Psychological Adjustment

Total Page:16

File Type:pdf, Size:1020Kb

Psychological Adjustment ALAGAPPA UNIVERSITY [Accredited with ‘A+’ Grade by NAAC (CGPA:3.64) in the Third Cycle and Graded as Category–I University by MHRD-UGC] (A State University Established by the Government of Tamil Nadu) KARAIKUDI – 630 003 Directorate of Distance Education B.Sc. (Psychology) VI - Semester 119 64 PSYCHOLOGICAL ADJUSTMENT Authors: Dr Sushma Suri, Assistant Professor, Department of Psychology, Jamia Millia Islamia Units (1.3, 3.3-3.6) Kapil C Agarwal, Assistant Professor, Lovely Professional University, Jalandhar, Punjab Units (1.4, 2, 6, 8.3, 9, 10.2.1, 10.3-10.3.1, 11, 12.2, 12.3.1, 13, 14) SS Chauhan, Professor and Dean (Retd.), Faculty of Education, Himachal Pradesh University, Shimla Units (4.2-4.2.3, 4.2.5-4.2.6) RK Madhukar, Retired General Manager Incharge of Business Communication and Public Relations Canara Bank, Bengaluru & Former Chief Economist Indian Banks' Association, Mumbai Unit (7) Vikas®Publishing House, Units (1.0-1.2, 1.5-1.9, 3.0-3.2, 3.7-3.12, 4.0-4.1, 4.2.4, 4.3-4.7, 5.0-5.1, 5.2, 5.3, 5.3.1, 5.3.2, 5.3.3, 5.4-5.4.2, 5.5, 5.6-5.10, 8.0-8.1, 8.2, 8.4-8.5, 8.6-8.10, 10.0-10.1, 10.2, 10.3.2, 10.4-10.8, 12.0-12.1, 12.3, 12.4-12.8) "The copyright shall be vested with Alagappa University" All rights reserved. No part of this publication which is material protected by this copyright notice may be reproduced or transmitted or utilized or stored in any form or by any means now known or hereinafter invented, electronic, digital or mechanical, including photocopying, scanning, recording or by any information storage or retrieval system, without prior written permission from the Alagappa University, Karaikudi, Tamil Nadu. Information contained in this book has been published by VIKAS® Publishing House Pvt. Ltd. and has been obtained by its Authors from sources believed to be reliable and are correct to the best of their knowledge. However, the Alagappa University, Publisher and its Authors shall in no event be liable for any errors, omissions or damages arising out of use of this information and specifically disclaim any implied warranties or merchantability or fitness for any particular use. Vikas® is the registered trademark of Vikas® Publishing House Pvt. Ltd. VIKAS® PUBLISHING HOUSE PVT. LTD. E-28, Sector-8, Noida - 201301 (UP) Phone: 0120-4078900 Fax: 0120-4078999 Regd. Office: A-27, 2nd Floor, Mohan Co-operative Industrial Estate, New Delhi 1100 44 Website: www.vikaspublishing.com Email: [email protected] Work Order No.AU/DDE/DE12-27/Preparation and Printing of Course Materials/2020 Dated 12.08.2020 Copies - 000 SYLLABI-BOOK MAPPING TABLE Psychological Adjustment Syllabi Mapping in Book BLOCK I: PERSONALITY AND ADJUSTMENT UNIT 1: The Dynamics of Adjustment Adjustment: Meaning, Nature and Dynamics - The Scientific Approach to Unit 1: The Dynamics of Adjustment Behaviour - The Roots of Happiness (Pages 1-12); UNIT 2: Improving Academic Performance Unit 2: Improving Academic Improving Academic Performance: Developing Sound Study Habits - Performance Improving Your Reading - Getting More Out of Lectures - Applying Memory Principles. (Pages 13-23); UNIT 3: Personality and Adjustment Unit 3: Personality and Adjustment Personality: Meaning, Nature and Characteristics - Personality Traits - (Pages 24-44); Psychodynamic Perspectives - Behavioural Perspectives - Humanistic Unit 4: Assessment of Personality Perspectives - Biological Perspectives (Pages 45-66) UNIT 4: Assessment of Personality Assessment of Personality- Definition - Meaning - Types - Psychological Testing - Self-Report - Inventories - Projective Tests. BLOCK II: STRESS AND COMMUNICATION UNIT 5: Stress and Adjustment Unit 5: Stress and Adjustment The Nature of Stress - Major Types of Stress: Frustration - Conflict - Change - Pressure. Responding to Stress - The Potential Effects of Stress - Factors (Pages 67-84); Influencing Stress Tolerance - Monitoring Your Stress. Unit 6: Coping Patterns UNIT 6: Coping Patterns (Pages 85-96); Common Coping Patterns - Types of Coping: Appraisal - Focused Constructive Unit 7: Communication Coping - Problem - Focused Constructive Coping - Emotion - Focused (Pages 97-114) Constructive Coping. UNIT 7: Communication Process of Interpersonal Communication - Non-Verbal Communication - Toward More Effective Communication - Communication Problems BLOCK III: CONFLICTS AND LOVE UNIT 8: Friendship Interpersonal Conflict - Developing Assertive Skills. Perspectives on Close Relationships - Initial Attraction and Relationship Development - Friendship. Unit 8: Friendship UNIT 9: Love (Pages 115-128); Romantic Love: Myths about Love - Sexual Orientation and Love - Theories Unit 9: Love of Love - Gender Differences in Love - The Course of Romantic Love. (Pages 129-140); UNIT 10: Loneliness Unit 10: Loneliness Loneliness - Definition - Meaning - Nature - Prevalence - Roots - Correlates - (Pages 141-150) Conquering Loneliness. BLOCK IV: MARRIAGE AND DIVORCE UNIT 11: Marital Adjustment Unit 11: Marital Adjustment Moving Toward Marriage: The Motivation to Marry - Selecting a Mate - Predictors of Marital Success. (Pages 151-162); UNIT 12: Family Life Unit 12: Family Life Marital Adjustment Across the Family Life Cycle - Vulnerable Areas in Marital (Pages 163-170); Adjustment: Gaps in Role Expectations Unit 13: Work and Career Issues UNIT 13: Work and Career Issues (Pages 171-181); Work and Career Issues - Financial Difficulties - Inadequate Communication. Unit 14: Divorce UNIT 14: Divorse (Pages 182-192) Divorce: Nature - Causes - Adjusting to Divorce - Remarriage. CONTENTS BLOCK I: PERSONALITY AND ADJUSTMENT UNIT 1 THE DYNAMICS OF ADJUSTMENT 1-12 1.0 Introduction 1.1 Objectives 1.2 Adjustment: Meaning, Nature and Dynamics 1.3 The Scientific Approach to Behaviour 1.4 The Roots of Happiness 1.5 Answers to Check Your Progress Questions 1.6 Summary 1.7 Key Words 1.8 Self Assessment Questions and Exercises 1.9 Further Readings UNIT 2 IMPROVING ACADEMIC PERFORMANCE 13-23 2.0 Introduction 2.1 Objectives 2.2 Academic Performance 2.2.1 Developing Sound Study Habits 2.2.2 Improving Your Reading 2.2.3 Getting More Out of Lectures 2.2.4 Applying Memory Principles 2.3 Answers to Check Your Progress Questions 2.4 Summary 2.5 Key Words 2.6 Self Assessment Questions and Exercises 2.7 Further Readings UNIT 3 PERSONALITY AND ADJUSTMENT 24-44 3.0 Introduction 3.1 Objectives 3.2 Personality: Meaning, Nature and Characteristics 3.3 Psychodynamic Perspectives 3.4 Behavioural Perspectives 3.5 Humanistic Perspectives 3.6 Personality Trait Perspectives 3.7 Biological Perspectives 