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Personality: Theory and Research, 13th Edition

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Personality: Theory and Research, 13th Edition

Daniel Cervone, Lawrence A. Pervin

ISBN: 978-1-119-16116-5 October 2015 560 Pages

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The 13th Edition of Cervone's Personality: Theory and Research significantly updates and expands on previous editions of this classic text. New to this edition, Personality and the Brain coverage throughout the text shows readers how cutting-edge advances in neuroscience  inform all aspects of personality theory and research. Cervone and Pervins, 13th edition provides uniquely  up-to-date coverage of contemporary personality science while  continuing to ground the student in the field's classic, and  contemporary, theoretical statements.

Related Resources

PREFACE, V

CHAPTER 1 PERSONALITY THEORY: FROM EVERYDAY OBSERVATIONS TO SYSTEMATIC THEORIES, 1

QUESTIONS TO BE ADDRESSED IN THIS CHAPTER, 2

FIVE GOALS FOR THE PERSONALITY THEORIST, 3

WHY STUDY PERSONALITY?, 5

DEFINING PERSONALITY, 6

QUESTIONS ABOUT PERSONS: WHAT, HOW, AND WHY, 7

ANSWERING QUESTIONS ABOUT PERSONS SCIENTIFICALLY: UNDERSTANDING STRUCTURES, PROCESSES, DEVELOPMENT, AND THERAPEUTIC CHANGE, 8

