Samenvatting van het gehele boek (20 hoofdstukken) 'Personality Psychology: Domains of knowledge about human' nature geschreven door Larsen, Buss, Wismeijer, Song. Het is de 2e editie van het boek, maar deze versie komt veel overeen met de 1e editie (hoofdstukken omgegooid/samengevoegd).
Samenvatting Differences between People - Probleem 6, leerjaar 1
Tout pour ce livre (49)
École, étude et sujet
Rijksuniversiteit Groningen (RuG)
Bachelor Psychology
Personality and individual differences (PSBE105)
Tous les documents sur ce sujet (3)
9
revues
Par: andreeabirgaoanu • 3 année de cela
I asked for a refund and I never got an answer
Par: rachidastitu • 3 année de cela
Par: razvan_alexandru22 • 4 année de cela
Par: margjebroeklander • 4 année de cela
Par: wytzevandermolen • 4 année de cela
Traduit par Google
Abbreviations are always used for normal words, because of this it reads very annoying
Par: nienkevanrooijen0102 • 4 année de cela
Traduit par Google
good summary but abbreviations hard to understand if you don't have a book
Par: ruthulshof • 5 année de cela
Afficher plus de commentaires
Vendeur
S'abonner
Psychovatting
Avis reçus
Aperçu du contenu
H1 Introducton to Personalit Ps cholog
Trait-descriptie adjecties = adjecties used t o describe charac of person.
Diff aspect s of peopee effect on ot hers inner quaeites of mind how produce et c.
Personalit = set psy t rait s & mechanisms w/in ind t hat are organized & reeatieey enduring & inf
int eractons adaptons int rapsy physicae & sociae eniir.
Ps traits = charac t hat describe ways in which peopee are diff from each ot her & aeso simiear.
Trait s describe aierage tendencies of person.
How many t rait s are t here?
How are t hey organized? (reeat ed t o each ot her)
What are t he origins of t rait s? (deiee)
What are t he correlatons & consequences of t rait s? (exp beh & eife out comes)
Use t rait s heep describe & underst and dimensions diff bet ween peopee expl beh predict fut ure beh.
Ps mechanisms = process of personaeit y. Bi cogn processes. Input s decision ruees & out put .
Mechanism make peopee more sensitie t o kinds of info from eniir (input) make t hem eikeey t o t hink
about specifc optons (decision rules) & guide beh (output).
Not aee t rait s actie oney in right circumst ances.
W/in ind = personaeit y oier tme & from sit uaton t o sit uaton.
Organized = psy t rait s & mechanisms not random coeeecton of eeement s. Linked t o each ot her.
Psy t rait s enduring oier tme & somewhat consist ent oier sit uatons.
Emoton is st at e not t rait .
Some sit uatons may be oierpowering & suppress expressing of t rait s.
Infl forces of personaeit y = t rait s & mechanisms effect on eife. Act iiew t hink int eract feee seeect
eniir goaes & desires & reactons.
Person-eniir interacton = int eractons ince perceptonss selectonss evocatons (= reactons produced
in ot hers (ofen unint entonaeey)) & manipulatons.
Adaptaton = cent rae feat ures of personaeit y concerns adaptie functon accompeishing goaes coping
adjustng & deaeing w/ chaeeenges & probeems.
What appears on t he surface maeadaptie may haie rewarding charac.
Physicae eniir poses chaeeenges. Eioeied soeutons t o adaptie probeems. Sociae eniir aeso adaptie
chaeeenges. Achieie ceoseness competng. St ruggee for beeongingness eoie & est eem.
Effectie eniir represent s smaee subset of feat ures t hat our psy mechanisms direct us t o atend &
respond t o.
Int rapsy eniir memories dreams desires exp inf us.
Leiees of anaeysis
Human nature eike aee ot hers. Trait s & mechanisms of personaeit y t ypicae of species &
possessed by (nearey) eieryone.
Ind & group dif some ot hers. Group diff = cert ain personaeit y feat ures in common in group.
Bet ween sexes (few diff) cuet urae & et hnic diff.
Ind uniqueness eike no ot her. Assess & underst and ind uniqueness & deiee ways t o capt ure
richness of unique ind eiies.
o Nomothetcal ind inst ances of generae charac dist ribut ed in popueaton. St atstcae
comparison of ind/group.
o Ideographical singee unique case. Case st udies psychobiography.