3.8 Answers to Check Your Progress Questions 3.9 Summary 3.10 Key Words 3.11 Self Assessment Questions and Exercises 3.12 Further Readings UNIT 4 ASSESSMENT OF PERSONALITY 45-66 4.0 Introduction 4.1 Objectives 4.2 Meaning, Definition and Types of Psychological Testing 4.2.1 Interview 4.2.2 Situational Tests or Behavioural Tests 4.2.3 Rating Scales 4.2.4 Self-Report Inventories 4.2.5 Projective Tests 4.2.6 Weaknesses of Personality Testing 4.3 Answers to Check Your Progress Questions 4.4 Summary 4.5 Key Words 4.6 Self Assessment Questions and Exercises 4.7 Further Readings BLOCK II: STRESS AND COMMUNICATION UNIT 5 STRESS AND ADJUSTMENT 67-84 5.0 Introduction 5.1 Objectives 5.2 The Nature of Stress 5.3 Major Types of Stress 5.3.1 Frustration and Anxiety 5.3.2 Change 5.3.3 Conflict and Pressure 5.4 Responding to Stress 5.4.1 The Potential Effects of Stress 5.4.2 Factors Influencing Stress Tolerance 5.5 Monitoring Your Stress 5.6 Answers to Check Your Progress Questions 5.7 Summary 5.8 Key Words 5.9 Self Assessment Questions and Exercises 5.10 Further Readings UNIT 6 COPING PATTERNS 85-96 6.0 Introduction 6.1 Objectives 6.2 Common Coping Patterns 6.2.1 Types of Coping: Appraisal, Problem and Emotion Focus Strategies 6.3 Historical Psychoanalytic Theories 6.4 Answers To Check Your Progress Questions 6.5 Summary 6.6 Key Words 6.7 Self Assessment Questions And Exercises 6.8 Further Readings UNIT 7 COMMUNICATION 97-114 7.0 Introduction 7.1 Objectives 7.2 Process of Interpersonal Communication 7.3 Non-Verbal Communication 7.4 Toward More Effective Communication 7.5 Communication Problems 7.5.1 Factors Affecting Communication 7.6 Answers to Check Your Progress Questions 7.7 Summary 7.8 Key Words 7.9 Self Assessment Questions And Exercises 7.10 Further Readings BLOCK III: CONFLICTS AND LOVE UNIT 8 FRIENDSHIP 115-128 8.0 Introduction 8.1 Objectives 8.2 Interpersonal Conflict 8.3 Developing Assertive Skills 8.4 Perspectives on Close Relationships 8.5 Initial Attraction, Relationship Development and Friendship 8.6 Answers to Check Your Progress Questions 8.7 Summary 8.8 Key Words 8.9 Self Assessment Questions and Exercises 8.10 Further Readings UNIT 9 LOVE 129-140 9.0 Introduction 9.1 Objectives 9.2 Romantic Love 9.2.1 Myths about Love 9.2.2 Sexual Orientation and Love 9.2.3 Theories of Love 9.2.4 Gender Differences in Love 9.2.5 The Course of Romantic Love 9.3 Answers to Check Your Progress Questions 9.4 Summary 9.5 Key Words 9.6 Self Assessment Questions and Exercises 9.7 Further Readings UNIT 10 LONELINESS 141-150 10.0 Introduction 10.1 Objectives 10.2 Meaning and Definition of Loneliness 10.2.1 Nature of Loneliness 10.3 Prevalence and Roots of Loneliness 10.3.1 Correlates 10.3.2 Conquering Loneliness 10.4 Answers to Check Your Progress Questions 10.5 Summary 10.6 Key Words 10.7 Self Assessment Questions and Exercises 10.8 Further Readings BLOCK IV: MARRIAGE AND DIVORCE UNIT 11 MARITAL ADJUSTMENT 151-162 11.0 Introduction 11.1 Objectives 11.2 Moving Toward Marriage 11.2.1 The Motivation
Recommended publications
  • A Review of Picture Based Psychological Assessment Tools for Children and Adolescents
