Personality psychology is a branch of psychology that studies personality and individual differences. One emphasis in this area is to construct a coherent picture of a person and his or her major psychological processes [1]. Another emphasis views personality as the study of individual differences, in other words, how people differ from each other. A third area of emphasis examines human nature and how all people are similar to one another. These three viewpoints merge together in the study of personality.
Personality can be defined as a dynamic and organized set of characteristics possessed by a person that uniquely influences his or her cognitions, motivations, and behaviors in various situations [2]. The word "personality" originates from the Latin persona, which means mask. Significantly, in the theatre of the ancient Latin-speaking world, the mask was not used as a plot device to disguise the identity of a character, but rather was a convention employed to represent or typify that character.
The pioneering American psychologist, Gordon Allport (1937) described two major ways to study personality, the nomothetic and the idiographic. Nomothetic psychology seeks general laws that can be applied to many different people, such as the principle of self-actualization, or the trait of extraversion. Idiographic psychology is an attempt to understand the unique aspects of a particular individual.
The study of personality has a rich and varied history in psychology, with an abundance of theoretical traditions. The major theories include dispositional (trait) perspective, psychodynamic, humanistic, biological, behaviorist and social learning perspective. There is no consensus on the definition of "personality" in psychology. Most researchers and psychologists do not explicitly identify themselves with a certain perspective and often taken an eclectic approach. Some research is empirically driven such as the "Big 5" personality model whereas other research emphasizes theory development such as psychodynamics. There is also a substantial emphasis on the applied field of personality testing.
Philosophical assumptions
Many of the ideas developed by historical and modern personality theorists stem from the basic philosophical assumptions they hold. The study of personality is not a purely empirical discipline, as it brings in elements of art, science, and philosophy to draw general conclusions. The following five categories are some of the most fundamental philosophical assumptions on which theorists disagree:
1. Freedom versus Determinism
This is the debate over whether we have control over our own behavior and understand the motives behind it (Freedom), or if our behavior is causally determined by forces beyond our control (Determinism). Determinism has been considered unconscious, environmental, or biological by various theories.
2. Heredity versus Environment
Personality is thought to be determined largely by either genetics and heredity, by environment and experiences, or by some combination of the two. There is evidence for all possibilities. Contemporary research suggests that most personality traits are based on the joint influence of genetics and environment.
3. Uniqueness versus Universality
The argument over whether we are all unique individuals (Uniqueness) or if humans are basically similar in their nature (Universality). Gordon Allport, Abraham Maslow, and Carl Rogers were all advocates of the uniqueness of individuals. Behaviorists and cognitive theorists, in contrast, emphasized the importance of universal principles such as reinforcement and self-efficacy.
4. Active versus Reactive
Do we primarily act through our own initiative (Active), or react to outside stimuli (Reactive)? Behavioral theorists typically believe that humans are passively shaped by their environments, whereas humanistic and cognitive theorists believe that humans are more active.
5. Optimistic versus Pessimistic
Personality theories differ on whether people can change their personalities (Optimism), or if they are doomed to remain the same throughout their lives (Pessimism). Theories that place a great deal of emphasis on learning are often, but not always, more optimistic than theories that do not emphasize learning.
Personality theories
Critics of personality theory claim personality is "plastic" across time, places, moods, and situations. Changes in personality may indeed result from diet (or lack thereof), medical effects, significant events, or learning. However, most personality theories emphasize stability over fluctuation.
Trait theories
According to the Diagnostic and Statistical Manual of the American Psychiatric Association, personality traits are "enduring patterns of perceiving, relating to, and thinking about the environment and oneself that are exhibited in a wide range of social and personal contexts." Theorists generally assume a) traits are relatively stable over time, b) traits differ among individuals (e.g. some people are outgoing while others are reserved), and c) traits influence behavior.
The most common models of traits incorporate three to five broad dimensions or factors. The least controversial dimension, observed as far back as the ancient Greeks, is simply extraversion vs. introversion (outgoing and physical-stimulation-oriented vs. quiet and physical-stimulation-averse).