IMPORTANT ISSUES IN PERSONALITY THEORY, 18

EVALUATING PERSONALITY THEORIES, 23

THE PERSONALITY THEORIES: AN INTRODUCTION, 24

MAJOR CONCEPTS, 28

REVIEW, 29

CHAPTER 2 THE SCIENTIFIC STUDY OF PEOPLE, 31

QUESTIONS TO BE ADDRESSED IN THIS CHAPTER, 31

THE DATA OF PERSONALITY PSYCHOLOGY, 33

GOALS OF RESEARCH: RELIABILITY, VALIDITY, AND ETHICAL BEHAVIOR, 40

THREE GENERAL STRATEGIES OF RESEARCH, 42

PERSONALITY THEORY AND PERSONALITY RESEARCH, 55

PERSONALITY ASSESSMENT AND THE CASE OF JIM, 56

MAJOR CONCEPTS, 58

REVIEW, 58

CHAPTER 3 A PSYCHODYNAMIC THEORY: FREUD’S PSYCHOANALYTIC THEORY OF PERSONALITY, 59

QUESTIONS TO BE ADDRESSED IN THIS CHAPTER, 59

SIGMUND FREUD (1856–1939): A VIEW OF THE THEORIST, 60

FREUD’S VIEW OF THE PERSON, 62

FREUD’S VIEW OF THE SCIENCE OF PERSONALITY, 65

FREUD’S PSYCHOANALYTIC THEORY OF PERSONALITY, 66

MAJOR CONCEPTS, 96

REVIEW, 97

CHAPTER 4 FREUD’S PSYCHOANALYTIC THEORY: APPLICATIONS, RELATED THEORETICAL CONCEPTIONS, ANDCONTEMPORARY RESEARCH, 99

QUESTIONS TO BE ADDRESSED IN THIS CHAPTER, 99

PSYCHODYNAMIC PERSONALITY ASSESSMENT: PROJECTIVE TESTS, 100

PSYCHOPATHOLOGY, 106

PSYCHOLOGICAL CHANGE, 109

THE CASE OF JIM, 115

RELATED THEORETICAL CONCEPTIONS AND RECENT DEVELOPMENTS, 119

CRITICAL EVALUATION, 136

MAJOR CONCEPTS, 140

REVIEW, 141

CHAPTER 5 A PHENOMENOLOGICAL THEORY: CARL ROGERS’S PERSONCENTERED THEORY OFPERSONALITY, 143

QUESTIONS TO BE ADDRESSED IN THIS CHAPTER, 144

CARL R. ROGERS (1902–1987): A VIEW OF THE THEORIST, 144

ROGERS’S VIEW OF THE PERSON, 146

ROGERS’S VIEW OF THE SCIENCE OF PERSONALITY, 149

THE PERSONALITY THEORY OF CARL ROGERS, 149

MAJOR CONCEPTS, 164

REVIEW, 165

CHAPTER 6 ROGERS’S PHENOMENOLOGICAL THEORY: APPLICATIONS, RELATED THEORETICAL CONCEPTIONS,AND CONTEMPORARY RESEARCH, 167

QUESTIONS TO BE ADDRESSED IN THIS CHAPTER, 168

CLINICAL APPLICATIONS, 168

THE CASE OF JIM, 175

RELATED THEORETICAL CONCEPTIONS, 177

RECENT DEVELOPMENTS IN THEORY AND RESEARCH, 185

CRITICAL EVALUATION, 193

MAJOR CONCEPTS, 197

REVIEW, 197

CHAPTER 7 TRAIT THEORIES OF PERSONALITY: ALLPORT, EYSENCK, AND CATTELL, 199

QUESTIONS TO BE ADDRESSED IN THIS CHAPTER, 200

A VIEW OF THE TRAIT THEORISTS, 200

TRAIT THEORY’S VIEW OF THE PERSON, 201

TRAIT THEORY’S VIEW OF THE SCIENCE OF PERSONALITY, 202

TRAIT THEORIES OF PERSONALITY: BASIC PERSPECTIVES SHARED BY TRAIT THEORISTS, 204

THE TRAIT THEORY OF GORDON W. ALLPORT (1897–1967), 205

IDENTIFYING PRIMARY TRAIT DIMENSIONS: FACTOR ANALYSIS, 209

THE FACTOR‐ANALYTIC TRAIT THEORY OF RAYMOND B. CATTELL (1905–1998), 211

THE THREE‐FACTOR THEORY OF HANS J. EYSENCK (1916–1997), 216

MAJOR CONCEPTS, 225

REVIEW, 225

CHAPTER 8 TRAIT THEORY: THE FIVEFACTOR MODEL—APPLICATIONS AND EVALUATION OF TRAITAPPROACHES TO PERSONALITY, 227

QUESTIONS TO BE ADDRESSED IN THIS CHAPTER, 228

THE FIVE‐FACTOR MODEL OF PERSONALITY: RESEARCH EVIDENCE, 228

THE FIVE‐FACTOR THEORY, 237

GROWTH AND DEVELOPMENT, 242

MAYBE WE MISSED ONE? THE SIX‐FACTOR MODEL, 244

APPLICATIONS OF THE BIG FIVE MODEL, 245

THE CASE OF JIM, 248

THE PERSON–SITUATION CONTROVERSY, 252

CRITICAL EVALUATION, 255

MAJOR CONCEPTS, 260

REVIEW, 260

CHAPTER 9 BIOLOGICAL FOUNDATIONS OF PERSONALITY, 261

QUESTIONS TO BE ADDRESSED IN THIS CHAPTER, 261

TEMPERAMENT, 263

EVOLUTION, EVOLUTIONARY PSYCHOLOGY, AND PERSONALITY, 269

GENES AND PERSONALITY, 278

MOOD, EMOTION, AND THE BRAIN, 290

PLASTICITY: BIOLOGY AS BOTH CAUSE AND EFFECT, 295

NEUROSCIENTIFIC INVESTIGATIONS OF “HIGHER‐LEVEL” PSYCHOLOGICAL FUNCTIONS, 296

MAJOR CONCEPTS, 297

REVIEW, 298

CHAPTER 10 BEHAVIORISM AND THE LEARNING APPROACHES TO PERSONALITY, 299

QUESTIONS TO BE ADDRESSED IN THIS CHAPTER, 299

BEHAVIORISM’S VIEW OF THE PERSON, 300

BEHAVIORISM’S VIEW OF THE SCIENCE OF PERSONALITY, 301

