000			21209nam a2200349 i 4500
001			47310
008			160301s2016 nyua 000 0 eng
010			_a 2016934837
020			_a9781438007656 _q(paperback)
040			_aDLC _beng _erda _cDLC _dDLC _dBAUN
049			_aBAUN_MERKEZ
050	0	0	_aPE1128 _b.L6575 2016
100	1		_aLougheed, Lin, _d1946-
245	1	0	_aWriting for the IELTS / _cDr. Lin Lougheed.
246	3		_aBarron's Writing for the IELTS
246	3		_aWriting for the International English Language Testing System
264		1	_aHauppauge, New York : _bBarron's Educational Series, Inc., _c[2016]
264		4	_c©2016
300			_aiv, 306 pages : _billustrations ; _c28 cm
336			_atext _btxt _2rdacontent
337			_aunmediated _bn _2rdamedia
338			_avolume _bnc _2rdacarrier
505	0	0	_tPREFACE, V _tCHAPTER 1 PERSONALITY THEORY: FROM EVERYDAY OBSERVATIONS TO SYSTEMATIC THEORIES, 1 _tQUESTIONS TO BE ADDRESSED IN THIS CHAPTER, 3 _tFIVE GOALS FOR THE PERSONALITY THEORIST, 4 _t1. Observation That Is Scientific, 4 _t2. Theory That Is Systematic, 5 _t3. Theory That Is Testable, 5 _t4. Theory That Is Comprehensive, 5 _t5. Applications: From Theory to Practice, 6 _tWHY STUDY PERSONALITY? 6 _tDEFINING PERSONALITY, 7 _tQUESTIONS ABOUT PERSONS: WHAT, HOW, AND WHY, 9 _tANSWERING QUESTIONS ABOUT PERSONS SCIENTIFICALLY: UNDERSTANDING STRUCTURES, PROCESSES, DEVELOPMENT, AND THERAPEUTIC CHANGE, 9 _tStructure, 9 _tUnits of Analysis, 10 _tHierarchy, 12 _tProcess, 12 _tGrowth and Development, 13 _tGenetic Determinants , 14 _tEnvironmental Determinants , 16 _tCulture, 18 _tSocial Class, 18 _tFamily, 19 _tPeers, 19 _tPsychopathology and Behavior Change, 19 _tIMPORTANT ISSUES IN PERSONALITY THEORY, 20 _tPhilosophical View of the Person, 20 _tInternal and External Determinants of Behavior, 21 _tConsistency across Situations and over Time, 21 _tThe Unity of Experience and Action and the Concept of Self, 23 _tVarying States of Awareness and the Concept of the Unconscious, 24 _tThe Influence of the Past, Present, and Future on Behavior, 24 _tCan We Have a Science of Personality? What Kind of a Science Can It Be? 25 _tEVALUATING PERSONALITY THEORIES, 26 _tTHE PERSONALITY THEORIES: AN INTRODUCTION, 27 _tThe Challenge of Constructing a Personality Theory, 27 _tThe Personality Theories: A Preliminary Sketch, 28 _tOn the Existence of Multiple Theories: Theories As Toolkits, 30 _tMAJOR CONCEPTS, 31 _tREVIEW, 32 _tCHAPTER 2 THE SCIENTIFIC STUDY OF PEOPLE, 33 _tQUESTIONS TO BE ADDRESSED IN THIS CHAPTER, 34 _tTHE DATA OF PERSONALITY PSYCHOLOGY, 35 _tLots of Data, 36 _tHow Do Data from Different Sources Relate to One Another? 