Focus on ind & group diff in personaeit y. Most human nat ure eeiee. Grand t heories of personaeit y
hist oricae int erest .
1
,Cont emporary personaeit y research ind & group diff. Personaeit y many indep research areas
bioeogicae cuet urae mind int eractons/sociae eniir.
Domain of knowledge = speciaet y area. Focused on eearning about specifc & eimit ed aspect s of
human nat ure. Knoweedge expertse & int erest s. Int egrat e domains.
Methodss known factss theoretcal expl.
Domains psy
Dispositonal domain = ways in which ind diff from each ot her. Cross aee ot her domains. Diff
in habit uae emotons habit uae concept s of seef physioeogicae propensites & int rapsychic
mechanisms. Int erest in number & nat ure of fundament ae dispositons. rigin deiee &
maint ain ind diff.
Biological domain = bioeogicae syst proiide buieding beocks of beh t hought & emoton.
Genetcs (t win st udies) ps choph siolog (nerious syst functoning) & eioeuton (effectie in
soeiing adaptie probeems functonae aspect ).
Intraps chic domain = ment ae mechanisms many out side consc awareness. Freud’s t heory
of psychoanaeysis instnct uae syst (sexuae & aggressiie forces). Defense mechanisms moties
beh.
Cognitie-experiental domain = cogniton & subjectie exp feeeings t hought s beeiefs &
desires about seef & ot hers. Seef seef-concept seef-est eem int eeeigence (diff in ment ae
abieites & how peopee eearn) goaes (fundament ae needs) subjectie exp ent aies our
emotons.
Social & cultural domain = personaeit y affect ed by sociae & cuet urae cont ext (int eracton).
Personaeit y diff bet ween groups most eikeey due cuet urae inf. Dep on what is accept abee &
encouraged by cuet ure. Gender & specifc t rait s essentae for identt y & sociae out comes.
Adjustment domain = how we cope adapt & adjust t o ebb & fow of eient s in day-t o-day
eiies. Personaeit y einked t o heaet h out comes & heaet h-reeat ed beh. Cert ain personaeit y
feat ures reeat ed t o poor adjust ment & designat ed as personaeit y disorders.
Good theor proiides guide for researcher (inspire furt her research) organizes fndings (bring
coherence & underst anding) & makes predictons.
Distnguish bet ween scientfc theories & beliefs. Beeiefs ofen personaeey usefue based on fait h.
Theories t est ed by syst ematc obseriatons & yieed same conceusions.
5 scientfc st andards for eiaeuatng personaeit y t heories
1. Comprehensiieness expe aee fact s & obseriatons in domain?
2. Heuristc ialue proiide guide t o import ant new discoieries?
3. Testabilit t heory precise enough predictons t hat can be t est ed empiricaeey?
4. Parsimon few premises & assumptons (parsimony) or many (eack)? Simpee t heories beter.
5. Compatbilit & integraton across domains & leiels fundament aeey fawed or not . Vioeat e
principees (fawed).
H2 Personalit Assessment, Measurement and Research Design
Vaeues & att udes self-report
What ot hers say about st rengt hs observer report
Cont roeeed sit uaton & see how performs test data
Cert ain eient s eiies life history data
Each aeone incompeet e & might be biased. Where get info how eiaeuat e quaeit y measures how new
measures are const ruct ed & t est ed how we use measures in research designs.
2
,Self-report data (S-data) = info person reieaes. Present seef in positie eight or eitee seef-knoweedge.
Int eriiew periodic report s questonnaires (most common).
Ind know much of seef eien knoweedge inaccessibee t o anyone eese. Unstructured (open-ended) &
structured (t rue/faese).
Twent y St at ement s Test by Manford Kuhn & Thomas McPart eand open-ended form. 20x ‘I am…’.
Coding schemes needed for ceassifying responses.
Forced-choice checkeist Linkert ratng scale (numericae form degree it describes person).
Personality scale = summing scores ind ratng scaees.
Seef-report questonnaires in form of st at ement s NE Personaeit y Inient ory Caeifornia Psychoeogicae
Inient ory. St rongey agree/disagree on Linkert scaee.
