DOCSLIB.ORG

Albert Bandura

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Albert Bandura 10/7/2009 Main Theme: Albert Bandura (1925(1925-- )) Reciprocal Determinism --thethe interaction/ interlocking of the person, Background behavior and environment as Canadian determinants of personality Graduate schoolschool-- Iowa Teaching at Expressions of inherent individual Stanford differences in cognitive capabilities Memory, differentiation, generalization Main Ideas: Observational Learning/Modeling Who you are is affected Learning/Performance depends upon by the environment and reinforcement vise-versa. Person Environment Attentional processesprocesses––observingobserving the behavior What you do affects What you do affects Retention processesprocesses––rememberingremembering it what you think and the environment and Motor reproduction processesprocesses–– believe and vise-versa vise-versa performing the behavior Behavior Motivational processesprocesses––wantingwanting it 1 10/7/2009 Needs: Study --cartooncartoon --symbolicsymbolic modeling Reinforcement Values --howhow satisfying Bobo doll the goal of the need is to the person In Person, Video, Cartoon Reinforcement Expectancy --howhow likely Symbolic modeling has about the she/he thinks the attainment of the same impact as live models. goal is At times less imitation in the modelmodel-- Behavior Potentials --summarizedsummarized the punished condition implications of the other two Effects of television components for actual performance and also specifies the set of actions that Performance of learning is brought such performance would entail about more by the expectation of receiving reinforcement. Girls behaved less aggressive compare to boys We tend to be more influenced by models who are similar to us. Children showed more aggression toward the Bobo doll when they were shown either through direct or vicarious modeling to act aggressively. 2 10/7/2009 If we want to eliminate aggression we Development: need to have individual corrective effort and group action aimed at changing A function of Modeling current societal practices. Difference between learning and performance Vicarious modeling --children's’ tendency to imitate movies and cartoons as often as live models. William Sheldon Endomorph --ViscerotoniaViscerotonia --77--11--11 (1898(1898--1977)1977) Round, robust physical development Comfort, affection, even tempered, Main Theme: extraverted The expression of Mesomorph --SomatotoniaSomatotonia --11--77--11 personality type Muscle development, athlete based upon one's somatotype Love of physical adventure and risk taking More Aggressive, Assertive, Lust for Power Not the first to do this Ectomorph --CerebrotoniaCerebrotonia --11--11--77 Constitutional Type Fragile, linear Theorist Bookworms, introverted Based upon Largest brain/central nervous system physique 3 10/7/2009 Constitutional Theorist ––basedbased on body Scale ratings/Somatotype makemake--upup Correlational studiesstudies––.87.87––anythinganything Ponderal Index --heightheight divided by the wrong here? cube root of weight Males more mesomorphic Females more endomorphic Trunk Index --chest/trunkchest/trunk divided by Is this sexist? stomach/trunk Dysplasia --disharmonydisharmony between the three physique components Fat stomach, skinny lens and arms Development: Henry Murray (1893(1893--1988)1988) Based upon somatotype Body Build is generally invariant over Main Theme: the life of organism Similar to Freud. Too simplistic Not all functioning Personality much more complex of the person an attempt to avoid Influenced, in part, by Phrenology conflict. Wouldn’t it be nice if we could do this? At times we actually seek conflict NONO––notnot enough variation 4 10/7/2009 Prepotency of Needs. Viscerogenic/Psychogenic Overt/Covert immediate/ restrained Needs --aa significant determinant of Focal/Diffuse behavior. Linked to a specific object(s) “An entity that organizes perception, apperception, action, etc. in such a way Proactive/Reactive as to transform in a certain direction an In person/activated from environment existing, unsatisfying situation.” It is a theoretical construct. Similar to a motive. Proceedings --SubjectSubject--subjectsubject interaction Press --EnvironmentalEnvironmental "thing" that or subjectsubject--objectobject interaction. facilitates or inhibits an individual's goal. Observable and timetime--limitedlimited interaction What it can do to or for the individual. among people or between people and objects with motives (or needs) Beta Press ––PerceivedPerceived ––determinesdetermines operating in such interactions much behavior. Basic unit of data. Alpha Press --Reality.Reality. Thema is a NeedNeed--PressPress unit They are more molar when compared to just a need or a press. 