habitually. This is a point made early in this chapter and has been made by many cognitive theo- rists as well (e.g., Beck, 1972, 1976; Dodge, 1986; Semmer & Frese, 1985). Therapy is partly an effort to break down the automaticity. The person must engage in more controlled or monitored processing of what’s going on. Doing this should yield responses that are more carefully thought out.

Does this mean that people dealing with problems must spend the rest of their lives carefully monitoring their actions? Maybe. To help people avoid lifelong monitoring, therapy must provide them with a way to make the desired responses automatic in place of the problem responses. How do you do that? Presumably, it’s an issue of how thoroughly the links are encoded in memory. New responses become automatic by building them into memory very redundantly. This makes them more likely to be used later, when the per- son is on “automatic pilot.” Many therapeutic techniques that are in widespread use probably do exactly this.

Another point made by Kanfer and Busemeyer (1982) is that the process of therapy is itself a dynamic feedback system. It’s a series of stages in which clients repeatedly use feedback—both from therapy sessions and from actions outside therapy—to guide their movements through a long-term plan of change. The goals and issues that guide the process of changing behavior also keep changing. As you proceed, you must keep checking to make sure that the concrete goals you’re working toward support your higher-order goals.

successful attorney while being a good wife and mother; having a close relationship while being emotionally inde- pendent). You may alternate between the goals, but that can be exhausting and distressing (Emmons & King, 1988). It takes a lot of effort to keep the conflict from re-emerging. Another solution is to decide that one goal contributes more to your higher-order values than the other and reduce investment in the other one. This isn’t always easy to do, though (Mens et al., in press; Wrosch et al., 2013).

A second idea suggested by the hierarchical model is that people sometimes want abstract goals but lack the know-how to reach them. If specifications from level to level are missing, self-regulation falls apart. Thus, many people want to be “fulfilled,” “successful,” or “well liked” but don’t know the strategies to attain these goals. Many people even have more specific goals, such as “not arguing with my wife” or “being more assertive,” but can’t specify the concrete behaviors that would move them in the right direction. Lacking this knowledge, they can’t make pro- gress and are distressed. For things to be better, the strate- gies need to be created (Oyserman et al., 2006).

13.5.2: Problems from an Inability to Disengage A third source of problems stems from the idea that people who expect failure quit trying. As noted earlier, sometimes quitting is the right response. (If you realize you’ve forgot- ten your money and credit card, quit shopping.) Some- times, though, quitting can’t be done easily. Some goals are very hard to give up, even if you have grave doubts about reaching them—for example, doing well in your chosen work and having a fulfilling relationship with another per- son. Why is it so hard to give up these goals? The hierarchi- cal view says it’s because these goals are high in your hierarchy (thus, central to your self) or represent paths to those higher goals. Sometimes abandoning a concrete goal means giving up on the person you want to be.

When people have serious doubts about attaining goals they can’t let go of, they show a predictable pattern. They stop trying but soon confront the goal again. For example, having decided to give up on having a fulfilling relationship, you see a movie about relationships, which reminds you that you want one. Having given up trying to get along with a coworker, you find you’re assigned to work on a project together. Having given up on your calcu- lus assignment, you see it’s time for calculus class. Deep doubt about reaching an important goal can lead to a repeated cycle of sporadic effort, doubt, distress, disen- gagement, and confronting the goal again.

It’s not always bad to keep thinking about a failure. It can motivate you to try harder next time (if there is a next time). Sometimes it leads to ideas about how to do things differently next time (Martin & Tesser, 1996; Watkins, 2008).

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One criticism of the self-regulation view derives from the robotics metaphor it sometimes employs. Critics say that artificial systems can’t possibly be good models for human behavior. Humans have free will and make their own decisions. Robots have to rely on the programs they’ve been given to run them.

One response to this criticism is that the behavior of so-called intelligent artificial systems moves farther every year in the direction of what looks suspiciously like self- determination (Brooks, 2002). It seems clear that how humans and artificial systems resemble and differ from each other will be debated well into the future. But as the behavior of artifacts becomes more and more humanlike, the debate may focus on increasingly subtle points.

Another response is that the robotics metaphor isn’t the only one used for this line of thought. Electronic exam- ples are often used to illustrate the principle of feedback control, but the feedback concept wasn’t invented by engi- neers. It was devised to account for functions of the body (Cannon, 1932). The robotics metaphor may not always feel appropriate to living systems, but the feedback princi- ple itself was devised precisely for living systems.

Another criticism sometimes made of this approach (even within the physiological metaphor) is that a model based on feedback principles is merely a model of homeosta- sis (literally, “steady state”). Homeostatic mechanisms exist to control body temperature, the levels of various elements in the blood, and many other physical parameters of the body. But how much sense does it make to think this way about something we know is always changing? Human behavior isn’t about steady states. Doesn’t the self-regulation view imply that people should be immobile and stable—or just do the same thing over and over?

Actually, no. People do regulate some things in a recurrently homeostatic way—for example, the amount of affiliation they engage in across time (O’Connor & Rosen- blood, 1996)—but not always. As we noted earlier, many goals are dynamic (e.g., going on a vacation trip, having an interesting conversation with someone). Being dynamic doesn’t make them any less goal-like. It just means that the whole process of matching the behavior to the goal must be dynamic as well. If the goal is to create a particular flow of experiences, rather than a state, then the qualities of behavior being monitored will also have this changing quality. So there’s no contradiction between the fact that humans keep changing what they’re doing and the idea that behavior occurs within a system of feedback control.

Greater difficulty is posed by another criticism aimed at the hierarchical model: that it fails to deal effectively with the homunculus problem. Homunculus is a term once used to explain how people act. It refers to a hypothetical tiny man who sits inside your head and tells you what to do. That explains your behavior. But who tells the little man what to tell you? If people have hierarchies of goals, where

13.5.4: Therapy Is Training in Problem Solving A point that’s been made by many people is that therapy isn’t just for the present. It should make the person a better problem solver, more equipped to deal with problems in the future (Nezu, 1987; Schefft & Lehr, 1985). Being able to gen- erate choices and select the best ones are important skills, whether you get them through therapy or on your own.

A useful way to create choices is called means–end analysis (Newell & Simon, 1972). You start by noting the difference between your present state and your desired state (the end). Then you think of an action (a means) that would reduce the difference. At first, the things that come to mind are abstract, involving large-scale goals. You then examine each large step and break it into subgoals. If you keep breaking things down long enough, the means–end paths become complete and concrete enough to get you from here to there. You’ve created a strategy.

This line of thought was used in a program designed to help low-income, African American middle school students develop an academic identity (Oyserman, Terry, & Bybee, 2002). Students in this program had trouble creating possi- ble selves that involved school as a pathway to adulthood. Oyserman et al. developed a small-group intervention to do that. They gave students the experience of developing academic possible selves. Moreover, the program tied those possible selves to strategies for achieving desired short- term goals and extended them to adult self-images. The program emphasized the solving of everyday problems, breaking them down by means–end analysis. The result was that the students bonded more strongly to school.

Finally, it’s important to seek accurate feedback about the effects of your actions. If you get accurate feedback, you don’t have to make perfect choices. If you make continual adjustments from the feedback you get, you keep moving in the right direction. This principle, which is basic to the self- regulation approach, yields an important kind of freedom— the freedom from having to be right the first time.

13.6: Problems and Prospects for the Self- Regulation Perspective 13.6 Outline problems and challenges related to the

self-regulation perspective

As is true of the cognitive view of personality, the self- regulation view has received mixed responses. It shares loose ends and unanswered questions with the cognitive view, and it has some of its own. It remains unclear whether these are fatal problems or just gaps to be filled.

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describes the “self-regulation of behavior,” but what does it really say about personality? This approach emphasizes structure and process, rather than content. For this reason, some see the ideas as dealing with an empty shell, pro- grammed in ways that aren’t well specified, for purposes and goals that are largely arbitrary (e.g., Deci & Ryan, 2000).

There is some merit to this criticism. Note, however, that these ideas weren’t really devised to focus directly on personality. Rather, they were intended to focus on issues that stand at a slight tangent from personality. Although the ideas aren’t a theory of personality, they provide a window on the nature of human experience that seems to have sub- stantial implications for personality: the nature of the pur- suit of goals and values in life. Will these ideas evolve into a more complete picture of personality? It’s too early to know.

Despite these criticisms, the self-regulation view on personality has proven to have merit. It’s had heuristic value, suggesting new places to look for information about how things work. Indeed, it has made some predictions that aren’t intuitively suggested by other views. This value alone makes it likely that the self-regulation view will be around for a while. Only the tests of time and further study will tell whether this approach will continue to emerge as a viable perspective on personality.

do the highest goals come from—the ones that specify all the lower goals?

One response is that self-regulatory models typically assume an executive system that coordinates other activi- ties, makes decisions, and so on. The executive is manifest in subjective experience as consciousness. The executive presumably has control over many other systems and thus, in some ways, is the analogue of the homunculus. This rea- soning is plausible, but it isn’t altogether satisfying.

Another response is that people have built-in goals of survival, personal coherence, and so on. These goals are vague enough that they rarely appear in consciousness, but they’re pervasive enough that they constantly influ- ence in subtle ways people’s decisions about what goals to take up. Thus, behavior is being guided by values that are built into the organism, but which aren’t always apparent to the person. This line of reasoning is plausible, too, but it’s also less than fully satisfying. The homunculus prob- lem thus remains a real one.

Another criticism of the self-regulation view (as well as the cognitive view of Chapter 12) is similar to a criticism made of the learning perspective: All this seems too much a description from the outside looking in. There’s too little feel of what it means to have a personality. This view

Summary: The Self-Regulation Perspective In self-regulation models, behavior is sometimes specified by interpretive schemas, if an interpretation is closely tied to an action quality. Sometimes, actions follow from inten- tions: products of a mental algebra in which personally desired outcomes and social considerations are weighed to yield an intent to act or not act.

Theory concerning self-regulation emphasizes goals. The goals underlying behavior have a variety of labels, including life tasks, personal strivings, personal projects, and current concerns. This view treats the structure of the self as an organization among goals. Some goals are fairly neutral, but others imply a standard of excellence. In the latter case, setting specific high goals results in higher per- formances. This is because committing oneself to a more demanding goal focuses one’s efforts more fully. If the goal is too high, though, people don’t adopt it.

Some intentions concern attaining end goals; others are about implementing action plans to reach those end goals. The latter are important for ensuring that behavior actually gets done. Implementation intentions constitute the linking of strategies to the contexts in which the person wants to engage them. Intentions are formed in a deliberative mindset, but

once the person starts to pursue them, he or she is in an imple- mentational mindset.

Once a goal for behavior has been evoked, self-regula- tion reflects a process of feedback control. A reference value (or goal) is compared against present behavior. If the two differ, behavior is adjusted, leading to a new percep- tion and comparison. Given that many goals are dynamic and evolving, this view emphasizes that self-regulation is a never-ending process. A single feedback loop is too sim- ple to account for the diversity in people’s actions alone, but complexity is provided by the fact that feedback sys- tems can be organized in a hierarchy, in which one system acts by providing reference values to the system directly below it. The concept of hierarchy accounts for the fact that a goal can be attained by many kinds of actions, along with the fact that the same action can occur in service to diverse goals.

Within this framework, emotions have been viewed as calls for reprioritizing one’s goals. Emotions are viewed as giving a subjective reading of how well you’re progressing toward a goal. Emotions thus convey important informa- tion that has a strong influence on behavior.

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as self-reflectiveness, self-control, and the level of abstraction at which people view their goals. This view also suggests the value of assessing goals themselves. There are several ways to conceptualize problems from this view. One possibility focuses on conflict between incompatible goals. Another points to a lack of specifica- tion of midlevel behavioral reference values to guide behavior. Yet another emphasizes that people sometimes are unable to disengage from behaviors that are neces- sary for the attainment of higher-order goals. There’s evi- dence that people who are depressed display an exaggerated inability to disengage.

Just as behavior can be construed in terms of self- regulatory systems, so can the process of behavior change induced by therapy. People in therapy use feedback from decisions they’ve put into practice to make further deci- sions. They monitor the effects of changes in behavior to determine whether the changes have produced the desired effects. One long-term goal of therapy is to make people better problem solvers through techniques such as means– end analysis, so that they can make their own adjustments when confronting new problems.

When people encounter obstacles in their efforts, self- regulation is interrupted and they consider whether suc- cess or failure is likely. If their expectancies are positive enough, they will keep trying; if not, they may disengage effort and give up. Disengagement is sometimes the adap- tive response, but people sometimes give up too quickly. In some cases, disengagement is only partial—goal substitu- tion or scaling back. This keeps the person engaged, in one way, while disengaging in another.

Although much of this chapter concerns conformity to goals, self-regulation models also include discussions of avoidance. Avoidance means creating distance instead of conformity. Another issue is that some behavior occurs via intentions, but some actions are triggered fairly automati- cally, even without the person’s awareness. This difference between sources of influence is sometimes dealt with by dual-process models resembling those discussed in Chapter 12. An intuitive system promotes behaviors that are triggered by cues of the moment; a rational system promotes behaviors that are thought out and intentional. Self-regulation some- times entails self-control: the prevention of pursuing one goal, in service of another more important goal.

Assessment, from this view, is partly a matter of assess- ing individual differences in self-regulatory functions, such

219

Our emphasis on the uniqueness of each theory may have created the impression that the theories are quite dif- ferent from one another. The diversity may even have led you to wonder whether the theorists were even describing the same creature (much like someone listening to the blind men describe the elephant). The diversity of ideas in earlier chapters certainly raises questions: Do the various perspec- tives have anything in common? Is one perspective right, or better than the others? If so, which one? This chapter considers these questions.

Do the theories you’ve read about have anything in common? Yes. The first part of this chapter describes sev- eral commonalities we think are interesting. You certainly noticed some of them, but others are more subtle and harder to spot. We also consider a couple of key issues that many different theories address, albeit from different angles.

The question of which view is best or right is harder to answer. One answer is that even big differences among

In previous chapters, you encountered a series of viewpoints on the nature of personality. Each was rooted in its own assumptions about how best to view human nature. Each had its own way of conceptualizing how people function, and each addressed the importance of individual differences. Each approach had merits and each had drawbacks, places where things were left unexplained or even unexamined.

In writing about these perspectives on personality, we tried to give you a sense of what each is like from inside that perspective. In so doing, we tended to emphasize what makes each approach distinct from the other ones. The views do differ in important ways, and some points of conflict are hard to resolve. For example, how can the belief that people have free will (from the self-actualization per- spective) be reconciled with the belief that behavior is determined by patterns of reinforcement (from the learn- ing perspective) or the belief that behavior is determined by internal forces (from the psychoanalytic perspective)?

a floppy ear and surmised that an elephant is a type of fan. Coming upon the animal’s tail, the sixth decided that ele- phants are like ropes.

Each of these men was sure his investigation had led him to the truth. And, indeed, each of them was partly right. But all were partly wrong.

—Hindu fable

Six blind men from Indostan heard of a creature called an elephant and went to discern its nature. One of them bumped into the elephant’s side and concluded that ele- phants resemble walls. The second encountered a tusk and decided that elephants are like spears. The third, grasping the wriggling trunk, decided that elephants are similar to snakes. Wrapping his arms around one of its legs, the fourth concluded that elephants are like trees. The fifth felt

14.1 Summarize parallels that have been suggested between psychoanalysis and the evolutionary, self-regulation, and cognitive perspectives

14.2 Research two issues that recur across a surprisingly wide range of otherwise different views of personality

14.3 Examine how personality theorists often join together parts of different personality perspectives

14.4 Recognize that what is the best viewpoint on personality is a personal preference

Learning Objectives

Chapter 14

Overlap and Integration among Perspectives

220 Chapter 14

perspectives may not mean that one is right and the others are wrong. It often happens that some issue, or some ele- ment of personality, seems very important from the view of one theory but is less important or even irrelevant from the view of another theory. Like the blind men, one theory grapples closely with an issue, but another doesn’t even touch on it.

Perhaps, then, various perspectives on personality are facets of a bigger picture. From this point of view, the per- spectives would complement, rather than contradict, each other. Each may have some truth, but none by itself has the whole truth. The idea that the perspectives are facets of a broader picture is developed more fully in the last part of the chapter.

14.1: Similarities among Perspectives 14.1 Summarize parallels that have been suggested

between psychoanalysis and the evolutionary, self-regulation, and cognitive perspectives

Let’s first consider some specific similarities among the views described earlier in the book. We won’t point to every single one. Rather, we’ll try to give you a general sense of some of the connections that can be made.

We begin with commonalities between psychoanalysis and other views. Psychoanalysis is a natural starting point. It’s been around for a very long time. Some regard it as the only really comprehensive theory of personality ever devised. For both of these reasons, it’s a natural compari- son point for other approaches.

On the other hand, psychoanalysis is also a particu- larly unusual theory. This suggests it may be hard to find similarities between it and other approaches. As we noted in Chapter 9, even theories that derive from psychoanalysis don’t seem to share a lot with it. Nonetheless, several simi- larities are worth noting. In fact, parallels have been sug- gested between psychoanalysis and at least three other perspectives: the evolutionary, self-regulation, and cogni- tive perspectives.

14.1.1: Psychoanalysis and Evolutionary Psychology Often overlooked is the fact that Freud was strongly influ- enced by Darwin’s view of evolution. Psychoanalytic the- ory is about beings that are deeply controlled by biological necessities: survival and reproduction. Attaining these goals is critical, because that’s what biological life is all

about. It should be no surprise, then, that the core of per- sonality focuses on them. Even so, because humans live in a dangerous world, it’s necessary to deal with the com- plexities imposed by reality. And because we live in groups, it’s eventually important to deal with another issue, as well: the fact that people other than ourselves also have needs.

This general line of thought underlies an attempt by Leak and Christopher (1982) to interpret some of Freud’s ideas from the framework of evolutionary psychology. They noted that the evolutionary view sees behavior as self-serving (with one exception, to which we turn momen- tarily). This self-serving quality resembles the selfish nature of Freud’s concept of the id. The id is primitive and single minded about its desires. It represents the self-inter- ested animal that our genes make us, as those genes try to continue their existence.

The id isn’t rational, and neither are genes. Freud tied rationality to the ego, a mechanism that mediates between the id and reality. Leak and Christopher (1982) argued that genes also need help in dealing with the complexities of reality and that the cerebral cortex evolved to serve this purpose. Evolution of the cortex in humans would parallel evolution of the ego in the person. Both structures—cortex and ego—permit greater planfulness and care in decision making. Both are adaptations that foster survival.

What about the superego? This is the trickiest part of Leak and Christopher ’s (1982) argument. To view the superego in evolutionary terms requires one more idea. Specifically, survival isn’t only an individual matter. Humans evolved as highly social beings, living and sur- viving in groups. Because people are so interdependent, they sometimes do better in the long run by letting group needs override personal needs in the short run. As noted in Chapter 6, it’s been argued that people in groups evolved mechanisms for inducing—even forcing— reciprocal altruism (Trivers, 1971). Having a genetic mechanism to do this would increase the adaptive suc- cess of the group.

In psychological terms, evolving such a mechanism looks like developing a capacity to have a superego. Thus, having a superego confers an evolutionary advantage. People who adopt and conform to the values of their social group will be accepted as members of the group. They will be more likely to get the benefits that follow from group membership (e.g., having other members take care of you if you’re sick). Clearly, these benefits have survival value.

In sum, Leak and Christopher (1982) suggested that the ego (conscious rationality) is a behavioral manage- ment system, for which the id and the superego provide motivation. There are two types of motivation—selfish and group-related—with adaptive value. The id adapts to

Overlap and Integration among Perspectives 221

the physical environment, where competition for resources is intense and selfish. The superego comprises the tendencies that evolved in response to pressures from group living.

We see one more similarity between psychoanalytic and evolutionary views—one that’s quite different from the points made by Leak and Christopher. Think back to the Oedipal conflict and the fixations that can emerge from it. For a male, fixation in the phallic stage is said to cause an exaggerated attempt to show that he hasn’t been castrated. He does this by having sex with as many women as possi- ble and by seeking power and status. Female fixation in this stage involves a seductiveness that doesn’t necessarily lead to sex.

These patterns look remarkably similar to the mating strategies that evolutionary psychologists argue are part of our species. Recall from Chapter 6 the idea that men and women have different reproductive strategies, due to dif- fering investment in offspring (Trivers, 1972). The male mating tactic is to create the appearance of power and sta- tus and to mate as frequently as possible. The female tactic is to appear highly desirable but to hold out for the best mate available. These tactics have strong echoes in the fixa- tions just described. We can’t help but wonder whether Freud noticed a phenomenon that’s biologically based, and ascribed psychodynamic properties to it in order to fit it better into his theory.

14.1.2: Psychoanalysis and Self-Regulation The psychoanalytic approach to personality also has cer- tain similarities to the self-regulation view. One similarity derives from the notion of a self-regulatory hierarchy. The behavioral qualities in such a hierarchy range from very limited movements through organized sequences to abstract higher-level qualities. As pointed out in Chapter 13, when attention is diverted from the higher levels, behavior is more spontaneous and responsive to cues of the moment. It’s as though low-level action sequences, once triggered, run off by themselves. In contrast to this impulsive style of behavior, actions being regulated accord- ing to higher-order values (programs or principles) have a more carefully managed character.

Aspects of this description hint at similarities to Freud’s three-part view of personality. Consider the spontaneity and responsiveness to situational cues in the self-regulation model when high-level control isn’t being exerted. This resembles aspects of id functioning. An obvious difference is Freud’s assumption that id impulses are primarily sexual or aggressive, whereas the self- regulation model makes no such assumption. It’s worth noting, though, that alcohol intoxication and

deindividuation, which seem to reduce control at high levels (see Chapter 13), often lead to sexual or destruc- tive activity.

The link between id processes and low-level control is a bit tenuous. In contrast, there’s quite a strong resem- blance between program control in the self-regulation approach and ego functioning in the psychoanalytic approach. Program control involves planning, decision making, and behavior that’s pragmatic, as opposed to either impulsive or principled. These qualities also charac- terize the ego’s functioning.

Levels higher than program control resemble, in some ways, the functioning of the superego. Principle control, in at least some cases, induces people to conform to moral principles. Control at the highest level involves an effort to conform to your idealized sense of self. These efforts resemble, in some respects, the attempt to fit your behavior to the principles of the ego ideal and to avoid a guilty con- science for violating these principles.

The fit between models at this high level isn’t perfect, partly because not all principles are moralistic. Yet here’s a question: Why did Freud focus on morality and ignore other kinds of ideals? Was it because morality was so prominent an issue in his society at that time? Maybe the superego is really the capacity to follow abstract rules in general, rather than just moral rules. If this were so—if the superego actually pushed behavior toward other principles as well as moral ones—the similarity between models would be even greater.

14.1.3: Psychoanalysis and Cognitive Processes Several links also exist between psychoanalytic themes and ideas from cognitive psychology (e.g., Westen, 1998). Matthew Erdelyi (1985) even suggested that Freud’s theory was largely a theory of cognition. Indeed, he said that Freud was straining toward an analogy between mind and computer but never got there because the computer didn’t exist yet.

Erdelyi (1985) argued that cognitive psychologists have essentially reinvented many psychodynamic con- cepts. For example, Freud assumed a process that keeps threats out of awareness. This resembles the filtering pro- cess by which the mind preattentively selects information to process more fully. Freud’s concept of ego becomes exec- utive processes. The topography of the mind becomes a matter of levels of processing, and distortions become biases in processing.

