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1 The Domain of Personality Psychology<br/>Common Themes<br/>Definitions, Aims, and Assumptions<br/>Theories and Explanations<br/>Distinguishing Among Theoretical Approaches<br/>What Is a Personality Theory to Do?<br/>Dispositions as Phenotypes and Genotypes<br/>Related Metatheoretical Issues<br/>Methodological Issues<br/>Summing Up<br/>2 Origins, History, and Progress<br/>The Origins of Personality Psychology Within the<br/>History of Ideas<br/>Problems and Perspectives in the History of<br/>Psychology<br/>The Challenge of Cultural Diversity<br/>The Constmction of Histories<br/>The Matrices of Western Thought<br/>Conceptions of the Person in Ancient Greece<br/>Roman Thought<br/>The Birth of the Sciences<br/>Social Science and Social Change<br/>The Founding of Personality Psychology<br/>Structuralism and Functionalism<br/>Paradigms<br/>Research Traditions<br/>Continuities and Discontinuities in the Progress of the<br/>Discipline<br/>The Progress of Personality Psychology<br/>Freedom, Resources, and Critical Mass<br/>Developments in the United States<br/>A Period of Transition<br/>Substantive Challenges, Rhetoric, and Debate in the<br/>Advancement of Knowledge<br/>Facing the Present and Looking to the Future<br/>The Case of Psychoanalysis<br/>Freud's Metapsychology<br/>Secessions and New Directions of Research<br/>Is There Still a Place for Psychoanalysis in Personality<br/>Psychology?<br/>Forecasting the Future<br/>Summing Up<br/>PART TWO. DESCRIPTION AND EXPLANATION<br/>Introduction: Description and Explanation<br/>3 Individual Differences: Traits, Temperament,<br/>and Intelligence<br/>Dispositions: Debate and Unresolved Issues<br/>On the Varieties of Trait Theory<br/>Describing Individual Differences: Lexical Approaches,<br/>Questionnaire Approaches, and the Five-Factor Model<br/>Five Basic Factors<br/>Lexical Studies<br/>The Questionnaire Tradition<br/>Comprehensive Individual-Difference Structures<br/>Generalizability of the Five-Factor Structure Across<br/>Languages and Cultures<br/>Five-Factor Instruments<br/>Merits and Limits of the Five-Factor Model<br/>Factor Analysis in the Study of Personality<br/>The Technique<br/>Interpreting the Method<br/>Temperament and Personality<br/>Early 20th Century Contributions<br/>Defining Temperament<br/>Dimensions of Temperament<br/>Context and Categories<br/>General Conclusions<br/>The Intelligences: General, Practical, Social, and Emotional<br/>Components and Expressions of Intelligence<br/>Social Intelligence, Emotional Intelligence, and Wisdom<br/>Summing Up<br/>4 Personality Coherence and Individual Uniqueness:<br/>Interactionism and Social-Cognitive Systems<br/>Interactionism<br/>Theoretical Models and Research Strategies<br/>Beyond Separate Person and Situation Factors<br/>Situations<br/>A Functional Analysis of Situations<br/>A Lexical Analysis of Situations<br/>Mental Representations of Social Episodes<br/>Situation Cognition and Personality Coherence<br/>Universal Forms?<br/>Social-Cognitive Theories of Personality Structure,<br/>Process, and Functioning<br/>Brief History<br/>Defining Features of Social-Cognitive Theory<br/>Banduras Social Cognitive Theory<br/>Alternative Strategies of Explanation<br/>Trait and Dispositional Constructs as Causes<br/>Social-Cognitive and Affective Systems as Causes<br/>Top-Down and Bottom-Up Strategies of Explanation<br/>A Bottom-Up, Social-Cognitive Analysis of<br/>Cross-Situational Coherence<br/>Summing Up<br/>PART THREE. THE DEVELOPMENT OF PERSONALITY<br/>Introduction: The Development of Personality<br/>5 Personality Development Across the Course<br/>of Life<br/>Assumptions in the Study of Development<br/>Mechanistic Perspectives<br/>Organismic Perspectives<br/>Developmental Contextualism<br/>Superordinate Assumptions<br/>Contemporary Views of Development<br/>The Domain of Developmental Inquiry<br/>Ages and Stages<br/>Developmental Tasks and the Seasons of the Life