    17 Review Article A Review of Picture Based Psychological Assessment tools for children and adolescents Snigdhasree Bhattacharya1, Uma Hirisave2 1PhD Scholar, Department of Clinical Psychology, NIMHANS - INI, Bangalore. 2Professor, Department of Clinical Psychology, NIMHANS - INI, Bangalore. E-mail – [email protected] ABSTRACT Children connect better with pictures than they do to verbal material. The review traces the application of pictures in the area of psychological assessment with children and adolescents. Pictures have been used as testing material in the domain of projective testing and self report formats. The pictorial tests available in each of the domains have been reviewed and separate analysis has been provided for each domain. The review focuses on the advantages of pictorial measures, their scope in the Indian context and challenges in development of pictorial measures. Keywords: Pictorial Tools, Psychological Assessment using pictures, Assessment with children and adolescents. INTRODUCTION “If a picture paints a thousand words, then a let a picture inspire a thousand words.” Nicholas Boyd Crutchley Images and Drawings have been used to elicit responses in therapeutic consultations and in therapy. These tests are known as „stimulus tests‟, evolved into combinations of stimuli and responses, creating a more interactive give and take between therapist and patient especially when working with children. A social constructivist approach views images as a visual resource that assists in the co-construction of understanding and meaning on a topic of interest, emotional and cognitive lives of the children [1]. It has been seen that children connect better to pictures than they do to words, a prime example of which is the use of illustrations in various books both academic and non academic.
    [Show full text]
  • Library of Congress Classification
    B PHILOSOPHY (GENERAL) B Philosophy (General) For general philosophical treatises and introductions to philosophy see BD10+ Periodicals. Serials 1.A1-.A3 Polyglot 1.A4-Z English and American 2 French and Belgian 3 German 4 Italian 5 Spanish and Portuguese 6 Russian and other Slavic 8.A-Z Other. By language, A-Z Societies 11 English and American 12 French and Belgian 13 German 14 Italian 15 Spanish and Portuguese 18.A-Z Other. By language, A-Z 20 Congresses Collected works (nonserial) 20.6 Several languages 20.8 Latin 21 English and American 22 French and Belgian 23 German 24 Italian 25 Spanish and Portuguese 26 Russian and other Slavic 28.A-Z Other. By language, A-Z 29 Addresses, essays, lectures Class here works by several authors or individual authors (31) Yearbooks see B1+ 35 Directories Dictionaries 40 International (Polyglot) 41 English and American 42 French and Belgian 43 German 44 Italian 45 Spanish and Portuguese 48.A-Z Other. By language, A-Z Terminology. Nomenclature 49 General works 50 Special topics, A-Z 51 Encyclopedias Historiography 51.4 General works Biography of historians 51.6.A2 Collective 51.6.A3-Z Individual, A-Z 51.8 Pictorial works Study and teaching. Research Cf. BF77+ Psychology Cf. BJ66+ Ethics Cf. BJ66 Ethics 52 General works 1 B PHILOSOPHY (GENERAL) B Study and teaching. Research -- Continued 52.3.A-Z By region or country, A-Z 52.5 Problems, exercises, examinations 52.65.A-Z By school, A-Z Communication of information 52.66 General works 52.67 Information services 52.68 Computer network resources Including the Internet 52.7 Authorship Philosophy.