As an example of Erdelyi’s (1985) approach, consider repression and denial (see also Paulhus & Suedfeld, 1988). When ideas, desires, or perceptions arise that are threaten- ing, repression and denial prevent them from reaching

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Information is partially analyzed preattentively. This may yield an implicit estimate of how much anxiety would arise if the information reached consciousness. If the esti- mate exceeds a threshold, processing stops and the infor- mation goes no farther. If the estimate is lower, the information goes to a memory area corresponding to the preconscious. Similar decisions are made at other stages, with lower and lower criteria for moving to the next level of processing. This model treats repression, response sup- pression, and self-deception more generally as reflecting checks at several stages of information processing.

As implied by this description, today’s cognitive view assumes that much of the mind’s functioning is unconscious. Indeed, the study of unconscious processes is a very active area of work (Hassin, Uleman, & Bargh, 2005). Today’s cogni- tive view tends to equate consciousness with attention. Events that are unconscious are those that get little or no attention.

There are several reasons an event might get little atten- tion. It may be tagged preattentively as having too much potential for anxiety. Or it might occur in a part of the nervous system that attentional processes don’t reach. Many cognitive scientists think of the nervous system as a set of special- purpose components, only some of which can be examined consciously (Gardner, 1985). Thus, the basic “wiring” of the system renders some aspects of experience inaccessible.

Sometimes events are unconscious because certain behaviors are highly automatic. Acts that are automatic require little or no monitoring. Highly automated sequences can be triggered by stimuli that are noted by the nervous system at some low level but never reach consciousness (Bargh, 1997; Norman, 1981). Even elaborate actions drop mostly out of awareness as they become routine (which all experienced drivers discover at one time or other, as they arrive at home with no memory of how they got there).

These descriptions obviously differ in important ways from Freud’s treatment of the unconscious. Only Erdelyi’s (1985) example using preattentive estimates of anxiety implies the sort of conflict-avoidance process that Freud assumed. All these ideas, however, suggest ways in which information can fail to reach consciousness.

Another body of work has linked cognitive processes to the psychoanalytic concept of transference. Transference occurs when a person in therapy displaces emotional reac- tions onto the therapist. Presumably, these reactions were initially stimulated by significant others in the person’s earlier life. Several studies have provided a cognitive explanation for such a turn of events (Andersen, Glass- man, Chen, & Cole, 1995; Glassman & Andersen, 1999).

Specifically, the schemas people have of significant others seem chronically to be partially active (and thus accessible). As with other instances of partial activation, this makes it easier for the schema to emerge and be used in perceiving and interpreting other stimuli. As a result, you may view many people through the lens of that

consciousness. This reaction can occur before a threatening stimulus is even experienced, a phenomenon termed per- ceptual defense. Alternatively, it can involve forgetting an event after it’s been experienced. Erdelyi argued that these reflect a sequence of information-processing decisions (see Figure 14.1).

Input information

Compute potential anxiety, x

No

Does x exceed

u?

Does x exceed

v ?

Does x exceed

w ?

Reach preconscious

No

Reach consciousness

Stop processing information

Yes

No

Respond

Yes

Yes

Figure 14.1 An information-processing picture of repression and denial. Input information (top)—whether perceptual or from a suppressed memory—is judged preattentively for its anxiety-inducing value. Then come a series of implicit decisions. First, does the anxiety the information would create (x) exceed a criterion of unbearability (u)? If so, processing stops; if not, the material goes to a memory area corresponding to the preconscious. Next, does the predicted anxiety exceed a serious discomfort criterion (v)? If so, processing ceases and the information stays in memory; if not, the information moves to consciousness. The final decision is whether to acknowledge openly the information that’s now conscious, depending on whether the anxiety from doing so will exceed a final criterion (w). This sequence provides for information never to be stored in memory, to be stored but not reach consciousness, to reach consciousness but be suppressed, or to be acknowledged openly

Source: Based on Erdelyi, 1985.

Overlap and Integration among Perspectives 223

One area of overlap concerns the importance these approaches ascribe to cognitive processes in creating repre- sentations of the world and the self. To the extent the per- spectives differ on this issue, it’s because they have different reasons for emphasizing cognition. In discussing cognition from the social learning approach, Mischel (1973) said that if we want to understand learning, we have to look at people’s mental representations of stimuli, not the stimuli themselves. People learn from what they think is there, not what an outsider sees. The way the stimuli are mentally represented and transformed determines how people respond to them (see also Bandura, 1977a, 1986).

From the learning perspective, these statements emphasize that human learning is more complicated than it seems. An event doesn’t lead automatically to condition- ing that’s the same for everyone. From the learning per- spective, such statements are qualifications on theories of learning. They say to other learning theorists that the per- son has to be considered in analyzing learning. That’s the point of such statements—when they’re made from the learn- ing perspective.

When embedded in the cognitive view on personality, however, ideas about the role of cognition take on a broader life. From this view, cognitive processes are central to every- thing about personality. From the cognitive view on person- ality, Mischel (1973) focused not on the subtleties of learning but on how people organize their understanding. Note the difference of emphasis. In the cognitive view, the idea that people organize their experience is a key principle regarding the essence of personality. Learning is more peripheral. Cognitive processes are also critical to the self-regulation view on personality, although once again there’s a differ- ence of emphasis. The focus in the self-regulation approach is mostly on the role cognitions play in creating behavior.

Another similarity among the social learning, cogni- tive, and self-regulation views concerns expectancies. Indeed, expectancies also appear in the motive approach. All these approaches see expectancies as determinants of how hard people try to do things. Many people (e.g., Ban- dura, 1977a, 1986; Carver & Scheier, 1981, 1998; Kanfer, 1977; Kirsch, 1985, 1990; Mischel, 1973, 1979; Rotter, 1966) have argued that people hold expectancies about the effects their actions are likely to have and whether they can do things they want to do. These expectancies can influence how hard a person tries and what the person learns from an event.

The social learning, cognitive, and self-regulation approaches also resemble each other in the structures they assume underlie behavior. The social learning view says people have incentives, which draw them forward into action. Incentives function the same as goals, a concept that plays a key role in the self-regulation perspective. Indeed, other perspectives also have constructs that serve a compa- rable role.

schema and not even realize it. If someone does something that reminds you vaguely of your mother’s way of induc- ing guilt, it may evoke your mother schema and make you perceive that person as being like your mother.

Indeed, when such schemas pop up, self-aspects relat- ing to those significant others emerge as well (Hinkley & Andersen, 1996). Thus, if someone tends to induce guilt as your mother did, you may react just as you did to your mother (e.g., by becoming irrationally angry), even if the reaction isn’t appropriate to the present situation. All this can happen in therapy—or anywhere.

14.1.4: Social Learning, Cognitive, and Self-Regulation Views As new theories were created over the years, personality psychologists were often influenced by ideas that were being used in other areas of psychology. Indeed, this cross-fertilization has been very common. Among the sources of ideas for personality psychologists during the past several decades have been learning psychology and cognitive psychology. To a considerable extent, people who sampled from these sources sampled from both, rather than just one.

One result of this pattern is a set of similarities between social–cognitive learning ideas (Chapter 10) and cognitive and self-regulation approaches (Chapters 12 and 13). These approaches have diverse histories, but their central concepts resemble one another more than just a little. Indeed, as you may have noticed, the work of several people pertains not just to one of these views but to two or more of them.

Highly programmed acts, such as walking, can occur with little awareness. This suggests a possible point of contact between cognitive and self-regulation ideas and psychodynamic theory.

224 Chapter 14

First, Maslow conceived of the motive qualities at the top of the hierarchy not only as more abstract and subtle, but also as more integrative, than those at lower levels. The levels of the hierarchy of control discussed in Chapter 13 also have this character. Second, Maslow saw the lower motives as more demanding than the higher ones, in the sense that a deficit or a problem lower in the hierarchy draws the person’s attention to it and forces him or her to deal with it. Similarly, in at least one version of the self- regulatory hierarchy, if a problem develops at a low level, attention is brought to that level in an attempt to resolve the problem.

There are, however, clear differences between these views, as well. The biggest difference concerns the con- tent of the hierarchies. Maslow’s analysis was explicitly an analysis of motives intended to incorporate both bio- logical needs and psychological motives. The control hierarchy, in contrast, focuses on the structure of action with goals that relate to qualities of behavior. This dif- ference means that the two hierarchies are very differ- ent at their low levels. Maslow’s hierarchy points to survival needs; the other hierarchy points to muscle movements.

At higher levels, though, the two hierarchies are more similar. The highest level of control in the self-regulation view seems roughly equivalent to the concept of self- actualization used by Maslow and Rogers. The nature of the goal at the highest level—an ideal self that relates to the many principles in force at the next lower level—is quite diffuse. It’s so diffuse, in fact, that it isn’t too hard to imag- ine that self-regulation toward it might also feel diffuse. In some ways, this echoes the idea that self-actualization has a very quiet voice.

14.1.6: Self-Actualization and Self- Regulation Two other similarities between the self-actualization view and the self-regulation view of personality go beyond Maslow’s hierarchy. One similarity is that both viewpoints use concepts corresponding to idealized and experienced qualities of self. The labels real self and ideal self are explicit in the view of Rogers. The sense of an ide- alized self is also one value at the top of the control hier- archy, as is the experienced actual self that’s compared with it.

The comparison process itself is also shared by the approaches. Rogers emphasized that people compare their current selves with their ideal selves and that they experi- ence anxiety when there’s incongruity between them. The comparison between a sensed condition and a standard, or reference point, is also intimately involved in the self- regulation perspective, not only with respect to an ideal self but at all levels of the hierarchy.

There is, however, an important difference of empha- sis here between the learning and self-regulation views. It concerns the concept of reinforcement. The learning view uses this concept explicitly. It’s basic to the principle of instrumental learning. As we noted in Chapter 10, how- ever, one social learning theorist—Bandura—consistently used the concept differently than did others. To him, rein- forcers create mental representations of future incentives. They cause people to learn expectancies about what actions are useful in what situations. But they don’t directly increase the tendency to do the acts that preceded them. The way Bandura used the reinforcement concept raises questions about whether its meaning is compatible with that assumed by other learning theorists.

Keep in mind, though, that Bandura stands with one foot in the learning perspective and one in the self-regu- lation perspective. His view on reinforcement may reflect Bandura the self-regulation theorist more than Bandura the learning theorist. As we noted in Chapter 13, self-regulation theorists are divided on reinforce- ment as a concept. Some say that people self-reinforce after success. Others see the concept of self-reinforce- ment as less useful.

On this issue, the personal histories of the theorists probably influenced how their ideas were constructed. Most self-regulation theorists who assume a role for self- reinforcement began their work in the learning perspec- tive. Only gradually did they identify with the newer self-regulation view. Perhaps they retained a role for self- reinforcement partly because it was a comfortable tie to the past. Of particular interest is that those people are more likely to talk about self-reinforcement than external reinforcement (e.g., Kanfer, 1977). It’s the person’s own goal representations that matter, after all. Only you can decide whether your goal has been met. Thus, self-reinforcement, rather than external reinforcement, is at the heart of these discussions.

To others, introducing self-reinforcement as a concept simply raises questions. Certainly, people often feel pride after success and sadness after failure. But do these reac- tions create the learning, or are they just emotional reac- tions to informational events, with the latter being what really matters? This is an issue that hasn’t been settled in the self-regulation perspective (or, to some extent, even in the learning perspective).

14.1.5: Maslow’s Hierarchy and Hierarchies of Self-Regulation There are also similarities between elements of the self- actualization perspective and the self-regulation perspec- tive. Consider Maslow’s hierarchy of motives (Chapter 11). There are two similarities between that hierarchy and the self-regulation hierarchy.

Overlap and Integration among Perspectives 225

from another perspective. We also want to note another kind of similarity across perspectives: a similarity in the issues the theories take up. We said earlier that different theories often address different issues. That’s true. But at least a couple of issues recur across a surprisingly wide range of perspectives.

14.2.1: Impulse and Restraint One of these issues concerns what seems to be a basic dis- tinction between impulse and restraint. This issue has been part of personality psychology for a long time, but it has become even more prominent in recent years. It is often introduced in the context of delay of gratification, where a choice must be made between receiving a small reward now or a larger reward later. We’ve discussed that phe- nomenon from several viewpoints: psychoanalysis (where we said the ego restrains the id’s impulses), social learning theory (where we considered effects of models), and the cognitive perspective (where the focus was on mental images that can foster restraint).

The issue of impulse versus restraint is far broader than delay of gratification, however. It bears on a wide range of manifestations of self-control. In some ways, it’s fundamental to personality. As a result, its broader mani- festations emerge in many views of personality:

• It’s there in trait psychology, in which a trait of consci- entiousness is assumed to be defined partly by self- discipline and deliberation (McCrae & Costa, 1987). Indeed, one trait theory treats constraint as a basic dimension of personality (Tellegen, 1985).

• It comes up in temperament theories, where some argue that constraint (Clark & Watson, 1999) or effortful control (Rothbart, Ellis, Rueda, & Posner, 2003) is a basic temperament.

• It’s found in biological process models, where an argument is made that approach and avoidance sys- tems are joined by a system that concerns restraint versus impulsiveness (Carver & Miller, 2006; Depue & Spoont, 1986; Eysenck & Eysenck, 1976; Zucker- man, 2005).

• It’s a core issue in psychoanalysis, concerning the bal- ance between the id’s desires in many domains and the ego’s restraint over how and when those desires are met.

• It’s there in cognitive theories, in the form of a contrast between rational and experiential systems (Epstein, 1994) and in a contrast between “hot,” incentive- related cognition and “cool,” restrained cognition (Metcalfe & Mischel, 1999).

• It also appears in self-regulation theories, in the dis- tinction between deliberative and implemental mind- sets (Heckhausen & Gollwitzer, 1987).

14.1.7: Traits and Their Equivalents in Other Models Another resemblance among theories brings us full circle to an idea with which we began this book. We started with the concept of traits. We now return to it.

As noted in Chapter 1, a major theme of personality psychology is how people differ from one another, not just temporarily but in enduring ways. This theme is the basis for the trait perspective on personality. Other theories also hold assumptions about people’s dispositions. The motive perspective assumes enduring motive dispositions. The genetic perspective assumes inherited temperaments, which are the bedrock for traits.

The essence of dispositions, if not the concept itself, is also prominent in at least two more views on personality. The psychoanalytic view assumes that people derive stable personality qualities from childhood psychosexual crises. In the social perspective, Erikson assumed that childhood psychosocial crises shape adult personality, and object rela- tions and attachment theories make similar assumptions.

Although these theories differ regarding the sources of dispositions, they share two assumptions: that something is stamped onto or etched into the individual early in life and that this characteristic continues to influence the per- son from then on. The disposition has been viewed as a biological temperament, a transformation of sexual drives, a reflection of a psychosocial crisis, a learned motive qual- ity, and simply a trait. Yet all the theories involved treat dispositions as having enduring influences on the person’s experiences. This similarity among approaches, which is often overlooked, is not a trivial one.

Indeed, the disposition concept also has a place in other views. For example, one version of the learning approach assumes that people differ in self-efficacy, which helps determine how much effort they expend. One aspect of the self-regulation approach assumes that people vary in the disposition to be self-reflective and thus how carefully they self-regulate. In both of these cases (and many others, as well), individual differences are seen as stable dispositions that influence a broad range of the person’s experiences.

14.2: Recurrent Themes, Viewed from Different Angles 14.2 Research two issues that recur across a surprisingly

wide range of otherwise different views of personality

Emphasis in the preceding section was on the notion that certain ideas in one theoretical perspective resemble ideas

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merger. It’s in the self-actualization approach, in the bal- ance between the self-actualizing tendency and the need for positive regard from other people.

In all these cases, people confront the need to balance the two competing pressures. Both pressures are important but in different ways. Given all this attention from theorists of so many different perspectives, this issue appears to be critically important in human experience.

14.3: Combining Perspectives 14.3 Examine how personality theorists often join

together parts of different personality perspectives

As should now be apparent, similarities do exist between seemingly unrelated approaches to personality. These sim- ilarities may, in time, allow integration of the approaches. As we noted in Chapter 1, several people are trying to move in that direction (e.g., McAdams & Olson, 2010; McAdams & Pals, 2006; Roberts & Wood, 2006). It’s proba- bly safe to say, though, that most personality psychologists view that as a desirable but still distant goal. One reason is the sheer size and complexity of the job.

Theorists have sometimes integrated across bounda- ries, even in the past. Examples include Eysenck and Zuck- erman. In describing Eysenck’s work in earlier chapters, we treated it as two sets of ideas with separate focuses. One is a hierarchical model linking acts, habits, traits, and supertraits. Another is biological, dealing with brain func- tion (and heritability of differences). Even though we pre- sented the ideas as separate, Eysenck viewed them as an integrated model. Zuckerman (1991, 1994, 2005) has made similar statements, binding together—in a single model— trait, inheritance, and biological process views.

A more recent example of integration is the suggestion that different perspectives have different things to offer at different times in human development. For example, McAdams and Olson (2010) noted that infant tempera- ments (with their biological roots) are the bedrock for traits, which are in place early in life. As the child develops and acquires a sense of self as an agent in the world, issues surrounding motives and goals become more salient. Per- spectives on personality that focus on motives and goals have a good deal to say about this part of life.

During adolescence and young adulthood, people begin to construct narratives about their lives to help pro- vide meaning and identity. These narratives don’t take the place of traits or goals but are layered over them (see also Lodi-Smith, Geise, Roberts, & Robins, 2009). This position suggests an integration across viewpoints that’s different from what Eysenck and Zuckerman offered, and one that is potentially quite useful.

Impulse versus restraint has emerged in the past dec- ade as a key issue in several areas of personality psychol- ogy (Carver, 2005; Carver, Johnson, & Joormann, 2009). Indeed, this issue is one that’s led a number of people to think seriously about cognitive processing occurring in two modes (as described in Chapter 12). In such theories, the management of behavior is seen as subject to two lay- ers of influence, which rely on two different parts of the brain. One system provides an automatic, intuitive, super- ficial, and fast way of interacting with the world. It’s believed to have evolved earlier. The other system pro- vides a rational, deliberative, but slower way of interacting with the world. It’s believed to be of more recent origin.

The question of how and why a person chooses to act quickly versus hold back from acting is basic. It’s no won- der that many theories say something or other about this question. This issue undoubtedly will remain a focus of interest for many people in the years ahead.

14.2.2: Individual versus Group Needs Another fundamental issue concerns the competing pres- sure of individual self-interest versus the needs arising from being involved in groups (or couples). In many cases, this issue is tangled up with the issue of action versus restraint. This is because recognizing other people’s needs is often what urges restraining one’s own impulses. Con- ceptually, however, it’s a separate issue.

Earlier in this chapter, we noted that psychoanalytic theory and evolutionary psychology both confront the con- trast between these pressures. In psychoanalysis, the ego deals with the immediate demands of both social and phys- ical reality and the superego deals with other more complex aspects of social needs. In evolutionary psychology, people have individualistic needs—survival, competition for mates. But they also have group-based needs—cooperation with one’s mate and with the larger society.

This distinction between individualistic and social goals also appears in other approaches. In trait psychology, it emerges in two places. One is the trait of agreeableness, which concerns maintaining positive relations with others. People high on this dimension are attuned to mutual well- being; those lower on the dimension are unconcerned with others’ interests. The distinction also emerges in the trait of extraversion. Extraverts want to have social impact, whereas introverts are less concerned with group involvement and follow more individualistic paths.

In the motive approach, this issue shows up in the motives to achieve and exert power versus affiliate and attain intimacy. In the biological process approach, this issue appears in unsocialized sensation seeking, with its disregard of others’ needs. It’s in the psychosocial approach, in the issue of separation–individuation versus

Overlap and Integration among Perspectives 227

Simply, some associations are learned more easily than others. The term used to describe this is preparedness. This term implies that organisms are prepared to learn certain connections more easily than others (Öhman & Mineka, 2001; Seligman & Hager, 1972). Preparedness isn’t all or nothing. It’s a continuum of ease versus difficulty in learn- ing connections. Presumably, this is biologically influenced.

14.3.1: Eclecticism Another option, exercised by many, is to take an eclectic approach to personality. This involves drawing useful ideas from many theories, rather than being tied to just one or two. Essentially, it means saying that different ideas are useful for different purposes and that there may be no approach that’s best for all purposes. To understand a phe- nomenon, you may need to look at it from the angle of a theory that focuses on it, rather than a theory that doesn’t. As Scarr (1985) put it, “There is no need to choose a single lens for psychology when we can enjoy a kaleidoscope of perspectives” (p. 511).

This sort of approach suggests that views of personal- ity from the various perspectives may be mutually support- ive. It may not be necessary to integrate them into a single set of constructs or principles. As noted earlier, the focus of one theory differs from that of any other theory. By taking bits of theory across several focuses, perhaps we can obtain a more rounded picture of what personality really is.

For example, most personality psychologists today accept the idea that personality was shaped by evolution- ary pressures. Most assume that there are inherited tem- peraments and that the processes by which personality is reflected are biological. Several ideas from psychoanalytic theory are also widely accepted––for example, that deter- minants of behavior are sometimes outside awareness and that mechanisms exist within the mind that protect us from things we don’t want to think about. Many personality psychologists accept that early experiences have a big impact on what people are like. Obviously, learning has an influence on personality, yet people seem to organize memories of their lives in idiosyncratic ways. We may well have an inner voice of self-actualization. Behavior may also reflect the operation of feedback loops.

All of these ideas may be true or only some of them. All of them may be useful or only some of them. Many psychologists pick and choose bits from various perspec- tives and use them wherever they seem reasonable. The choice among the available elements is an individual one.

14.3.2: Biology and Learning as Complementary Influences on Personality Perhaps the simplest illustration of an eclectic approach is that psychologists almost universally acknowledge the importance to personality of both biology and learning. Almost everyone does: people who focus on biology, peo- ple who focus on learning, and people who take some other view of personality. Early learning theorists claimed the mind is a “blank slate,” on which any kind of personal- ity can be sketched. It’s clear, though, that this isn’t true. There are biological constraints on learning.

Both biological and learning principles are needed to understand fully the phenomenon of preparedness—such as the biological readiness that people and other primates show in learning to use tools.

For example, if you get sick to your stomach, you could, in theory, develop a conditioned aversive response toward any number of stimuli. If conditioning depended only on associations between stimuli, you should condi- tion aversions to all neutral stimuli that are present. How- ever, you’re much more likely to develop an aversion to a flavor you experienced just before getting sick than to any- thing else (Garcia & Koelling, 1966). Apparently, the links are just easier to create in the nervous system for some pairs of events than others.

Preparedness also seems to be involved in instrumen- tal learning. That is, some kinds of actions are easier for animals to learn than others, even if the same reward fol- lows both. Rats learn more quickly to avoid a foot shock by jumping than by pressing a bar (Wickelgren, 1977). Pigeons easily learn to peck a spot to obtain food, but it’s hard to get them to learn to refrain from pecking to get food.

Just as it’s clear the mind isn’t a blank slate, it’s also clear that the expression of most biological tendencies depends on experience. Earlier in the book, we talked about diathesis–stress models, in which a particular kind of stress produces a problem only if the person also has a particular vulnerability (which might be biological, though it doesn’t have to be). One reason such models are widely accepted is that twin studies of disorders show two things at once: that disorders are genetically influ- enced and that genes aren’t everything. If you are the monozygotic twin of someone with schizophrenia, your

228 Chapter 14

point out, though, that this question is sometimes answered another way. This answer returns us to a point we made in the book’s opening chapter. We think it provides a fitting way to end, as well.

As we said in Chapter 1, over a century ago William James wrote that a theory must account reasonably well for the phenomena that people experience as real; to be suc- cessful, however, a theory must do more than that. James (1890) wrote that people will believe those theories that “are most interesting, those which appeal most urgently to our æsthetic, emotional, and active needs” (p. 312). Put more simply, the theory that’s best is the one you like best. The one that’s best—for you—is the one that appeals most to you, the one you find most interesting and engaging.