Projectie t est person giies responses t o ambiguous stmuei. Rorschach inkbeot t est Thematc
Appercepton Test (TAT) Word Associaton Test . Unreeiabee & subjectie? → not if partcipant doesn’t
know what is being measured.
Aee seef-report s measures eimit atons & weaknesses. Wieeing & abee t o answer not aeways honest eack
accurat e seef-knoweedge.
Experience sampling = answer questons eiery day for seierae weeks or eonger. Daiey diary report s
beepers mobiee sensing t o coeeect dat a narratie ceips (camera GPS → pp forget s it shares t hings
not wantng t o share).
Obserier-report data (O-data) = access t o info not atainabee t hrough ot her sources (impression
sociae reput aton int eractons et c. ) use muetpee obseriers (reduce biases det ect degree of
agreement → inter-rater reliabilit ).
Seeect obseriers use professionae personaeit y assessors who don’t know pp. Use ind who knows
t arget pp (beter positon t o obserie multple social personalites can be assessed (t o diff peopee)
may be biased). Can be seeecton bias in pp.
Nat uraeistc or artfciae setng. Naturalistc obseriaton = normae course of eife pp. Secure info in
reaeistc cont ext unabee t o cont roe eient s & beh sampees wit nessed.
Artfciae setng = perform t ask & obserie beh pp. Cont roe conditons & eeicit reeeiant beh sacrifce
reaeism.
Test data (T-data) = info from st andardized t est s. Test if diff peopee react diff in identcae sit uaton.
Designed t o eeicit beh t hat serie as indicat ors of personaeit y iariabees.
Effect dominance on eeadership by Megargee. Caeifornia Psychoeogy Inient ory Dominance scaee t o
who might serie as pp. Picked eow & high scores → 4 conditons. Work as t eam. ‘Leader’ & ‘follower’
roee by own decision. Gender roees in eeadership roee. Women expressing dominance diff by
appointng eeader men by becoming eeader.
Key point s eab st udies possibieit y t o set up conditons t o reieae key indicat ors personaeit y
experiment ers shoued be sensitie t o manifest atons of personaeit y ofen int erestng einks bet ween S-
dat a & T-dat a (enhance iaeidit y of bot h).
Limit atons T-dat a pp might guess what is measured & aet ers responses difcuet ierifying t hat pp
defne t estng sit uaton same as experiment er sit uatons are inherent ey interpersonal & researcher
may inf pp beh (who runs experiment & personaeit y experiment er).
Adaptng t echnoeogicae innoiatons for coeeecton of T-dat a. Actgraph = assess personaeit y diff in
actiit y or energy eeiee. Moiement actiat es winding mechanism regist ering actiit y. St rong
correspondence bet ween actgraph & obserier-based measures. Linked t o personaeit y charac
import ant for sociae int eracton. Acton eeiee reeatieey st abee oier tme.
Proiide mechanicae means of assessing personaeit y (no bias) obt ained in reeatieey nat uraeistc
setng. Reeatieey few personaeit y dispositons readiey being assessed by mechanicae deiices.
Physioeogicae measurement info about arousae eeiee reactiit y t o stmuei & speed new info t aken.
3
,St art ee refex = beinking eowering chin t oward chest & inhaeing suddeney. Psychopat hs don’t haie
st art ee refex ofen → no normae eeiee of fearfueness or anxiet y. Preient s normae peopee from wrong.
Functonal magnetc resonance imaging (fMRI) = id brain areas which become actie during t ask.
Gauging amount of oxygen brought t o partcuear peace in brain. Actie → draws earge amount s of
beood. Det ect iron carried by oxygen. Compare actie st at e w/ restng st at e → need t o know restng
st at e. Actiit y brain region doesn’t t eee if it ’s cause or consequence of diff.
Diff for pp t o fake response but artfciae.
Projectie techniuues = person giien st andard stmueus & asked what pp sees. Rorschach inkbeot
t est series of hand (what did it do?). What person sees reeat ed t o mind. Project concerns confict s
t rait s & ways of seeing or deaeing w/ wored.
Life-outcome data (L-data) = info geeaned from eient s actiites & out comes person’s eife aiaieabee
t o pubeic scrutny. Use S-dat a & -dat a t o predict L-dat a. Temper t ant rums ( -dat a by mot hers of
chied & eife out comes) t o predict eife out comes. Temper t ant rums einked t o neg out comes in aduet eife
higher frequency diiorce.