37 _tFixed Versus Flexible Measures, 39 _tPersonality and Brain Data, 40 _tPersonality Theory and Assessment , 41 _tGOALS OF RESEARCH: RELIABILITY, VALIDITY, ETHICAL BEHAVIOR, 43 _tReliability , 43 _tValidity, 43 _tThe Ethics of Research and Public Policy, 45 _tTHREE GENERAL STRATEGIES TO RESEARCH, 46 _tCase Studies, 46 _tCase Studies: An Example, 47 _tCorrelational Studies, 49 _tCorrelational Research: An Example, 50 _tExperiments, 52 _tExperimental Research: An Example, 54 _tEvaluating Alternative Research Approaches, 57 _tCase Studies and Clinical Research: Strengths and Limitations, 57 _tThe Use of Verbal Reports, 58 _tCorrelational Research and Questionnaires: Strengths and Limitations, 60 _tLaboratory, Experimental Research: Strengths and Limitations, 61 _tSummary of Strengths and Limitations, 63 _tPERSONALITY THEORY AND PERSONALITY RESEARCH, 64 _tPERSONALITY ASSESSMENT AND THE CASE OF JIM, 65 _tAutobiographical Sketch of Jim, 66 _tMAJOR CONCEPTS, 66 _tREVIEW, 67 _tCHAPTER 3 A PSYCHODYNAMIC THEORY: FREUD'S PSYCHOANALYTIC THEORY OF PERSONALITY, 69 _tQUESTIONS TO BE ADDRESSED IN THIS CHAPTER, 70 _tSIGMUND FREUD (1856-1939): A VIEW OF THE THEORIST, 70 _tFREUD'S VIEW OF THE PERSON, 72 _tThe Mind As an Energy System, 73 _tThe Individual in Society, 76 _tFREUD'S VIEW OF THE SCIENCE OF PERSONALITY, 76 _tFREUD'S PSYCHOANALYTIC THEORY OF PERSONALITY, 77 _tStructure, 77 _tLevels of Consciousness and the Concept of the Unconscious, 78 _tDreams, 79 _tThe Motivated Unconscious, 80 _tRelevant Psychoanalytic Research, 80 _tCurrent Status of the Concept of the Unconscious, 83 _tThe Psychoanalytic Unconscious and the Cognitive Unconscious, 85 _tId, Ego, and Superego, 87 _tProcess, 90 _tLife and Death Instincts, 90 _tThe Dynamics of Functioning, 91 _tAnxiety, Mechanisms of Defense, and Contemporary Research on Defensive Processes, 92 _tDenial, 93 _tProjection, 94 _tIsolation, Reaction Formation, and Sublimation, 95 _tRepression, 96 _tGrowth and Development, 99 _tThe Development of the Instincts and Stages of Development, 99 _tErikson's Psychosocial Stages of Development, 104 _tThe Importance of Early Experience, 107 _tThe Development of Thinking Processes, 109 _tMAJOR CONCEPTS, 111 _tREVIEW, 112 _tCHAPTER 4 FREUD'S PSYCHOANALYTIC THEORY: APPLICATIONS, RELATED THEORETICAL CONCEPTIONS, AND CONTEMPORARY RESEARCH, 113 _tQUESTIONS TO BE ADDRESSED IN THIS CHAPTER, 114 _tPSYCHODYNAMIC PERSONALITY ASSESSMENT: PROJECTIVE TESTS, 115 _tThe Logic of Projective Tests, 115 _tThe Rorschach Inkblot Test, 116 _tThe Thematic Apperception Test (TAT), 119 _tProjective Tests: Do They Work? 120 _tPSYCHOPATHOLOGY, 122 _tPersonality Types, 122 _tConflict and Defense, 124 _tPSYCHOLOGICAL CHANGE, 125 _tInsights into the Unconscious: Free Association and Dream Interpretation, 126 _tThe Therapeutic Process: Transference, 126 _tA Case Example: Little Hans, 128 _tTHE CASE OF JIM, 132 _tRorschach and Thematic Apperception Test (TAT) Data, 132 _tComments on the Data, 134 _tRELATED THEORETICAL CONCEPTIONS AND RECENT DEVELOPMENTS, 135 _tTwo Early Challenges to Freud: Adler and Jung, 135 _tAlfred Adler (1870-1937), 135 _tCarl G. Jung (1875-1961), 137 _tThe Cultural and Interpersonal Emphasis: Horney and Sullivan, 141 _tReinterpreting Motivational Forces, 141 _tKaren Horney (1885-1952), 141 _tHarry Stack Sullivan (1892-1949), 143 _tObject Relations, Self Psychology, and Attachment Theory, 144 _tObject Relations Theory, 144 _tSelf Psychology and Narcissism, 145 _tAttachment Theory, 147 _tAttachment Styles in Adulthood, 150 _tAttachment Types or Dimensions? 153 _tCRITICAL EVALUATION, 155 _tScientific Observation: The Database, 156 _tTheory: Systematic? 156 _tTheory: Testable? 157 _tTheory: Comprehensive? 157 _tApplications , 158 _tMajor Contributions and Summary, 158 _tMAJOR CONCEPTS, 160 _tREVIEW, 160 _tCHAPTER 5 A PHENOMENOLOGICAL THEORY: CARL ROGERS'S PERSON-CENTERED THEORY OF PERSONALITY, 163 _tQUESTIONS TO BE ADDRESSED IN THIS CHAPTER, 164 _tCARL R. ROGERS (1902-1987): A VIEW OF THE THEORIST, 165 _tROGERS'S VIEW OF THE PERSON, 168 _tThe Subjectivity of Experience, 168 _tFeelings of Authenticity, 169 _tThe Positivity of Human Motivation, 169 _tA Phenomenological Perspective, 170 _tROGERS'S VIEW OF THE SCIENCE OF PERSONALITY, 170 _tTHE PERSONALITY THEORY OF CARL ROGERS, 171 _tStructure, 171 _tThe Self, 171 _tConfirming Pages, 172 _tMeasuring Self-Concept, 173 _tThe Q-Sort Technique, 173 _tThe Semantic Differential, 174 _tProcess, 176 _tSelf-Actualization, 177 _tSelf-Consistency and Congruence, 178 _tStates of Incongruence and Defensive Processes, 179 _tResearch on Self-Consistency and Congruence, 179 _tThe Need for Positive Regard, 182 _tGrowth and Development, 184 _tResearch on Parent-Child Relationships, 185 _tSocial Relations, Self-Actualization, and Well-Being Later in Life, 188 _tMAJOR CONCEPTS, 189 _tREVIEW, 190 _tCHAPTER 6 ROGERS'S PHENOMENOLOGICAL THEORY: APPLICATIONS, RELATED THEORETICAL CONCEPTIONS, AND CONTEMPORARY RESEARCH, 191 _tQUESTIONS TO BE ADDRESSED IN THIS CHAPTER, 193 _tCLINICAL APPLICATIONS, 193 _tPsychopathology, 193 _tSelf-Experience Discrepancy, 193 _tPsychological Change, 194 _tTherapeutic Conditions Necessary for Change, 195 _tOutcomes of Client-Centered Therapy, 198 _tPresence, 200 _tA CASE EXAMPLE: MRS. OAK, 201 _tTHE CASE OF JIM, 203 _tSemantic Differential: Phenomenological Theory, 203 _tComments on the Data, 204 _tRELATED THEORETICAL CONCEPTIONS, 205 _tThe Human Potential Movement, 205 _tAbraham H.