Edward Tolman (1959) also put it pretty simply: “I have liked to think about psychology in ways that have proved congenial to me. . . . In the end, the only sure crite- rion is to have fun. And I have had fun” (p. 152).

chance of being schizophrenic is elevated but still less than 100%. If genes were all that mattered, the figure would be 100%.

Thus, an eclectic acceptance of both biology and learn- ing as important influences on personality seems well founded. New conceptual partnerships are being explored even as you read this chapter. Perhaps they someday will prove to be similarly well founded.

14.4: Which Theory Is Best? 14.4 Recognize that what is the best viewpoint on

personality is a personal preference

As we said earlier, one answer to the question of which theory is best is that no theory is perfect and you may ben- efit from using bits and pieces of many theories. We should

Summary: Overlap and Integration among Perspectives Although various perspectives on personality differ from one another in important ways, they also resemble one another in important ways. The psychoanalytic perspec- tive is similar to at least three alternative views. First, ideas about evolution in the species parallel Freud’s ideas about the evolution of personality in the individual. That is, in each case, a primitive force (the genes, the id) needs another force to help it deal with reality (the cortex, the ego), and eventually it also needs a force to keep it in con- tact with the social world (inherited sensitivity to social influence, the superego). There are also similarities between Freud’s picture of fixations from the Oedipal cri- sis and the mating tactics that evolutionary theorists posit for males and females. Second, the psychoanalytic view and the self-regulation view resemble each other in that the notion of a hierarchy of control echoes psychoanalytic theory’s three components of personality. Third, work from the cognitive viewpoint on unconscious influences has resulted in concepts that resemble, in some ways, those postulated years earlier by Freud.

A substantial overlap exists among the social learning, the cognitive, and the self-regulation viewpoints. They share an emphasis on mental representations of the world, although they have somewhat different rationales for the emphasis. They also have similar views of the importance of people’s expectancies and similar views on the basic structure of behavior.

A similarity also exists between the notion of a hierar- chy in self-regulation and Maslow’s ideas about motives. Although the lower levels of Maslow’s motive hierarchy deal with motives that are ignored in the control hierarchy, at their upper levels, the models resemble each other more closely. The principle of self-actualization also resembles the self-regulation model in the concepts of ideal and actual self and the desire for congruity between them.

Another similarity among approaches concerns the notion of disposition. This construct is central to the trait perspective, and it’s also important in the psychoanalytic and social views. In all these cases (and by implication in others, as well), the assumption is made that people have qualities that endure over time and circumstances and that influence their behaviors, thoughts, and feelings.

Although the various theories differ in their focus, cer- tain issues do seem to recur across many of them. This rep- resents another kind of similarity among the theories. One issue that many different theories address is the polarity between impulse versus restraint. Indeed, this issue has become increasingly prominent in recent years. Another is the competition between individual self-interest and com- munal group-interest.

Thus, there are areas of overlap among theories. Yet the theories also differ. Which theory, then, is right? One answer is that all the perspectives seem to have something of value to offer. Maybe the value of each viewpoint depends on

Overlap and Integration among Perspectives 229

much of personality is determined by genetics, but they also understand that temperaments are modified by learn- ing. Learning theorists believe that personality is a product of a learning history, but it’s clear that some kinds of learn- ing are easier than others. Perhaps the future will see greater emphasis on this eclecticism—the sharing of ideas from one perspective to another.

what part of the person’s life you are focusing on. Many psychologists prefer an eclectic position, taking elements and ideas from several views, rather than just one.

At a minimum, people who operate within the frame- work of a given theory must take into account the limita- tions and challenges imposed by evidence generated by other views. For example, temperament theorists believe

230

Acquiescence The response set of tending to say “yes” (“agree”) in response to any question.

Action identification The way you think of or label what- ever action you are performing.

Actual self Your self as you presently view it.

Actualization The tendency to grow in ways that maintain or enhance the organism.

Adoption study A study of resemblances between children and their adoptive and biological parents.

Allele Some version of a particular gene.

Anabolic steroids Chemicals that mimic the body’s ten- dency to rebuild muscle tissues.

Anal stage The second stage of development, centered around issues in toilet training.

Antisocial personality A person who displays impulsive action with little thought to other people’s rights or feelings.

Anxiety A feeling warning the ego that something bad is about to happen.

Apoptosis Biologically programmed cell death.

Apperception Interpreting a present stimulus in light of one’s personal experience and motives.

Approach temperament The temperamental tendency to approach rewards.

Assessment The measuring of personality.

Assortative mating Mating based on the choice of specific characteristics, rather than at random.

Attachment An emotional connection to someone else.

Attitude A personal evaluation of the likely outcome of an action and the desirability of that outcome.

Attribution The process of making a judgment about the cause or causes of an event.

Automatic thoughts Self-related internal dialogue that often interferes with behavior.

Avoidance or withdrawal system The part of the brain that regulates responses to punishment.

Avoidance temperament The temperamental tendency to avoid threats.

Behavior modification or behavior therapy A therapeutic approach in which conditioning processes are used to change behavior.

Behavioral approach system (BAS) The part of the brain that regulates pursuit of incentives.

Behavioral assessment An assessment made by observing a person’s overt behavior.

Behavioral genetics The study of the inheritance of behavioral qualities.

Behavioral signature The pattern of situation–behavior links the person has established over experiences in some specific domain.

Candidate gene strategy Testing specific genes because evidence links them to particular biological processes and theory links those processes to personality.

Case study An in-depth study of one individual.

Castration anxiety A boy’s fear (during the phallic stage) that his father will perceive him as a rival and castrate him.

Catharsis The release of emotional tension.

Causality (causal relationship) A relationship such that variation in one dimension produces variation in another.

Clarification of feelings The procedure in which a therapist restates a client’s expressed feelings.

Classical conditioning The pairing of a neutral stimulus with an unconditioned stimulus.

Client-centered or person-centered therapy A type of therapy that removes conditions of worth and has clients examine their feelings and take personal responsibility for their improvement.

Clinically significant An association large enough to have some practical importance.

Cognitive assessment Procedures used to assess cognitive processes, mental structures, and contents of consciousness.

Cognitive restructuring or reframing The process of taking a different and more positive view of your experience.

Cognitive therapies Procedures aimed at reducing cognitive distortions and the distress that results from them.

Cognitive triad Negative patterns of thinking about the self, the world, and the future.

Comparator A mechanism that compares two values to each other.

Competence motivation The need to be effective or suc- cessful in dealing with the environment.

Concordance Agreement on some characteristic between a twin and a co-twin.

Conditional positive regard Affection that’s given only under certain conditions.

Conditional self-regard Self-acceptance that’s given only under certain conditions.

Conditioned or conditional response (CR) A response to the CS that’s acquired by classical conditioning.

Conditioned or conditional stimulus (CS) A neutral stimulus that’s paired with a US to become conditioned.

Conditions of worth Contingencies placed on positive regard.

Congruence An integration within the self and a coherence between your self and your experiences.

Glossary

Glossary 231

Connectionism An approach to understanding cognition based on the metaphor of interconnected neurons.

Conscience The part of the superego that punishes violations of moral standards.

Conscious The part of the mind that holds what you are currently aware of.

Construct validity The accuracy with which a measure reflects the underlying concept.

Content analysis The grouping and counting of various categories of statements in an interview.

Contingency management Programs in which reinforce- ment is increased for desired behaviors and withheld after undesired behaviors.

Contingent self-worth Self-acceptance that’s based on per- formance in some domain of life.

Continuous reinforcement A schedule in which reinforce- ment follows each instance of the behavior.

Convergent validity The degree to which a measure relates to other characteristics that are conceptually similar to what it’s supposed to assess.

Coping model A model that displays fear but ultimately handles it.

Correlation A relationship in which two variables or dimensions covary when measured at several points across their range.

Correlation coefficient A numeric index of the degree of correlation between two variables.

Criterion keying The developing of a test by seeing which items distinguish between groups.

Criterion validity The degree to which the measure corre- lates with a separate criterion reflecting the same concept.

Current concerns Preoccupations in your current waking life.

Dasein ”Being-in-the-world” the totality of your autonomous personal existence.

Death instincts (Thanatos) Self-destructive instincts, often turned outward as aggression.

Default Something assumed to be true until you learn otherwise.

Defense mechanism An ego-protective strategy to hide threats from yourself and thereby reduce anxiety.

Deficiency-based motives Motives reflecting a lack within the person that needs to be filled.

Delay of gratification Being able to put off rewards until a later time.

Deliberative mindset A careful mindset used while deciding whether to take an action.

Denial A refusal to believe that some real condition exists.

Dependent variable The variable measured as the outcome of an experiment; the effect in a cause–effect relationship.

Diagnosticity The extent to which a task provides informa- tion about something.

Diathesis-stress model A theory holding that a vulnerabil- ity plus stress creates problems in behavior.

Directional selection Evolution in which one extreme of a dimension is more adaptive than the other.

Discriminant validity The degree to which a scale does not measure unintended qualities.

Discrimination Responding in a different manner to different stimuli.

Discriminative stimulus A cue that controls the occurrence of behavior.

Disengage To cease and put aside self-regulation with regard to some goal.

Displacement The shifting of an impulse from its original target to a different one.

Dizygotic (DZ) twins Fraternal twins (overlapping genetically 50%, on average).

Dopamine A neurotransmitter believed to be especially important to approach regulation.

Dual-process models Models assuming two different modes of cognition—one effortful, one automatic.

Ectomorphy A tendency toward frail thinness.

Effectance motivation The need to have an impact on the environment.

Efficacy expectancy Confidence of being able to do something successfully.

Effortful control A tendency to be focused, restrained, and planful.

Ego The rational part of the personality that deals pragmati- cally with reality.

Ego control The extent to which a person controls or inhibits impulses.

Ego ideal The part of the superego that represents perfection and rewards for good behavior.

Ego identity The overall sense of self that emerges from your transactions with social reality.

Ego quality (ego strength or virtue) The quality that becomes part of your personality through successful management of a crisis.

Ego resiliency The ability to flexibly modify your typical level of ego control to adapt to new contexts.

Ego strength The ability of the ego to function despite com- peting demands of the id, superego, and reality.

Electroencephalogram (EEG) A record of overall electrical activity in higher regions of the brain.

Emotional conditioning Classical conditioning in which the CR is an emotional reaction.

Empirical approach (to scale development) The use of data instead of theory to decide what should go into the measure.

Endomorphy A tendency toward obesity.

Epigenesis The idea (adopted from embryology) that an internal plan for future development is present at the beginning of life.

Epigenetic An effect that isn’t on DNA but affects DNA functioning and can be inherited.

232 Glossary

Episodic memory Memory organized according to sequences of events.

Erogenous zone A sexually responsive area of the body.

Eros See Life instincts or sexual instincts (Eros).

Error Random influences that are incorporated into measurements.

Evolutionary psychology The idea that human behavioral tendencies have a basis in evolution

Exemplar A specific example of a category member.

Existential guilt A sense of guilt over failing to fulfill all of your possibilities.

Existential psychology The view that people are responsi- ble for investing their lives with meaning.

Experience sampling A method in which people repeatedly report on their current experiences when prompted.

Experimental control The holding constant of variables that are not being manipulated.

Experimental method The method in which one variable is manipulated to test for causal influence on another variable.

Experimental personality research A study involving a personality factor and an experimental factor.

Exposure treatments Treatments in which people stay focused on the distressing topic until well after their anxiety reaction dissipates.

Extinction In classical conditioning, the reduction of a CR by repeating the CS without the US; in instrumental condi- tioning, the reduction of a behavioral tendency by removing reinforcement.

Extravert A person who’s outgoing and prefers social and exciting activities.

Face validity The scale “looks” as if it measures what it’s supposed to measure.

Factor A dimension that underlies a set of interrelated measures, such as items on a self-report inventory.

Factor analysis A statistical procedure used to find basic dimensions underlying a set of measures.

Factor loading A correlation between a single measure and the factor to which it’s being related.

Feedback hierarchy An organization of feedback loops, in which superordinate loops act by providing reference values to subordinate loops.

Feelings of inferiority The feeling that you are deficient in some way.

Fixation The condition of being partly stuck in a stage of psychosexual development.

Flow The experience of being immersed completely in an activity.

Free association A therapy procedure of saying without hesitation whatever comes to mind.

Fully functioning person A person who’s open to life’s experiences and who is self-actualizing.

Functional MRI (fMRI) Use of magnetic resonance imag- ing (MRI) to create a picture of activity inside the brain in different mental states.

Fuzzy set A category defined by a set of attributes that aren’t absolutely necessary for membership.

GABA A substance, gamma-aminobutyric acid, low levels of which appear to be linked to anxiety disorders.

Gene expression Activity in which the gene engages in the processes that create a protein.

Generality (generalizability) The degree to which a conclu- sion applies to many people.

Generalization Responding in a similar manner to some- what different stimuli.

Genetic similarity theory The idea that people work toward reproducing genes similar to their own.

Genital stage The final stage of development, character- ized by mature and mutual sexual involvement with another.

Genome The sequence of the genes contained in the full complement of chromosomes.

Genome-wide association study (GWAS) Study in which all genes are tested at once.

Genomics See Molecular genetics.

Genotype The particular version of a gene that a given person or group has.

Goal intention The intention to attain some particular outcome.

Growth-based motives Motives reflecting the desire to extend and elaborate yourself.

GxE Gene-by-environment interaction, in which the envi- ronment produces different outcomes depending on genetic composition.

Habit hierarchy The ordering of a person’s potential responses by their likelihood.

Heritability An estimate of how much variance of some characteristic is accounted for by inheritance.

Higher-order conditioning An event in which a former CS now acts as a US in a new instance of conditioning.

Homeostasis Regulation around a constant, steady state.

Humanistic psychology A branch of psychology emphasiz- ing the universal capacity for personal growth.

Id The original, primitive component of personality; the source of all energy.

Ideal self Your perception of how you’d like to be.

Identification Developing feelings of similarity to and connectedness with another person.

Idiographic Pertaining to an approach that focuses on an individual person’s uniqueness.

Idiographic Relating to an approach that focuses on a particular person across situations.

Implemental mindset A positively biased mindset that’s used while implementing an intention to act.

Implementation intention The intention to take specific actions in specific contexts.

Implicit assessment Measuring associations between the sense of self and aspects of personality that are implicit (hard to introspect about).

Glossary 233

Life instincts or sexual instincts (Eros) Survival and sexual instincts.

Life-span development The idea that developmental processes continue throughout life.

Magnetic resonance imaging (MRI) A picture of activity inside the brain based on how separate parts of the brain tissue react to pulses of electromagnetic energy.

Monamine oxidase (MAO) A substance that helps regu- late several neurotransmitters and seems to be involved in constraint over impulses.

Main effect A finding in which the effect of one predictor variable is independent of other variables.

Manifest content The images that make up the dream experience as it’s recalled.

Mastery model A model that displays no fear.

Means–end analysis The process of creating a plan to attain an overall goal (end) by breaking it into successively more concrete goals (means).

Mental contrasting Comparing a goal with a present condition.

Mesomorphy A tendency toward muscularity.

Methylation The attachment of methyl chemical groups to a gene or surrounding material.

Mirror neurons Neurons that are active both when perceiving an action and when doing the action.

Mirroring The giving of positive attention and supportive- ness to someone.

Molecular genetics The study of how alleles of specific genes relate to other observed differences.

Monozygotic (MZ) twins Identical twins (overlapping genetically 100%).

Moral anxiety The fear of behaving in conflict with the superego’s moral code.

Motive Cognitive–affective clusters organized around readiness for a particular kind of experience.

Motive disposition The dispositional tendency toward a high or low level of some motive.

Multifactor study A study with two (or more) predictor variables.

Narcissism A sense of grandiose self-importance and entitlement.

Narrative A story you compose for yourself about your life to create a coherent sense of identity.

Need An unsatisfactory internal condition that motivates behavior.

Need for achievement The need to overcome obstacles and attain goals.

Need for affiliation The need to form and maintain relationships and to be with people.

Need for intimacy The need for close communication and sharing with someone else.

Need for power The need to have influence over other people.

Implicit knowledge Associations between things in memory that aren’t directly accessible.

Implicit motive A motive assessed indirectly because it’s relatively inaccessible to consciousness.

Impulsive unsocialized sensation seeking (IUSS) A trait involving the capacity to inhibit behavior in the service of social adaptation.

Incentive The degree to which an action can satisfy a particular need for a person.

Incentives Things that people desire.

Inclusive fitness The passing on of genes through the survival of relatives.

Independent variable The variable manipulated in an experiment and tested as the cause in a cause–effect relationship.

Individual differences Differences in personality from one person to another.

Inferential statistics Statistics used to judge whether a relationship exists between variables.

Inhibited power motivation The condition of having more need for power than for affiliation but restraining its use.

Insight An emotional re-experiencing of earlier conflicts in your life that occurs during therapy.

Instrumental or operant conditioning Conditioning in which a behavior becomes more likely because it’s followed by a desirable event or less likely because it’s followed by an undesirable event.

Intellectualization The process of thinking about some- thing clinically and without emotion.

Inter-rater reliability The degree of agreement between observers of the same events.

Interaction A finding in which the effect of one predictor variable differs depending on the level of another predictor variable.

Interactionism The idea that situations and personality interact to determine behavior.

Internal reliability (internal consistency) Agreement among responses made to the items of a measure.

Interpersonal circle Personality patterns deriving from varying levels of dominance and love.

Intrapersonal functioning Psychological processes that take place within the person.

Introjection Absorbing the values of your parents into your superego.

Introvert A person who prefers solitary activities.

Inventory A personality test measuring several aspects of personality on distinct subscales.

Latency period The period in which the crises of the phallic stage give way to a temporary calm.

Latent content The underlying sources of symbolic dream images.

Lexical criterion An index of the importance of a trait based on the number of words that refer to it.

Libido The collective energy of the life instincts.

234 Glossary

Personal construct A personal mental representation used to interpret events.

Personality A dynamic organization, inside the person, of psychophysical systems that create the person’s characteris- tic patterns of behavior, thoughts, and feelings.

Personology Study of the entire person.

Personology The study of the whole person, as opposed to the study of only one aspect of the person.

Phallic stage The third stage of development, in which a crisis occurs over sexual desire for the opposite-sex parent.

Pharmacotherapy A therapy based on use of medication.

Phenomenological A view that emphasizes the importance of your own personal experiences.

Phobia An inappropriately intense fear of some specific class of stimuli.

Physiological assessment The measuring of physiological aspects of emotional reactions.

Picture story exercise (PSE) Any one of a family of tests that uses stories written about pictures to assess motive strength through narrative fantasy.

Play therapy The use of play as a procedure for conducting therapy with children.

Pleasure principle The idea that impulses should be grati- fied immediately.

Polymorphism The characteristic of having more than one allele for a given gene.

Positive regard Acceptance and affection.

Positive reinforcement A reinforcement involving the addition of a desired stimulus.

Positron emission tomography (PET) A picture of activity in the brain based on the brain’s metabolism of positively charged particles.

Possible self An image of yourself in the future (expected, desired, feared, etc.).

Practical significance An association large enough to have practical importance.

Preconscious The region of the mind that corresponds to ordinary memory.

Predictive validity The degree to which the measure pre- dicts other variables it should predict.

Preparedness The idea that some conditioning is easy, because the animal is biologically prepared for it to happen.

Press An external stimulus that increases the level of a motive.

Primary process The id process that creates an unconscious image of a desired object.

Priming Activating an element in memory by using the information contained in it, leaving it partly activated.

Principle A broad, abstract action quality that could be displayed in any of several programs.

Procedural knowledge Knowledge about doing, about engaging in specific behaviors and mental manipulations.

Program A guideline (a set of if–then decisions) for the actions that take place in some category of events (as a script).

Negative feedback loop A self-regulating system that maintains conformity to some comparison value.

Negative reinforcement The removal of an aversive stimulus.

Neurotic anxiety The fear that your id impulses will get out of control and get you into trouble.

Neurotransmitter A chemical involved in sending messages along nerve pathways.

Node An area of memory that stores some element of information.

Nomothetic Pertaining to an approach that focuses on norms and on variations among persons.

Nonshared environment effect An effect of the environ- ment that makes twins differ.

Norepinephrine A neurotransmitter that some researchers believe is important in anxiety responses.

Object relations An individual’s symbolized relations to other persons (such as parents).

Objective measure A measure that incorporates no interpretation.

Observational learning Acquiring the ability to do a new behavior by watching someone else do it.

Observer ratings An assessment in which someone else produces information about the person being assessed.

Oedipus complex The mix of desire for the opposite-sex parent and fear of or hatred for the other parent.

Operant conditioning See Instrumental conditioning.

Operational definition The defining of a concept by the con- crete events through which it’s measured (or manipulated).

Oral stage The first stage of psychosexual development, in which oral needs create a crisis over weaning.

Organismic valuing process The internal signal that indi- cates whether self-actualization is occurring.

Outcome expectancy A judgment about how likely a specific behavior is to attain a specific goal.

Oxytocin A hormone that appears to be important in social bonding.

Parapraxis A slip of the tongue, behavior, or memory.

Parsimony The quality of requiring few assumptions; simplicity.

Partial reinforcement A schedule in which the behavior is reinforced less often than every time it occurs.

Partial reinforcement effect The fact that a behavior acquired through partial reinforcement is resistant to extinction.

Participant modeling The act of practicing a behavior that’s hard for you while using the therapist as a model.

Peak experience A subjective experience of intense self-actualization.

Penis envy A girl’s envy of males resulting from feelings of having been castrated.

Perceptual defense Screening out a threatening stimulus before it enters awareness.

Person-centered therapy See Client-centered therapy.

Glossary 235

Self psychology Kohut’s theory that relationships create the structure of the self.

Self-actualization A process of growing in ways that main- tain or enhance the self.

Self-attributed motive A motive that’s consciously reported.

Self-complexity The degree to which your self-schema is differentiated and compartmentalized.

Self-concordance Pursuing goals that are consistent with your core values.

Self-control The ability to hold back a behavior you want to do in favor of some other behavior.

Self-control The regulation and sometimes restraint of one’s own activities.

Self-determination Deciding for yourself what to do.

Self-efficacy See Efficacy expectancy.

Self-handicapping Creating situations that make it hard to succeed, thus enabling avoidance of self-blame for failure.

Self-reinforcement The approval you give yourself for your own behavior.

Self-report An assessment in which people make ratings pertaining to themselves.

Self-schema The schematic representation of the self.

Selfobject The mental representation of another person who functions to satisfy your needs.

Semantic memory Memory organized according to meaning.

Sensation seeking The tendency to seek out varied, unusual, and exciting stimuli.

Separation–individuation The process of acquiring a distinct identity; separating from fusion with the mother.

Serotonin A neurotransmitter that some researchers believe is involved in anxiety and others believe is involved in constraint over impulses.

Siblings Brothers and sisters.

Situationism The idea that situations are the primary deter- minants of behavior.

Skill deficit The absence or insufficiency of a needed behavior or skill.

Social cognition Cognitive processes that focus on socially meaningful stimuli.

Social desirability The response set of tending to portray oneself favorably.

Social reinforcer Praise, liking, acceptance, or approval received from someone else.

Sociobiology The study of the evolutionary basis for social behavior.

Split-half reliability Assessing internal consistency among responses to items of a measure by splitting the items into halves and then correlating the halves with each other.

Stabilizing selection Evolution in which intermediate values of a dimension are most adaptive.

Statistical significance The likelihood of an obtained effect occurring when there is no true effect.

Projection Ascribing a threatening urge or quality in your- self to someone else.

Projective technique An assessment in which you project from the unconscious onto ambiguous stimuli.

Prototype The representation of a category in terms of the best member of the category.