- Gordon Allport delineated different kinds of traits, which he also called dispositions. Central traits are basic to an individual's personality, while secondary traits are more peripheral. Common traits are those recognized within a culture and thus may vary from culture to culture. Cardinal traits are those by which an individual may be strongly recognized.
- Hans Eysenck believed just three traits—extraversion, neuroticism and psychoticism—were sufficient to describe human personality. Differences between Cattell and Eysenck emerged due to preferences for different forms of factor analysis, with Cattell using oblique, Eysenck orthogonal, rotation to analyse the factors that emerged when personality questionnaires were subjected to statistical analysis. Today, the Big Five factors have the weight of a considerable amount of empirical research behind them, building on the work of Cattell and others.
- Openness to Experience: the tendency to be imaginative, independent, and interested in variety vs. practical, conforming, and interested in routine.
- Conscientiousness: the tendency to be organized, careful, and disciplined vs. disorganized, careless, and impulsive.
- Extraversion: the tendency to be sociable, fun-loving, and affectionate vs. retiring, somber, and reserved.
- Agreeableness: the tendency to be softhearted, trusting, and helpful vs. ruthless, suspicious, and uncooperative.
- Neuroticism: the tendency to be calm, secure, and self-satisfied vs. anxious, insecure, and self-pitying [3]
- The Big Five contain important dimensions of personality. However, some personality researchers argue that this list of major traits is not exhaustive. Some support has been found for two additional factors: excellent/ordinary and evil/decent. However, no definitive conclusions have been established.[3]
- John L. Holland's RIASEC vocational model, commonly referred to as the Holland Codes, stipulates that six personality traits lead people to choose their career paths. In this circumplex model, the six types are represented as a hexagon, with adjacent types more closely related than those more distant. The model is widely used in vocational counseling.
Trait models have been criticized as being purely descriptive and offering little explanation of the underlying causes of personality. Eysenck's theory, however, does propose biological mechanisms as driving traits, and modern behavior genetics researchers have shown a clear genetic substrate to them.[vague] Another potential weakness of trait theories is that they lead people to accept oversimplified classifications, or worse offer advice, based on a superficial analysis of their personality. Finally, trait models often underestimate the effect of specific situations on people's behavior. It is important to remember that traits are statistical generalizations that do not always correspond to an individual's behavior.
Type theories
Personality type refers to the psychological classification of different types of people. Personality types are distinguished from personality traits, which come in different levels or degrees. For example, according to type theories, there are two types of people, introverts and extraverts. According to trait theories, introversion and extraversion are part of a continuous dimension, with many people in the middle. The idea of psychological types originated in the theoretical work of Carl Jung[citation needed] and William Marston, whose work is reviewed in Dr. Travis Bradberry's The Personality Code. Jung's seminal 1921 book on the subject is available in English as Psychological Types.
Building on the writings and observations of Jung, during World War II, Isabel Briggs Myers and her mother, Katharine C. Briggs, delineated personality types by constructing the Myers-Briggs Type Indicator.[4] This model was later used by David Keirsey with a different understanding from Jung, Briggs and Myers.[5] In the former Soviet Union, Lithuanian Aušra Augustinavičiūtė independently derived a model of personality type from Jung's called Socionics.
The model is an older and more theoretical approach to personality, accepting extraversion and introversion as basic psychological orientations in connection with two pairs of psychological functions:
- Perceiving functions: sensing and intuition (trust in concrete, sensory-oriented facts vs. trust in abstract concepts and imagined possibilities)
- Judging functions: thinking and feeling (basing decisions primarily on logic vs. considering the effect on people).