Cycle<br/>Stages of Ego Development<br/>The Development of the Self System<br/>Mental Representations of Personal Attributes<br/>Feelings of Self-Worth<br/>Self-Efficacy Beliefs<br/>Metacognitive Knowledge of Self-Control Strategies<br/>Standards for Self-Evaluation<br/>Stability, Continuity, and Change<br/>Stability<br/>Continuity<br/>Developmental Continuities and Discontinuities in their<br/>Sociohistorical Context<br/>Optimal Development through Selection and Compensation<br/>Psychosocial Transitions, Personal Determinants of Life<br/>Trajectories<br/>Psychosocial Transitions and Personal Agency<br/>Summing Up<br/>6 Genetics, Brain Systems, and Personality<br/>The Role of Genetics in Personality Development<br/>The Long Road from Genes to Behavior<br/>Strong and Weak Biologism<br/>Definitional Issues in the Study of Genetics and<br/>Personality<br/>Behavior Genetic Analyses of Individual Differences<br/>Assessing the Traditional Behavioral-Genetic Paradigm<br/>Moving the Behavior-Genetic Paradigm Foi-ward<br/>Brain Systems at the Basis of Personality Development<br/>and Functioning<br/>Conceptualizations of Brain and Personality<br/>Brain Structures and Processes<br/>Brain Functions<br/>Brain Systems and Personality Functioning<br/>The Seminal Contributions of Pavlov<br/>Contemporary Models of Brain Systems and Individual<br/>Differences<br/>Sex Differences<br/>Sex Differentiation and Development<br/>Evolutionary Psychology and Sex Differences<br/>Summing Up<br/>7 Interpersonal Relations<br/>Interpersonal Relations: Theoretical Frameworks<br/>Attachment<br/>Attachment Styles<br/>Temperament of the Child and Sensitivity of the Mother<br/>Cultural Differences and Social Networks<br/>Stability and Pervasiveness Across Generations<br/>Interpersonal Orientations<br/>Communication<br/>Peer Relations and Friendships<br/>Peer Relations in Younger and Older Childhood<br/>Early Friendships and Prosocial Capabilities and Later<br/>Psychosocial Outcomes<br/>Peer Relations and the Development of Self-Concept<br/>Friendships and Maladjustment<br/>Group Influences<br/>Peers, Parents, and Adolescent "Storm and Stress"<br/>Summing Up<br/>8 Soci^ Contexts snd Social Constructions! lA^ork,<br/>Education, Family, Gender, and Values<br/>Work<br/>Marxist Analysis<br/>Social Status, Action, and the Development of Capacities<br/>Education<br/>Social and Cognitive Processes in Educational<br/>Attainment<br/>Rectifying Educational Inequalities?<br/>Family<br/>The Contemporary Western Family<br/>The Family System<br/>The Life Cycle of the Family<br/>Facing Adversities and Change<br/>The Social Development of Gender<br/>Sex and Gender<br/>History and Change<br/>Gender Differences in Cognitive Abilities, Social<br/>Behavior, and Traits<br/>Gender Differences in Aggression<br/>Gender and Personality Traits<br/>Gender Differences in Developmental Continuities,<br/>Self-Construals, and Vulnerabilities<br/>Gender Development: Theories and Research Paradigms<br/>Psychoanalytic, Social Learning, and Early Cognitive<br/>Approaches<br/>The Centrality of Gender: Masculinity, Femininity,<br/>and Androgeny<br/>Contemporary Frameworks: Evolutionary Psychology,<br/>Sex Role Theory, and Social Cognitive Theory<br/>Social Values and the Symbolic Environment<br/>The Structure of Values<br/>The Media and the Social Transmission of Values<br/>Social Change and Materialistic and Postmaterialistic<br/>Values<br/>Summing Up<br/>PART FOUR. THE DYNAMICS OF PERSONALITY<br/>Introduction to Part IV<br/>9 Knowledge Structures and Interpretive Processes<br/>General Considerations<br/>Recurring Themes<br/>The Relation between Personality and Social Psychology<br/>Historical Background<br/>The Contemporary Field: Alternative Models of<br/>Knowledge Representation<br/>Knowledge Activation: Temporary and Chronic Sources<br/>of Accessibility<br/>Temporary Sources of Construct Accessibility<br/>Chronically Accessible Constructs<br/>Spontaneous Trait Inference<br/>Individual