Psychosocial crisis (or conflict) A turning point in a devel- opmental period when some interpersonal issue is being dealt with and growth potential and vulnerability are both high.

Punisher An undesired event that makes the behavior that came before it less likely to occur again.

Q-sort An assessment technique in which you sort descrip- tors according to how much they apply to you.

Quantitative genetics The study of how much variance in a characteristic is attributable to genetics versus environment.

Random assignment The process of putting people ran- domly into groups of an experiment so that their character- istics balance out across groups.

Rational approach (to scale development) The use of a theory to decide what you want to measure and then decid- ing how to measure it.

Rationalization Finding a plausible but incorrect explana- tion for an unacceptable action or event.

Reactance A motive to regain or reassert a presumed free- dom that’s been threatened.

Reality anxiety The fear caused by real danger in the world.

Reality principle The idea that actions must take into account the constraints of external reality.

Reality testing The ego’s checking to see whether plans will work before they are put into action.

Reciprocal altruism Helping others with the expectation the help will be returned.

Reflex An event in which a stimulus produces an automatic response.

Reinforcer An event that makes the behavior that came before it more likely to occur again.

Reliability Consistency across repeated measurements.

Repression The process of preventing an idea or impulse from becoming conscious.

Resistance An attempt to avoid becoming conscious of threatening material in therapy.

Response set A biased orientation to answering.

Restatement of content A procedure in which a therapist rephrases the ideas expressed by a client.

Rorschach inkblot test A projective test that uses inkblots as ambiguous stimuli.

Schema An organization of knowledge in memory.

Script A memory structure used to represent a highly stereotyped category of events.

Second-order factor A factor that emerges from a factor analysis performed on a set of previously found factors.

Secondary process The ego process of rationally seeking an object to satisfy a desire.

236 Glossary

Time out A punishment in which a child is temporarily removed from an enjoyable activity.

Topographical model Freud’s model of three regions, or areas, of the mind (conscious, preconscious, unconscious).

Traits Continuous dimensions of personality on which people vary.

Transcendent self-actualizers People whose actualization goes beyond the self to become more universal.

Transcranial magnetic stimulation (TMS) Presentation of electromagnetic pulses to some part of the brain to tempo- rarily increase or decrease its activity.

Transference The displacement onto your therapist of feel- ings that are tied to an object of conflict.

Transference The viewing of other people through selfob- ject representations originally developed for parents.

Twin study A study comparing the similarity between MZ twins against the similarity between DZ twins.

Types Distinct and discontinuous categories of persons.

Unconditional positive regard Acceptance and affection with “no strings attached.”

Unconditioned or unconditional response (UR) A reflexive response to an unconditioned stimulus.

Unconditioned or unconditional stimulus (US) A stimulus that causes a reflexive (unconditioned) response.

Unconscious The region of the mind that’s not accessible to consciousness.

Validity The degree to which a measure actually measures what it’s intended to measure.

Variable A dimension along which two or more variations exist.

Vicarious classical conditioning Conditioning in which the unconditioned response occurs via empathy.

Vicarious emotional arousal The tendency to feel someone else’s feelings along with him or her; also called empathy.

Vicarious reinforcement An event in which a reinforce- ment experienced by someone else has a reinforcing effect on your own behavior.

Wish fulfillment The creation of an unconscious image of a desired object.

Stereotype threat Having a negative perception of the self because of feeling prejudged.

Strange situation A procedure used to assess the attach- ment pattern of the infant to the mother.

Structural model Freud’s model of three components of personality.

Subjective measure A measure incorporating personal interpretation.

Subjective norm Your impression of how relevant others value an action and your interest in pleasing them.

Sublimation Alteration of an id impulse into a socially acceptable act.

Subliminal Occurring too fast to be consciously recognized.

Subliminal stimuli Stimuli presented too quickly to be consciously recognized.

Superego The component of personality that seeks moral perfection.

Symbiosis A period in which an infant experiences fusion with the mother.

Symbolic models Models in print, movies, TV, and so on.

System concept A very abstract guide for behavior, such as an ideal sense of self.

Systematic desensitization A therapeutic procedure intended to extinguish fear.

Temperaments Inherited traits that appear early in life.

Test-retest reliability The stability of measurements across time.

Testosterone A male sex hormone that influences a wide range of behaviors.

Thanatos See Death instincts (Thanatos).

Thematic Apperception Test (TAT) A particular method of assessing the strength of a motive through narrative fantasy.

Theoretical approach See Rational approach.

Theory A summary statement, a principle or set of principles about a class of events.

Third-variable problem The possibility that an unmeas- ured variable caused variations in both of two correlated variables.

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Photo Credits Chapter 1 p. 2: Feel Photo Art/Shutterstock; p. 4: Shots Studio/Shutterstock; p. 7: Piotr Marcinski/Shutterstock

Chapter 2 p. 10: Rawpixel/Shutterstock; p. 12: Suzanne Tucker/Shutterstock; p. 15: Nata789/Shutterstock

Chapter 3 p. 20: CandyBox Images/Shutterstock; p. 23: Will Hughes/ Shutterstock; p. 24: Kai Pfaffenbach/Reuters/Corbis; p. 27: Volt Collection/ Shutterstock

Chapter 4 p. 33: Lian Deng/Shutterstock; p. 37: Monkey Business Images/ Shutterstock; p. 42: StockPhotosLV/Shutterstock; p. 42: Hans Kwaspen/ Shutterstock; p. 43: Daniel Padavona/Shutterstock; p. 47: Sdecoret/Shutterstock

Chapter 5 p. 51: Markus Mainka/Shutterstock; p. 54: Lazyllama/ Shutterstock; p. 55: Tom Kuest - Fotograf/Shutterstock; p. 57: MilanMarkovic78/ Shutterstock; p. 64: Goodluz/Shutterstock

Chapter 6 p. 68: Diplomedia/Shutterstock; p. 70: Blend Images/Shutterstock; p. 70: Ipatov/Shutterstock; p. 75: Corepics VOF/Shutterstock; p. 77: Wave- breakmedia/Shutterstock; p. 83: Patrick Batchelder/Alamy Stock Photo

Chapter 7 p. 87: Burben/Shutterstock; p. 92: Joggie Botma/Shutterstock; p. 96: Air Images/Shutterstock; p. 100: Toysf400/Shutterstock

Chapter 8 p. 109: MilanMarkovic78/Shutterstock; p. 112: Cylonphoto/ Shutterstock.com; p. 113: Kotin/Shutterstock; p. 114: Charles S. Carver; p. 115: Fisher Photostudio/Shutterstock; p. 115: Paul Maguire/Shutterstock; p. 118: Monkey Business Images/Shutterstock

Chapter 9 p. 127: Michael F Scheier; p. 133: Pressmaster/Shutterstock; p. 135: Oksana Kuzmina/Shutterstock; p. 138: Monkey Business Images/ Shutterstock; p. 140: Komisar/Shutterstock

Chapter 10 p. 147: VGstockstudio/Shutterstock; p. 149: Daniel Grill/Tetra Images/Corbis; p. 150: Michael F Scheier; p. 152: Ermolaev Alexander/ Shutterstock; p. 152: Ronnachai Palas/Shutterstock; p. 155: Mariia Mykhaliuk/ Shutterstock; p. 160: Sean Locke/Westend61/Corbis

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Chapter 14 p. 223: Annette M. LeGreca, University of Miami Distinguished Professor of Psychology and Pediatrics, Director of Clinical Training; p. 227: Jurgen Freund/Nature Picture Library/Corbis

Text Credits Chapter 1 Excerpt on p. 2: Allport, G. W. (1961). Pattern and growth in personality. New York, NY: Holt, Rinehart, & Winston; Excerpt on p. 5: James, W. (1890). The principles of psychology (Vol. 2, p. 312). New York: Holt; Table 1-1 p. 6: Based on discussions by McAdams, D. P., & Pals, J. L. (2006). A new big five: Fundamental principles for an integrative science of personality. American Psychologist, 3, 204–217; McCrae, R. R. (2010). The place of the FFM in personality psychology. Psychological Inquiry, 21, 57–64; Roberts, B. W., & Wood, D. (2006). Personality development in the context of the neo-socioanalytic model of personality. In D. K. Mroczek & T. D. Little (Eds.), Handbook of personality development (pp. 11–39). Mahwah, NJ: Erlbaum.

Chapter 3 Excerpt on p. 21: Gosling, S. D. (2008). Snoop: What your stuff says about you. New York, NY: Basic Books.

Chapter 4 Excerpt on p. 31: Eysenck, H. J. (1952). The scientific study of personality (p. 18). New York, NY: Macmillan; Table 4-1 p. 34: Based on Eysenck, H. J. (1975). The inequality of man. San Diego: EdITS; Figure 4-2 p. 34: Adapted from The Biological Basis of Personality (1967, p. 36), by H. J. Eysenck. Reprinted courtesy of Charles C Thomas, Publisher, Springfield, IL; Figure 4-3 p. 35: Based on Wiggins, J. S., Phillips, N., & Trapnell, P. (1989). Circular reasoning about interpersonal behavior: Evidence concerning some untested

assumptions underlying diagnostic classification. Journal of Personality and Social Psychology, 56, 296–305; Figure 4-3 p. 35: Based on Wiggins, J. S., Phillips, N., & Trapnell, P. (1989). Circular reasoning about interpersonal behavior: Evidence concerning some untested assumptions underlying diagnostic classi- fication. Journal of Personality and Social Psychology, 56, 296–305; Table 4-2 p. 36: Based on Fiske, D. W. (1949). Consistency of the factorial structures of personal- ity ratings from different sources. Journal of Abnormal and Social Psychology, 44, 329–344; Norman, W. T. (1963). Toward an adequate taxonomy of personality attributes: Replicated factor structure in peer nomination personality ratings. Journal of Abnormal and Social Psychology, 66, 574–583; Borgatta, E. F. (1964). The structure of personality characteristics. Behavioral Science, 12, 8–17; Digman, J. M. (1990). Personality structure: Emergence of the five-factor model. Annual Review of Psychology, 41, 417–440; Costa, P. T., Jr., & McCrae, R. R. (1985). The NEO Personality Inventory manual. Odessa, FL: Ps; Table 4-3 p.36: Based on Digman, J. M., & Inouye, J. (1986). Further specification of the five robust factors of personality. Journal of Personality and Social Psychology, 50, 116–123; McCrae, R. R., & Costa, P. T., Jr. (1987). Validation of the five-factor model of personality across instruments and observers. Journal of Personality and Social Psychology, 52, 81–90; Norman, W. T. (1963). Toward an adequate taxonomy of personality attributes: Replicated factor structure in peer nomination personality ratings. Journal of Abnormal and Social Psychology, 66, 574–583; Peabody, D., & Goldberg, L. R. (1989). Some determinants of factor structures from person- ality-trait descriptors. Journal of Personality and Social Psychology, 57, 552–567; Figure 4-5 p. 44: Based on Fleeson, W. (2001). Toward a structure- and process- integrated view of personality: Traits as density distributions of states. Journal of Personality and Social Psychology, 80, 1011–1027; Excerpt on p. 45: Allport, G. W. (1937). Personality: A psychological interpretation (p. 331). New York: Holt; Figure 4-7 p. 46: "Reproduced by special permission of the Publisher, Psycho- logical Assessment Resources, Inc., 16204 North Florida Avenue, Lutz, Florida 33549, from the NEO Personality Inventory-Revised (NEO PI-R) Professional Manual by Paul T. Costa Jr., PhD and Robert R. McCrae, PhD, Copyright 1985, 1989, 1992 by Psychological Assessment Resources, Inc. (PAR). Further repro- duction is prohibited without permission of PAR."; Excerpt on p. 48: McAdams, D. P. (1992). The five-factor model in personality: A critical appraisal. Journal of Personality, 60, 329–361.

Chapter 5 Figure 5-4 p. 54: Based on Trope, Y. (1975). Seeking information about one’s own ability as a determinant of choice among tasks. Journal of Personality and Social Psychology, 32, 1004–1013; Figure 5-5 p. 56: Based on Wirth, M. M., Welsh, K., & Schultheiss, O. C. (2006). Salivary cortisol changes in humans after winning or losing a dominance contest depend on implicit power motivation. Hormones and Behavior, 49, 346–352; Figure 5-6 p. 58: Based on Winter, D. G. (1993). Power, affiliation, and war: Three tests of a motivational model. Journal of Personality and Social Psychology, 65, 532–545; Table 5-1: Winter, D. G., John, O. P., Stewart, A. J., Klohnen, E. C., & Duncan, L. E. (1998). Traits and motives: Toward an integration of two traditions in personality research. Psychological Review, 105, 230–250; Excerpt on p. 62: Murray, H. A. (1938). Explo- rations in personality (p. 604). New York: Oxford University Press; Excerpt on p. 62: Bauer, J. J., McAdams, D. P., & Sakaeda, A. R. (2005). Interpreting the good life: Growth memories in the lives of mature, happy people. Journal of Personality and Social Psychology, 88, 203–217; UNBox 5-1 p. 63: Illustration by Stephen P. Scheier. Reproduced by permission

Chapter 6 Excerpt on p. 68: Sheldon, W. H. (with the collaboration of S. S. Stevens) (1942). The varieties of temperament: A psychology of constitutional differences. New York: Harper; Figure 6-2 p. 72: Adapted from Rowe, D. C., Jacobson, K. C., & Van den Oord, E. J. C. G. (1999). Genetic and environ- mental influences on vocabulary IQ: Parental education level as moderator. Child Development, 70, 1151–1162; Figure 6.3 p. 77: Based on Lieberman, D., Pillsworth, E. G., & Haselton, M. G. (2011). Kin affiliation across the ovulatory cycle: Females avoid fathers when fertile. Psychological Science, 22, 13–18. doi: 10.1177/0956797610390385; Figure 6.4 p. 78: Based on Kenrick, D. T., & Keefe, R. C. (1992). Age preferences in mates reflect sex differences in human reproductive strategies. Behavioral and Brain Sciences, 15, 75–91; Figure 6.5 p. 80: Adapted from Daly, M., & Wilson, M. I. (1990). Killing the competition: Female/female and male/male homicide. Human Nature, 1, 81–107.

Chapter 7 Figure 7-2 p. 95: Based on Reinisch, J. M. (1981). Prenatal exposure to synthetic progestins increases potential for aggression in humans. Science, 211, 1171–1173; Figure 7.3 p. 96: Based on Berenbaum, S. A., & Hines, M. (1992).

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p. 156: Based on Bandura, A., & Walters, R. (1963). Social learning and personality development. New York: Holt, Rinehart, & Winston; Excerpt on p. 157: Police Chief William Fulwood.

Chapter 11 Figure 11-1 p. 167: Based on Ryan, R. M., & Deci, E. L. (2000) Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychologist, 55, 68–78; Figure 11-2 p. 171: Based on Maslow, A. H. (1970). Motivation and personality (Rev. ed.). New York: Harper & Row; Table 11-1 p. 173: Based on Maslow, A. H. (1968). Toward a psychology of being (2nd ed.). New York: Van Nostrand; Excerpt on p. 175: May, R. (1958). The origins and significance of the existential movement in psychol- ogy. In R. May, E. Angel, & H. F. Ellenberger (Eds.), Existence: A new dimension in psychiatry and psychology. New York: Basic Books.

Chapter 12 Figure 12-2 p. 189: Based on Srull, T. K., & Wyer, R. S., Jr. (1979). The role of category accessibility in the interpretation of information about persons: Some determinants and implications. Journal of Personality and Social Psychology, 37, 1660–1672; Figure 12-3 p. 191: Based on Carver, C. S., & Scheier, M. F. (1998). On the self-regulation of behavior. New York: Cambridge University Press.

Chapter 13 Figure 13.1 p. 202: Based on Ajzen, I. (1988). Attitudes, personal- ity, and behavior. Chicago: Dorsey; Figure 13-2 p. 203: Based on Grouzet, F. M. E., Kasser, T., Ahuvia, A., Fernández Dols, J. M., Kim, Y., Lau, S., Ryan, R. M., Saunders, S., Schmuck, P., & Sheldon, K. M. (2005). The structure of goal con- tents across 15 cultures. Journal of Personality and Social Psychology, 89, 800–816; Excerpt on p. 203: Brandstätter, V., Lengfelder, A., & Gollwitzer, P. M. (2001). Implementation intentions and efficient action initiation. Journal of Personality and Social Psychology, 81, 946–960; Figure 13-4 p. 207: Based on Powers, W. T. (1973). Behavior: The control of perception. Chicago: Aldine; Figure 13-5a p. 212: Based on Carver, C. S., Ganellen, R. J., Froming, W. J., & Chambers, W. (1983). Modeling: An analysis in terms of category accessibility. Journal of Experimental Social Psychology, 19, 403–421; Figure 13-5b p. 212: Based on Bargh, J. A., Chen, M., & Burrows, L. (1996). Automaticity of social behavior: Direct effects of trait construct and stereotype activation on action. Journal of Personality andSocial Psychology, 71, 230–244.

Chapter 14 Excerpt on p. 219: Adapted from a popular Hindu fable; Figure 14-1 p. 222: Based on Erdelyi, M. H. (1985). Psychoanalysis: Freud’s cognitive psychology. New York: Freeman; Excerpt on p. 227: Scarr, S. (1985). Construct- ing psychology: Making facts and fables for our time. American Psychologist, 40, 499–512; Excerpt on p. 228: James, W. (1890). The principles of psychology (Vol. 2, p. 312). New York: Holt; Excerpt on p. 228: Tolman, E. C. (1959). Principles of purposive behavior. In S. Koch (Ed.), Psychology: A study of a science (Vol. 2, pp. 92–157). New York, NY: McGraw-Hill.

Early androgens are related to childhood sex-typed toy preferences. Psychologi- cal Science, 3, 203–206; Figure 7-4 p. 98: Based on Mazur, A., Booth, A., & Dabbs, J. M., Jr. (1992). Testosterone and chess competition. Social Psychology Quarterly, 55, 70–77; Figure 7-5 p. 101: Based on Caspi, A., McClay, J., Moffitt, T. E., Mill, J., Martin, J., Craig, I. W., Taylor, A., & Poulton, R. (2002). Role of genotype in the cycle of violence in maltreated children. Science, 297, 851–854.

Chapter 8 Excerpt on p. 110: Freud, S. (1955). Beyond the pleasure principle. In J. Strachey (Ed.), The standard edition of the complete psychological works of Sigmund Freud (Vol. 18). London: Hogarth. (Originally published, 1920); Figure 8-3 p. 118: Based on Motley, M. T. (1985). Slips of the tongue. Scientific American, 253, 116–127; Excerpt on p. 119: Freud, S. (1953). The interpretation of dreams. In J. Strachey (Ed.), The standard edition of the complete psychological works of Sigmund Freud (Vols. 4 and 5). London: Hogarth Press. (Originally published, 1900); Figure 8-4 p. 119: Line Art: Example of inkblot similar to those used in the Rorschach test from Courtesy of Jeremy Matthews Scheier and Meredith Matthews Scheier.

Chapter 9 Figure 9-1 p. 128: Based on Hazan, C., & Shaver, P. R. (1994). Attachment as an organizational framework for research on close relationships. Psychological Inquiry, 5, 1–22; Table 9-1 p. 128: Based on Main, M., & Cassidy, J. (1988). Categories of response to reunion with the parent at age 6: Predict- able from infant attachment classifications and stable over a 1-month period. Developmental Psychology, 24, 415–426; Figure 9-2 p. 129: Based on Hazan, C., & Shaver, P. R. (1987). Romantic love conceptualized as an attachment process. Journal of Personality and Social Psychology, 52, 511–524; Figure 9-3 p. 130: Based on Bartholomew, K., & Horowitz, L. M. (1991). Attachment styles among young adults: A test of a four-category model. Journal of Personality and Social Psychology, 61, 226–244; Figure 9-5 p. 135: Based on Hazen, N. L., & Durrett, M. E. (1982). Relationship of security of attachment to exploration and cognitive mapping abilities in 2-year-olds. Developmental Psychology, 18, 751–759; Figure 9-6 p. 138: Based on Kahn, S., Zimmerman, G., Csikszentmihalyi, M., & Getzels, J. W. (1985). Relations between identity in young adulthood and intimacy at midlife. Journal of Personality and Social Psychology, 49, 1316–1322; Table 9-2 p. 138: Based on Kotre, J. (1984). Outliving the self: Generativity and the interpreta- tion of lives. Baltimore: Johns Hopkins University Press.

