DOCSLIB.ORG

Unit 6: Study Guide Personality

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Unit 6: Study Guide Personality Unit 6: Study Guide Personality In this section of the course, students come to understand the major theories and approaches to personality: psychoanalytic/psychodynamic, humanistic, cognitive, trait, and behaviorist. In the process, they learn about the background and thought of some of the major contributors to the domain of personality, such as Alfred Adler, Gordon Allport, Albert Bandura, Raymond Cattell, Hans Eysenck, Sigmond Freud, Carl Jung, Walter Mischel, and Carl Rogers. Through their study in this area, students recognize that each of the approaches to personality has implications for their understanding of both normal and abnormal personality, the assessment of personality, models of personality development, and the treatment of dysfunctional behavior. Students also learn about research in personality, including the kinds of methods that are employed (such as case studies and surveys), the differences among research orientations, and the strengths and weaknesses of each approach. The course exposes students to the major assessment techniques used in the study of personality, such as personality inventories, projective tests, and behavioral observations. Discussion of these instruments necessarily includes consideration of the reliability and validity of each. In addition, students examine the idea of the self and the related issues of self-concept and self-esteem. They learn how the self develops, how self-concept and self-esteem are assessed, and how both of these constructs are related to the other aspects of the individual’s functioning. CR10: The course provides instruction in personality Text: Chapter 15 (pp. 595 – 636) Student Resources: Flashcards from text www.worthpublishers.com/myers8e Racing against your heart, Forty Studies, pp. 210 – 216 You’re getting defensive again! Forty Studies, pp. 234 – 241 Timeline: 6 days An emphasis on Personality Theories and Approaches Assessment Techniques Types of Tests Standardization and Norms Reliability and Validity Ethics and Standards in Testing Self-concept, Self-esteem Growth and Adjustment (6 – 8 % of multiple choice) Unit 6: Personality Key Terms Free Association Psychoanalysis Unconscious Preconscious Libido Id Superego Ego Iceberg Theory Psychosexual Stages Oral Anal Phallic Latency Genital Anal Expulsive Anal Retentive Oedipus Complex Electra Complex Identification Fixate Repression Regression Projection Reaction Formation Rationalization Displacement Sublimation Humor Undoing Denial Avoidance Compensation Intellectualization Projective Test Reliability Validity TAT Rorschach Test Collective Unconscious Personal Unconscious Traits Personality Inventories MMPI Introvert Extravert Factor Analysis Self-Actualized Empirically Derived Hierarchy of Needs Self-Concept Self-Esteem Self-Serving Bias Individualism Collectivism Reciprocal Determinism Optimism Internal Locus of Control External Locus of Control Learned helplessness Positive Psychology Key Concepts Psychosexual Stages (Oral, Anal, Phallic, Latency, Genital) Big Five Personality Factors Defense Mechanisms Key People Sigmund Freud* ___ Erik Erikson* ___ Alfred Adler* ___ Karen Horney ___ Carl Jung* ___ Carl Rogers* ___ Hermann Rorschach* ___ Henry Murray ___ Abraham Maslow*___ Martin Seligman* ___ Albert Bandura* ___ Walter Mischel ___ Hans Eysenck and Sybil Eysenck ___ A. Extroverts, Introverts, and the Collective Unconscious B. I’m positive psychology can help us be optimistic C. Icebergs. Principles. Defenses. Dreams. Hypnosis. Couch. Complexes. D. Project your feelings onto the inkblots E. I gave you bobo dolls and social-cognition F. Consistently conscientious, huh? Well, maybe not always G. I’m smart enough, strong enough, and doggone it, self-actualized! H. Crisis, crisis – seems like my life is one crisis after another I. I positively regard people as being good at heart, overall J. TAT: ambiguous, but it may tell me something about you K. Freud underestimated women and should have focused on attachments L. It may sound complex, but I need to compensate for inferiorities M. Factor these traits: extrovert, introvert, stable, unstable Learning Outcomes (from the Myers text – Chapter 15: Personality) 1. Define personality. 2. Explain how Freud’s experiences in private practice led to his theory of psychoanaysis. 3. Discuss Freud’s view of the mind as an iceberg, and explain how he used this image to represent conscious and unconscious regions of the mind. 4. Describe Freud’s view of personality structure, and discuss the interactions of the id, ego, and superego. 5. Identify Freud’s psychosexual stages of development, and describe the effects of fixation on behavior. 6. Describe the function of defense mechanisms, and identify six of them. 7. Contrast the views of the neo-Freudians and psychodynamic theorists with Freud’s original theory. 8. Describe two projective tests used to assess personality, and discuss some criticisms of them. 9. Summarize psychology’s current assessment of Freud’s theory of psychoanalysis. 10. Summarize Abraham Maslow’s concept of self-actualization, and explain how his ideas illustrate the humanistic perspective. 11. Discuss Carl Rogers’ person-centered perspective, and explain the importance of unconditional positive regard. 12. Explain how humanistic psychologists assessed personality. 13. State the major criticisms of the humanistic perspective on personality. 14. Cite the main difference between the trait and psychoanalytic perspectives on personality. 15. Describe some of the ways psychologists have attempted to compile a list of basic personality traits. 16. Explain how psychologists use personality inventories to assess traits, and discuss the most widely used personality inventory. 17. Identify the Big Five personality factors, and discuss some of the strengths of this approach to study personality. 18. Summarize the person-situation controversy, and explain its importance as a commentary on the trait perspective. 19. Explain why psychologists are interested in the consistency of the trait of expressiveness. 20. Describe the social-cognitive perspective, and explain how reciprocal determinism illustrates that perspective. 21. Discuss the effects of a perception of internal or external control and describe the concept of learned helplessness. 22. Discuss the link between performance and optimistic or pessimistic attributional style, and contrast positive psychology with humanistic psychology. 23. Explain why social-cognitive researchers assess behavior in realistic situations. 24. State the major criticism of the social-cognitive perspective. 25. Explain why psychology has generated so much research on the self, and give three examples of current research on the self. 26. Give two alternative explanations for the positive correlation between low self-esteem and personal problems. 27. Discuss some ways that people maintain their self-esteem under conditions of discrimination or low status. 28. Discuss self-serving bias, and contrast defensive and secure self-esteem. .
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]
  • 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.
    [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]