Differences in the Associations Among<br/>Concepts<br/>Schematic Knowledge Structures and Self-Schemas<br/>Schemas: Three Features<br/>Self-Schemas<br/>Relational Schemas<br/>Knowledge Structures, Personal Standards, and<br/>Emotional Experience<br/>Internalized Standards<br/>Standards, Discrepancies, and Vulnerability to Distinct<br/>Emotional States<br/>Knowledge, Encoding, and Individual Differences in<br/>Aggressive Behavior<br/>Coherent Systems of Self-Knowledge<br/>Multiple Self-Aspects and Self-Complexity<br/>Idiographic Representations of Self-Knowledge<br/>and Social Knowledge<br/>Beyond Discrete Attributes: Narrative and Dialogue<br/>Narrative<br/>Internal Dialogue<br/>The Narrative Turn: Expansion of or Challenge to<br/>Psychology's Analysis of Knowledge and Meaning?<br/>Summing Up<br/>10 Affective Experience: Emotions and Mood<br/>Historical and Contemporary Analyses of Emotional<br/>Experience<br/>The Varieties of Affective Experience<br/>Moods Versus Emotions<br/>The Structure of the Emotion Domain<br/>The Components and Functions of Emotional Experience<br/>Cognitive Appraisal and Emotional Experience<br/>Physiological Substrates of Emotional Experience<br/>The Behavioral Expression of Emotional States<br/>Subjective Emotional Experience<br/>Coherence Among the Components of Emotional<br/>Response<br/>Summing Up<br/>11 Unconscious Processes and Conscious Experience<br/>The Elusive Unconscious and Self-Evident<br/>Consciousness - or Vice Versa?<br/>Unconscious Processes<br/>Conscious Experience<br/>Paradigm Shifts in Psychology's Understanding<br/>of Conscious and Unconscious Processes<br/>Differentiating Among Conscious and Unconscious<br/>Phenomena<br/>Defensive Processing<br/>Repression and Repressive Coping Style<br/>Development of Defense Mechanisms<br/>Social-Cognitive Bases of Defense: Transference and<br/>Projection<br/>Inhibition, Expression, and Health<br/>Defensive Processing: Summary<br/>Implicit Cognition<br/>The Reality and Variety of Implicit Cognition<br/>Implicit Individual-Difference Measures<br/>Conscious Processes<br/>Conscious Processes and Personality Functioning<br/>Individual Differences: Public and Private<br/>Self-Consciousness<br/>Rumination and Coping<br/>States of Flow and the Experience Sampling Method<br/>The Control of Consciousness<br/>Affective States and Conscious Thought<br/>Summing Up<br/>12 Motivation and Self-Regulation<br/>Motivation, Cognition, and the Self-Regulatoiy System<br/>Standards and Affective Self-Evaluation<br/>Self-Efficacy Beliefs and Perceived Control<br/>Goals and the Self-Regulatory System<br/>Temporal and Cross-Situational Coherence in the<br/>Self-System<br/>Personal Agency<br/>Historical and Contemporary Theoretical Frameworks<br/>Instinct, Drive, Need, and Motive Theories<br/>Contemporary Cognitive Frameworks<br/>Control Beliefs and Perceptions of Self-Efficacy<br/>Distinguishing Among Control Beliefs<br/>Perceived Self-Efficacy<br/>Behavioral, Cognitive, and Affective Consequences of<br/>Efficacy Beliefs<br/>Boosting Efficacy Beliefs<br/>Goals and Self-Motivation<br/>Variations Among Goals and Goal Systems<br/>Task Goals and Self-Regulatory Processes<br/>Moderators of Goal-Setting Effects: Feedback and<br/>Task Complexity<br/>Self-Referent Cognition and Affect as Mediators<br/>of Goal-Setting Effects<br/>Nonconscious Goal Mechanisms<br/>Qualitative Variations in Goals and Personal Standards<br/>Coherence in Goal Systems<br/>Implicit Theories<br/>Middle-Level Goal Units<br/>A Methodological Caveat: Do People Know What They're<br/>Doing?<br/>Distraction and the Challenge of Carrying Out Intentions<br/>Action and State Orientations<br/>Initiating Goal-Directed Action<br/>Controlling Impulses<br/>Ego Dimensions<br/>Mischel's Delay of Gratification Paradigm<br/>Summing Up<br/>PART FIVE. EPILOGUE<br/>Looking to the Future: Is Personality Psychology<br/>in Good Health?<br/>Reasons for Optimism?<br/>Toward a Common Paradigm? |