5 10/7/2009 Thematic Apperception Test (TAT) ID --SimilarSimilar Tell a story about what is going on in a Not all instincts selfish picture. Ego --SimilarSimilar Extension of nondefensive nature of the ego Superego --Similar.Similar. Not fixed in childhood as much as Freud suggested. Development: Eurethral (between oral and anal): Psychosexual Urinary apparatus is the pleasure Similar to Freud but stops with Phallic center. No latency and no genital Complex --similarsimilar to anal type, Adds two stages as well competitiveness/ acquiescence. Claustral (intrauterine): No real pleasure center Sleeps curled in a ball Passive dependency on mother. Complex --denial,denial, passive, withdrawal. 6 10/7/2009 Gordon Allport (1897(1897--1967)1967) Main Theme: To function in a manner expressive of the self or proprium and to satisfy needs Freud necessary for biological survival. “And was that little boy you?” No two people have exactly the same Doctorate at age traits or personality. We have a unique 2424 pattern of traits that cannot be explained Trait theorist as a simple combination of traits. Criticism Describes rather than explains Opportunistic FunctioningFunctioning--mustmust be satisfied Propriate Functioning --expressiveexpressive of self. first. Self or ego most important Food, water, air Major theme in his work After satisfied, attempt to express self or Cannot separate from social influence proprium becomes paramount. Phenomenologically defined. Biological characteristics. More important, human, and ReactiveReactive--influencedinfluenced by the world. extraordinary. TemperamentTemperament––biologicallybiologically based Sense of body, selfself--identify,identify, self--esteem,self esteem, differences in personality selfself--extension,extension, rational coping. No real conflict between the two Proactive --influencesinfluences the world functionings. 7 10/7/2009 Traits --PersonalPersonal Dispositions. Can be either: Develop over time with experience but are DynamicDynamic--motivational.motivational. relatively stable ExpressiveExpressive--stylistic.stylistic. Neuropsychic structurestructure--particularparticular to Can be either: individual. IndividualIndividual––possessedpossessed only by one Has capacity to render many stimuli person, unique functionally equivalent. CommonCommon––possessedpossessed by many each to a Can initiate and guide consistent varying degree (equivalent) forms of adaptive and stylistic behavior Unique traits: individualizesindividualizes--uniqueunique to CardinalCardinal--Major,Major, master motive, only one if each personperson––nono two persons ever have any precisely the same trait. Don Juan, Religiosity, Napoleonic We can infer traits from language Very rarely does a person have a (dictionary), behavior, documents, cardinal trait personality measurements The eminent trait, the ruling passion Can traits be inconsistent? CentralCentral--letterletter of recommendation. Why? SecondarySecondary--Preferences.Preferences. Peripheral to the person Many traits influence behaviorbehavior––areare we always introverted? No! Sweaters, asparagus If Cardinal changes. 8 10/7/2009 Development: 33--44 --EgoEgo--extensionextension identity with personal Opportunistic at birthbirth--requiresrequires nurturance possessions. “My toy!” and affection. Continues into adulthood Becomes more propriate with time and 44--66 --SelfSelf--imageimage evaluation of our present maturation abilities, status and roles and our If biological needs satisfied easily, aspirations for the future propriate functioning develops. 66--1212 --RationalRational Agent --rationalrational coping of proprium become apparent. First year --InitialInitial signs of a sense of body. Solves problems 11--22 --BeginningsBeginnings of self--identityself identity and then Adolescence --PropriatePropriate striving or ego selfself--image.image. involved motivation which is directed and 22--33 --EgoEgo--enhancementenhancement Working on selfself-- intentional. esteem, capacity for pride Adulthood --TheThe KnowerKnower----cognitivecognitive Functional AutonomyAutonomy--shiftingshifting from integration of previous seven aspects opportunistic to propriate functioning of the self into a unified whole Interests and values have become internalized ––maturemature individual Stages similar in qualitative changes Money for work into wanting to do a Similar to Piaget good job for the sake of value “A behavior pattern originally instrumental to satisfaction of a biological need can persist as a fully independent aspect of living even after the biological need is no longer an important force.” 9 10/7/2009 A given behavior can may become an end Personality changes little after about the