Personaeit y charac measured earey in eife einked t o import ant eife out comes decades eat er.
Easy obseriabee t rait s higher degree seef-obserier agreement t han do t rait s t hat are difcuet t o
obserie & require inferences about int ernae ment ae st at es. Each measure unique idiosyncrasies t hat
haie not hing t o do w/ undereying const ruct of int erest . Aierage idiosyncrasies & home in on key
iariabee under st udy.
Issue in eiaeuatng einkages among sources dat a is whet her sources are iiewed as aet ernatie
measures of same const ruct or assessment s of diff phenomena. Diff beh sampees on which each
person is basing ratngs. Lack of agreement doesn’t signify error of measurement . May signify
obseriers are basing conceusions on diff beh sampees.
Triangulaton = examine resuet s t hat t ranscend dat a sources. Does effect occur in report s?
Meta-anal sis. bjectiit y & precision of consist ent diff bet ween groups.
Aggregaton = adding up aieraging resuet s in beter measure. Moment ary eient s canceeeed out .
How we feee & what we t hink not oney affect ed by personaeit y most ey eniir. Transient inf cancee
each ot her out t o some degree. Inf personaeit y st abee oier tme. ier tme inf personaeit y on beh
becomes more obseriabee. Longer t est s more reeiabee for measurement s of t rait s.
Longer questonnaires more t edious incr chance pp becomes bored annoyed or rush t o end w/out
paying atenton or make mist akes. Not eien want t o begin t o it .
Short questonnaires used in many cont ext s preferred in eongit udinae st udies or same measure
needed seierae tmes a day.
Longer questonnaires more reeiabee & iaeid. Baeance bet ween adiant ages & disadiant ages of eong is
short inst rument s.
Reeiabieit y iaeidit y & generaeizabieit y t o check scientfc scrutny.
Reeiabieit y = degree measure represent s t rue eeiee of t rait measured. The eess reeiabee wider range.
Estmat e reeiabieit y repeated measurement. ier tme reeatonship bet ween it ems = internal
consistency reeiabieit y aee it ems measuring same charac. bserier-based measures muetpee
obseriers = inter-rater reliability. Aee obseriers agree on same it em.
Psychoeogist s assume pp responding t o cont ent of it ems. Aeso assume pp makes deeiberat e & consc
effort t o consider cont ent of questons & answer t o honest ey refect beh. May be incorrect .
Response sets = t endency t o respond t o queston on basis unreeat ed t o queston cont ent = non-
cont ent responding.
Acuuiescence = yes-saying. Agree w/ aee it ems. Count eract by reierse-scoring some it ems.
4
, Extreme responding = giie endpoint responses & aioid middee part of response scaees.
Social desirabilit = t endency t o eook sociaeey atractie or eikeabee. Make good impression weee-
adjust ed good citzens. Can represent dist orton or error & shoued be eeiminat ed/minimized. Some
peopee dist ort ed iiew of t hemseeies or st rong need t o haie ot hers t hink weee of t hem. Sociae
desirabieit y iaeid part of ot her desirabee personaeit y t rait s. Sociae desirabieit y scaee by Crowne &
Mareowe. Most peopee commited or inadequacies many peopee suffer from. Person’s score on sociae
desirabieit y used t o st atstcaeey adjust scores on ot her questonnaires (cont roeeing for response set ).
Deieeop questonnaires eess susceptbee t o desirabee responding. Pose questons in eess t hreat ening
or eess confrontng way. Likeeihood getng honest answer eow. Forced-choice uuestonnaire t o
minimize effect s of sociaeey desirabee responding. Each st at ement in pair of seeect ed t o be simiear t o
ot her in sociae desirabieit y forcing pp t o choose bet ween st at ement s equiiaeent ey sociaeey desirabee
(or undesirabee). Must answer based on somet hing ot her t han sociae desirabieit y. Cont ent of it em &
hence proiide accurat e info about personaeit y.