505	0	0	_tMaslow (1908-1970), 206 _tThe Positive Psychology Movement, 207 _tClassifying Human Strengths, 208 _tThe Virtues of Positive Emotions, 209 _tFlow, 209 _tExistentialism , 210 _tThe Existentialism of Sartre: Consciousness, Nothingness, Freedom, and Responsibility, 211 _tContemporary Experimental Existentialism, 213 _tRECENT DEVELOPMENTS IN THEORY AND RESEARCH, 215 _tDiscrepancies among Parts of the Self, 215 _tFluctuations in Self-Esteem and Contingencies of Worth, 216 _tAuthenticity and Internally Motivated Goals, 217 _tCross-Cultural Research on the Self, 219 _tCultural Differences in the Self and the Need for Positive Self-Regard, 220 _tCRITICAL EVALUATION, 223 _tScientific Observation: The Database, 223 _tTheory: Systematic? 224 _tTheory: Testable? 224 _tTheory: Comprehensive? 225 _tApplications, 226 _tMajor Contributions and Summary, 226 _tMAJOR CONCEPTS, 227 _tREVIEW, 228 _tCHAPTER 7 TRAIT THEORIES OF PERSONALITY: ALLPORT, EYSENCK, AND CATTELL, 229 _tQUESTIONS TO BE ADDRESSED IN THIS CHAPTER, 230 _tA VIEW OF THE TRAIT THEORISTS, 231 _tTRAIT THEORY'S VIEW OF THE PERSON, 232 _tThe Trait Concept, 232 _tTRAIT THEORY'S VIEW OF THE SCIENCE OF PERSONALITY, 233 _tScientific Functions Served by Trait Constructs, 233 _tDescription, 233 _tPrediction, 234 _tExplanation, 234 _tTRAIT THEORIES OF PERSONALITY: BASIC PERSPECTIVES SHARED BY TRAIT THEORISTS, 235 _tTHE TRAIT THEORY OF GORDON W. ALLPORT (1897-1967), 236 _tTraits: Personality Structure in Allport's Theory, 237 _tFunctional Autonomy, 238 _tIdiographic Research, 239 _tComment on Allport, 240 _tIDENTIFYING PRIMARY TRAIT DIMENSIONS: FACTOR ANALYSIS, 240 _tTHE FACTOR-ANALYTIC TRAIT THEORY OF RAYMOND B. CATTELL (1905-1998), 243 _tSurface and Source Traits: Personality Structure in Cattell's Theory, 243 _tSources of Evidence: L-Data, Q-Data, and OT-Data, 244 _tStability and Variability in Behavior, 247 _tComment on Cattell, 247 _tTHE THREE-FACTOR THEORY OF HANS J. EYSENCK (1916-1997), 250 _t''Superfactors": Personality Structure in Eysenck's Theory, 251 _tMeasuring the Factors, 254 _tBiological Bases of Personality Traits, 255 _tExtraversion and Social Behavior, 257 _tPsychopathology and Behavior Change, 258 _tComment on Eysenck, 258 _tMAJOR CONCEPTS, 259 _tREVIEW, 260 _tCHAPTER 8 TRAIT THEORY: THE FIVE-FACTOR MODEL; APPLICATIONS AND EVALUATION OF TRAIT APPROACHES TO PERSONALITY, 261 _tQUESTIONS TO BE ADDRESSED IN THIS CHAPTER, 262 _tTHE FIVE-FACTOR MODEL OF PERSONALITY: RESEARCH EVIDENCE, 263 _tAnalysis of Trait Terms in Natural Language and in Questionnaires, 263 _tThe Fundamental Lexical Hypothesis, 267 _tCross-Cultural Research: Are the Big Five Dimensions Universal? 268 _tThe Big Five in Personality Questionnaires, 271 _tThe NEO-PI-R and Its Hierarchical Structure: Facets, 271 _tIntegration of Eysenck's and Cattell's Factors within the Big Five, 273 _tSelf-Ratings and Observer Ratings, 274 _tPROPOSED THEORETICAL MODEL FOR THE BIG FIVE, 275 _tGROWTH AND DEVELOPMENT, 279 _tAge Differences Throughout Adulthood, 279 _tInitial Findings from Childhood and Adolescence, 282 _tStability and Change in Personality, 282 _tMAYBE WE MISSED ONE? THE SIX-FACTOR MODEL, 283 _tAPPLICATIONS OF THE BIG FIVE MODEL, 285 _tTHE CASE OF JIM, 288 _tFactor-Analytic Trait-Based Assessment, 288 _tPersonality Stability: Jim 5 and 20 Years Later, 289 _tSelf-Ratings and Ratings by Wife on the NEO-PI, 291 _tTHE PERSON-SITUATION CONTROVERSY, 292 _tCRITICAL EVALUATION, 295 _tScientific Observation: The Database, 296 _tTheory: Systematic? 296 _tTheory: Testable? 