Load more

Recommended publications
  • A Century of Social Psychology: Individuals, Ideas, and Investigations GEORGE R
    1 A Century of Social Psychology: Individuals, Ideas, and Investigations GEORGE R. GOETHALS ^ f INTRODUCTION This chapter tells an exciting story of intellectual discovery. At the start of the twentieth century, social psy- chology began addressing age-old philosophical questions using scientific methods. What was the nature of human nature, and did the human condition make it possible for people to work together for good rather than for evil? Social pschology first addressed these questions by looking at the overall impact of groups on individuals and then began to explore more refined questions about social influence and social perception. How do we understand persuasion, stereotypes and prejudice, differences between men and women, and how culture affects thoughts and behavior? In 1954, in his classic chapter on the historical govem themselves. In The Republic, Plato argued that background of modem social psychology, Gordon men organize themselves and form governments Allport nominated Auguste Comte as the founder because they cannot achieve all their goals as of social psychology as a science. He noted that individuals. They are interdependent. Some kind of Comte, the French philosopher and founder of social organization is required. Various forms emerge, positivism, had previously, in 1839, identified depending on the situation, including aristocracy, sociology as a separate discipline. In fact, sociology oligarchy, democracy, and tyranny. Plato clearly did not really exist, but Comte saw it coming. favored aristocracy, where the wise and just govern, Allport notes that 'one might say that Comte and allow individuals to develop their full potential. christened sociology many years before it was Whatever the form, social organization and govem- born' (Allport, 1968: 6).
    [Show full text]
  • Challenges of Humanistic Psychology for Secondary Education Walter P
    Walden University ScholarWorks Walden Dissertations and Doctoral Studies Walden Dissertations and Doctoral Studies Collection 7-1972 Challenges of Humanistic Psychology for Secondary Education Walter P. Dember Walden University Follow this and additional works at: https://scholarworks.waldenu.edu/dissertations Part of the Education Commons This Dissertation is brought to you for free and open access by the Walden Dissertations and Doctoral Studies Collection at ScholarWorks. It has been accepted for inclusion in Walden Dissertations and Doctoral Studies by an authorized administrator of ScholarWorks. For more information, please contact [email protected]. CHALLENGES OF HUMANISTIC PSYCHOLOGY FOR SECONDARY EDUCATION By Walter P. Dember B.B.A., St. Bo11aventu.re University, 19.52 M.S., Niagara University, 1970 ~ ! ' ' ,.1. A Dissertation Submitted in Partial Fulfillment of The Requirements for the Degree of Doctor of Philosophy Walden University July, 1972 ~~-· ., . ABSTRACT CHALLENGES OF HUMANISTIC P&"YCHOLOGY FOR SECONDARY EDUCATION By Walter P. Dember E.B.A., St. Bonaventure University, 1952 M.S., Niagara University, 1970 Frederick C. Spei , Ed. D., Advisor School Administrator, Buffalo Public Schools Buffalo, New York A Dissertation Submitted in Partial Fulfillment of The Requirements for the Degree of Doctor of Philosophy Walden University July, 1972 ----~-----..,.------------------------.....·-::r, • ABSTRACT CHALLENGES OF HUMANISTIC PSYCHOLOGY FOR SECONDARY EDUCATION A new conception of man is now being unfolded in a very different orientation toward p~chology or in a new p~chology called "Humanistic Psychology." It is the purpose of this thesis to arrive at these new concepts of man through research into the writings of and about four hnma:nistic p~chologists--Gordon W.