    [Show full text]
  • O Attribution — You Must Give Appropriate Credit, Provide a Link to the License, and Indicate If Changes Were Made
    COPYRIGHT AND CITATION CONSIDERATIONS FOR THIS THESIS/ DISSERTATION o Attribution — You must give appropriate credit, provide a link to the license, and indicate if changes were made. You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your use. o NonCommercial — You may not use the material for commercial purposes. o ShareAlike — If you remix, transform, or build upon the material, you must distribute your contributions under the same license as the original. How to cite this thesis Surname, Initial(s). (2012) Title of the thesis or dissertation. PhD. (Chemistry)/ M.Sc. (Physics)/ M.A. (Philosophy)/M.Com. (Finance) etc. [Unpublished]: University of Johannesburg. Retrieved from: https://ujcontent.uj.ac.za/vital/access/manager/Index?site_name=Research%20Output (Accessed: Date). Reviewing psychological projective techniques in the South African context by Marichen Klaver MINOR DISSERTATION Submitted in partial fulfilment of the requirements for the degree MAGISTER EDUCATIONIS in EDUCATIONAL PSYCHOLOGY in the FACULTY OF EDUCATION at THE UNIVERSITY OF JOHANNESBURG SUPERVISOR: Dr. H. Dunbar-Krige October 2017 ACKNOWLEDGEMENTS I would like to thank my wonderful family for all their support throughout my studying career. Thank you for always believing in me and for all your constant love and support. To Leighton Cooper, thank you for all your encouragement and support. I appreciate your believing in me, even when I doubted myself. I would like to thank my supervisor, Dr Helen Dunbar-Krige for all her support and advice over the two years of my Master’s degree, I appreciate it. ii iii ABSTRACT Due to the historical segregation of educational opportunities, the development of psychological assessment in South Africa took place in a racially segregated society, promoted by unequal allocation of resources based on racial class.
    [Show full text]
  • MICHIGAN STATE UNWERSITY James 0. Martin 1958
    A PSYCHOLOGICAL INVESTIGATION OF CONVICTED INCEST OFFENDERS BY MEANS OF TWO PROJECTIVE TECHNIQUES Thesls {or “we Degree of DI’I. D. MICHIGAN STATE UNWERSITY James 0. Martin 1958 111111 IIIIIIIIIIIIIIIIIIIIIIIIIIIIIILIIl ' '- 3 1293 104 8 54 5.}? 4 Huh A PSICROLOGICAL INVESTIGATION OF CONVICTfiD INCEST OFFEEDERS BY Efififis OF TWO PROJECTIVS TECHEIQUES BY James 0. Martin A T113513 Submitted to the school for Advanced Graduate Studies of Michigan State University of Agriculture and Applied Science in partial fulfillment of the requirements for the degree of DOCTOR OF PHILOSOPHY Department of Psychology Year 1958 ABSTRACT James 0..Martin, Michigan State University. A Ps,cholo ical Investigation of Convicted Incest Offenders B'NTEEHE"ETETFF- Frolective focfifiiques. Iéajmfessor: uB‘Ex-TITRE‘EiET' The present study represents an investigation of certain personality factors derived from psychoanalysis, and their relationship to the crime of father-daughter incest. Person- ality traits descriptive of the psychoanalytic concept of the ”Phallic Character” were presented as hypotheses to be con- firmed. Thres hypotheses suggested the continued presence of disturbances in the following psychosexual areas: Oral Eroti- cisn, Oedipal Intensity, and Castration Anxiety. Three more hypotheses were concerned with current behavioral reactions associated with the dynamics to be found in the Phallic Character; i.s.. the presence of aggressive drives, resent- ment toward authority, and a contempt and hostility toward women. The final four hypotheses contained predictions con- cerning perceptions expected from this type of individual. These included perception of the wife as unavailable sexually, s self-percspt of inability to compete successfully with oth- ers. perception of ths environment as hostile, and perception of young adolssccnt females as being interested in hetero- sexual activity.
