摘要:

AbstractThis article is about the lessons that can be learned from the mistakes of the past. After a critical, constructive analysis of current theorizing and research, important directions of future personality psychology are described against the background of a general theoretical framework. It is argued that individual functioning cannot be understood or explained if the environmental factors that are operating in the individual's interactions with the environment and the biological factors that are constantly interacting with the cognitive‐emotional system are not considered. Finally, the article focuses on conceptual and methodological issues that are of major importance for further progress in personality psychology, viz. (a) the match between level of psychological processes and type of data, (b) the nature of psychological phenomena studied in terms of variables, (c) the use of chronological age as the marker of individual development, and (d) the comparison between a variable and a person approac

ISSN:0890-2070    

DOI:10.1002/per.2410040102

出版商:John Wiley&Sons, Ltd.    

年代:1990

数据来源: WILEY

摘要:

AbstractIn this study 90 pairs of subjects (N=180) were requested to describe a recent situation in which they had said something about a person. The pairs of subjects were randomly assigned to three conditions differing on the main question, namely whether the subjects had said something about themselves, about their partner, or about a third person. Each person‐talk situation was described from twoperspectives, namely from that of the speaker and from that of theaddressee. The descriptions of the talk situations were judged separately for the content of the utterances about the persons, and for the intentional activities of the two interlocutors with respect to each other. Redundancy analysis followed by a rotation to the canonical correlation solution was applied on two sets of variables, namely the one describing the speaker's role in the talk situation and the one describing the addressee's role. For each of the two perspectives this analysis produced seven canonical components. Each of the components identifed a person‐talk scenario such as anentertainmentscenario, aflirtationscenario, and agossipscenario. A comparison of the two canonical structures indicated that the person‐talk scenarios obtained under the perspective of the speaker were well replicated in the data obtained under the perspective of the addressee, and vice

ISSN:0890-2070    

DOI:10.1002/per.2410040103

出版商:John Wiley&Sons, Ltd.    

年代:1990

数据来源: WILEY

摘要:

AbstractAre the background and context of complex social behaviour neglected in theory‐building? This sweeping question is handled here in a highly specific way. First, the character of the everyday ‘explainer's’ theories is examined, and it is found that the explainer's accounts of social behaviour can go in different directions. These directions, which are regarded here as opposite ends of a continuum, are: (1) the explainer takes into account the manifold personal and contextual factors that bear on psychological accompaniments of behaviour; (2) the person whose behaviour is to be explained is first categorized (e.g. ‘aggressive type’), whereby reference to the category then serves as the explanation. While an optimistic view of progress in psychological theorizing (cf. Lewin, 1931; Wegner and Vallacher, 1977) would lead one to think that the scientific psychologist would steer away from such simplified, ‘aggressive type’ explanations, a glance at widespread, current accounts of complex social behaviour reveals that these modes of explaining are indeed a dominant mode. The primary aspects of this paper are then devoted to several observations on this direction of theorizing, and it is proposed that such theorizing (a) reduces one's theory to a list of behaviours; (b) results in no antecedent, psychological variables; (c) depends on a trivial, circular form of research for support; (d) develops in the direction of trying to claimallof the variation within the behaviour realm being studied; and (e) precludes theoretical integration, in that the criterion of success within such endeavours is the uniqueness of the theorist's own classifi

ISSN:0890-2070    

DOI:10.1002/per.2410040104

出版商:John Wiley&Sons, Ltd.    

年代:1990

数据来源: WILEY

摘要:

AbstractIn a follow‐up study, teacher ratings of behaviour at 13 years of age were analysed in relation to personality factors in adults (mean age 27 years) for a group of 77 male and 84 female subjects. In the male group, ratings of Aggressiveness, Motor Restlessness, and Concentration Dificulties correlated positively with a broad psychopathy‐related factor. Furthermore, ratings of Timidity correlated positively with two anxiety factors. In the female group, ratings of Motor Restlessness correlated positively with an extraversion factor. The rated childhood behaviours and the adult personality factors were assumed to be a differential reflection of vulnerability to externalizing and internalizing psychosocial disturban

ISSN:0890-2070    

DOI:10.1002/per.2410040105

出版商:John Wiley&Sons, Ltd.    

年代:1990

数据来源: WILEY

ISSN:0890-2070    

DOI:10.1002/per.2410040106

出版商:John Wiley&Sons, Ltd.    

年代:1990

数据来源: WILEY

ISSN:0890-2070    

DOI:10.1002/per.2410040101

出版商:John Wiley&Sons, Ltd.    

年代:1990

数据来源: WILEY