Briggs and Myers also added another personality dimension to their type indicator to measure whether a person prefers to use a judging or perceiving function when interacting with the external world. Therefore they included questions designed to indicate whether someone wishes to come to conclusions (judgment) or to keep options open (perception).[4]
This personality typology has some aspects of a trait theory: it explains people's behaviour in terms of opposite fixed characteristics. In these more traditional models, the sensing/intuition preference is considered the most basic, dividing people into "N" (intuitive) or "S" (sensing) personality types. An "N" is further assumed to be guided either by thinking or feeling, and divided into the "NT" (scientist, engineer) or "NF" (author, humanitarian) temperament. An "S", by contrast, is assumed to be guided more by the judgment/perception axis, and thus divided into the "SJ" (guardian, traditionalist) or "SP" (performer, artisan) temperament.[5] These four are considered basic, with the other two factors in each case (including always extraversion/introversion) less important. Critics of this traditional view have observed that the types can be quite strongly stereotyped by professions (although neither Myers nor Keirsey engaged in such stereotyping in their type descriptions[4][5]), and thus may arise more from the need to categorize people for purposes of guiding their career choice.[6] This among other objections led to the emergence of the five-factor view, which is less concerned with behavior under work conditions and more concerned with behavior in personal and emotional circumstances. (It should be noted, however, that the MBTI is not designed to measure the "work self," but rather what Myers and McCaulley called the "shoes-off self."[7]) Some critics have argued for more or fewer dimensions while others have proposed entirely different theories (often assuming different definitions of "personality").
Type A personality: During the 1950s, Meyer Friedman and his co-workers defined what they called Type A and Type B behavior patterns. They theorized that intense, hard-driving Type A personalities had a higher risk of coronary disease because they are "stress junkies." Type B people, on the other hand, tended to be relaxed, less competitive, and lower in risk. There was also a Type AB mixed profile. Dr. Redford Williams, cardiologist at Duke University, refuted Friedman’s theory that Type A personalities have a higher risk of coronary heart disease; however, current research indicates that only the hostility component of Type A may have health implications. Type A/B theory has been extensively criticized by psychologists because it tends to oversimplify the many dimensions of an individual's personality.
Psychoanalytic theories
Psychoanalytic theories explain human behaviour in terms of the interaction of various components of personality. Sigmund Freud was the founder of this school. Freud drew on the physics of his day (thermodynamics) to coin the term psychodynamics. Based on the idea of converting heat into mechanical energy, he proposed psychic energy could be converted into behavior. Freud's theory places central importance on dynamic, unconscious psychological conflicts.
Freud divides human personality into three significant components: the ego, superego, and id. The id acts according to the pleasure principle, demanding immediate gratification of its needs regardless of external environment; the ego then must emerge in order to realistically meet the wishes and demands of the id in accordance with the outside world, adhering to the reality principle. Finally, the superego inculcates moral judgment and societal rules upon the ego, thus forcing the demands of the id to be met not only realistically but morally. The superego is the last function of the personality to develop, and is the embodiment of parental/social ideals established during childhood. According to Freud, personality is based on the dynamic interactions of these three components[8].
The channeling and release of sexual (libidal) and aggressive energies, which ensues from the "Eros" (sex; instinctual self-preservation) and "Thanatos" (death; instinctual self-annihilation) drives respectively, are major components of his theory.[8] It is important to note Freud's broad understanding of sexuality included all kinds of pleasurable feelings experienced by the human body.
Freud proposed five psychosexual stages of personality development. He believed adult personality is dependent upon early childhood experiences and largely determined by age five.[8] Fixations that develop during the Infantile stage contribute to adult personality and behavior.
One of Sigmund Freud's earlier associates, Alfred Adler, did agree with Freud early childhood experiences are important to development, and believed birth order may influence personality development. Adler believed the oldest was the one that set high goals to achieve to get the attention they lost back when the younger siblings were born. He believed the middle children were competitive and ambitious possibly so they are able to surpass the first-born’s achievements, but were not as much concerned about the glory. Also he believed the last born would be more dependent and sociable but be the baby. He also believed that the only child loves being the center of attention and matures quickly, but in the end fails to become independent.