    [Show full text]
  • Introduction to Political Psychology
    INTRODUCTION TO POLITICAL PSYCHOLOGY This comprehensive, user-friendly textbook on political psychology explores the psychological origins of political behavior. The authors introduce read- ers to a broad range of theories, concepts, and case studies of political activ- ity. The book also examines patterns of political behavior in such areas as leadership, group behavior, voting, race, nationalism, terrorism, and war. It explores some of the most horrific things people do to each other, as well as how to prevent and resolve conflict—and how to recover from it. This volume contains numerous features to enhance understanding, includ- ing text boxes highlighting current and historical events to help students make connections between the world around them and the concepts they are learning. Different research methodologies used in the discipline are employed, such as experimentation and content analysis. This third edition of the book has two new chapters on media and social movements. This accessible and engaging textbook is suitable as a primary text for upper- level courses in political psychology, political behavior, and related fields, including policymaking. Martha L. Cottam (Ph.D., UCLA) is a Professor of Political Science at Washington State University. She specializes in political psychology, inter- national politics, and intercommunal conflict. She has published books and articles on US foreign policy, decision making, nationalism, and Latin American politics. Elena Mastors (Ph.D., Washington State University) is Vice President and Dean of Applied Research at the American Public University System. Prior to that, she was an Associate Professor at the Naval War College and held senior intelligence and policy positions in the Department of Defense.
    [Show full text]
  • Personality Traits
    Personality Traits SECOND EDITION GERALD MATTHEWS University of Cincinnati IAN J. DEARY University of Edinburgh MARTHA C. WHITEMAN University of Edinburgh published by the press syndicate of the university of cambridge The Pitt Building, Trumpington Street, Cambridge, United Kingdom cambridge university press The Edinburgh Building, Cambridge, CB2 2RU, UK 40 West 20th Street, New York, NY 10011–4211, USA 477 Williamstown Road, Port Melbourne, VIC 3207, Australia Ruiz de Alarc´on 13, 28014 Madrid, Spain Dock House, The Waterfront, Cape Town 8001, South Africa http://www.cambridge.org C Cambridge University Press 2003 This book is in copyright. Subject to statutory exception and to the provisions of relevant collective licensing agreements, no reproduction of any part may take place without the written permission of Cambridge University Press. First published 1998. Reprinted 1999, 2000, 2002 Second edition 2003 Printed in the United Kingdom at the University Press, Cambridge Typefaces Times 10/13 pt. Formata System LATEX2ε [TB] A catalogue record for this book is available from the British Library Library of Congress Cataloguing in Publication data Matthews, Gerald. Personality traits / Gerald Matthews, Ian J. Deary, Martha C. Whiteman. – 2nd edn. p. cm. Includes bibliographical references and index. ISBN 0 521 83107 5 – ISBN 0 521 53824 6 (pb) 1. Personality. I. Deary, Ian J. II. Whiteman, Martha C. III. Title. BF698.M3434 2003 155.23 – dc21 2003046259 ISBN 0 521 83107 5 hardback ISBN 0 521 53824 6 paperback The publisher has used its best endeavours to ensure that URLs for external websites referred to in this book are correct and active at the time of going to press.
    [Show full text]
  • Trends in the History of Contemporary Social Psychology: a Quantitative Analysis Pamela Hewitt Ol Y
    University of New Hampshire University of New Hampshire Scholars' Repository Doctoral Dissertations Student Scholarship Winter 1976 TRENDS IN THE HISTORY OF CONTEMPORARY SOCIAL PSYCHOLOGY: A QUANTITATIVE ANALYSIS PAMELA HEWITT OL Y Follow this and additional works at: https://scholars.unh.edu/dissertation Recommended Citation LOY, PAMELA HEWITT, "TRENDS IN THE HISTORY OF CONTEMPORARY SOCIAL PSYCHOLOGY: A QUANTITATIVE ANALYSIS" (1976). Doctoral Dissertations. 1143. https://scholars.unh.edu/dissertation/1143 This Dissertation is brought to you for free and open access by the Student Scholarship at University of New Hampshire Scholars' Repository. It has been accepted for inclusion in Doctoral Dissertations by an authorized administrator of University of New Hampshire Scholars' Repository. For more information, please contact [email protected]. INFORMATION TO USERS This material was produced from a microfilm copy of the original document. While the most advanced technological means to photograph and reproduce this document have been used, the quality is heavily dependent upon the quality of the original subm itted. The following explanation of techniques is provided to help you understand markings or patterns which may appear on this reproduction. 1.The sign or "target" for pages apparently lacking from die document photographed is "Missing Page(s)". If it was possible to obtain the missing page(s) or section, they are spliced into the film along with adjacent pages. This may have necessitated cutting thru an image and duplicating adjacent pages to insure you complete continuity. 2. When an image on the film is obliterated with a large round black mark, it is an indication that the photographer suspected that the copy may have moved during exposure and thus cause a blurred image.
