bluuebunny/crossref_metadata_2025_split huggingface dataset:
Cultural Perspectives on Personality and Social Psychology
Authors: Miller Joan G. , Schaberg Lynne 
Published: November 2003

AbstractThe chapter highlights insights for understanding personality and social psychology that emerge from a consideration of the cultural grounding of basic psychological processes. In the first section, reasons are identified for why culture has been downplayed in mainstream social psychology, including the field's adoption of culture‐free approaches to situations, natural science ideals of explanation, and its default assumptions of cultural homogeneity. Through a brief review of early research in cross‐cultural psychology, it is also shown that work in this tradition lay important foundations for contemporary theory and research in cultural psychology. In the second section, consideration is given to key conceptual premises that have contributed to the emergence of cultural psychology, including the recognition of the role played by culture in the constitution of higher‐order psychological processes. Also, a select review is offered of findings from cultural psychological research on cognition, the self, emotions, and motivation and challenges are identified for future research, including those of developing more process‐oriented views of culture and more contextually sensitive models of cultural influences on basic psychological phenomena. In conclusion, implications are drawn regarding the importance of cultural research in contributing new constructs, research questions, and theoretical insights to enrich basic psychological theory.
Biological Bases of Personality
Authors: Zuckerman Marvin 
Published: November 2003

AbstractThis chapter describes the biological pathway from the genetic to the neurological to the biochemical to the physiological and finally to their interaction with the environment in the learning of behavioral traits. Four basic personality traits are discussed in terms of the evidence of their biosocial bases: extraversion/sociability, neuroticism/anxiety, aggression/agreeableness, and impulsivity/sensation–seeking/psychoticism. Methods of research include: EEG and brain imaging studies of cortical arousal and various peripheral measures of autonomic arousal, indices of activity in brain neurochemical systems, particularly the monoamines, hormonal systems, and twin studies of genetics for impulsive sensation seeking and aggression factors. Although most connections between the biological levels of personality are not yet established, it is clear that we can establish coherent pathways from genes to behavioral traits via biological mechanisms in the spirit of Wilson's “consilience,” the integration of knowledge across disciplines within scientific explanation.
Self‐Regulatory Perspectives on Personality
Authors: Carver Charles S. , Scheier Michael F. 
Published: November 2003

AbstractSelf‐regulatory models of personality emphasize the system of goals that make up the self, the relationships among goals at different levels of abstraction, and the processes by which people try to move toward goals and away from threats. Our view is that actions are managed by one set of feedback processes, and that feelings arise from a different set of feedback processes. Another element in this view is that when people encounter obstacles to goal attainment, their expectancies of success help determine whether they continue to try, or disengage from further effort. Disengaging can create problems for people, but giving up the unattainable is an important part of life. The view discussed here also assumes that people's aspirations tend to recalibrate over experience, such that successes tend to promote higher goals and failures tend to promote lowering of goals. Sometimes goals conflict, so that trying to attain one means suppressing another. This effort sometimes backfires, though, bringing the suppressed desire even more into awareness. Efforts to suppress also sometimes fail, producing a loss of self‐control. Finally, the self‐regulatory models discussed here continue to grow. One direction for growth is provided by ideas in recently emerging bodies of thought known as dynamic systems theory and connectionism.
Interpersonal Theory of Personality
Authors: Pincus Aaron L. , Ansell Emily B. 
Published: November 2003

AbstractThe interpersonal theory of personality, originating with the works of Sullivan, Leary, and Schaefer, is reviewed, and it is suggested that an interpersonal focus can serve as the basis for integrating diverse theoretical approaches to personality. Interpersonal theory's emphasis on the “interpersonal situation” includes both proximal description of overt behavioral transaction and covert psychological processes that mediate interaction, including the formation and function of internalized mental representations of self and other. Interpersonal theory's unique contributions to personality include well‐articulated structural models to describe interpersonal behavior and the patterned regularity of human transaction and recognition of the reciprocal field regulatory functions of interpersonal behavior. Motivational and developmental concepts and processes require further development. We assert that a comprehensive interpersonal theory requires integration with attachment, object relations, and cognitive theories of human behavior and development. Recent theoretical developments such as Kiesler's “impact message” and Benjamin's “gift of love” theory of psychopathology begin such integrative steps. We argue that an even broader range of human motives across the lifespan be linked to interpersonal functioning than is currently found in the literature. In addition, identification of the catalysts that stimulate internalization of relational experience into influential mental representations is needed in an interpersonal theory of personality development.
Justice, Equity, and Fairness in Human Relations
Authors: Montada Leo 
Published: November 2003