Chapter 10 Excerpt on p. 146: Rescorla, R. A. (1988). Pavlovian conditioning: It’s not what you think it is. American Psychologist, 43, 151–160. P.154; Figure 10-4 p. 151: Based on Lewis, D. J., & Duncan, C. P. (1956). Effect of different percentages of money reward on extinction of a lever pulling response. Journal of Experimental Psychology, 52, 23–27; Table 10-2 p. 155: Based on Bandura, A. (1977a). Self-efficacy: Toward a unifying theory of behavioral change. Psycho- logical Review, 84, 191–215; Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory. Englewood Cliffs, NJ: Prentice-Hall; Figure 10-5

A Aarts, H., 97, 147, 190, 196, 208, 212 Abbott, R. A., 210 Abela, J. R. Z., 141 Abelson, J. L., 90 Abelson, R. P., 185, 209 Aber, J. L., 129 Abramson, L. Y., 188, 199 Achille, N. M., 44 Achtziger, A., 203 Acitelli, L. K., 166 Adams, H. E., 157 Adams, N. E., 161 Adams, R., 37, 38 Addington, A. M., 82 Adler, A., 126 Adriaanse, M. A., 204 af Klinteberg, B., 93 Agostinelli, G., 170 Agyei, Y., 79 Ahadi, S. A., 43, 70, 90, 92 Ahern, C. E., 157 Ahuvia, A., 202, 203 Ainsworth, M. D. S., 127, 128 Ajzen, I., 202 Alessi, S. M., 159 Alexander, R., 75 Alford, E. C., 96 Alicke, M. D., 170 Allemand, M., 60 Allen, J. J., 88, 101 Allen, L. S., 95 Allison, P. J., 210 Alloy, L. B., 188, 199 Allport, G. W., 2, 3, 31, 45, 46 Almai, A., 90 Altemus, M., 99 Amabile, T. M., 175 Amass, L., 159 Amico, J. A., 99 Amsel, A., 150 Anda, R. F., 133 Andersen, S. M., 126, 127, 187, 196,

222, 223 Anderson, C. A., 37, 156, 157 Anderson, J. A., 92, 191, 192 Anderson, J. R., 185 Anderson, R. C., 185 Anderson, S., 82 Ando, J., 70 Andrew, M., 82 Andrews, B., 133 Andrews, J. A., 38 Angelo, K. M., 36 Angleitner, A., 40, 47, 69, 70, 71, 72 Annus, A. M., 214 Ansseau, M., 89 Anyidoho, N. A., 39 Arbib, M. A., 201 Arbisi, P., 89, 101 Archer, J., 98 Arend, R. A., 135 Argyropoulos, S. V., 90 Arigo, D., 121 Arkin, R. M., 170 Armeli, S., 151

Armstrong, G. H., 210 Arndt, J., 176, 179 Arnett, P. A., 92, 101 Arnold, M. L., 138 Aronson, J., 171 Asendorpf, J. B., 37, 194 Ashton, M. C., 40, 45 Assor, A., 166 Atkinson, J. W., 53, 54, 60, 63 Austin, J. T., 202 Avery, S. N., 101 Avia, M. D., 161 Avila, C., 92 Axline, V. M., 140, 142 Ayduk, O., 186 Ayres, K., 204

B Babad, E. Y., 205 Babey, S. H., 186 Bachicha, D. L., 155 Back, M. D., 64 Badger, G. J., 159 Badner, J. A., 82 Baeyens, F., 147, 148 Baguley, T., 150 Bailey, J. E., 90 Bailey, J. M., 78, 79 Baird, E., 167 Baker, L. A., 82 Baker, N., 193 Baker, T. B., 159 Bakermans-Kranenburg, M. J., 82 Baldwin, M. W., 131 Ball, D., 90 Balmary, M., 117 Baltes, P. B., 139, 202, 211 Banaji, M. R., 186, 194 Bandura, A., 151–157, 160–162, 173, 210 Banse, R., 194 Barash, D. P., 75, 77, 83 Barbee, A. P., 78 Barber, J. P., 199 Barckley, M., 38 Bardi, A., 203 Barenbaum, N. B., 56, 57 Bargh, J. A., 112, 122, 123, 186, 187, 189, 190, 200,

205, 212, 222 Barkow, J. H., 75 Barlow, D. H., 47, 157 Baron, A. S., 194 Baron, R. A., 110, 157 Baron-Cohen, S., 96 Barratt, E., 214 Barrera, G., 90 Barrett, L. F., 10, 58, 113, 194, 197 Barrett, M., 167 Barron, F., 108 Bartholomew, K., 129, 130, 131, 140 Bartholow, B. D., 47, 157 Bartlett, M. Y., 79 Bates, J. E., 70, 90 Bates, T. C., 71 Batson, C. D., 76 Bauer, J. J., 62, 138, 153 Baumann, N., 60

Baumeister, R. F., 110, 112, 114, 120, 141, 168, 172, 181, 194, 198, 202, 212, 213, 214

Baumgardner, A. H., 170 Beal, D. J., 78 Beall, S. K., 121 Beardslee, W. R., 133 Beck, A. T., 198, 199 Becker, B., 140 Becker, E., 175, 176 Becker, W. C., 157 Beebe, B., 128 Beer, J. S., 194 Beevers, C. G., 199 Behar, K. L., 90 Beierlein, C., 65 Beiswenger, K. L., 168 Bell, C. R., 160 Bell, M., 140 Bellack, A., 157 Bellavia, G., 170 Belmaker, R. H., 73 Belsky, J., 74, 128, 133 Benet, V., 35 Benet-Martínez, V., 2, 35 Bengel, D., 73 Benjamin, J., 73 Bennett, E. R., 73 Berant, E., 141 Berenbaum, S. A., 95, 96 Bergeman, C. S., 70, 210 Berger, C., 99 Bergeron, D. M., 171 Berglas, S., 170 Bergman, A., 125 Bergmann, M. S., 108 Berkowitz, L., 156 Berlew, D. E., 54 Bernhardt, P. C., 98 Bernieri, F. J., 97, 102 Bernstein, A., 101 Bernstein, I. L., 146 Berrettini, W. H., 82 Berridge, K. C., 89 Berry, D. S., 38 Berry, N. J., 157 Bertrand, S., 115 Besch, N. F., 96 Besser, A., 141 Bettelheim, B., 109 Bettencourt, B. A., 168 Beyer, J., 161 Beyers, W., 137 Bezdjian, S., 82 Billington, R., 140 Binkofski, F., 196 Binser, M. J., 147 Binswanger, L., 175 Birch, D., 53 Birnbaum, G. E., 129 Bjork, J. M., 94 Bjorklund, D. F., 75 Black, A. E., 179 Blackford, J. U., 101 Blaine, D., 73 Blake, A. W., 112 Blanchard, E. B., 157 Blanck, G., 125

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284

Name Index 285

Blanck, R., 125 Blankenship, V., 56 Blaskey, L. G., 47 Blatt, S. J., 76, 140, 141 Blehar, M. C., 127, 128 Bleidorn, W., 70 Bless, H., 174 Block, C. J., 171 Block, J. A., 39, 43, 48, 108, 126, 178 Block, J. H., 126, 178 Blondheim, S. H., 115 Blonigen, D. M., 23 Bobb, A. J., 82 Bobo, L., 178 Bodden, M., 151 Bodenhausen, G. V., 186 Boeck, L., 98 Boer, D. P., 122 Bogg, T., 38, 213 Boggiano, A. K., 167 Boies, K., 40 Bolger, N., 10, 39 Bolles, R. C., 153 Bonanno, G. A., 153 Bond, A. J., 94, 102 Bond, M. H., 35, 60 Bons, T. A., 77 Boone, A. L., 214 Boorman, D., 82 Booth, A., 96, 97, 98 Borch-Jacobsen, M., 106 Borg, I., 36 Borgatta, E. F., 36 Borges, C. A., 68 Boris, H. I., 171 Borkenau, P., 69, 70, 72 Borkowski, W., 192 Bornstein, R. F., 115, 125 Borowiecki, J. J., 97 Borsboom, D., 25 Bosker, R., 38 Boss, A., 185 Boss, M., 175 Bosson, J. K., 187 Bouchard, T. J., 70–72 Boucher, K. L., 171 Bouton, M. E., 147, 150, 159 Bouvrette, A., 166 Bovinick, M. M., 192 Bowdle, B. F., 98 Bowlby, J., 127 Bowman, P. J., 139 Boyatzis, R. E., 58, 61, 64 Boyce, C. J., 38 Boyle, M. H., 133 Boynton, K. S., 25 Bradburn, N. M., 54 Bradley, A., 110 Bradley, G. W., 170 Brady, J. P., 158 Brady, S. S., 190 Braff, D., 198 Brandon, T. H., 159 Brandstätter, H., 43, 60 Brandstätter, V., 60, 61, 203, 204 Branje, S. J. T., 37, 41 Brannon, R., 115 Braver, T. S., 37 Braverman, J., 79 Brayton, C., 110 Breedlove, S. M., 94, 95 Brehm, J. W., 168 Brehm, S. S., 168 Brendl, C. M., 189 Brennan, K. A., 130, 132 Brewer, W. F., 153 Brewin, C. R., 133 Bridger, W. H., 154

Bridges, M. W., 210 Briggs, S. R., 40 Brinkley, C. A., 101 Brion, S., 38 Brissette, I., 71, 210 Britt, T. W., 31 Broadbent, D. E., 206 Brock, D. W., 81 Brokaw, D. W., 151 Bromberger, J. T., 133 Brooks, R. A., 201, 216 Brown, C., 39 Brown, G. D. A., 38, 173 Brown, J. D., 38, 170 Brown, R. T., 102 Brown, S., 154 Browne, K., 133 Brownell, K. D., 190 Brownley, K. A., 99 Brumbaugh, C. C., 130, 133 Bruner, J. S., 184 Brunstein, J. C., 58–61, 168 Brunswik, E., 153 Bryan, A., 82 Bryant, C. M., 38, 39 Bryant, F. B., 58 Bucci, W., 128 Buccino, G., 196 Buchanan, A., 81 Buchanan, G. M., 188 Bugental, J. F. T., 164 Bugnyar, T., 154 Buller, D. J., 84 Burge, D., 97 Burgess, M., 110 Burk, C., 94 Burke, P. J., 35 Burmeister, M., 73 Burns, G. L., 148 Burnstein, E., 76 Burroughs, W. J., 201, 202 Burrows, L., 212 Burt, S. A., 133 Busch, H., 57, 60 Busemeyer, J. R., 215 Bushman, B. J., 110, 141, 156, 157 Buss, A. H., 70, 71, 151, 206, 213 Buss, D. M., 38, 43, 73, 75, 77–80 Butcher, J. N., 27, 28 Butler, E. A., 210 Butow, P. N., 121 Butzer, B., 131 Buunk, B. P., 79 Bybee, D., 204, 215, 216 Byrne, D., 57

C Cacioppo, J. T., 88, 137, 186 Cadinu, M., 171 Cain, D. J., 179 Calhoun, K. S., 157 Callow, N., 155 Cambron, M. J., 166 Cameron, O. G., 90 Campbell, C. G., 10 Campbell, D. T., 25, 26 Campbell, J. D., 206, 213 Campbell, K., 92, 101 Campbell, L., 131 Campbell, W. K., 112, 113, 132, 141, 181, 206 Campo, R., 97, 102 Canevello, A., 168 Canli, T., 37, 101 Cannon, W. B., 99, 216 Cantor, N., 185, 202 Cantú, S. M., 78 Cardno, A., 82

Carey, G., 73 Carlota, A. J., 35 Carlston, D. E., 147, 188 Carnagey, N. L., 157 Carnelley, K. B., 132, 141 Carpenter, J. P., 73 Carpenter, L., 102 Carpenter, M., 190 Carr, T. S., 96 Carroll, L., 55 Carter, B. L., 159 Carter, C. S., 99 Carter, E. C., 76, 133 Carter-Saltzman, L., 68, 69 Carvallo, M., 191 Carver, C. S., 40, 61, 71, 73, 74, 88, 90, 93, 101, 132,

160, 167, 187, 190, 191, 198–200, 204, 205, 206, 209–212, 215, 223, 225, 226

Casey, B. J., 92 Casey, R., 102 Caspar, F., 192 Caspi, A., 2, 31, 41, 43, 70, 71, 74, 83, 92, 101, 141 Cassidy, J. A., 128–131 Castellanos, F. X., 82 Catanzaro, S. J., 198 Cather, C., 214 Cattell, H. E. P., 40 Cattell, R. B., 28, 33, 34 Cervone, D., 44 Cetinkaya-Rudel, M., 80 Chambers, W., 212 Chamorro-Premuzic, T., 38, 39 Champagne, F. A., 74 Chan, T., 102 Chance, S. E., 96, 102 Chang, C. H., 23, 101 Chang, Y., 133, 210 Chaplin, W. F., 38 Chapman, D. P., 133 Chapman, L. J., 11 Charney, D. S., 90 Chartrand, T. L., 190, 200, 205, 212 Chassin, L., 38, 170 Chatterjee, B. B., 154 Chavira, R., 98 Chelazzi, L., 151 Chen, E., 190 Chen, M., 212 Chen, S., 126, 127, 187, 190, 196, 222 Chernick, L., 42 Chesir-Teran, D., 166 Cheung, R. M., 171 Cheung, W. Y., 190 Chevron, E., 140 Chicoine, E., 204 Chipuer, H. M., 70 Choi, J., 110 Christensen, A. J., 38 Christopher, S. B., 220 Chrysikou, E. G., 154 Chu, T. Q., 99 Chulef, A., 206 Chung, B. G., 171 Chung, C. K., 121 Church, A. T., 35 Cieciuch, J., 65 Cillessen, A. H. N., 198 Ciminero, A. R., 157 Clancy, D. D., 64 Clanton, N. R., 38 Claridge, G. S., 87 Clark, C. L., 130 Clark, K. C., 210 Clark, L. A., 23, 36, 38, 47, 225 Clark, R. A., 53, 54 Clark, R. D., 79 Clark, W. R., 110 Clarke, A., 130

286 Name Index

Clarke, J., 77 Clarkin, J. F., 47 Claus, E. D., 89 Clausell, E., 130 Clayton, R. R., 38 Cleare, A. J., 94 Clementz, B. A., 113 Cloninger, C. R., 87, 89, 90 Coats, S., 131 Coccaro, E. F., 94, 99 Cohen, D., 98 Cohen, H., 82 Cohen, M. F., 110 Cohen, S., 154 Cohen-Bendahan, C. C. C., 95 Coie, J. D., 198 Cole, S. W., 73, 74, 102, 222 Coles, M. G. H., 89 Collins, A., 129 Collins, N. L., 129, 131, 132, 140 Collins, P. F., 88–92, 94 Colsman, M., 108 Conger, R. D., 38, 39, 141 Conklin, C. A., 159 Connell, J. P., 179 Conner, M. T., 204 Conner, T. S., 10, 194 Connor, D. F., 97 Constable, R. T., 37, 101 Constantian, C. A., 57 Converse, J., 27 Conway, M., 198 Cook, M. L., 199 Cook, P. E., 110 Cook, T., 132 Cook, W. L., 131 Cooley, E. J., 161 Cooney, J. L., 159 Cooper, A. J., 73, 91 Cooper, B., 99, 110 Cooper, M. L., 154, 166 Cooper, T. B., 94 Corneille, O., 154 Cornwell, R., 176 Corr, P. J., 73, 89 Correa, M., 89 Cosmides, L., 75, 77 Costa, P. J., 35 Costa, P. T., 35–41, 46, 47, 61,

70, 225 Couch, A., 27 Couchman, C. E., 131 Coupland, N., 90 Cowan, R. L., 101 Cox, J., 90 Coyne, S. M., 98 Cozzarelli, C., 154 Crabbe, J., 73, 81 Craig, I. W., 73, 81, 101 Crandall, C., 76 Crawford, C. B., 75 Crawford, L. E., 186 Crawford, M. T., 147 Creswell, J. D., 90, 212 Creswell, K. G., 82, 99 Crews, F., 122 Cribbet, M. R., 38 Crick, N. R., 198 Cristóbal-Azkarate, J., 98 Crittenden, P. M., 131 Crocker, J., 11, 165, 166 Cronbach, L. J., 25 Crouse, B. B., 57 Crow, T. J., 82 Crowne, D. P., 27 Crowther, L. J., 102 Csikszentmihalyi, I. S., 174

Csikszentmihalyi, M., 57, 137, 138, 174, 197, 198 Culang, M. E., 139 Cumberland, A., 70, 90, 92, 213 Cunningham, M. R., 78 Custer, R., 190 Cutter, H. S. G., 64 Cvencek, D., 194 Cyders, M. A., 214 Czaja, S. J., 133 Czyzewska, M., 185

D Dabbs, J. M., 96–98, 102 Dabbs, M. G., 96, 102 Dahlstrom, W., 28 Daitzman, R., 97 Daly, M., 80 Damjanovich, K., 77 Daniels, D., 71, 72, 148 Daniels, N., 81 Danso, H. A., 138 Dantona, R. L., 159 Dargel, A., 55 Daugherty, S. R., 58 Davidov, E., 65 Davidson, R. J., 88, 89, 101, 103, 110 Davila, J., 97 Davis, D., 129 Davis, E. B., 157 Davis, K. E., 132 Davis, T. E., 161 Davis, W. N., 64 Davison, G. C., 158, 160 Daw, N. D., 154 Dawkins, R., 75 Dawson, M. E., 154 Dawson, M. R. W., 192, 201 Dayan, P., 154 de Bruin, M., 206 De Dreu, C. K. W., 99 De Houwer, J., 147, 148 De Hower, J., 212 de La Rue, D., 96 De Lisi, L. E., 82 De Neys, W., 193 De Raad, B., 36, 40 De Ridder, D. T. D., 194, 204 de St. Aubin, E., 138 de Vries, R. E., 40 de Wit, J. B. F., 204 Deci, E. L., 131, 132, 166–168, 179, 217 DeFries, J. C., 68, 69, 73, 81 DeHart, T., 194 del Pilar, G. H., 35 Del Vecchio, W. F., 41 Denenberg, V. H., 89 DeNike, L. D., 154 Depue, R. A., 71, 87–92, 94, 101,

102, 222 Derry, P. A., 198 Derryberry, D., 70, 90 DeRubeis, R. J., 199 DeSoto, C. B., 43 DeSteno, D., 79 Detera-Wadleigh, S. D., 82 Deutsch, R., 193, 212 DeWall, C. N., 78, 198 DeYoung, C. G., 37, 40, 45, 88, 90 Di Blas, L., 35, 40 Diamond, A., 138 Dibble, T., 204 Dick, D. M., 82 Dickens, W. T., 72 DiClemente, C. C., 161 Didden, W., 82 Didonato, T. E., 168

Diefendorff, J. M., 168 Diener, E., 36, 43, 91, 214 Dienstbier, R. A., 36 Dierst-Davies, R., 159 Diforio, D., 102 DiGirolamo, G. J., 103 Digman, J. M., 35–37, 40, 71 Dijksterhuis, A., 196, 208, 212 Dijkstra, I., 132 Dijkstra, P., 54, 79 DiLalla, L. F., 82 Dimoff, J. D., 82 Dodge, K. A., 198, 202, 215 Dollard, J., 149 Domes, G., 99 Donehower, L. A., 110 Donnellan, M. B., 38, 39, 41, 82, 133 Donnerstein, E., 156 Doron, G., 132 Dougherty, D. M., 94 Downey, G., 141 Drabman, R. S., 149 Dreisbach, G., 89 Drews, D. R., 201, 202 Drinkwater, M., 197 Drtilkova, I., 82 Dubanoski, J. P., 38 Dube, S. R., 133 Duff, K. J., 114 Duku, E. K., 133 Dulany, D. E., 154 Dumont, K. A., 133 Duncan, C. P., 151 Duncan, L. E., 55, 61, 62, 139 Duncan, N., 168 Dunn, J., 71 Dunn, S. M., 121 Dunne, E., 210, 211 Dunning, D., 31 Durante, K. M., 78 Durik, A. M., 171 Durrett, M. E., 135 Düsing, J., 147 Dweck, C. S., 151, 187, 202 Dyce, J. A., 47 Dyck, M. J., 191 Dymond, R. F., 178

E Eagle, M. N., 125 Earleywine, M., 38 Eaves, L. J., 70, 71 Ebbesen, E., 193 Eber, H. W., 33 Eberhart, N. K., 129 Ebstein, R. P., 73, 82 Echevarria, D. J., 90 Echtenkamp, B. A., 171 Edelstein, R. S., 56 Edmonds, G. W., 213 Eensoo, D., 93 Efran, J. S., 5 Egan, S. K., 37 Egeland, J. A., 82 Egloff, B., 64 Ehlers, S. L., 38 Ehrhart, K. H., 171 Ehrhart, M. G., 171 Eibach, R. P., 209 Ein-Dor, T., 132 Eisenberg, N. H., 37, 70, 90, 92, 152, 213 Eisenberger, R., 151, 166 Ekehammer, B., 141 Ekman, P., 89 Elder, G. H., 55, 141 Elder, K. A., 198

Name Index 287

Ellenberger, H. F., 106 Elliot, A. J., 60, 61, 90, 147, 165, 166, 168, 173, 179, 197 Elliott, E. S., 202 Ellis, A. E., 198 Ellis, L. K., 70, 71, 92, 212, 225 Ellison, G. D., 147 Elman, J. L., 192 Emery, G., 198, 199 Emmela, D., 94 Emmons, R. A., 43, 62, 141, 208, 214, 215 Endler, N. S., 42, 45 Engels, R. C. M. E., 261 Enns, V., 131 Enos, T., 99 Entwisle, D. R., 63 Epel, D., 74 Epstein, D. H., 159 Epstein, L. H., 159 Epstein, S., 193, 225 Erdelyi, M. H., 112, 114, 221, 222 Ericsson, K. A., 197 Eriksen, C. W., 154 Erikson, E. H., 133, 137, 140, 142 Ernst, D., 191 Eska, K., 57 Evans, D. E., 70, 90, 92 Evans, T. A., 160 Ewart, C. K., 197 Exline, R. V., 92 Exner, J. E., 119 Eysenck, H. J., 33, 34, 35, 39, 71, 76, 82, 87, 225 Eysenck, M. W., 33 Eysenck, S. B. G., 34, 35, 225

F Fabes, R. A., 70, 90, 92, 152, 213 Fadiga, L., 192, 196 Fairbairn, W. R. D., 125 Fairbanks, L. A., 91 Faraone, S. V., 82 Farnham, S. D., 194 Farrar, A. M., 89 Faucher, E. H., 176 Fearn, M., 88 Feather, N. T., 54 Feeney, B. C., 128, 129, 131, 132 Feeney, J. A., 129 Fehr, B., 131 Fehr, E., 76, 99 Feiler, A. R., 69 Feingold, A., 78, 80 Fekken, G. C., 186 Feldblum, J. T., 80 Feldman, R., 99 Felitti, V. J., 133 Fellous, J-M., 201 Feltman, R., 147 Fenigstein, A., 206, 213 Ferebee, I., 158 Ferenschak, M. P., 158 Ferguson, M. J., 190, 205, 212 Ferguson, S. G., 261 Fergusson, D., 133 Fernández Dols, J. M., 202, 203 Fernandez, L. E., 152, 156 Ferneyhough, K., 38 Ferrell, R. E., 82, 93, 94, 99 Ferris, C., 99 Fessler, D. M. T., 77 Fielden, J. A., 96, 98 Filyer, R., 138 Fink, G. R., 196 Finkel, E. J., 112 Finkenauer, C., 194 Fiore, M. C., 159 Fischbacher, U., 99

Fischer, M. J., 171 Fischer, R. E., 65, 116 Fischer, S., 214 Fishbach, A., 193, 213 Fishbein, M., 202 Fisher, P., 70, 90, 92 Fisher, R., 121 Fisher, S., 92, 122 Fiske, D. W., 26, 36 Fiske, S. T., 170, 186 Fitzsimons, G. M., 190 Flanders, J. P., 154 Fleeson, J., 127 Fleeson, W., 10, 43–45, 88 Fleming, J. E., 133 Fletcher, G. J. O., 113, 131 Flink, C., 167 Flint, J., 82 Flora, D. B., 38 Florian, V., 132, 141, 176 Flory, J. D., 93, 94, 99 Flynn, F. J., 38 Flynn, J. R., 72 Foa, E. B., 151, 158 Foa, U. G., 151 Fodor, E. M., 56 Fogassi, L., 192, 196, 202 Fong, G. T., 113 Fontenot, M. B., 89 Ford, D. H., 301 Ford, M. B., 131 Forster, D. E., 73, 74 Forsterling, F., 35, 61 Fortuna, K., 130 Forzi, M., 35 Foster, C. A., 141 Fowles, D. C., 87, 101 Fox, N. A., 88 Frady, R. L., 96 Fraley, R. C., 130, 131, 133 Frank, E., 61, 203, 204 Frank, M. J., 89 Frank, S., 62 Frankl, V. E., 175 Frederickson, B. L., 198, 215 Freedman, Z. R., 179 French, E. G., 54 Frese, M., 215 Freud, A., 111 Freud, S., 107, 110, 111, 119 Freund, A. M., 202, 211 Freund, H.-J., 196 Freyd, J. J., 112, 185 Friberg, L., 71 Friedman, H. S., 38, 39 Friedman, L. J., 137 Friedman, M., 129, 131 Friedman, R., 147 Friese, M., 213 Friesen, C. A., 196 Friesen, M. D., 131 Friesen, W. V., 89 Friesenborg, A. E., 128 Fritz, H. L., 142 Fröhlich, S. M., 60 Froming, W. J., 212 Fuegen, K., 114 Fujita, F., 43 Fujita, K., 204, 213 Fukuyama, F., 81 Fulford, D., 209 Fulker, D. W., 76 Funder, D. C., 20, 38, 40, 41, 44, 194, 199 Fung, K., 210 Furdella, J. Q., 37 Furedy, J. J., 154 Furmark, T., 158