297 _tTheory: Comprehensive? 297 _tApplications, 298 _tMajor Contributions and Summary, 299 _tMAJOR CONCEPTS, 300 _tREVIEW, 300 _tCHAPTER 9 BIOLOGICAL FOUNDATIONS OF PERSONALITY, 301 _tQUESTIONS TO BE ADDRESSED IN THIS CHAPTER, 302 _tTEMPERAMENT, 303 _tConstitution and Temperament: Early Views, 304 _tConstitution and Temperament: Longitudinal Studies, 305 _tBiology, Temperament and Personality Development: Contemporary Research, 306 _tInhibited and Uninhibited Children: Research of Kagan and Colleagues , 306 _tInterpreting Data on Biology and Personality , 310 _tEffortful Control and the Development of Conscience, 311 _tEVOLUTION, EVOLUTIONARY PSYCHOLOGY, AND PERSONALITY, 314 _tEvolutionary Psychology, 315 _tSocial Exchange and the Detection of Cheating, 317 _tSex Differences: Evolutionary Origins? , 318 _tMale-Female Mate Preferences , 319 _tCauses of Jealousy , 320 _tEvolutionary Origins of Sex Differences: How Strong Are the Data?, 321 _tGENES AND PERSONALITY, 323 _tBehavioral Genetics, 324 _tSelective Breeding Studies, 324 _tTwin Studies , 324 _tAdoption Studies , 326 _tHeritability Coefficient , 327 _tHeritability of Personality: Findings, 328 _tSome Caveats, 329 _tMolecular Genetic Paradigms, 330 _tEnvironments and Gene-Environment Interactions, 332 _tShared and Nonshared Environment , 332 _tUnderstanding Nonshared Environment Effects, 334 _tThree Kinds of Nature-Nurture Interactions, 335 _tMOOD, EMOTION, AND THE BRAIN, 336 _tLeft and Right Hemispheric Dominance, 336 _tNeurotransmitters and Temperament: Dopamine and Serotonin, 338 _tThree Dimensions of Temperament: PE, NE, and DvC, 339 _tPLASTICITY: BIOLOGY AS BOTH CAUSE AND EFFECT, 341 _tFrom Experience to Biology, 341 _tSocioeconomic Status of Communities and Serotonin, 343 _tNEUROSCIENTIFIC INVESTIGATIONS OF "HIGHER-LEVEL" PSYCHOLOGICAL FUNCTIONS, 344 _tBrain and Self, 347 _tBrain and Moral Judgment, 347 _tMAJOR CONCEPTS, 349 _tREVIEW, 350 _tCHAPTER 10 BEHAVIORISM AND THE LEARNING APPROACHES TO PERSONALITY, 351 _tQUESTIONS TO BE ADDRESSED IN THIS CHAPTER, 352 _tBEHAVIORISM'S VIEW OF THE PERSON, 353 _tBEHAVIORISM'S VIEW OF THE SCIENCE OF PERSONALITY, 354 _tEnvironmental Determinism and Its Implications for the Concept of Personality, 354 _tExperimentation, Observable Variables, and Simple Systems, 356 _tWATSON, PAVLOV, AND CLASSICAL CONDITIONING, 358 _tWatson's Behaviorism, 358 _tPavlov's Theory of Classical Conditioning, 360 _tPrinciples of Classical Conditioning, 360 _tPsychopathology and Change, 363 _tConditioned Emotional Reactions, 364 _tThe ''Unconditioning" of Fear of a Rabbit, 365 _tSystematic Desensitization, 366 _tA Reinterpretation of the Case of Little Hans, 368 _tRecent Developments, 369 _tSKINNER'S THEORY OF OPERANT CONDITIONING, 371 _tA View of the Theorist, 371 _tSkinner's Theory of Personality, 374 _tStructure, 374 _tProcess: Operant Conditioning, 375 _tGrowth and Development, 377 _tPsychopathology, 378 _tBehavioral Assessment, 379 _tBehavior Change, 381 _tFree Will? 382 _tCRITICAL EVALUATION, 383 _tScientific Observation: The Database, 384 _tTheory: Systematic? 384 _tTheory: Testable? 385 _tTheory: Comprehensive? 385 _tApplications, 386 _tMajor Contributions and Summary, 386 _tMAJOR CONCEPTS, 387 _tREVIEW, 388 _tCHAPTER 11 A COGNITIVE THEORY: GEORGE A. KELLY'S PERSONAL CONSTRUCT THEORY OF PERSONALITY, 389 _tQUESTIONS TO BE ADDRESSED IN THIS CHAPTER, 390 _tGEORGE A. KELLY (1905-1966): A VIEW OF THE THEORIST, 392 _tKELLY'S VIEW OF THE SCIENCE OF PERSONALITY, 393 _tKELLY'S VIEW OF THE PERSON, 396 _tTHE PERSONALITY THEORY OF GEORGE A.