Heinz Kohut thought similarly to Freud’s idea of transference. He used narcissism as a model of how we develop our sense of self. Narcissism is the exaggerated sense of one self in which is believed to exist in order to protect one's low self esteem and sense of worthlessness. Kohut had a significant impact on the field by extending Freud's theory of narcissism and introducing what he called the 'self-object transferences' of mirroring and idealization. In other words, children need to idealize and emotionally "sink into" and identify with the idealized competence of admired figures such as parents or older siblings. They also need to have their self-worth mirrored by these people. These experiences allow them to thereby learn the self-soothing and other skills that are necessary for the development of a healthy sense of self.
Another important figure in the world of personality theory was Karen Horney. She is credited with the development of the "real self" and the "ideal self". She believes all people have these two views of their own self. The "real self" is how you really are with regards to personality, values, and morals; but the "ideal self" is a construct you apply to yourself to conform to social and personal norms and goals. Ideal self would be "I can be successful, I am CEO material"; and real self would be "I just work in the mail room, with not much chance of high promotion".
Behaviorist theories
Behaviorists explain personality in terms of the effects external stimuli have on behavior. It was a radical shift away from Freudian philosophy. This school of thought was developed by B. F. Skinner who put forth a model which emphasized the mutual interaction of the person or "the organism" with its environment. Skinner believed children do bad things because the behavior obtains attention that serves as a reinforcer. For example: a child cries because the child's crying in the past has led to attention. These are the response, and consequences. The response is the child crying, and the attention that child gets is the reinforcing consequence. According to this theory, people's behavior is formed by processes such as operant conditioning. Skinner put forward a "three term contingency model" which helped promote analysis of behavior based on the "Stimulus - Response - Consequence Model" in which the critical question is: "Under which circumstances or antecedent 'stimuli' does the organism engage in a particular behavior or 'response', which in turn produces a particular 'consequence'?"
Richard Herrnstein extended this theory by accounting for attitudes and traits. An attitude develops as the response strength (the tendency to respond) in the presences of a group of stimuli become stable. Rather than describing conditionable traits in non-behavioral language, response strength in a given situation accounts for the environmental portion. Herrstein also saw traits as having a large genetic or biological component as do most modern behaviorists.
Ivan Pavlov is another notable influence. He is well known for his classical conditions experiments involving a dog. These physiological studies on this dog led him to discover the foundation of behaviorism as well as classical conditioning.
Social cognitive theories
In cognitivism, behavior is explained as guided by cognitions (e.g. expectations) about the world, especially those about other people. Cognitive theories are theories of personality that emphasize cognitive processes such as thinking and judging.
Albert Bandura, a social learning theorist suggested the forces of memory and emotions worked in conjunction with environmental influences. Bandura was known mostly for his "Bobo Doll experiment". During these experiments, Bandura video taped a college student kicking and verbally abusing a bobo doll. He then showed this video to a class of kindergarten children who were getting ready to go out to play. When they entered the play room, they saw bobo dolls, and some hammers. The people observing these children at play saw a group of children beating the doll. He called this study and his findings observational learning, or modeling.
Early examples of approaches to cognitive style are listed by Baron (1982). These include Witkin's (1965) work on field dependency, Gardner's (1953) discovering people had consistent preference for the number of categories they used to categorise heterogeneous objects, and Block and Petersen's (1955) work on confidence in line discrimination judgments. Baron relates early development of cognitive approaches of personality to ego psychology. More central to this field have been:
- Self-efficacy work, dealing with confidence people have in abilities to do tasks [9];
- Locus of control theory [10] dealing with different beliefs people have about whether their worlds are controlled by themselves or external factors;
- Attributional style theory [11] dealing with different ways in which people explain events in their lives. This approach builds upon locus of control, but extends it by stating we also need to consider whether people attribute to stable causes or variable causes, and to global causes or specific causes.
Various scales have been developed to assess both attributional style and locus of control. Locus of control scales include those used by Rotter and later by Duttweiler, the Nowicki and Strickland (1973) Locus of Control Scale for Children and various locus of control scales specifically in the health domain, most famously that of Kenneth Wallston and his colleagues, The Multidimensional Health Locus of Control Scale [12]. Attributional style has been assessed by the Attributional Style Questionnaire [13], the Expanded Attributional Style Questionnaire [14], the Attributions Questionnaire [15], the Real Events Attributional Style Questionnaire [16] and the Attributional Style Assessment Test [17].