WATSON, PAVLOV, AND CLASSICAL CONDITIONING, 305

SKINNER’S THEORY OF OPERANT CONDITIONING, 317

CRITICAL EVALUATION, 328

MAJOR CONCEPTS, 332

REVIEW, 332

CHAPTER 11 A COGNITIVE THEORY: GEORGE A KELLY’S PERSONAL CONSTRUCTTHEORY OF PERSONALITY, 333

QUESTIONS TO BE ADDRESSED IN THIS CHAPTER, 333

GEORGE A. KELLY (1905–1966): A VIEW OF THE THEORIST, 335

KELLY’S VIEW OF THE SCIENCE OF PERSONALITY, 336

KELLY’S VIEW OF THE PERSON, 338

THE PERSONALITY THEORY OF GEORGE A. KELLY, 340

CLINICAL APPLICATIONS, 355

THE CASE OF JIM, 358

RELATED POINTS OF VIEW AND RECENT DEVELOPMENTS, 360

CRITICAL EVALUATION, 361

MAJOR CONCEPTS, 365

REVIEW, 365

CHAPTER 12 SOCIALCOGNITIVE THEORY: BANDURA AND MISCHEL, 367

QUESTIONS TO BE ADDRESSED IN THIS CHAPTER, 367

RELATING SOCIAL‐COGNITIVE THEORY TO THE PREVIOUS THEORIES, 368

A VIEW OF THE THEORISTS, 369

SOCIAL‐COGNITIVE THEORY’S VIEW OF THE PERSON, 371

SOCIAL‐COGNITIVE THEORY’S VIEW OF THE SCIENCE OF PERSONALITY, 372

SOCIAL‐COGNITIVE THEORY OF PERSONALITY: STRUCTURE, 372

SOCIAL‐COGNITIVE THEORY OF PERSONALITY: PROCESS, 383

SOCIAL‐COGNITIVE THEORY OF GROWTH AND DEVELOPMENT, 387

MAJOR CONCEPTS, 401

REVIEW, 402

CHAPTER 13 SOCIALCOGNITIVE THEORY: APPLICATIONS, RELATED THEORETICAL CONCEPTIONS, AND CONTEMPORARYRESEARCH, 403

QUESTIONS TO BE ADDRESSED IN THIS CHAPTER, 403

COGNITIVE COMPONENTS OF PERSONALITY: BELIEFS, GOALS, AND EVALUATIVE STANDARDS , 405

STRESS AND COPING, 425

THE CASE OF JIM, 431

CRITICAL EVALUATION, 433

MAJOR CONTRIBUTIONS AND SUMMARY, 436

MAJOR CONCEPTS, 436

REVIEW, 436

CHAPTER 14 PERSONALITY IN CONTEXT: INTERPERSONAL RELATIONS, CULTURE, AND DEVELOPMENT ACROSSTHE COURSE OF LIFE, 439

QUESTIONS TO BE ADDRESSED IN THIS CHAPTER, 440

INTERPERSONAL RELATIONSHIPS, 441

MEETING ACADEMIC AND SOCIAL CHALLENGES: OPTIMISTIC STRATEGIES AND DEFENSIVE PESSIMISM, 446

PERSONALITY CONSISTENCY IN CONTEXT, 447

PERSONALITY DEVELOPMENT IN SOCIOECONOMIC CONTEXT, 450

PERSONALITY FUNCTIONING ACROSS THE LIFE SPAN, 451

PERSONS IN CULTURES, 453

PUTTING PERSONALITY IN CONTEXT INTO PRACTICE, 458

SUMMARY, 464

MAJOR CONCEPTS, 465

REVIEW, 465

CHAPTER 15 ASSESSING PERSONALITY THEORY AND RESEARCH, 467

QUESTIONS TO BE ADDRESSED IN THIS CHAPTER, 467

ON STRUCTURES, PROCESSES, DEVELOPMENT, AND THERAPEUTIC CHANGE, 467

THE CASE OF JIM, 473

HOW DID THEY DO? A CRITICAL EVALUATION OF PERSONALITY, 474

A FINAL SUMMING UP: THEORIES AS TOOLKITS, 479

REVIEW, 480

GLOSSARY, 481

REFERENCES, 489

NAME INDEX, 521

SUBJECT INDEX, 527

  • Coverage of self-determination in Chapter 6 Rogers’s Phenomenological Theory: Applications, Related Theoretical Conceptions, and Contemporary Research has been significantly re-worked and expanded.
  • The discussion of the Five-Factor Model in Chapter 8 Trait Theory: The Five-Factor Model; Applications and Evaluation of Trait Approaches to Personality has been updated.
  • The presentation of Social Cognitive Theory in Chapter 12 Social-Cognitive Theory: Bandura and Mischel and Chapter 13 Social-Cognitive Theory: Applications, Related Theoretical Conceptions, and Contemporary Research has been revised with new material.
  • Throughout the text has been streamlined to aid in students focus and understanding.

 

  • Integrates theory and research to demonstrate to the student how the two impact one another.
  • Integrates case material with theory to bridge the gap between the general and specific. Enables students interested in clinical psychology to see links between personality psych and clinical practice.
  • Provides a basis for comparison of theories allowing students to make their own judgements concerning the merits of each.
  • Presents complex scientific theories in an accessible manner.