    [Show full text]
  • Chological Tests and Manuals, 86, Annual Review of Psychology, 81
    Index A Holtzman inkblot technique, 136-170 inkblots, 113-114 Acting Out Scores (AOS) , 479-480 Rorschach, 113-135 Adaptation level theory, 49-52 Associative chaining, 22 application to projective techniques, Associative processes, 5 49-52 on psychological tests, 554-558 Adaptation of projective methods, 61l- Attacks Auditory Apperception Test (AA T) , 629; see also Special projective 250-252 methods B Adience-abience, 408-409 measuring degree of, 416 Behavior, 15, 82 Administration of tests, 53 correlations of tests with HIT scores, Adolescence, 68 156-157 Affect system, 90 projective tests for predicting special Aggression behavior, 617-619 delinquents, 89-90 projective theories and, 19-30, 617-619 Hand Test, 479-481 Bellak, Leopold, 18, 224-228 Alcoholics, drawings by, 370-371 Bender-Gestalt Test, 79, 80, 397-420 Alcoholism, 160 administration as projective test, 403- American Psychiatric Association, 563 407 American Psychological Association association phase, 406-407 Standards for Educational and Psy­ copy phase, 404-405 chological Tests and Manuals, 86, elaboration phase, 405-406 87 application and use, 418 Annual Review of Psychology, 81 historical perspective, 397-400 Anxiety, 78, 155 Hutt Adaptation, 412-414 Sarason's Test Anxiety Scale for Chil­ increased use of, 398 dren, 155 interpreting, 407-418 Assessment of personality, 64-84 categories proposed by Hutt, 410-411 diagnostic, 67-69 clinical-intuitive method of analysis, doll play, 341-347 407-408 intelligence test in, 421-460 configurational method of analysis, process phenomena
    [Show full text]
  • Kamus-Psikologi.Pdf
    Dictionary of Psychological Testing, Assessment and Treatment by the same author The Psychology of Ageing An Introduction 4th edition ISBN 978 1 8431 0426 1 An Asperger Dictionary of Everyday Expressions 2nd edition ISBN 978 1 84310 518 3 Dictionary of Cognitive Psychology ISBN 978 1 85302 148 0 Dictionary of Developmental Psychology ISBN 978 1 85302 146 6 Key Ideas in Psychology ISBN 978 1 85302 359 0 Dictionary of Psychological Testing, Assessment and Treatment Second Edition Ian Stuart-Hamilton Jessica Kingsley Publishers London and Philadelphia First edition published in 1995 Paperback edition published in 1996 This edition published in 2007 by Jessica Kingsley Publishers 116 Pentonville Road London N1 9JB, UK and 400 Market Street, Suite 400 Philadelphia, PA 19106, USA www.jkp.com Copyright © Ian Stuart-Hamilton 1995, 1996, 2007 All rights reserved. No part of this publication may be reproduced in any material form (including photocopying or storing it in any medium by electronic means and whether or not transiently or incidentally to some other use of this publication) without the written permission of the copyright owner except in accordance with the provisions of the Copyright, Designs and Patents Act 1988 or under the terms of a licence issued by the Copyright Licensing Agency Ltd, 90 Tottenham Court Road, London, England W1T 4LP. Applications for the copyright owner’s written permission to reproduce any part of this publication should be addressed to the publisher. Warning: The doing of an unauthorised act in relation to a copyright work may result in both a civil claim for damages and criminal prosecution.
    [Show full text]
  • Combination of Cognitive Group Therapy and Subliminal Stimulation in Treatment of Test-Anxious College Males
    ZlCf //SYJ COMBINATION OF COGNITIVE GROUP THERAPY AND SUBLIMINAL STIMULATION IN TREATMENT OF TEST-ANXIOUS COLLEGE MALES DISSERTATION Presented to the Graduate Council of the North Texas State University in Partial Fulfillment of the Requirements For the Degree of DOCTOR OF PHILOSOPHY By William K. Gordon III, M.S, Denton, Texas December, 1982 Gordon, William K., III, Combination of Cognitive Group Therapy and Subliminal Stimulation in Treatment of Test-Anxious College Males. Doctor of Philosophy (Clinical Psychology), December, 1982, 81 pp., 1 table, references, 64 titles. Silverman's technique of subliminal psychodynamic activation via tachistoscope has been demonstrated to facilitate competitive performance in college males when a sanctioned oedipal gratification fantasy stimulus is utilized. This effect is presumed to result from a decrease in unconscious neurotic conflict. The cognitive component of Meichenbaum1s Cognitive Behavior-Modification has been shown effective in reducing test anxiety. This effect is presumed to stem from conscious identification and modifi- cation of negative self-statements. The hypothesis that a combination of the two approaches would prove more effective than the cognitive group therapy alone in reducing test anxiety was tested. Thirty-four test-anxious male students attended 10 sessions wherein they received subliminal stimulation and cognitive group therapy. Half of the students were presented active, and half neutral stimuli subliminally via tachistoscope. All received the cognitive group therapy. Therapists conducting the groups were blind to the hypothesis being tested and the assignment of subjects to experimental and control groups. Subjects were randomly assigned to the experimental condi- tions in order to control for group and therapist effects.