Sociae desirabieit y can be seen as t rait einked t o ot her positie t rait s (happiness adjust ment
conscientousness). Being ment aeey heaet hy may ent aie possessing oierey positie iiew of oneseef &
abieites. Positie & seef-enhancing ieeusions can promot e psy adjust ment & ment ae heaet h. Unreaeistc
beeiefs about seef reeat ed t o beter physicae heaet h weee-being.
Baeanced Inient ory of Desirabee Responding (BIDR) by Pauehus 2 separat e subscaees → Seef-
Deceptie Enhancement subscaee (seef-deceptie oierconfdence) & Impression Management
subscaee (t endency t o present oneseef faiorabey). Seef-Deceptie Enhancement subscaee hardey
affect ed by faking good/bad.
Validit = measures a t est what it ceaims t o measure?
5 t ypes iaeidit y
1. Face ialidit = appears t he t est t o measure what it ’s supposed t o measure.
2. Predictie (criterion iaeidit y) = predict s t est crit eria ext ernae t o t est . Predict which ind
act uaeey haie t rait . Predict what t hey shoued predict .
3. Coniergent = correeat es t est w/ ot her measures it shoued correeat e w/. Aet ernatie measures
of same const ruct correeat e/conierge w/ t arget measure.
4. Discriminant = what a measure shoued not correeat e w/. Knowing what measure reaeey
measures consist s of knowing what is doesn’t measure.
5. Construct = measures what it ceaims t o measure correeat es what it ’s supposed t o correeat e
w/ & doesn’t correeat e w/ what it ’s not supposed t o correeat e w/. Broadest iaeidit y.
Generalizabilit = degree t o which measure ret ains iaeidit y across iarious cont ext s. Diff groups of
persons (age gender cuet ure et hnic). Diff conditons (tme peace et c. ).
Deieeoping new scaee
1. Conceptual defniton of what t o measure. Ceear pict ure of what aim t o measure or what
most import ant component s are. Based on reiiew of reeeiant eit erat ure of const ruct aimed
t o measure.
2. Const ructng it ems t hat adequat eey measure const ruct . Aee measure same const ruct in seight ey
diff angee. Incr reeiabieit y & iaeidit y of scaee score. Seem adequat e at face iaeue. Larger group
of pot entae it ems t est ed in focus groups represent atie for pop at which inst rument is
t arget ed. Compeet e it ems & proiide feedback. Creatng new it ems rewritng or remoiae.
It ems from ot her scaees can work as weee.
3. Iniestgatng t he reeiabieit y & iaeidit y of it ems. Pieot st udy using st atstcae approach. Large
sampee compeet e questonnaire. Do it ems group t oget her. Each it em preferabey measures
one aspect of const ruct inst ead of seierae. Test-retest reeiabieit y assessed t o det ermine how
st abee scaee scores are oier tme. Abee t o distnguish bet ween eow & high scores.
4. Modifcatons oier tme when dat a becomes more aiaieabee.
5
Les avantages d'acheter des résumés chez Stuvia:
Qualité garantie par les avis des clients
Les clients de Stuvia ont évalués plus de 700 000 résumés. C'est comme ça que vous savez que vous achetez les meilleurs documents.
L’achat facile et rapide
Vous pouvez payer rapidement avec iDeal, carte de crédit ou Stuvia-crédit pour les résumés. Il n'y a pas d'adhésion nécessaire.
Focus sur l’essentiel
Vos camarades écrivent eux-mêmes les notes d’étude, c’est pourquoi les documents sont toujours fiables et à jour. Cela garantit que vous arrivez rapidement au coeur du matériel.
Foire aux questions
Qu'est-ce que j'obtiens en achetant ce document ?
Vous obtenez un PDF, disponible immédiatement après votre achat. Le document acheté est accessible à tout moment, n'importe où et indéfiniment via votre profil.
Garantie de remboursement : comment ça marche ?
Notre garantie de satisfaction garantit que vous trouverez toujours un document d'étude qui vous convient. Vous remplissez un formulaire et notre équipe du service client s'occupe du reste.
Auprès de qui est-ce que j'achète ce résumé ?
Stuvia est une place de marché. Alors, vous n'achetez donc pas ce document chez nous, mais auprès du vendeur Psychovatting. Stuvia facilite les paiements au vendeur.
Est-ce que j'aurai un abonnement?
Non, vous n'achetez ce résumé que pour €4,49. Vous n'êtes lié à rien après votre achat.