    [Show full text]
  • Graphology: an Interface Between Biology, Psychology and Neuroscience
    PSYCHOLOGICAL DISORDERS AND RESEARCH | ISSN 2613-7828 Available online at www.sciencerepository.org Science Repository Review Article Graphology: An Interface Between Biology, Psychology and Neuroscience Giuseppe Marano1,2,3,4, Gianandrea Traversi5, Eleonora Gaetani6, Gabriele Sani1, Salvatore Mazza1 and Marianna Mazza1* 1Institute of Psychiatry and Psychology, Department of Geriatrics, Neuroscience and Orthopedics, Fondazione Policlinico Universitario A. Gemelli IRCCS, Università Cattolica del Sacro Cuore, Rome, Italy 2Associazione Grafologica Italo-Francese (AGIF), Italy 3Istituto Analisi Grafologiche (IANG), Italy 4Associazione Grafologi Professionisti (AGP), Italy 5Department of Science, University of Rome “Roma Tre”, Rome, Italy 6Division of Internal Medicine and Gastroenterology, Fondazione Policlinico Universitario A. Gemelli IRCCS, Università Cattolica del Sacro Cuore, Rome, Italy A R T I C L E I N F O A B S T R A C T Article history: Handwriting analysis dates back to many centuries ago. Graphology is a discipline that investigates Received: 19 December, 2020 personality and intellect of the individual through writing, indeed handwriting of the human being is an Accepted: 29 December, 2020 expression of his or her essence. Graphology examines a writing in order to extract unfiltered information Published: 7 January, 2021 about innate temperament and subconscious nature of who has traced the letters. The present paper Keywords: highlights the historical and methodological approaches of graphology and its usefulness in human Graphology knowledge in order to give a glimpse of the complexity of this discipline. We have gradually focused on the handwriting description of the various fields with which, over time until today, the graphologists have dealt according psychology to experimental and epistemological methodologies along a spectrum that ranges from studies on the neurosciences character, the neuronal and biological correlates, the use in the forensic field, until to the contributions to biology career counseling and personnel selection.
    [Show full text]
  • Social Cognitive Theory of Personality
    1 SOCIAL COGNITIVE THEORY OF PERSONALITY Albert Bandura Stanford University Bandura, A. (1999). A social cognitive theory of personality. In L. Pervin & O. John (Ed.), Handbook of personality (2nd ed., pp. 154-196). New York: Guilford Publications. (Reprinted in D. Cervone & Y. Shoda [Eds.], The coherence of personality. New York: Guilford Press.) 2 Many psychological theories have been proposed over the years to explain human behavior. The view of human nature embodied in such theories and the causal processes they postulate have considerable import. What theorists believe people to be determines which aspects of human functioning they explore most thoroughly and which they leave unexamined. The conceptions of human nature in which psychological theories are rooted is more than a theoretical issue. As knowledge gained through inquiry is applied, the conceptions guiding the social practices have even vaster implications. They affect which human potentialities are cultivated, which are underdeveloped, and whether efforts at change are directed mainly at psychosocial, biological or sociostructural factors. This chapter addresses the personal determinants and mechanisms of human functioning from the perspective of social cognitive theory (Bandura, 1986). The recent years have witnessed a resurgence of interest in self-referent phenomena. Self- processes have come to pervade diverse domains of psychology because most external influences affect human functioning through intermediary self processes rather than directly. The self system thus lies at the very heart of causal processes. To cite but a few examples, personal factors are very much involved in regulating attentional processes, schematic processing of experiences, memory representation and reconstruction, cognitively-based motivation, emotion activation, psychobiologic functioning and the efficacy with which cognitive and behavioral competencies are executed in the transactions of everyday life.