Furnham, A., 38, 39 Furr, R. M., 40, 44

G Gable, S. L., 197 Gächter, S., 76 Gacsaly, S. A., 68 Gailliot, M. T., 78 Galanter, E., 204 Gallagher, P., 43 Gallese, V., 192, 196, 202 Gallistel, C. R., 206 Gallo, L. C., 190 Ganellen, R. J., 212 Gangemi, A., 101 Gangestad, S. W., 77, 80 Garb, H. N., 63, 119 Garcia, A. S., 90 Garcia, J. R., 73, 227 Garcia, S., 152 Gardner, H., 222 Gardner, M. H., 45 Gardner, W. L., 202 Garrett, J., 92 Garry, M., 114 Gaulin, S., 79 Gauthier, J., 161 Gawrilow, C., 206 Gawronski, B., 193 Geen, R. G., 110, 156 Geise, A. C., 226 Gelhorn, H., 23 Genest, M., 187, 197 Gentile, D. A., 157 George, D. T., 94 Gerhard, D. S., 82 Germer, C. K., 5 Gershman, S. J., 154 Gershon, E. S., 82 Gerst, M. S., 155 Getzels, J. W., 137, 138 Ghebranious, N., 110 Giancola, P. R., 39, 214 Giannopoulos, C., 198 Gibbon, J., 144 Giedd, J. N., 92 Gilain, L., 210 Gilbert, R., 133 Gilbert, S. F., 74 Giles, W. H., 133 Gillath, O., 129, 131 Gilligan, C., 61 Gillihan, S. J., 158 Giltay, E. J., 210 Gitter, S. A., 198 Gladue, B. A., 79 Glaser, R., 121 Glass, C. R., 197, 214 Glass, G. V., 121 Glassman, N. S., 222 Gleason, K. A., 37, 38 Gleiberman, L., 73 Glenn, A. L., 81 Glue, P., 90 Goddard, A. W., 90 Goggin, M., 60 Goldband, S., 115 Goldberg, A., 127 Goldberg, L. R., 2, 33, 35–40 Goldenberg, J. L., 176 Goldfield, G. S., 159 Goldfried, M. R., 160 Goldiamond, I., 152 Goldin, L. R., 82 Goldstein, S. E., 166 Gollwiter, P. M., 112

288 Name Index

Gollwitzer, P. M., 203, 204, 206, 225 Gomes, M., 43 Goodman, G. S., 129 Gorski, R. A., 95 Gorsuch, R. L., 40 Goschke, T., 89 Gosling, S. D., 21, 35 Gotlib, I. H., 199 Gottesman, I. I., 72, 81, 82 Govorun, O., 114 Grace, A. A., 102 Graham, J., 28 Grammer, K., 80 Grässmann, R., 61, 168 Gray, J. A., 79, 87, 89, 97 Gray, J. D., 170 Gray, J. J., 97 Gray, J. R., 37, 88, 90 Graybeal, A., 121 Graziano, W. G., 37, 38, 93 Green, A. E., 37 Green, J. D., 132 Greenberg, B. D., 73 Greenberg, J., 111, 113, 170, 175, 176, 179, 214, 215 Greenberg, R. P., 122 Greene, D. L., 55, 166 Greenhouse, J. B., 210 Greenwald, A. G., 21, 64, 186, 194 Greer, S., 121 Gregg, B., 77 Greguras, G. J., 168 Grewen, K. M., 99 Grich, J., 131, 133 Gridler, S. S., 99 Griffin, D. W., 140, 170 Grigorenko, E. L., 93 Grigsby, J., 107, 123 Grimes, J. M., 97 Grings, W. W., 154 Griskevicius, V., 78, 80 Gritsenko, L., 82 Grob, A., 36, 91 Grodin, E. N., 91 Grolnick, W. S., 167, 168 Gross, J. J., 210 Grossmann, K. E., 131, 136 Groth, G. E., 78, 79, 80 Grouzet, F. M. E., 202, 203 Grow, V. M., 179 Gruber, A. J., 97 Gruen, R. J., 152 Gruenewald, T. L., 99 Grusec, J. E., 153, 161 Guanzon-Lapeña, Ma. A., 35 Guichard, A. C., 131 Guichard, C., 210 Guillory, J. E., 152 Guisinger, S., 76 Gunhold, T., 154 Gunlicks, M., 131 Gunn, H. E., 38 Gunz, A., 64, 168 Guo, J., 138 Gurling, H., 82 Gurung, R. A. R., 99 Guthrie, I. K., 70, 90, 92, 213 Gutierres, S. E., 79

H Haaga, D. A. F., 191 Haas, B. W., 37, 101 Haas, H. A., 35 Hackett, G., 96 Haemmerlie, F. M., 199 Hagen, A. S., 173 Hagenah, M., 206 Hager, J. L., 227

Hagerman, S. M., 152, 215 Hahn, B. H., 80 Hair, E. C., 37 Halberstadt, J. B., 186 Hale, J. A., 56 Hale, W. W., 41 Halpern, J. M., 114, 158 Halverson, C. F., 71 Hamaker, S., 36 Hamer, D. H., 73 Hamilton, J. C., 214 Hamilton, W. D., 76 Hammen, C. L., 97, 129 Hammer, A. L., 210 Hampson, S. E., 38, 39 Hancock, J. T., 152 Handley, S. L., 90 Hankin, B. L., 141 Hansenne, M., 89 Harackiewicz, J. M., 166 Hardin, C. D., 171 Hardy, A. B., 161 Hargrove, M. F., 97 Hariri, A. R., 74 Harmon-Jones, C., 88 Harmon-Jones, E., 88 Harms, D. P., 45 Harms, P. D., 38, 55 Harris, C. R., 79 Harris, G. T., 80 Harris, J. A., 71 Harris, J. L., 190 Harris, M. S., 199 Harris, S. D., 210 Harrison, R. J., 97 Harro, J., 93 Hart, H. M., 138 Hart-Johnson, T., 204 Hartman, C., 23 Haselton, M. G., 77 Hassin, R. R., 187, 190, 200, 222 Hatfield, E., 78, 79 Hathaway, S. R., 28 Hattrup, K., 171 Hauger, R. L., 94 Hawes, R., 161 Haydon, K. C., 129 Hayes, A. M., 199 Hayes, J., 176 Hayne, H., 114 Haynes, S. N., 157 Hays, R. D., 23 Hazan, C., 128, 129, 131, 141 Hazen, N. L., 135 Healy, S., 56 Heath, A. C., 70, 71 Heatherton, T. F., 213 Heckhausen, H., 53, 204, 225 Hegarty, P., 84 Heiby, E. M., 152 Heider, F., 184, 187 Heils, A., 73 Heim, C., 133 Heinrichs, M., 99 Helgeson, V. S., 142 Helle, P., 198 Heller, M. S., 156 Helson, R., 139 Hemenover, S. H., 36 Henderlong, J., 166 Hennig, J., 73, 94 Henriques, J. B., 101 Henry, P. J., 207 Hepp, S., 108 Heppen, J. B., 64 Herbener, E. S., 43 Herbst, J. H., 38 Hermans, E. J., 98

Hernandez, A., 90 Heron, K., 10 Herpertz, S. C., 99 Herrnstein, R. J., 82 Hersen, M., 157 Hershey, K., 70, 90, 92 Heschl, A., 75 Hesley, J., 42 Hesson-McInnis, M., 194 Heusel, C., 97 Hewitt, P. L., 187 Heyns, R. W., 57 Hickok, G., 197 Hicks, B. M., 23 Hiemstra, A., 206 Higgins, A. R., 204 Higgins, D. S., 43 Higgins, E. T., 61, 179, 186, 187, 189, 211 Higgins, R. L., 170 Higgins, S. T., 159 Hill, C. A., 57 Hill, P. L., 38 Hill, S. Y., 82 Hill, T., 185 Hilton, N. Z., 80 Hines, M., 95, 96 Hinkley, K., 223 Hinshaw, S. P., 47 Hirsch, B. J., 138 Hirschberger, G., 176 Hirsh, J. B., 88, 90 Hirt, E. R., 171 Hobbes, S. A., 138 Hobfoll, S. E., 92 Hockemeyer, J., 89 Hockenberg, D., 138 Hodgins, H. S., 168 Hodgkinson, S., 82 Hofer, J., 57, 60 Hofheimer, J. A., 99 Hofmann, W., 213 Hofmann-Towfigh, N., 203 Hofstee, W. K. B., 36, 38 Hogan, R., 25, 43 Hokanson, J. E., 110 Holden, R. R., 186 Holland, A., 130 Holland, R. W., 207 Holmes, A., 74 Holmes, D. S., 114 Holmes, J. G., 170, 176, 179 Holroyd, C. B., 89 Holstein, C., 193 Holt, R., 115 Holtzheimer, P. E., 102 Holtzworth-Munroe, A., 198 Holyoak, K. J., 193 Honomichl, R. D., 82 Hopcian, J., 73 Hopkin, K., 110 Hopper, C. H., 96 Hopwood, C. J., 47 Horesh, N., 113 Hormuth, S. E., 197 Horn, J., 76 Horowitz, L. M., 129, 130, 131, 140 Horvath, P., 92 Hospers, H. J., 206 House, R. J., 55, 56 Houser-Marko, L., 64, 168 Howard, G. S., 25 Howells, G. N., 161 Hoyle, R. H., 204 Hoyt, D. R., 141 Hoyt, W. T., 38 Hsee, C. K., 209 Hsieh, F. Y., 157 Hu, S., 73

Name Index 289

Huang, Y. T., 39 Huang-Pollock, C. L., 47 Hubbard, J. A., 198 Huck, S., 141 Hudson, J. I., 97 Huesmann, L. R., 156 Hughes, D. M., 88 Huh, E., 193 Hull, J. G., 213, 214 Humphreys, L. G., 150 Hurst, C., 38 Hustinx, P. W. J., 54 Hutchison, K. E., 82 Hyde, J. S., 79 Hymbaugh, K., 92

I Iacono, W. G., 87, 101 Ickes, W., 152 Igelmann, H., 110 Ihori, N., 156, 157 Ilgen, M., 154 Ilmonen, P., 77 Ingram, R. E., 214 Innes-Ker, A. H., 186 Inouye, J., 35, 36, 37 Isabella, R. A., 128

J Jackson, D. C., 103 Jackson, D. N., 27, 35, 61 Jackson, J. J., 38 Jackson, R. J., 58 Jacob, S., 76 Jacobson, K. C., 72, 82 Jaffe, J., 128 Jaffe, K., 141 Jager, W., 38 Jahrig, J., 176 James, W., 5, 228 Jamieson, E., 133 Jang, K. L., 40, 47, 70, 71 Janicak, P. G., 102 Janoff-Bulman, R., 108, 166 Jansen-McWilliams, L., 121 Janson, S., 133 Jayne, C., 115 Jeffery, R. W., 155, 173 Jenkins, S. R., 56 Jensen-Campbell, L. A., 37, 38 Jiang, K., 82 Jiang, Y., 82, 93, 101 Jin, L., 82 Job, V., 60 Jockin, V., 71 John, O. P., 31, 35, 37, 47, 61, 62, 141 Johns, J. M., 99 Johnson, A. M., 69 Johnson, C., 115 Johnson, J. A., 5, 36 Johnson, J. D., 156 Johnson, R. C., 102, 187 Johnson, R. E., 101 Johnson, S. L., 73, 74, 82, 83, 90, 93, 101, 199, 209, 226 Johnson, W., 72, 155 Johnson-Laird, P. N., 101 Joireman, J., 39, 92 Jonas, E., 176 Jonas, K. J., 212 Jones, D. K., 202 Jones, E. E., 170 Jones, J. T., 191 Jones, S. S., 110, 154 Jones, W. H., 138 Jonkmann, K., 38 Joormann, J., 73, 74, 90, 93, 101, 199, 226

Jorenby, D. E., 159 Joseph, J. E., 93, 101 Josephs, R. A., 97 Judge, T. A., 38 Jung, C. G., 31 Juni, S., 115, 116 Jussim, L., 185

K Kaczynski, K. J., 88 Kaemmer, B., 28 Kahn, M., 106 Kahn, S., 137, 138 Kaikati, A. M., 207 Kalin, N. H., 103 Kalin, R., 64 Kalmijn, S., 210 Kaloupek, D. G., 157 Kamarck, T. W., 10 Kamien, J. B., 159 Kamin, L. J., 84 Kammrath, L. K., 38, 196 Kamphuis, M. H., 210 Kanayama, G., 97 Kandler, C., 70 Kanfer, F. H., 151–153, 156, 161, 193, 215,

223, 224 Kaplan, B., 39 Kaplan, J. R., 89 Kaplan, N., 130 Kappes, A., 206 Kaprio, J., 70 Karbon, M., 152 Karoly, P., 193 Karsenty, G., 110 Kaschel, R., 60 Kashy, D. A., 213 Kasmer, J. A., 40 Kassel, J. D., 141, 199 Kasser, T., 98, 132, 166–168, 173, 179, 202, 203 Katigbak, M. S., 35 Katin-Borland, M., 161 Katkin, E. S., 115 Katz, M., 73 Katz, R., 82 Kavoussi, R. J., 94 Kawada, C. L. K., 112 Kayser, D. N., 147 Kazdin, A. E., 160 Keane, T. M., 157 Keefe, R. C., 78 Keelan, J. P. R., 131 Keitner, G., 82 Keller, J., 174 Keller, P. E., 213 Kelly, A. E., 121 Kelly, G. A., 184, 195 Kelly, T. H., 93, 101 Keltner, D., 37 Kempner, C. R., 157 Kendler, K. S., 70, 71, 73 Kenford, S. L., 159 Keniston, K., 27 Kennedy, S. J., 121 Kennedy-Moore, E., 10 Kenny, C., 121 Kenny, D. A., 76 Kenrick, D. T., 42, 78, 79, 80 Kern, M. L., 38 Kernberg, O., 141 Kessler, R. C., 70, 71, 133 Ketcham, A. S., 210 Ketelaar, T., 90 Keyes, C. L. M., 38 Keysers, C., 196 Kidd, K. K., 82 Kiecolt-Glaser, J. K., 121

Kieffer, S. C., 171 Kieras, D., 155 Kieras, J. E., 93 Kiesner, J., 171 Kijima, N., 70 Kilpatrick, S. D., 141 Kim, H. S., 99 Kim, K-H., 189 Kim, T., 138 Kim, Y., 73, 132, 166, 173, 202, 203 Kimura, D., 95 King, G. A., 189 King, K. M., 38, 179 King, L. A., 64, 208, 215 Kircher, T., 151 Kirker, W. S., 186 Kirkpatrick, L. A., 131, 132 Kirsch, I., 153, 198, 223 Kirshnit, C., 58 Kitayama, S., 76 Kitcher, P., 84 Klatzky, R. L., 90, 212 Klein, J., 125, 140, 142 Klein, L. C., 99 Klein, S. B., 146, 186 Kleinman, B. M., 88 Kletz, I., 82 Klimstra, T. A., 41 Kline, P., 33, 34 Klinesmith, J., 98 Klinger, E., 210 Klohnen, E. C., 61, 62 Klosko, J. S., 198 Kluck, B., 176 Klump, K. L., 133 Klusas, J. A., 121 Knaack, A., 70, 90, 92 Knafo, A., 38 Knapp, R. R., 178 Knee, C. R., 168, 171 Knickmeyer, R., 96 Knight, C., 76 Knight, K. M., 166 Knopik, V. S., 68 Knutson, B., 102 Kobak, R. R., 131 Koch, I., 213 Kochanska, G., 38, 70, 90, 92, 128 Koelling, R. A., 227 Koestner, J., 166 Koestner, R., 59, 166–168, 204 Koh-Rangarajoo, E., 131 Kohler, E., 196 Köhler, W., 184 Kohnstamm, G. A., 71 Kohut, H., 141 Kok, G., 206 Kolb, L. C., 157 Köllner, M. G., 60 Koole, S. L., 38, 175, 176 Koposov, R. A., 93 Koppeschaar, H., 98 Korchmaros, J. D., 76 Kordik, A., 57 Korfmacher, W., 207 Kornhaber, R. C., 160 Korobov, N., 38 Korpershoek, H., 38 Kosfeld, M., 99 Koskenvuo, M., 70 Kossoff, M. B., 121 Kotler, M., 82 Kotre, J., 138 Kousta, S., 192 Kowaz, A. M., 136 Kozak, M., 112 Krach, S., 151 Kraft, M., 39

290 Name Index

Kramer, A. D. I., 152 Kramer, I., 82 Kramer, P. D., 102 Kranzler, H. R., 159 Kraus, M. W., 126, 190 Krause, S., 56 Krauss, S. P., 87 Krebs, D., 75 Kretschmer, E., 68 Krieger, L., 167 Kriegman, D., 76 Kring, A. M., 37 Kroese, F. M., 204 Kromhout, D., 210 Krones, J. M., 79 Krueger, J. I., 168 Krueger, R. F., 23, 39, 47, 92, 101 Krug, O. T., 179 Krull, D. S., 169 Krusemark, E. A., 113 Krystal, J. H., 90 Kuhl, J., 60, 194, 198, 212, 213 Kuhle, B. X., 79 Kuhlman, D. M., 39 Kuiper, N. A., 186, 198 Kukla, A., 210 Kulhavy, R. W., 205 Kuller, L. H., 121, 210 Kuncel, N. R., 2 Kunda, Z., 186, 192 Kunzmann, U., 139 Kurzban, R., 76 Kuyper, H., 38, 54

L La Greca, A. M., 160 La Guardia, J. G., 131, 168 Laborda, M. A., 147 Ladouceur, R., 161 Lakoff, G., 184 Lamborn, D., 77 Landreth, G. L., 142 Landsman, T., 174 Landt, O., 94 Landy, F. J., 25 Lane, R. D., 203 Lang, J. W. B., 63 Lang, P. J., 157 Lange, L. A., 128 Langens, T. A., 61 Langner, C. A., 55, 57 Langston, C., 202 Lanning, K., 35 Lansdale, M., 150 Lansing, J. B., 57 Larach, V. W., 82 Larsen, R. J., 43, 79, 90, 91 Larson, J., 215 Larstone, R. M., 47 Lasko, N. B., 157 Latham, G. P., 203, 205 Lau, R. R., 189 Lau, S., 202, 203 Laurenceau, J-P., 10, 88 Laurenceau, J.-P., 58, 197 Lauterbach, K., 43 Lavori, P. W., 157 Law, R., 60 Lawrence, G., 155 Lawrence, J. W., 61, 90, 187 Lawton, R. J., 204 Lawton, W. J., 38 Lazovik, A. D., 157 Le Vay, S., 94, 95 Leahy, R. L., 83 Leak, G. K., 220 Leary, M. R., 168, 172

Lee, A., 141 Lee, J. A., 203 Lee, K., 40, 45 Lee, M. E., 38 Lee, R., 99 Lefebvre, R. C., 210 LeFevre, J., 174 Leggatt, H. K., 166 Leggett, E. L., 187 Lehr, B. K., 216 Leicht, C., 44 Leising, D., 33 Leit, R. A., 97 Lekes, N., 167, 204 Lemann, N., 64 LeMoult, J., 73, 74 Lengfelder, A., 203, 204 Lensvelt-Mulders, G., 194 Leon, A., 89 Lepper, M. R., 166, 192 Lerer, B., 82 Lesch, K-P., 73, 90 Lesser, I. M., 137 Leukefeld, C., 38 Leven, S. J., 191 Leven-Sagi, M., 213 Levendosky, A. A., 133 Levenson, R. W., 152 Levine, A., 99 Levine, D. S., 191 Levine, S., 154 Lewicki, P., 185 Lewin, D. I., 81 Lewin, K., 153, 184 Lewis, B. P., 99 Lewis, D. J., 151 Lewis, M., 139 Lewontin, R. C., 84 Li, L., 73 Li, M., 60 Li, N. P., 78 Li, Q., 73 Li, Y., 82 Libby L. K., 209 Libera, C. D., 151 Liberman, N., 209, 213 Lichtenfeld, S., 147 Lichtenstein, E., 38 Lichtenstein, P., 71 Lieberman, D., 77 Liebert, R. M., 152, 153, 156, 157 Liening, S. H., 63 Light, K. C., 99 Lightman, S. L., 90 Lilienfeld, S. O., 63, 119 Lin, E., 133 Lin, L., 82 Lindgren, K. P., 197 Linsenmeier, J. A. W., 78 Linville, P. W., 186 Linz, D., 156 Lipson, A., 193 Lisanby, S. H., 103 Litman-Adizes, T., 188 Liu, X., 93, 101 Livesley, W. J., 23, 40, 47, 70, 71 Livingston, B. A., 38 Llabre, M. M., 209 Lo Cascio, R., 116 Lochman, J., 82 Locke, E. A., 203, 205 Locurto, C. M., 144 Lodi-Smith, J., 226 Loehlin, J. C., 69, 70 Loftus, E. F., 114 Lohse, O., 33 Lombardi, W. J., 189 Lonigon, C. J., 23

Lonsbary, C., 168 Lord, R. G, 101 Lorenz, F. O., 141 Losoya, S. H., 70, 90, 92, 213 Louro, M. J., 209 Lovejoy, C. M., 171 Lowell, E. L., 53, 54 Lozano, D. I., 82 Lu, X., 110 Luber, B., 103 Lucas, F. R., 73 Lucas, R. E., 36, 41, 91 Luciana, M., 89 Luciano, M., 71 Lüdtke, O., 38 Lueck, L., 88 Luh, K. E., 101 Luhtanen, R. K., 166 Luke, M. A., 132 Lum, J. K., 73 Lumsden, C., 75 Lundy, A. C., 63 Lütkenhaus, P., 136 Lutter, C., 98 Lydon, J. E., 131 Lykken, D. T., 70, 71 Lynam, D. R., 38, 93, 101, 214 Lynn, R., 81

M Ma, S., 90 Ma, Y., 82 Maass, A., 171 Machado, M. A., 39 MacInnis, D. J., 55 MacKay, D. M., 204 MacLean, C. J., 82 MacMillan, H. L., 133 Macrae, C. N., 186 Mae, L., 147 Magee, J. C., 57 Magnus, K., 43 Magnusson, D., 42, 45 Magovern, G. J., 210 Mahler, M. S., 125 Mahoney, M. J., 197 Maier, G. W., 60 Maier, M. A., 147 Main, M., 128, 130 Maio, G. R., 190 Major, B., 154 Malamuth, N. M., 156 Malanos, A. B., 44 Malcolm, K. T., 37, 38 Malec, J., 161 Mallinger, A., 96 Mancini, F., 101 Mandel, I. J., 154 Maner, J. K., 78 Mann, J. J., 89, 93, 94 Mansfield, E. D., 138 Manson, J. E., 210 Manuck, S. B., 82, 89, 93, 94, 99 Marangoni, C., 152 Marchbanks, R., 82 Marcia, J. E., 136, 137 Markey, C. N., 38 Markey, P. M., 38 Markman, A. B., 154 Markon, K. E., 47 Markus, H., 186, 187, 214 Marlowe, D., 27 Marston, A. R., 151, 152, 156 Martel, M. M., 128 Martens, A., 113 Martin, A. M., 129 Martin, B., 159

Name Index 291

Martin, J., 101, 204 Martin, L. L., 215 Martin, L. R., 38 Martin, N. G., 71 Martin, R. P., 71 Martin, T. A., 38 Mashoodh, R., 74 Maskit, B., 128 Masling, J. M., 115, 125 Maslow, A. H., 171–173 Mason, A., 56 Mason, G. F., 90 Masten, A. S., 39 Masters, H. L., 38 Maszk, P., 152 Matas, L., 135 Matheson, I. J., 82 Mattek, P. W., 198 Matthews, A. R., 213 Matthews, K. A., 76, 94, 121, 133, 190, 210 Matthiesen, A-S., 99 Mavin, G. H., 189 Maxwell, S. E., 25 May, R., 175 Mayer, D., 206 Mazur, A., 96, 98 McAdams, D. P., 39, 48, 55–58, 62, 138,

139, 226 McAndrew, F. T., 98 McArthur, L. Z., 154 McCabe, K. O., 88 McCaffery, J. M., 94 McCartney, K., 43 McClay, J., 101 McClearn, G. E., 69, 70, 71, 210 McClelland, D. C., 51, 53–56, 58–60, 64, 65 McClelland, J. L., 191, 192 McClernon, F. J., 159 McClintock, M. K., 76 McConaghy, N., 121 McCrae, R. R., 6, 35–41, 46, 48, 61, 70,