505	0	0	_tKELLY, 397 _tStructure, 397 _tConstructs and Their Interpersonal Consequences, 398 _tTypes of Constructs and the Construct System, 399 _tAssessment: The Role Construct Repertory (Rep) Test, 401 _tUnique Information Revealed by Personal Construct Testing, 403 _tCognitive Complexity/Simplicity, 403 _tProcess, 407 _tAnticipating Events, 407 _tAnxiety, Fear, and Threat, 410 _tGrowth and Development, 413 _tCLINICAL APPLICATIONS, 414 _tPsychopathology, 414 _tChange and Fixed-Role Therapy, 415 _tTHE CASE OF JIM, 417 _tRep Test: Personal Construct Theory, 417 _tComments on the Data, 419 _tRELATED POINTS OF VIEW AND RECENT DEVELOPMENTS, 419 _tCRITICAL EVALUATION, 420 _tScientific Observation: The Database, 420 _tTheory: Systematic? 421 _tTheory: Testable? 421 _tTheory: Comprehensive? 422 _tApplications, 423 _tMajor Contributions and Summary, 423 _tMAJOR CONCEPTS, 424 _tREVIEW, 425 _tCHAPTER 12 SOCIAL-COGNITIVE THEORY: BANDURA AND MISCHEL, 427 _tQUESTIONS TO BE ADDRESSED IN THIS CHAPTER, 428 _tRELATING SOCIAL-COGNITIVE THEORY TO THE PREVIOUS THEORIES, 428 _tA VIEW OF THE THEORISTS, 429 _tAlbert Bandura (1925-), 429 _tWalter Mischel (1930-), 430 _tSOCIAL-COGNITIVE THEORY'S VIEW OF THE PERSON, 432 _tSOCIAL-COGNITIVE THEORY'S VIEW OF THE SCIENCE OF PERSONALITY, 433 _tSOCIAL-COGNITIVE THEORY OF PERSONALITY: STRUCTURE, 433 _tCompetencies and Skills, 433 _tBeliefs and Expectancies, 434 _tThe Self and Self-Efficacy Beliefs, 436 _tSelf-Efficacy and Performance, 438 _tGoals, 441 _tEvaluative Standards, 442 _tThe Nature of Social-Cognitive Personality Structures, 444 _tSOCIAL-COGNITIVE THEORY OF PERSONALITY: PROCESS, 445 _tReciprocal Determinism, 445 _tPersonality As a Cognitive-Affective Processing System (CAPS), 446 _tSOCIAL-COGNITIVE THEORY OF GROWTH AND DEVELOPMENT, 450 _tObservational Learning (Modeling), 450 _tAcquisition versus Performance, 452 _tVicarious Conditioning, 453 _tSelf-Regulation and Motivation, 455 _tSelf-Efficacy, Goals, and Self-Evaluative Reactions, 456 _tSelf-Control and Delay of Gratifi cation, 458 _tLearning Delay of Gratification Skills, 458 _tMischel's Delay of Gratification Paradigm, 460 _tSummary of the Social-Cognitive View of Growth and Development, 462 _tMAJOR CONCEPTS, 464 _tREVIEW, 464 _tCHAPTER 13 SOCIAL-COGNITIVE THEORY: APPLICATIONS, RELATED THEORETICAL CONCEPTIONS, AND CONTEMPORARY RESEARCH, 467 _tQUESTIONS TO BE ADDRESSED IN THIS CHAPTER, 468 _tCOGNITIVE COMPONENTS OF PERSONALITY: BELIEFS, GOALS, AND EVALUATIVE STANDARDS, 469 _tBeliefs about the Self and Self-Schemas, 469 _tSelf-Schemas and Reaction-Time Methods, 471 _tSelf-Based Motives and Motivated Information Processing, 474 _tLearning Versus Performance Goals, 476 _tCauses of Learning Versus Performance Goals: Implicit Theories, 478 _tStandards of Evaluation, 480 _tSelf-Standards, Self-Discrepancies, Emotion, and Motivation, 481 _tA ''General Principles" Approach to Personality, 484 _tPsychopathology and Change: Modeling, Self-Conceptions, and Perceived Self-Efficacy, 486 _tSelf-Efficacy, Anxiety, and Depression, 487 _tSelf-Efficacy and Health, 488 _tTherapeutic Change: Modeling and Guided Mastery, 489 _tSTRESS AND COPING, 494 _tEllis's Rational-Emotive Therapy, 496 _tBeck's Cognitive Therapy for Depression, 498 _tThe Cognitive Triad of Depression, 498 _tResearch on Faulty Cognitions, 498 _tCognitive Therapy, 499 _tTHE CASE OF JIM, 500 _tCRITICAL EVALUATION, 502 _tScientific Observation: The Database, 502 _tTheory: Systematic? 503 _tTheory: Testable? 503 _tTheory: Comprehensive? 503 _tApplications, 504 _tMajor Contributions and Summary, 505 _tMAJOR CONCEPTS, 505 _tREVIEW, 506 _tCHAPTER 14 PERSONALITY IN CONTEXT: INTERPERSONAL RELATIONS, CULTURE, AND DEVELOPMENT ACROSS THE COURSE OF LIFE, 507 _tQUESTIONS TO BE ADDRESSED IN THIS CHAPTER, 509 _tINTERPERSONAL RELATIONSHIPS, 510 _tRejection Sensitivity, 510 _t''Hot" and ''Cool" Focus , 513 _tTransference in Interpersonal Relationships, 514 _tMEETING ACADEMIC AND SOCIAL CHALLENGES: OPTIMISTIC STRATEGIES AND DEFENSIVE PESSIMISM, 516 _tPERSONALITY CONSISTENCY IN CONTEXT, 517 _tPERSONALITY DEVELOPMENT IN SOCIOECONOMIC CONTEXT, 520 _tCauses and Effects of Personality Attributes, 522 _tPERSONALITY FUNCTIONING ACROSS THE LIFE SPAN, 523 _tPsychological Resilience in the Later Years, 523 _tEmotional Life in Older Adulthood: Socioemotional Selectivity, 524 _tPERSONS IN CULTURES, 525 _tTwo Strategies for Thinking about Personality and Culture, 525 _tStrategy #1: Personality . . . and Culture? 525 _tStrategy #2: Culture and Personality, 527 _tPersonality and Self As Socially Constructed within Culture, 528 _tIndependent and Interdependent Views of Self, 529 _tPUTTING PERSONALITY IN CONTEXT INTO PRACTICE, 531 _tAssessing Personality in Context: A Case Study, 531 _tPersonality Processes in Context: Fostering Social Change, 536 _tSUMMARY, 538 _tMAJOR CONCEPTS, 538 _tREVIEW, 539 _tCHAPTER 15 ASSESSING PERSONALITY THEORY AND RESEARCH, 541 _tQUESTIONS TO BE ADDRESSED IN THIS CHAPTER, 542 _tON STRUCTURES, PROCESSES, DEVELOPMENT, AND THERAPEUTIC CHANGE, 542 _tPersonality Structure, 542 _tProcess, 543 _tGrowth and Development, 545 _tPsychopathology and Change, 545 _tTHE CASE OF JIM, 548 _tHOW DID THEY DO? A CRITICAL EVALUATION OF PERSONALITY, 549 _tTheories and Research, 549 _tScientific Observation: The Database, 549 _tTheory: Systematic? 551 _tTheory: Testable? 552 _tTheory: Comprehensive? 552 _tApplications, 553 _tA FINAL SUMMING UP: THEORIES AS TOOLKITS, 554 _tREVIEW, 555 _tGLOSSARY, 557 _tREFERENCES, 567 _tNAME INDEX, 603 _tSUBJECT INDEX, 609
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