    [Show full text]
  • The Contributions of Windelband, Stern, Allport, Lamiell, and Magnusson
    Journal for Person-Oriented Research 2015, 1(1-2), 15-33 Published by the Scandinavian Society for Person-Oriented Research Freely available at http://www.person-research.org DOI: 10.17505/jpor.2015.03 The Person as a Focus for Research – The Contributions of Windelband, Stern, Allport, Lamiell, and Magnusson Lars-Gunnar Lundh Department of Psychology, Lund University, Lund, Sweden Email address: [email protected] To cite this article: Lundh, L. G. (2015), The person as a focus for research – The contributions of Windelband, Stern, Allport, Lamiell, and Magnusson. Journal for Person-Oriented Research, 1(1-2), 15-33. DOI: 10.17505/jpor.2015.03 Abstract: At the end of the 19th century, Wilhelm Windelband proposed a distinction between nomothetic and idiographic research, which became highly relevant for the discussion of the nature of psychological science. During the 20th century, a number of writers (including William Stern, Gordon Allport, James Lamiell and David Magnusson) have criticized the focus on variables rather than persons, and populations rather than individuals, which has characterized much of psychological research. As a corrective, they have argued for the importance of various forms of idiographic or person-oriented research. The main purpose of this paper is to describe and discuss some of the arguments put forward by these writers, both with regard to their conceptualization of the person and with regard to how they picture idiographic or person-oriented research. A preliminary classification is suggested of different varieties of idiographic and person-oriented research, which differ in terms of how they relate to nomothetic research, and whether they focus on variables or on patterns.
    [Show full text]
  • Fiske Vita2014
    SUSAN TUFTS FISKE March, 2014 Eugene Higgins Professor, phone: 609-258-0655 Psychology and Public Affairs fax: 609-258-1113 Department of Psychology and e-mail: [email protected] Woodrow Wilson School of web: http://www.fiskelab.org Public and International Affairs office: Peretsman-Scully Hall 331 Princeton University Princeton, NJ 08544 Degrees Docteur Honoris Causa: 2013, Universität Basel, Switzerland; 2009, Universiteit Leiden, Netherlands; 1995 Université catholique de Louvain, Louvain-la-Neuve, Belgium Ph.D. 1978, Social Psychology, Department of Psychology and Social Relations, Harvard University A.B. 1973, magna cum laude, Social Relations, Radcliffe College, Harvard University Academic Honors 2015 McGovern Award Lecture in the Behavioral Sciences, American Association for the Advancement of Sciences 2014 Kurt Lewin Award, Society for the Psychological Study of Social Issues 2013 Elected Member, National Academy of Sciences 2012-2017 President-Elect, President, and Past-President, Federation of Associations in Behavioral and Brain Sciences 2012 Leadership in Diversity Science Award, University of California at Los Angeles 2011 Corresponding Fellow, British Academy 2011 Gordon W. Allport Fellow, American Academy of Political and Social Sciences 2011 Honorary President, Canadian Psychological Association 2010 Distinguished Scientific Contribution Award, American Psychological Association 2010 Fellow, American Association for the Advancement of Science 2009 Donald Campbell Award, Society for Personality and Social Psychology 2009-2010
    [Show full text]
  • Healthy Personality
    HEALTHY PERSONALITY Presented by CONTINUING PSYCHOLOGY EDUCATION 7.2 CONTACT HOURS “I wanted to prove that human beings are capable of something grander than war and prejudice and hatred.” Abraham Maslow, Psychology Today, 1968, 2, p.55. Course Objective Learning Objectives The purpose of this course is to provide an Upon completion, the participant will understand understanding of the concept of healthy personality. the nature, motivation, and characteristics of the Seven theorists offer their views on the subject, healthy personality. Seven influential including: Gordon Allport, Carl Rogers, Erich psychotherapists-theorists examine the concept Fromm, Abraham Maslow, Carl Jung, Viktor of healthy personality allowing the reader to Frankl, and Fritz Perls. integrate these principles into his or her own life. Accreditation Faculty Provider approved by the California Board of Neil Eddington, Ph.D. Registered Nursing, Provider # CEP 14008, for Richard Shuman, MFT 7.2 Contact Hours. In accordance with the California Code of Regulations, Section 2540.2(b) for licensed vocational nurses and 2592.2(b) for psychiatric technicians, this course is accepted by the Board of Vocational Nursing and Psychiatric Technicians for 7.2 contact hours of continuing education credit. Mission Statement Continuing Psychology Education provides the highest quality continuing education designed to fulfill the professional needs and interests of nurses. Resources are offered to improve professional competency, maintain knowledge of the latest advancements, and meet continuing education requirements mandated by the profession. Copyright © 2006 Continuing Psychology Education 1 Continuing Psychology Education P.O. Box 9659 San Diego, CA 92169 FAX: (858) 272-5809 phone: 1 800 281-5068 www.texcpe.com HEALTHY PERSONALITY INTRODUCTION personality offered by Gordon Allport, Carl Rogers, Erich Fromm, Abraham Maslow, Carl Jung, Viktor Frankl, and Fritz The study of healthy personality was ignored for a long time Perls.