71, 225 McCrea, S. M., 171 McCullough, M. E., 38, 73, 74, 76, 133, 141 McDonald, R. D., 57 McDonald, W. M., 102 McEachan, R. R. C., 204 McElwee, R. O., 31 McFall, R., 160 McFaul, A., 166 McGeary, J., 82 McGee, L., 92 McGhee, D. E., 21, 64, 194 McGonigal, K. M., 210 McGregor, H. A., 60, 61 McGregor, I., 176, 179 McGue, M., 71 McGuffin, P., 73, 81, 82 McGuinness, T., 99 McGuire, C. V., 208 McGuire, W. J., 208 McIntyre, C. W., 36 McKellar, J., 154 McKinley, J. C., 28 McLemore, C. W., 151 Mcleod, S., 60 McNeeley, J., 198 Meadows, E. A., 158 Mearns, J., 198 Medin, D. L., 184, 185 Meehl, P. E., 25, 31, 48 Meeus, A. W., 41 Megargee, E. I., 110 Mehrabian, A., 57 Mehta, P. H., 97 Meichenbaum, D., 160 Meier, B. P., 38 Meinhardt, J., 147

Melamed, B. G., 161 Mellenbergh, G. J., 25 Melloni, R. H., 97 Mellott, D. S., 194 Meltzoff, A. N., 154, 194 Mendelsohn, G., 152 Mendelsohn, G. A., 110 Mendoza-Denton, R., 186, 196 Menlove, F. L., 153, 161 Mens, M. G., 210, 215 Merluzzi, T. V., 197, 214 Mershon, B., 40 Mervis, C., 185 Messick, S., 27 Metalsky, G. I., 188, 199 Metcalfe, J., 193, 225 Meteyer, K. B., 213 Metzger, L. J., 157 Meyer, B., 82 Meyer, J. P., 57 Michel, A., 99 Mickelson, K. D., 133 Midei, A. J., 133 Mikawa, J., 57 Mikulich-Gilbertson, S., 23 Mikulincer, M., 113, 129–132, 138, 141,

142, 176 Mill, J., 101 Miller, C. J., 90, 225 Miller, G. A., 204 Miller, G. E., 210, 211, 215 Miller, I. W., 23, 82 Miller, J. D., 38 Miller, K. M., 38 Miller, L. C., 84, 192, 202 Miller, N. E., 38, 149 Miller, R. R., 147 Miller, R. S., 152 Miller, S., 198 Miller, T. I., 121 Miller, W. R., 133 Millgram, E., 192 Milun, R., 97, 102 Mineka, S., 227 Ming, L. K., 157 Mingote, S. M., 89 Mirenberg, M. C., 191 Mischel, W., 41, 43, 44, 129, 152, 153, 185, 186, 193,

195, 196, 203, 223, 225 Miu, A. S., 187 Moeller, F. G., 94 Moffat, F. L., 210 Moffitt, T. E., 31, 74, 82, 92, 101 Mohammed, S., 98 Mohlman, J., 88, 89 Mojaverian, T., 99 Molenaar, P. C. M., 10 Moller, A. C., 147, 168 Monin, J. K., 129, 132 Monroe, S. M., 199 Monson, T., 42 Montgomery, R. L., 199 Mooney, C. N., 141 Moor, M., 89 Moore, B., 193 Moore, C. A., 213 Moore, E. A., 102 Moors, A., 212 Moran, P. J., 38 Morf, C. C., 141 Morgan, C. D., 53, 63 Morgan, E. M., 38 Morgenroth, K., 206 Morilak, D. A., 90 Morris, R., 96 Morris, T., 121 Morrison, K. R., 190 Morrison, L., 77

Morrone, J. V., 90 Morrone-Strupinsky, J. V., 71, 88, 90 Morrow, J., 198, 215 Morton, E. E., 88 Moskowitz, G. B., 186 Mössner, R., 90 Motley, M. T., 118 Mowrer, R. R., 146 Mozer, M. C., 192 Mroczek, D. K., 39 Mücke, D., 194 Mueller, C. M., 151 Mueller, P. M., 154 Muldoon, M. F., 10, 93, 94 Müller, C. E., 89 Mullins-Sweatt, S. N., 47 Munafò, M. R., 82 Muraven, M., 112 Murphy, B., 152 Murphy, D. L., 73 Murphy, J., 131 Murray, D. R., 75 Murray, H. A., 10, 51–53, 62, 63 Murray, S. L., 170 Mussweiler, T., 212 Myakishev, M. V., 82 Mycielska, K., 118 Myers, M. D., 159

N Nachshon, O., 138 Nadel, L., 203 Nam, J. Y., 73 Nanayakkara, A., 168 Nasby, W., 187 Nash, K., 97 Navarrete, C. D., 77 Nayak, D. A., 190 Neale, J. M., 10 Neale, M. C., 70, 71, 76 Nearing, K. I., 152 Neeb, M., 91 Neiderhiser, J., 68 Neighbors, C., 168 Neimeyer, G. J., 184 Neimeyer, R. A., 184 Nell, V., 80 Nelligan, J. S., 131 Nelson, R. O., 197 Nemanov, L., 73, 82 Nemeroff, C. B., 133 Nesse, R., 73 Nesselroade, J. R., 210 Nesselrode, J. R., 70 Netter, P., 94 Neuberg, S. L., 79, 186 Neuringer, A., 151 Newcomb, M. D., 92 Newell, A., 216 Newman, A., 193 Newman, J. P., 92, 101, 198 Newman, L. S., 114 Newman, M. L., 97 Newsom, J. T., 186 Nezu, A. M., 216 Nezworski, M. T., 119 Nias, D. K. B., 76 Nicastle, L. D., 78 Nichols, R. C., 69 Nicholson, R. A., 25 Niedenthal, P. M., 186 Nigg, J. T., 47, 70 Nisbett, R. E., 98 Nitschke, J. B., 101 Nitzberg, R. A., 131 Niv, Y., 154 Noelle, D. C., 192

292 Name Index

Noftle, E. E., 38, 132 Nolen-Hoeksema, S., 198, 215 Noller, P., 129 Noriega, V., 210 Norman, D. A., 222 Norman, W. T., 36 Norris, J. E., 138 Nosek, B. A., 194 Novick, O., 73 Nowack, A., 212 Nowak, A., 192, 212 Nowak, C., 97 Nuno, M., 159 Nurius, P., 187, 214 Nutt, D. J., 90

O O’Boyle, C., 152 O’Brien, W. H., 157 O’Cleirigh, C., 38 O’Connor, B. P., 47 O’Connor, S. C., 216 O’Donnell, M. C., 121 O’Donovan, M. C., 82 O’Leary, A., 154 O’Leary, K. D., 157 O’Neill, R., 115 O’Reilly, R. C., 89 Ober, C., 76 Obremski, K. M., 159 Oertig, D., 60 Oettingen, G., 112, 203, 204, 206 Ogden, D. E. H., 159 Ogilvie, D. M., 61, 187 Öhman, A., 227 Oishi, S., 40 Oliver, M. B., 79 Ollendick, T. H., 161 Olson, B. D., 226 Olson, J. M., 71 Olsson, A., 152 Omura, K., 37, 101 Ono, Y., 70 Oreland, K. M., 198 Oreland, L., 93 Oriña, M. M., 131, 133 Orlofsky, J. L., 137 Orpaz, A., 129 Orr, S. P., 157 Oryol, V. E., 38 Osbaldiston, R., 64 Osher, Y., 73 Öst, L. G., 158, 161 Ostendorf, F., 35, 36 Ostrove, J. M., 138, 139 Otto, A. R., 154 Over, H., 190 Overall, N. C., 131 Overton, W. F., 5 Overwalle, F. V., 195 Owen, M. J., 82 Owens, J. F., 121, 210 Oyserman, D., 204, 215, 216 Ozer, D. J., 2, 36, 41, 42 Ozer, E. M., 210

P Paaver, M., 93 Page, M. S., 112 Pak, H. J., 206 Pakizeh, A., 190 Palmiter, R. D., 89 Pals, J. L., 187, 226 Palva, T., 80 Pang, J. S., 56, 57, 59, 63 Panksepp, J., 88, 90, 99

Papademetris, X., 88, 90 Park, J-W., 99, 189 Park, L. E., 166 Park, S. H., 110 Park, T., 161 Parke, R. D., 153 Parker, L., 215 Partch, J. J., 79 Patrick, H., 168 Patrick, W., 137 Patten, A. H., 139 Patterson, C. M., 73, 101 Patton, J. H., 214 Paul, G. L., 157 Paulhus, D. L., 114, 141, 221 Pauls, D. L., 82 Paulus, F. M., 151 Paunonen, S. V., 20, 35, 40, 61 Pavlov, I. P., 145, 147 Pavot, W., 43 Payne, B. K., 114, 194 Peabody, D., 35–37, 39, 40 Peck, J. A., 159 Pedersen, E. J., 76, 133 Pedersen, N. L., 70, 71, 210 Pedersen, W. C., 38, 84 Pekrun, R., 147 Pelham, B. W., 169, 187, 191, 194 Pellegrini, A. D., 75 Penn, D., 77 Pennebaker, J. W., 121 Pennington, B., 47 Penza, K. M., 133 Peplau, L. A., 137 Pepper, S., 57 Perea, E. F., 80 Pereira, M., 89 Perfetto, E. M., 23 Perkins, K. A., 159 Perlman, D., 137 Perry, D. G., 37 Perugini, M., 40 Pervin, L. A., 42, 214 Peterson, B. E., 55 Peterson, C., 188, 199, 214 Peterson, J. B., 111 Petre, C. O., 90 Petri, S., 73 Petroff, O. A. C., 90 Petry, N. M., 159 Pettibone, T. J., 213 Petty, R. E., 88 Phelan, J. E., 64 Phelps, E. A., 152 Phillips, C. M., 110 Phillips, J. B., 38 Phillips, M. J., 94 Phillips, N., 35 Pichert, J. W., 185 Pickering, A. D., 73, 89 Piedmont, R. L., 61 Pierce, T., 131 Pierson, J. F., 164 Pieters, R., 209 Pietromonaco, P. R., 58, 131, 132, 141, 197 Pike, C. L., 78 Pillsworth, E. G., 77 Pincus, A. L., 47 Pine, F., 125 Pinto, E., 89 Pitchot, W., 89 Pitelova, R., 82 Pitman, R. K., 157 Pittman, T. S., 170 Pizzagalli, D., 101 Plaks, J. E., 187 Plaut, D. C., 192 Plomin, R., 68–71, 73, 75, 81, 82, 148, 210

Pluess, M., 74 Pollak, S., 61 Pollock, V. E., 38 Polsky, S., 156 Pomerantz, M., 54 Pope, H. G., 97 Poropat, A. E., 38 Posner, M. I., 70, 71, 90, 92, 103, 212, 225 Postman, L., 153 Poulton, R., 101 Powell, R. A., 122 Powers, J., 57, 58, 187 Powers, M. B., 158 Powers, S. I., 131 Powers, T. A., 204 Powers, W. T., 204, 206, 207 Pozo, C., 210 Pratkanis, R. A., 186 Pratt, M. W., 138 Pratto, F., 84, 178, 189 Prentice-Dunn, S., 214 Presser, S., 27 Presson, C. C., 170 Preston, K. L., 159 Prestwich, A., 204 Pretz, J., 151 Pribram, K. H., 204 Price, J., 115 Price, M. A., 121 Priel, B., 73, 141 Prins, J. M., 206 Prinz, W., 213 Privette, G., 174 Pronin, E., 171 Pryor, J. B., 194 Pulver, A., 93 Purpura, D. J., 23 Putcha-Bhagavatula, A., 84 Putman, P., 98 Putnam, K., 101 Pyszczynski, T., 111, 170, 175, 176, 179, 214, 215 Pytlik Zillig, L. M., 36

Q Quinlan, D. M., 140 Quinn, F. M., 213

R Raaijmakers, Q. A. W., 41 Rabie, L., 115 Rabin, A. I., 62 Rachman, J., 149 Ragan, P. W., 94 Raggatt, P., 96 Raichle, K., 38 Raine, A., 81, 82, 93, 101 Rajeevan, N., 88, 90 Rammstedt, B., 36 Ramos-Marcuse, F., 131 Ramscar, M., 154 Ransjö-Arvidson, A-B., 99 Rapoport, J. L., 82 Rash, C. J., 159 Raska, K., 154 Rasmussen, H. N., 210 Rau, H. K., 38 Raynor, J. O., 53, 63 Rayses, V., 82 Razran, G. H. S., 148 Read, S. J., 129, 132, 140, 187, 192, 202, 206, 212 Ready, R., 38 Reason, J., 118 Reback, C. J., 159 Reed, J. L., 173 Reeder, G. D., 194 Reeders, S., 82

Name Index 293

Rees, K. J., 190 Reese, S. L., 160 Reeve, B. B., 23 Reggers, J., 89 Reichow, B., 160 Reinisch, J. M., 95 Reis, H. T., 129, 179, 197 Reise, S. P., 36 Reiser, M., 70, 90, 92, 213 Rende, R., 68, 82 Rennie, D. L., 156 Repetti, R. L., 99 Rescorla, R. A., 114, 146, 150 Reus, V. I., 102 Reuter, M., 73, 94 Revelle, W., 91 Reyna, C., 207 Reynolds, J. R., 139, 197 Reynolds, S. K., 47 Rhee, S. H., 82 Rhoades, L., 151, 166 Rhodewalt, F., 141 Rholes, W. S., 129, 131, 133, 142 Riad, J. K., 96, 102 Ricci, L. A., 97 Rice, M. E., 80 Rich, S., 70 Richards, C., 154 Richards, J. M., 210 Richardson, D. R., 110 Richardson, R. C., 84 Rickard, M., 121 Rielly, N. P., 214 Riemann, R., 40, 47, 69–72 Rigby, S., 179 Rijsdijk, F., 82 Rips, L. J., 185 Risley, T. R., 149 Rissling, A. J., 154 Ritter, M., 128 Ritvo, L. B., 106 Rizzolatti, G., 192, 196, 202 Roberts, B. W., 2, 6, 23, 38, 41, 55, 71, 83, 202,

213, 226 Roberts, J. E., 199 Roberts, R., 155 Robin, N., 159 Robins, R. W., 31, 38, 141, 187, 202, 226 Robinson, D. S., 210 Robinson, J. G., 210 Robinson, M. D., 38 Robinson, S., 89 Roccas, S., 38 Rodgers, B., 206 Rodriguez, M. L., 108 Rodríguez-Luna, E., 98 Rogers, C. R., 165, 169, 178, 179 Rogers, R. W., 214 Rogers, T. B., 186 Rogers, T. T., 192 Rohde, W., 55 Rohrmann, S., 94 Roisman, G. I., 130, 133 Rom, T., 92 Ronay, R., 98 Roney, J. R., 78 Rooney, W. M., 25 Roper, D. W., 198 Rorschach, H., 119 Rosabianca, A., 171 Rosal, M. C., 210 Rosch, E., 185 Rose, P., 170 Rose, R. J., 70, 82 Rose, S., 84 Rosekrans, M. A., 156 Rosenbaum, D. A., 206, 213 Rosenblood, L. K., 216

Rosenfield, D., 170 Rosenman, R., 76 Rosenman, S., 206 Rosenthal, T. L., 160 Rosenwald, G. C., 116 Ross, D. M., 160 Ross, H. S., 113 Ross, L., 171 Ross, M., 113, 186 Ross, S. A., 160 Roth, G., 166 Rothbart, M. K., 70, 71, 90, 92, 93, 212, 225 Rothenfluh, T., 192 Rothman, D. L., 90 Rothschild, B., 115 Rotter, J. B., 151, 153, 223 Rowe, D. C., 70–72, 92, 93, 101 Roy-Byrne, P., 90 Ruback, R. B., 96 Rubenstein, C., 137 Ruchkin, V., 93 Rudicell, R. S., 80 Rudman, L. A., 64, 194 Rudy, T. E., 214 Rueda M. R., 70, 71, 92, 212, 225 Ruef, A. M., 152 Rumelhart, D. E., 191, 192 Rupprecht, R., 90 Rush, A. J., 198, 199 Rushton, J. P., 76, 77 Russell, R. J. H., 76 Rutter, M., 72, 74 Ryan, R. M., 131, 166–168, 179, 202, 203, 217 Rydell, M. T., 171 Rydell, R. J., 171 Ryff, C. D., 38, 186 Ryu, C., 99

S Sabol, S. Z., 73 Saccuzzo, D., 198 Sackett, P. R., 38 Sadalla, E. K., 42, 78, 79, 80 Saelens, B. E., 159 Sagiv, L., 38 Sakaeda, A. R., 62 Sakai, J., 23 Sakamoto, A., 156 Salamone, J. D., 89 Saleem, M., 157 Salkeld, R. P., 159 Salovey, P., 79 Samuel, D. B., 23, 47 Sanderson, C., 47 Sandrow, D., 82 Sandstrom, S. M., 89 Sanfey, A. G., 99 Santa Ana, E., 108 Santoro, M. S., 48 Sarason, I. G., 161 Saron, C. D., 89 Sasaki, J. Y., 99 Sassenberg, K., 212 Saturansky, C., 115 Saucier, G., 35, 36, 39, 40 Saudino, K. J., 71 Saunders, S., 202, 203 Sauvé, W. M., 102 Sayer, A., 131, 139 Sayette, M. A., 82 Scantamburlo, G., 89 Scarr, S., 43, 68, 69, 227 Schad, D., 63 Schaller, M., 75 Schank, R. C., 185 Scharloth, J., 33 Schefft, B. K., 215, 216

Scheier, M. F., 61, 71, 90, 160, 187, 190, 191, 200, 204–206, 209, 210, 211, 213, 215, 223

Scheiner, M. J., 168 Schell, A. M., 154 Schell, T. L., 186 Scherer, A. J., 90 Schiedel, D. G., 137 Schimel, J., 113, 176, 179 Schimmack, U., 40 Schmalt, H. D., 53, 61 Schmidt, L. A., 89 Schmidt, R. A., 205 Schmitt, D. P., 38, 73, 78, 79 Schmitt, W. A., 101 Schmitz, A., 73 Schmuck, P., 202, 203 Schmukle, S. C., 64 Schmutte, P. S., 92, 101 Schneider, D. J., 186 Schneider, K. J., 53, 164, 179 Scholer, A. A., 38 Schroeder, H. E., 160 Schuckit, M. A., 82 Schüler, J., 60 Schultheiss, M., 63 Schultheiss, O. C., 54–61, 63, 168 Schultz, C. B., 54 Schultz, T. R., 192 Schultz, W., 89 Schultz. R., 206 Schulz, R., 129, 132, 210, 211, 215 Schunk, D. H., 161 Schut, H., 132 Schutte, N. S., 42 Schutter, D. J. L. G., 98 Schwartz, D., 198 Schwartz, J. E., 38 Schwartz, J. L. K., 21, 64, 194 Schwartz, S. H., 38, 65 Schwarz, N., 98, 184 Sciacchitano, A. M., 154 Sederer, L., 108 Sedikides, C., 132, 170 Seeberger, L. C., 89 Seeman, J., 179 Segal N. L., 70 Segal, B., 92 Segal, N. L., 71 Segal, Z. V., 192, 198 Segerstrom, S. C., 160, 210 Segman, R., 82 Seidenberg, M. S., 192 Seidenberg, R., 108 Seiffge-Krenke, I., 137 Seitz, R. J., 196 Selbst, M., 151 Seligman, M. E. P., 199, 227 Sellers, J. G., 97 Semmelroth, J., 79 Semmer, N., 215 Sen, S., 73 Senin, I. G., 38 Sentis, K., 186 Senulis, J. A., 88, 89 Sery, O., 82 Sestir, M. A., 157 Setterlund, M. B., 186 Sevincer, A. T., 206 Sexton, J. D., 121 Sgoutas, D. S., 96 Shackelford, T. K., 79 Shaeffer, E. M., 209 Shalvi, S., 99 Sham, P., 82 Shamdasani, S., 106 Shamosh, N. A., 37 Shane, M. S., 88, 90, 111

294 Name Index

Shao, C., 82 Shao, L., 36, 91 Shapiro, J. R., 80 Shastri, L., 192 Shaver, P. R., 128–133, 137, 141, 142 Shaw, B. F., 198, 199 Shaw, S. H., 82 Shedler, J., 121 Sheeran, P., 203, 204, 206 Sheikh, S., 108 Sheldon, K. M., 60, 61, 64, 165–168, 173, 179, 202,

203, 208 Sheldon, W. H., 68 Shelton, R. C., 101 Shepard, S. A., 70, 90, 92, 213 Shepperd, J. A., 31 Sher, K. J., 47 Sherman, D. K., 99 Sherman, J. W., 187, 193 Sherman, S. J., 170 Sherrill, M. R., 204 Sherrington, R., 82 Sherwood, G. G., 114 Shibuya, A., 156 Shields, G., 82 Shields, J., 81 Shiffman, S. S., 10, 261 Shiffrin, R. M., 171 Shiner, R. L., 2, 39, 41, 71, 83 Shmelyov, A. G., 71 Shmotkin, D., 38 Shoaf, S. E., 94 Shoal, G. D., 39 Shoben, E. J., 185 Shoda, Y., 44, 129, 186, 195, 196, 203 Shope, G. L., 110 Shortt, J. W., 112 Shostrom, E. L., 178 Showers, C. J., 186 Sidanius, J., 178 Siebler, F., 195 Siegel, L. J., 161 Siegel, S., 147 Siegle, G. J., 210 Silva, P. A., 92, 101 Silver, R. C., 131, 170 Silverman, L. H., 122 Simms, L. J., 23 Simon, D. P., 192, 197 Simon, H. A., 197, 209, 216 Simonds, J., 36 Simons, R. L., 141 Simpson, J. A., 77, 78, 129, 131–133,

140, 142 Simpson, T. L., 133 Singer, J. A., 62 Sirota, L. A., 73 Skinner, B. F., 148 Skolaski, R. L., 198 Skowronski, J. J., 147, 188 Slade, P., 204 Slatcher, R. B., 97 Sloman, S. A., 193 Slone, L. B., 213 Slotter, E. B., 202 Smeester, D., 190 Smidts, A., 99 Smillie, L. D., 73, 88, 91 Smith, A. B., 82 Smith, C. P., 53 Smith, E. E., 185 Smith, E. R., 131, 192 Smith, G. T., 25, 214 Smith, L. B., 192 Smith, M. D., 113, 152 Smith, M. L., 121 Smith, M. S., 75 Smith, R. A., 93

Smith, R. C., 121 Smith, S. S., 92, 101, 159 Smith, T. E., 99 Smolen, A., 82 Smolensky, P., 192 Smyth, J. M., 10, 121 Sneed, J. R., 139 Snow, C. J., 192 Snyder, C. R., 170 Snyder, M. L., 170 Sobotka, S. S., 88 Sokolowski, K., 57 Solamon, J., 171 Solano, C., 43 Solomon, D., 82 Solomon, R. L., 149 Solomon, S., 111, 170, 175, 176 Solomon, Z., 132 Somer, O., 35 Sorg, B. A., 198 Soron, G., 110 Soubrié, P., 90, 94 Soutar, G., 203 Spacapan, S., 154 Spangler, W. D., 55, 56 Speer, N. K., 197 Spellman, B. A., 193 Spencer, S. J., 176, 179 Spiegler, M. D., 161 Spielberger, C. D., 154 Spillane, N. S., 214 Spinath, F. M., 69, 70, 72 Spinrad, T. L., 70, 90, 92, 213 Spiro, A., 39 Spitalnik, R., 149 Spitzer, B. J., 187 Spoont, M. R., 87, 90, 94, 101, 222 Sporer, S. L., 141 Sprecher, S., 78 Srivastava, S., 36, 139, 210 Sroufe, L. A., 127, 135 Srull, T. K., 186, 189 St. Clair, M., 125 Staats, A. W., 144, 148, 157 Staats, C. K., 148 Stadler, G., 203 Stahl, C., 154 Staif, R., 82 Stallen, M., 99 Stallings, M., 23 Stanford, M. S., 214 Stanton, S. J., 56 Staudinger, U. M., 139 Steele, C. M., 111, 171 Stein, J. L., 38 Steinburg, L., 166 Stejskal, W. J., 119 Stephan, W. G., 170 Stephens, E. J., 206 Steronko, R. J., 198 Stetler, C., 133 Stevens, B., 179 Stevens, D., 107, 123 Stevens, R., 134 Stewart, A. J., 56, 61, 62, 138, 139 Stock, G., 81 Stock, W. A., 205 Stok, F. M., 194 Stolberg, S., 81 Stoltenberg, S. F., 73 Stone, A. A., 10 Stone, G. O., 78 Stone, W. L., 160 Stonner, D., 110 Stouthamer-Loeber, M., 31 Strack, F., 193, 212 Strathman, A., 92 Straub, R. E., 82