Walter Mischel (1999) has also defended a cognitive approach to personality. His work refers to "Cognitive Affective Units", and considers factors such as encoding of stimuli, affect, goal-setting, and self-regulatory beliefs. The term "Cognitive Affective Units" shows how his approach considers affect as well as cognition.
Personal Construct Psychology (PCP) is a theory of personality developed by the American psychologist George Kelly in the 1950s. From the theory, Kelly derived a psychotherapy approach and also a technique called The Repertory Grid Interview that helped his patients to uncover their own "constructs" (defined later) with minimal intervention or interpretation by the therapist. The Repertory Grid was later adapted for various uses within organizations, including decision-making and interpretation of other people's world-views. From his 1963 book, A Theory of Personality, pp. 103–104:
- Fundamental Postulate: A person's processes are psychologically channelized by the ways in which the person anticipates events.
- Construction Corollary: A person anticipates events by construing their replications.
- Individuality Corollary: People differ from one another in their construction of events.
- Organization Corollary: Each person characteristically evolves, for convenience in anticipating events, a construction system embracing ordinal relationships between constructs.
- Dichotomy Corollary: A person's construction system is composed of a finite number of dichotomous constructs.
- Choice Corollary: People choose for themselves the particular alternative in a dichotomized construct through which they anticipate the greater possibility for extension and definition of their system.
- Range Corollary: A construct is convenient for the anticipation of a finite range of events only.
- Experience Corollary: A person's construction system varies as the person successively construes the replication of events.
- Modulation Corollary: The variation in a person's construction system is limited by the permeability of the constructs within whose ranges of conveniences the variants lie.
- Fragmentation Corollary: A person may successively employ a variety of construction subsystems which are inferentially incompatible with each other.
- Commonality Corollary: To the extent that one person employs a construction of experience which is similar to that employed by another, the psychological processes of the two individuals are similar to each other.
- Sociality Corollary: To the extent that one person construes another's construction processes, that person may play a role in a social process involving the other person.
Humanistic theories
In humanistic psychology it is emphasized people have free will and they play an active role in determining how they behave. Accordingly, humanistic psychology focuses on subjective experiences of persons as opposed to forced, definitive factors that determine behavior. Abraham Maslow and Carl Rogers were proponents of this view, which is based on the "phenomenal field" theory of Combs and Snygg (1949)[18].
Maslow spent much of his time studying what he called "self-actualizing persons", those who are "fulfilling themselves and doing the best they are capable of doing". Maslow believes all who are interested in growth move towards self-actualizing (growth, happiness, satisfaction) views. Many of these people demonstrate a trend in dimensions of their personalities. Characteristics of self-actualizers according to Maslow include the four key dimensions:
- Awareness - maintaining constant enjoyment and awe of life. These individuals often experienced a "peak experience". He defined a peak experience as an "intensification of any experience to the degree there is a loss or transcendence of self". A peak experience is one in which an individual perceives an expansion of his or herself, and detects a unity and meaningfulness in life. Intense concentration on an activity one is involved in, such as running a marathon, may invoke a peak experience.
- Reality and problem centered - they have tendency to be concerned with "problems" in their surroundings.
- Acceptance/Spontaneity - they accept their surroundings and what cannot be changed.
- Unhostile sense of humor/democratic - they do not like joking about others, which can be viewed as offensive. They have friends of all backgrounds and religions and hold very close friendships.