    [Show full text]
  • The Person As a Focus for Research – the Contributions of Windelband, Stern, Allport, Lamiell, and Magnusson
    The Person as a Focus for Research – The Contributions of Windelband, Stern, Allport, Lamiell, and Magnusson Lundh, Lars-Gunnar Published in: Journal for Person-Oriented Research DOI: 10.17505/jpor.2015.03 2015 Link to publication Citation for published version (APA): Lundh, L-G. (2015). The Person as a Focus for Research – The Contributions of Windelband, Stern, Allport, Lamiell, and Magnusson. Journal for Person-Oriented Research, 1(1-2), 15-33. https://doi.org/10.17505/jpor.2015.03 Total number of authors: 1 General rights Unless other specific re-use rights are stated the following general rights apply: Copyright and moral rights for the publications made accessible in the public portal are retained by the authors and/or other copyright owners and it is a condition of accessing publications that users recognise and abide by the legal requirements associated with these rights. • Users may download and print one copy of any publication from the public portal for the purpose of private study or research. • You may not further distribute the material or use it for any profit-making activity or commercial gain • You may freely distribute the URL identifying the publication in the public portal Read more about Creative commons licenses: https://creativecommons.org/licenses/ Take down policy If you believe that this document breaches copyright please contact us providing details, and we will remove access to the work immediately and investigate your claim. LUND UNIVERSITY PO Box 117 221 00 Lund +46 46-222 00 00 Journal for Person-Oriented Research 2015, 1(1-2), 15-33 Published by the Scandinavian Society for Person-Oriented Research Freely available at http://www.person-research.org DOI: 10.17505/jpor.2015.03 The Person as a Focus for Research – The Contributions of Windelband, Stern, Allport, Lamiell, and Magnusson Lars-Gunnar Lundh Department of Psychology, Lund University, Lund, Sweden Email address: [email protected] To cite this article: Lundh, L.
    [Show full text]
  • How to Win a Career Achievement Award in Five Easy Lessons
    Journal of Personality Assessment, 91(6), 506–517, 2009 Copyright C Taylor & Francis Group, LLC ISSN: 0022-3891 print / 1532-7752 online DOI: 10.1080/00223890903228158 2009 BRUNO KLOPFER DISTINGUISHED CONTRIBUTION AWARD How to Win a Career Achievement Award in Five Easy Lessons LEWIS R. GOLDBERG Oregon Research Institute, Eugene, Oregon This professional autobiography is based on a talk given as the recipient of the 2009 Bruno Klopfer Distinguished Contribution Award. It includes a discussion of 5 of my habits that might be useful as a guide for future awardees including 1. send everything that you write to everyone you know (and ask for their help); 2. don’t be afraid to pick up what’s been dropped by others; 3. don’t be afraid to go away and then to stay away a long time; and 4. remember good ideas—they can be useful in the future. For the fifth and most important lesson, one must read the article. thoughts. Indeed, I’ve even asked my gang to suggest topics for a career achievement address. Virtually everyone argued for something autobiographical rather than technical, and I will here try to oblige. LESSON NUMBER 2: DON’TBEAFRAID TO PICK UP WHAT’S BEEN DROPPED BY OTHERS An Example: The Taxonomic Challenge My very first class as a college freshman at Harvard in 1949 was taught by Gordon Allport (Figure 2), who used for a text- book his classic 1937 volume Personality: A Psychological In- terpretation. Chapter 11 in that text, titled “The theory of traits,” concluded with a section entitled “The problem of trait names,” describing the Allport
    [Show full text]