    [Show full text]
  • Personality Assessment Methods
    CHAPTER 13 Personality Assessment Methods S ome people see the world as fi lled with love and goodness, where others see hate and evil. Some people equate living with behavioral excess, whereas others strive for mod- eration in all things. Some people have relatively realistic perceptions of themselves. ◆ Others labor under grossly distorted self-images and inac- JUST THINK . curate perceptions of family, friends, and acquaintances. For psychologists and others interested in exploring differ- How objective are objective methods of ences among people with regard to these and other dimen- assessment? sions, many different tools are available. In this chapter, we survey some of the tools of personality assessment, including projective methods of assessment and behavioral assessment. We begin with objective methods. Objective Methods Typically associated with paper-and-pencil and computer-administered personality tests, objective methods of personality assessment characteristically contain short- answer items for which the assessee’s task is to select one response from the two or more provided. The scoring is done according to set procedures involving little, if any, judgment on the part of the scorer. As with tests of ability, objective methods of person- ality assessment may include items written in a multiple-choice, true–false, or match- ing format. Whereas a particular response on an objective ability test may be scored correct or incorrect, a response on an objective personality test is scored with reference to either the personality characteristic(s) being measured or the validity of the respondent’s p attern of responses. For example, on a personality test where a true response is deemed indica- tive of the presence of a particular trait, a number of true responses to true–false items will be interpreted with reference to the presumed strength of that trait in the testtaker.
    [Show full text]
  • B Philosophy (General) B
    B PHILOSOPHY (GENERAL) B Philosophy (General) For general philosophical treatises and introductions to philosophy see BD10+ Periodicals. Serials 1.A1-.A3 Polyglot 1.A4-Z English and American 2 French and Belgian 3 German 4 Italian 5 Spanish and Portuguese 6 Russian and other Slavic 8.A-Z Other. By language, A-Z Societies 11 English and American 12 French and Belgian 13 German 14 Italian 15 Spanish and Portuguese 18.A-Z Other. By language, A-Z 20 Congresses Collected works (nonserial) 20.6 Several languages 20.8 Latin 21 English and American 22 French and Belgian 23 German 24 Italian 25 Spanish and Portuguese 26 Russian and other Slavic 28.A-Z Other. By language, A-Z 29 Addresses, essays, lectures Class here works by several authors or individual authors (31) Yearbooks see B1+ 35 Directories Dictionaries 40 International (Polyglot) 41 English and American 42 French and Belgian 43 German 44 Italian 45 Spanish and Portuguese 48.A-Z Other. By language, A-Z Terminology. Nomenclature 49 General works 50 Special topics, A-Z 51 Encyclopedias 1 B PHILOSOPHY (GENERAL) B Historiography 51.4 General works Biography of historians 51.6.A2 Collective 51.6.A3-Z Individual, A-Z 51.8 Pictorial works Study and teaching. Research Cf. BF77+ Psychology Cf. BJ66+ Ethics Cf. BJ66 Ethics 52 General works 52.3.A-Z By region or country, A-Z 52.5 Problems, exercises, examinations 52.65.A-Z By school, A-Z Communication of information 52.66 General works 52.67 Information services 52.68 Computer network resources Including the Internet 52.7 Authorship Philosophy.
    [Show full text]