Maslow and Rogers emphasized a view of the person as an active, creative, experiencing human being who lives in the present and subjectively responds to current perceptions, relationships, and encounters. They disagree with the dark, pessimistic outlook of those in the Freudian psychoanalysis ranks, but rather view humanistic theories as positive and optimistic proposals which stress the tendency of the human personality toward growth and self-actualization. This progressing self will remain the center of its constantly changing world; a world that will help mold the self but not necessarily confine it. Rather, the self has opportunity for maturation based on its encounters with this world. This understanding attempts to reduce the acceptance of hopeless redundancy. Humanistic therapy typically relies on the client for information of the past and its effect on the present, therefore the client dictates the type of guidance the therapist may initiate. This allows for an individualized approach to therapy. Rogers found patients differ in how they respond to other people. Rogers tried to model a particular approach to therapy- he stressed the reflective or empathetic response. This response type takes the client's viewpoint and reflects back his or her feeling and the context for it. An example of a reflective response would be, "It seems you are feeling anxious about your upcoming marriage". This response type seeks to clarify the therapist's understanding while also encouraging the client to think more deeply and seek to fully understand the feelings they have expressed.
Biopsychological theories
Some of the earliest thinking about possible biological bases of personality grew out of the case of Phineas Gage. In an 1848 accident, a large iron rod was driven through Gage's head, and his personality apparently changed as a result (although descriptions[19] of these psychological changes are usually exaggerated.[20].[21]—see the article on Gage).
Graphic by Damasio
et al.[19] showing how the tamping iron may have damaged both frontal lobes. (A 2004 study by Ratiu and colleagues suggests the damage was more limited.)
[22]
In general, patients with brain damage have been difficult to find and study. In the 1990s, researchers began to use Electroencephalography (EEG), Positron Emission Tomography (PET) and more recently functional Magnetic Resonance Imaging (fMRI), which is now the most widely used imaging technique to help localize personality traits in the brain. One of the founders of this area of brain research is Richard Davidson of the University of Wisconsin-Madison. Davidson's research lab has focused on the role of the prefrontal cortex (PFC) and amygdala in manifesting human personality. In particular, this research has looked at hemispheric asymmetry of activity in these regions. Neuropsychological experiments have suggested that hemispheric asymmetry can affect an individual's personality (particularly in social settings) for individuals with NLD (non-verbal learning disorder), which is marked by the impairment of nonverbal information controlled by the right hemisphere of the brain. Progress will arise in the areas of gross motor skills, inability to organize visual-spatial relations, or adapt to novel social situations.[clarification needed] Frequently, a person with NLD is unable to interpret non-verbal cues, and therefore experiences difficulty interacting with peers in socially normative ways.
One integrative, biopsychosocial approach to personality and psychopathology, linking brain and environmental factors to specific types of activity, is the hypostatic model of personality, created by Codrin Stefan Tapu[23].
Personality tests
There are two major types of personality tests. Projective tests assume personality is primarily unconscious and assess an individual by how he or she responds to an ambiguous stimulus, like an ink blot. The idea is unconscious needs will come out in the person's response, e.g. an aggressive person may see images of destruction. Objective tests assume personality is consciously accessible and measure it by self-report questionnaires. Research on psychological assessment has generally found objective tests are more valid and reliable than projective tests.
Examples of personality tests include:
Critics have pointed to the Forer effect to suggest some of these appear to be more accurate and discriminating than they really are.
Notes
- ^ Bradberry, Travis. The Personality Code. New York: Putnam, 2007
- ^ Ryckman, 2004
- ^ a b Santrock, J.W. (2008). The Self, Identity, and Personality. In Mike Ryan (Ed). A Topical Approach to Life-Span Development.(pg 411-412). New York:McGraw-Hill.
- ^ a b c Myers, Isabel Briggs with Peter B. Myers (1980, 1995). Gifts Differing: Understanding Personality Type. Mountain View, CA: Davies-Black Publishing. ISBN 0-89106-074-X.
- ^ a b c Keirsey, David (May 1, 1998) [1978]. Please Understand Me II: Temperament, Character, Intelligence (1st Ed. ed.). Prometheus Nemesis Book Co. ISBN 1885705026.
- ^ Pittenger, David J. (November 1993). "Measuring the MBTI. . .And Coming Up Short." (PDF). Journal of Career Planning and Employment 54 (1): 48–52. http://www.indiana.edu/~jobtalk/HRMWebsite/hrm/articles/develop/mbti.pdf.