Strauman, T. J., 198 Strauss, M. E., 25 Streiner, D. L., 23, 133 Stroebe, M., 132 Stroebe, W., 132 Stroessner, S. J., 187 Strong, D., 23 Strong, R. K., 97, 102 Strube, M. J., 31 Stucke, T. S., 141 Stumpf, H., 35 Suedfeld, P., 114, 221 Suh, E. M., 36, 91, 99 Suh, K., 152 Sullivan, Q., 78 Sun, H., 82 Sundie, J. M., 78 Sussex, J. N., 82 Sutton, S. K., 88, 89, 110 Sutton-Tyrrell, K., 10, 121 Suzuki, A., 70 Swallow, K, M., 197 Swann, A. C., 94 Swann, W. B., 169, 187 Swift, R. M., 82 Swing, E. L., 156 Szarota, P., 40

T Tabak, B. A., 76, 133 Tafarodi, R. W., 169 Talbert, L. M., 97 Tam, L., 150 Tang, T. Z., 199 Tangney, J. P., 214 Tannen, D., 79 Tatsuoka, M. M., 33 Taylor, A., 101 Taylor, K., 96 Taylor, L., 82 Taylor, S. E., 99, 170, 186, 204 Teasdale, J. D., 149, 199 Tellegen, A., 28, 39, 70, 71, 225 Teng, G., 152 Tennant, C. C., 121 Tennen, H., 10, 194 Terburg, D., 97 Terpstra, J., 102 Terracciano, A., 35 Terrace, H. S., 144 Terry, K., 204, 215, 216 Tesch, S. A., 137 Tesser, A., 71, 127, 192, 215 Testa, A., 186 Testa, M., 154 Teta, P., 39 Thagard, P., 191, 192 Theiner, P., 82 Thelen, M. H., 156 Thiessen, D., 77 Thoemmes, F., 38 Thomas, E., 147 Thomas, K. M., 47, 92 Thomas, R. G., 157 Thomas, S. P., 147, 148, 213 Thomason-Schill, S. L., 154 Thompson, M., 70, 90, 92, 213 Thompson, T., 110 Thorndike, E. L., 149 Thorne, A., 38, 43 Thornhill, R., 80 Thrash, T. M., 90, 179 Thronquist, M. H., 92 Thrush R. L., 132 Tiet, Q., 154 Tiffany, S. T., 159 Tindle, H. A., 210

Name Index 295

Tinsley, B. J., 38 Toates, F., 194, 206 Tobin, R. M., 93 Todorov, A., 147 Tolman, E. C., 153, 205 Tomarken, A. J., 88 Tomlinson, J. M., 129, 132 Toner, I. J., 93 Tooby, J., 75, 77 Torelli, C. J., 207 Torges, C. M., 56, 57, 139 Tran, S., 129 Trapnell, P. D., 35, 39, 206, 213 Trautwein, U., 38 Treynor, W., 56, 57 Trivers, R. L., 77, 220, 221 Trobst, K. K., 38 Trope, Y., 54, 193, 209, 213 Trost, M. R., 78, 79, 80 Troxel, W. M., 99 Trull, T. J., 47 Trzebinski, J., 35, 61 Trzesniewski, K. H., 187 Tsai, F., 171 Tsang, J., 38 Tse, W. S., 102 Tsuang, M., 82 Tucker, A., 207 Tuiten, A., 98 Tulving, E., 185 Turiano, N. A., 39 Turkheimer, E., 72 Turner, J. L., 151 Turner, R. A., 99, 102 Twenge, J. M., 141, 198 Twentyman, C. T., 160 Tybur, J. M., 78, 80 Tyner, S. D., 110

U Udry, J. R., 97 Uebelacker, L. A., 23 Uher, R., 74 Uleman, J. S., 187, 190, 200, 222 Umansky, R., 73 Umbricht, A., 159 Umhau, J. C., 94 Umiltà, M. A., 196 Underwood, B. J., 17 Unkelbach, C., 154 Updegraff, J. A., 99 Uvnäs-Moberg, K., 99

V Vaillant, G. E., 58 Valentine, J. D., 133 Valiente, C., 70, 90, 92, 213 Vallacher, R. R., 192, 206, 208, 212, 214 Vallereux, S. R., 36 van Aken, M. A. G., 37 van de Beek, C., 95 Van de Kar, L. D., 99 van den Berg, A. E., 38 van den Bout, J., 132 Van den Oord, E. J. C. G., 72 van der Heijden, P. G. M., 132 van der Werf, G., 38 van der Werf, M. P. C., 54 Van Geert, P., 212 van Heerden, J., 25 van Honk, J., 97, 98 van Ijzendoorn, M. H., 82 van Lieshout, C. F. M., 37 Van Loo, K., 171 Van Vleet, M., 129, 132 Van Zundert, R. M. P., 261

Vancouver, J. B., 202 Vandewater, E. A., 139 Vanman, E. J., 192 Veàl, J. J., 98 Vecchione, M., 65 Velasco, F., 89 Venkatachalam, S., 110 Vernon, D. T. A., 161 Vernon, M. L., 129 Vernon, P. A., 40, 47, 69, 70, 71 Vernon, P. E., 41 Verosky, S. C., 147 Verplanken, B., 207 Vershure, B., 78 Vicary, A. M., 130, 133 Viechtbauer, W., 41 Vietor, N. A., 168 Viken, R. J., 70 Villacorta, M. A., 56, 57 Villafuerte, S., 73 Vito, D., 159 Vlek, C. A. J., 38 Vogt, T. M., 38 Vohs, K. D., 78, 213 Volkmar, F. R., 160 von Bertalanffy, L., 201 von Eye, A., 128 von Hippel, W., 98 von Weiss, R. T., 121

W Wagerman, S. A., 38 Wagner, A. R., 147 Walden, K., 48 Waldman, I. D., 82 Walker, E. F., 102 Wall, T., 127, 128 Wallace, H. M., 141 Wallace, J. F., 101, 198 Waller, N. G., 35 Walmsley, P. T., 38 Walsh, C. A., 133 Walsh, D. A., 206 Walters, R. H., 153, 156 Walther, E., 147, 148 Walton, K. E., 23, 38, 41 Wang, Q., 82 Wanner, E., 64 Ward, J. K., 204 Wartella, E., 156 Wascher, E., 213 Waszak, F., 213 Waters, E., 127, 128, 131 Watkins, E., 215 Watkins, J. T., 161 Watson, D., 36, 47, 225 Webb, B. T., 82 Webb, E., 133 Webb, T. L., 203, 204 Weder, A., 73 Wegman, H. L., 133 Wegner, D. M., 112, 169, 198, 206, 208, 214 Weil, R., 147 Wein, S. J., 140 Weinberger, J., 59 Weiner, B., 188 Weiner, R. L., 25 Weinstein, D., 161 Weinstock, L. M., 23 Weiss, A., 71 Weiss, L., 115 Weiss, R. S., 137 Weller, A., 99, 132 Wells, P. A., 76 Welsh, K. M., 56, 57 Wendelken, C., 192 Wenzlaff, R. M., 112, 169, 198

Westen, D., 79, 221 Westmaas, J. L., 131 Wethington, E., 10 Wheatley, T., 169 Wheeler, R. E., 88 Wheeler, S. C., 190 Whelan, D. C., 48 Wherry, M. B., 186 Whitaker, J. L., 110 Whitbeck, L. B., 141 Whitbourne, S. K., 137, 139 White, R. W., 126 White, T. L., 90, 91 Whiten, A., 154 Whiteside, S. P., 214 Whitney, P., 198 Wick, D. P., 56 Wickelgren, W. A., 227 Wicker, F. W., 173 Widiger, T. A., 23, 47 Widom, C. S., 133 Wiebe, J. S., 38 Wiedenfeld, S. A., 154 Wiehe, J. A., 173 Wiemers, U. S., 54 Wiener, N., 204 Wiggins, J. S., 35, 39 Wijngaards-de Meij, L., 132 Wikler, D., 81 Wilcox, K. J., 70 Wilcox, R., 154 Wilkowski, B. M., 38 Willcutt, E. G., 47 Williams, E. L., 212 Williams, G. C., 168, 179 Williams, N. L., 113 Williams, N. M., 82 Williams, P. G., 38 Williams, P. M., 96 Williams, R. L., 213 Williams, T., 176 Williamson, D. F., 133 Wilpers, S., 37 Wilson, A. E., 113 Wilson, D. S., 76 Wilson, E. O., 75, 76 Wilson, G. T., 158 Wilson, J. Q., 82 Wilson, M. I., 80 Wilson, S. B., 23, 90 Wilt, J., 91 Winter, D. G., 53, 55–58, 61–65 Winters, R., 82 Wirth, M. M., 56, 57 Wise, R. A., 89 Wisman, A., 176 Wispé, L., 162 Witt, M. G., 150 Woike, B. A., 60 Wolf, H., 47 Wolf, O. T., 54 Wolfe, C. T., 165, 166 Wolfe, J. B., 149 Wolfe, R. N., 40 Wolkowitz, O. M., 102 Wong, C. J., 159 Wong, M. M., 57 Wong, M. Y. Y., 133 Wood, A. M., 38 Wood, D., 6, 33, 37, 38, 45, 55, 226 Wood, J. M., 63, 119 Wood, M. D., 47 Wood, R., 153 Wood, W., 150, 213 Woods, D. J., 198 Workman, K. A., 37 Wortman, J., 37 Wright, A. G. C., 47, 99, 204

296 Name Index

Wright, J. C., 44, 195, 196, 197, 198 Wright, R. A., 210 Wroblewski, E. E., 80 Wrosch, C., 210, 211, 215 Wu, J., 82 Wulfert, E., 108 Wurf, E., 186 Wyer, R. S., 186, 189, 190

X Xiao, H., 82 Xu, A. J., 190 Xu, J., 99 Xu, Y., 82

Y Yamagata, S., 70 Yates, B. T., 193 Yates, M. J., 88 Yeadon, C., 194 Yeager, D. S., 187

Yoon, S-O., 189 York, K. L., 31 Yoshimura, K., 70 Young, E. A., 90 Young, J. E., 198 Young, S., 23 Yukawa, S., 157

Z Zacks, J. M., 197 Zagoory-Sharon, O., 99 Zak, P. J., 99 Zakriski, A. L., 197, 198 Zald, D. H., 94, 101 Zanna, M. P., 176, 179 Zayas, V., 129 Zeelenberg, M., 209 Zeidner, M., 210 Zeiss, A., 193 Zelano, B., 76 Zeldow, P. B., 58 Zelenski, J. M., 48, 90, 91

Zer-Zion, M., 82 Zhang, D., 82 Zhao, M., 82 Zhu, L. Q., 82 Zierk, K. L., 79 Zilles, K., 196 Zimmerman, D. W., 149 Zimmerman, G., 137, 138 Zinbarg, R. E., 88, 89 Zitman, F. G., 210 Znojil, V., 82 Zonderman, A. B., 35 Zou, L., 82 Zubek, J., 154 Zucker, A. N., 138 Zucker, R. A., 62 Zuckerman, A., 39 Zuckerman, M., 39, 91–94, 97, 101, 166,

171, 225 Zuroff, D. C., 45, 46, 141 Zwanzger, P., 90

A Acceptance, 172 Accidents, 118 Achievement motivation, 53–55

focusing on/changing, 65 Acquiescence, 27 Acquisition, performance vs., 155–156 Action identification, 208 Activation system. See Behavioral approach

system (BAS) Activity level, 70 Actualization, 165. See also Self-actualization Actual self, 169 Adaptation, universal, 75–76 Adolescence

identity, 136–137 Adoption studies, 69

on alcohol abuse, 82–83 Adult Attachment Interview (AAI), 130 Adulthood

psychosocial development, 138–139 Affiliation motivation, 57 Aggression

catharsis and, 110 evolutionary psychology and, 80, 98–99 media/modeling of, 156–157 testosterone and, 95, 98–99 young male syndrome and, 80

Agreeableness in five-factor model, 37–38, 71

Alcohol abuse adoption studies on, 82–83 deindividuation and, 214 need for power and, 64

Alienation scale, 140 Alleles, 73 Altruism, 75, 220 Ambivalent (resistant) attachment, 128

of adults, 131, 132 Anabolic steroids, 97 Anal expulsive traits, 116 Anal retentive traits, 116 Anal stage, 115–116 Anal triad, 116 Antisocial personality

biological bases of, 82–83, 101–102 Anxiety

attachment patterns and, 131 in biological perspective, 101 castration, 116 in psychoanalytic perspective, 111–114 separation, 126

Apoptosis, 110 Apperception, 53 Appreciation, 172 Approach, temperaments, 70 Approach and avoidance motivation, 60–61, 211 Arbitrary inferences, 199 Assessment

in biological perspective, 81, 100 in cognitive psychology, 197–198 contextualized, 197–198 defined, 20 empirical approach to, 28–29 experience sampling in, 197 of goals, 214 implicit, 21–22, 63–64

improving, 29 interviews in, 20, 177 item response theory, 23 in learning perspective, 157–158 in motive perspective, 62–64 nature of, 6–7 projective techniques, 119–120 from psychoanalytic perspective, 119–120 in psychosocial approach, 140–141 rational/theoretical approach to, 28 reliability of measurement in, 22–24 in self-actualization/self-determination

perspective, 177–179 self-concept by Q-sort, 178 in self-regulation, 213–214 sources of information for, 20–22 subjective vs. objective measures, 22 think-aloud approaches, 197 trait perspective, 46–47 validity of measurement in, 24–28

Attachment theory, 127–133. See also Ambivalent (resistant) attachment; Avoidant attachment; Insecure attachment; Secure attachment

in adults, 129, 130 assessment and, 140 and depression, 141 five-factor model and, 132–133 infancy and childhood, 128, 132, 134–135 specificity in, 130–131 stability in, 130–131

Attention in observational learning, 154–155 self-directed, 206

Attitude, 202 Attraction effect, 76–77 Attribution, 187–188 Autoeroticism, 116 Automatic thoughts, 198 Autonomy

relatedness, 168 shame and doubt vs., 135

Avoidance system, 89–90 anxiety disorders, 101

Avoidance temperaments, 70, 71 Avoidant attachment

of adults, 131–132 and depression, 141

Avoidant pattern, 128 Awareness in conditioning, 154

B Balance, in structural model of personality,

108–109 Basic trust vs. basic mistrust, 134 Behavior

evolution and, 75–80 incentive value and, 59 nonconscious influences on, 190 reinforcement of, 151 traits and, 41, 47–48

Behavioral approach system (BAS), 87–88 Behavioral assessment, 157 Behavioral avoidance system, 89–90 Behavioral engagement system. See Behavioral

approach system (BAS) Behavioral facilitation system. See Behavioral

approach system (BAS)

Behavioral genetics, 68–73 Behavioral residues, 21 Behavioral signature, 44, 196 Behavior change, 7

in biological perspective, 83, 101–103 in cognitive perspective, 198–199 in learning perspective, 158–161 motives and, 64–65 pharmacotherapy and, 102–103 problem solving and, 216 in psychoanalytic perspective, 121–122 from psychosocial perspective, 141–142 self-actualization/self-determination, 179–180 self-regulation and, 214–216 trait perspective, 48 in trait perspective, 64–65

Behavior modification/theory, 158 Behavior-outcome expectancy, 195 Behavior problems, 7

in biological perspective, 81–83, 101–103 in cognitive perspective, 198–199 in cognitive self-regulation perspective, 214–216 as conflicts, 214–215 evolution and, 83 interactionism in, 47–48 in learning perspective, 158–161 motives and, 64–65 origins of, 120 in psychoanalytic perspective, 120–122 in psychosocial perspective, 141–142 in self-actualization/self-determination

perspective, 179–180 in trait perspective, 47–48, 64–65

Belongingness needs, 172 “Big five.” See Five-factor model Biological perspective

assessment in, 81, 100 behavioral approach and, 87–88 behavioral avoidance/withdrawal system, 89–90 early biological views, 67–68 early views, 87 environmental effects in, 74 extraversion and cortical arousal, 87 impulsiveness in, 91 inheritance in, 68–73, 81–83 neurotransmitters and approach system, 88–89 personality in, 87 problems and prospects for, 83–84, 103 problems in behavior, and behavior change in,

81–83, 101–103 relating approach and avoidance systems to traits

or temperaments, 90–91 sensation seeking, 91–94 sex hormones and, 94–99 trait psychology vs., 90–91

Biological process perspective, 5 Bipolar disorder, 102

behavior genetics and, 81–82 pharmacotherapy for, 102

Bonding, 99 Brain

behavioral approach system, 87–88 extraversion/introversion and, 87 functions, Eysenck’s early views on, 87 impulsiveness and, 91 neuroimaging, 100 pharmacotherapy and, 102–103 sex hormones and, 94–95

297

Subject Index

298 Subject Index

C Candidate gene strategy, 73 Care, 139 Case studies, defined, 10 Castration anxiety, 116 Catastrophize, 199 Categorizing, 47, 184 Catharsis, 110 Causality, 14–15

defined, 14 limitation on inference, 14–15 locus of, 188

Cerebrotonia, 68 Childhood

adversity, 133 object relations theories, 126 psychosocial development, 135

Clarification of feelings, 180 Classical conditioning, 144–148

attitudes and, 148 basic elements of, 145–146 and context, 158–159 discrimination and, 146–147 emotional conditioning, 147–148 of emotional responses, 158 extinction and, 147 generalization and, 146–147 vicarious, 152

Client-centered therapy, 179–180 Clinically significance, 14 Cognitive-affective processing system, 196–197 Cognitive assessment, 197–198 Cognitive-experiential self-theory, 192–194

personality in, 196–197 Cognitive psychology/perspective, 5–6, 183–200

assessment and, 197–198 attribution, 187–188 connectionist approach in, 190–194 delay of gratification in, 193 episodic memory, 185–186 person variables in, 195–196 problems and prospects, 199–200 problems in behavior, and behavior change in,

198–199 procedural knowledge, 186 schemas in, 185 semantic memory, 185

Cognitive restructuring/reframing, 199 Cognitive self-regulation perspective, 201–217. See also

Cognitive psychology/perspective; Self-regulation assessment in, 213–214 cognitive person variables, 195–196 intention-based action in, 211–213 problems and prospects of, 216–217 stimulus-based action in, 211–213

Cognitive-social learning view, 223–224 Cognitive therapies, 199 Cognitive triad, 198 Commitment stories, 139 Comparator, 205

self-directed attention and, 206 Competence motivation, 126 Competencies, 195 Competition

in mate selection, 77–79 young male syndrome and, 80

Conceptual definition, 24, 25 Concordance, 82 Conditional positive regard, 165 Conditional self-regard, 165 Conditional stimulus (CS), 145, 146 Conditioned response (CR), 145, 146 Conditioning theories, 144–151

assessment and, 157 classical conditioning. See Classical conditioning instrumental. See Instrumental conditioning problems and prospects of, 161–162 problems in behavior, and behavior change, 158–161

Conditions of worth, 165 Congruence, 169 Connectionism, 190–194

dual-process models, 192–194 explicit knowledge, 194 implicit knowledge, 194

Conscience, 108 Conscientiousness, 222

in five-factor model, 37, 38–39, 71 Conscious, 107 Conscious processor, 193 Consistency

internal, 22–23 of personality, 2

Constraint anxiety and depression, 101 in five-factor model, 37 impulse vs., 93–94

Construct validity, 25 Contamination themes, 139 Content analysis, 177 Context

in assessment, 197–198 classical conditioning and, 158–159 interactionism and, 43–46

Contingency management, 159 Contingent self-worth, 166 Continuity, of personality, 2 Continuous reinforcement, 150 Control

experimental, 15 Control system, 205. See also Feedback control Convergent validity, 26 Coping model, 160 Correlation, defined, 12 Correlational studies, 12–16

advantages/disadvantages of, 17 causality and, 14–15 experiments vs., 16 limitation on inference in, 14–15 recognizing, 16–17 significance in, 14

Correlation coefficient, 13 Counter-conditioning, 158 Criminal behavior

young male syndrome and, 80 Crisis, psychosocial development, 134 Criterion keying, 28 Criterion validity, 25–26 Cultural differences

language in psychoanalytic perspective, 109 validity and, 26–27

Culture in five-factor model, 35, 37 genetic attraction and, 76–77 and validity, 26–27

Current concerns, 119

D Dasein, 175 Death

existential psychology and, 174–176 Death instincts, 110 Default, 185 Defense mechanisms, 111–114

denial, 112 displacement, 113 intellectualization, 113 projection, 112–113 rationalization, 113 repression, 111–112 research on, 114 sublimation, 113

Deficiency-based motives, 173 Definitions

conceptual, 24, 25 operational, 25

Deindividuation, 214

Delay of gratification in cognitive psychology, 193 in psychoanalytic perspective, 108

Deliberative mindset, 204 Denial, 112, 170 Dependent variables, 15 Deploying attention, 198 Depression

attachment and, 141 biological bases of, 101 pharmacotherapy for, 103 self-schemas, 198–199

Desensitization, to violence, 157 Despair, ego integrity vs., 139 Diathesis-stress model, 47–48 Directional selection, 75 Discriminant validity, 26 Discrimination

in classical conditioning, 147 in instrumental conditioning, 149–150

Discriminative stimulus, 150 Disengagement, 210

inability to disengage, 215 partial, 211

Dismissive, 130 Displacement, 113, 121 Dispositional perspective. See Traits Distortion of experience, 170 Divorce

intimacy vs. isolation and, 137 sense of identity and, 137

Dizygotic (DZ) twins, 68, 69 Dominance. See Power motivation Dopamine

behavioral approach system and, 88–89 DRD4 gene, 73 Dreams, 119 Drives, of personality, 109–110 Drug use, 82–83 Dual-process models, 192–194

E Eclecticism, 227 Ectomorphy, 68 Effectance motivation, 126 Efficacy expectancy, 153–154

therapeutic changes in, 161 Effortful control, 70, 92

anxiety and depression, 101 Ego, 107–108, 220. See also Defense mechanisms

delayed gratification, 108 overcontrolled aggressors and, 110 secondary process and, 108

Egocentricity, 140 Ego control, 126 Ego function, 125 Ego ideal, 108 Ego identity, 133–134 Ego integrity vs. despair, 139 Ego psychology, 126 Ego quality, 134 Ego resiliency, 126 Ego strength, 108, 134 Elderly, stereotype of, 212 Electra complex, 116 Electroencephalogram (EEG), 100 Emotional arousal, 152 Emotional conditioning, 147–148 Emotional isolation, 138 Emotionality, 70, 71

classical conditioning of emotional responses, 158 self-regulation and, 209 in supertrait analysis, 33–34

Emotional stability, 36–37 Empathy, 152 Empirical approach, to assessment, 28–29 Emptiness, 175 Encoding strategies, 195

Subject Index 299

Endomorphy, 68 Entitlement, 141 Entity mindset, 187 Environmental effects, 71–73