- ^ Myers, Isabel Briggs; Mary H. McCaulley (1985). Manual: A Guide to the Development and Use of the Myers-Briggs Type Indicator (2nd ed.). Palo Alto, CA: Consulting Psychologists Press. pp. 8. ISBN 0-89106-027-8.
- ^ a b c Carver, C., & Scheier, M. (2004). Perspectives on Personality (5th ed.). Boston: Pearson.
- ^ Bandura, 1997
- ^ Lefcourt, 1966; Rotter, 1966
- ^ Abramson, Seligman and Teasdale, 1978
- ^ Wallston et al, 1978
- ^ Peterson et al, 1982
- ^ Peterson & Villanova, 1988
- ^ Gong-guy & Hammen, 1990
- ^ Norman & Antaki, 1988
- ^ Anderson, 1988
- ^ Combs, Arthur W., and Snygg, Donald. : A New Frame of Reference for Psychology. New York, Harper and Brothers. Article on Snygg and Combs' Phenomenological Field Theory
- ^ a b Damasio H., Grabowski T,. Frank R., Galaburda AM., Damasio AR (1994). "The return of Phineas Gage: clues about the brain from the skull of a famous patient". Science 264 (5162): pp.1102-5. doi:10.1126/science.8178168.
- ^ Macmillan, M. (2000). "Chs. 6,13,14". An Odd Kind of Fame: Stories of Phineas Gage. MIT Press. ISBN 0262133636.
- ^ Macmillan, M. (2008). "Phineas Gage – Unravelling the myth The Psychologist (British Psychological Society), 21(9): 828-831" (PDF). http://www.thepsychologist.org.uk/archive/archive_home.cfm/volumeID_21-editionID_164-ArticleID_1399-getfile_getPDF/thepsychologist%5C0908look.pdf.
- ^ Ratiu P, Talos IF, Haker S, Lieberman S, Everett P (2004). "The tale of Phineas Gage, digitally remastered". Journal of Neurotrauma 21 (5): pp.637-43.
- ^ Tapu, Codrin Stefan. (2001). Hypostatic Personality: Psychopathology of Doing and Being Made. Ploiesti: Premier.
References
- Santrock, J.W. (2008).The Self, Identity, and Personality. In Mike Ryan(Ed.). A Topical Approach To Life-Span Development. (pg 411-412). New York:McGraw-Hill.
- Abramson, L., M.E.P. Seligman, and J. Teasdale, (1978). "Learned helplessness in humans: Critique and reformulation." Journal of Abnormal Psychology, 87, 49-74.
- Allport, G. W. (1937). Personality: A psychological interpretation. New York: Holt, Rinehart & Winston.
- Baron, J. (1982). "Intelligence and Personality." In R. Sternberg (Ed.). Handbook of Intelligence. Cambridge: Cambridge University Press.
- Bradberry, T. (2007). The Personality Code. New York: Putnam.
- Engler, Barbara (2006). Personality Theories. Houghton Mifflin.
- Hjelle, L. and D. Ziegler (1992). Personality: Basic Assumptions, Research and Applications. New York: McGraw Hill
- Ryckman, R. (2004). Theories of Personality. Belmont, CA: Thomson/Wadsworth.
- Tapu, C.S. (2001). Hypostatic Personality: Psychopathology of Doing and Being Made. Ploiesti: Premier.
See also
External links
Further reading
- Mischel, W. (1999). Introduction to Personality. Sixth edition. Fort Worth, Texas: Harcourt Brace.
- Bradberry, T. (2007). "The Personality Code". New York, New York: Putnam.
- Buss, D.M., & Greiling, H.(1999). Adaptive Individual Differences. Journal of Personality, 67, 209-243.
- Lombardo G.P., Foschi R. (2003), The Concept of Personality between 19th Century France and 20th Century American Psychology, History of Psychology, 6, 133-142.
- Lombardo G.P., Foschi R. (2002), The European origins of "personality psychology", European psychologist, 7(2), pp. 134–145.
Outline of psychology