AbstractThe chapter starts with the crucial question what “concern for justice” does mean. Theoretical arguments and empirical evidence are offered for the conception of the justice motive as a primary motive. Theories that reduce the concern for justice to self‐interest are criticized, though tradeoffs between the justice motive and self interest are not denied.Whereas the justice motive seems to be universal, the views about what is just and what is unjust diverge a lot, especially in the domain of distributive justice where a large number of conflicting principles do exist. The most frequently used justice principles are reviewed also for the domains of social exchanges and retributions. Special sections are provided for the function of social comparisons as a basis for justice appraisals, for justice in close relationships, and for victims' needs for retribution.Starting with examples of imbalances with respect to justice at the societal level, two topics are discussed: conflicts about injustice and ways to settle justice conflicts: Research to procedural justice is shortly reviewed and devices are outlined how to deal with justice conflicts in mediation.Finally, the personal and social construction of justice appraisals is analyzed: Topics are intuitions versus moral reasoning, relevant personality traits, socialization processes, persuasive tactics by social movements as well as ways of coping with experienced or observed injustices.
Aggression, Violence, Evil, and Peace
Authors: de Rivera Joseph 
Published: November 2003

AbstractThe attainment of peace requires an understanding of aggression, violence, and evil, as well as a knowledge of the various paths that may lead to peace. This chapter begins by examining different ways to conceptualize and comprehend aggression and how it may be involved in peaceful as well as violent behavior. The chapter then reviews the extensive literature on many forms of direct (aggressive) and indirect (structural) violence. Violence is considered as a matter of fact. However, evil is considered as involving moral judgment. The literature describes how this judgment may be distorted by an attempt to distance evil from the self, how there are different ways to conceive of evil, and how religions attempt to contain it. Peace is considered as a goodness that is the opposite of evil. The literature on peace is described in terms of the advantages and disadvantages of four different paths towards peace. These may be characterized as involving: strength, negotiation, justice, and personal transformation. Each path may be considered as a way of developing peaceful cultures. Such cultures are described. The literature suggests that if cultures of peace are to develop in contemporary society, people must master different types of negotiation and nonviolent action.
Personality in Political Psychology
Authors: Immelman Aubrey 
Published: November 2003

AbstractThis chapter outlines the history of personality inquiry in political psychology, examines the current state of personality in politics, and charts a course for the study of personality in politics in the post‐cognitive revolution era, informed by contextually adjacent scientific fields such as behavioral neuroscience and evolutionary ecology.The chapter offers a comprehensive, generative, theoretically coherent framework for studying personality in politics that is consonant with established principles in the adjacent sciences and integrative with respect to accommodating a diversity of politically relevant personal characteristics. It attempts to bridge conceptual and methodological gaps between current formulations in the source disciplines of personology and personality assessment and the target discipline of contemporary political personality—specifically the psychological examination of political leaders—and proposes a set of basic standards for personality‐in‐politics modeling.The personality‐in‐politics model formulated in this chapter accounts for structural and functional personality attributes at behavioral, phenomenological, intrapsychic, and biophysical levels of analysis; permits supplementary developmental causal analysis; provides an explicit framework for personality‐based risk analysis in politics; provides an assessment methodology; explicitly links personality with political performance outcomes; acknowledges the impact of situational variables and the cultural context on political performance; and allows for personological, situational, and contextual filters that modulate the impact of personality on political performance.
Development Across the Life Span
Authors: Overton Willis F. 
Published: November 2003

AbstractThis chapter explores the impact of metatheories and metamethods on the construction of concepts and on the formulation, elaboration, and empirical assessment of theories, issues, and applications both in the broad field of Psychology and in the specific domain of Developmental Psychology. Psychology and Developmental Psychology grew up contextualized by metatheories that identify scientific knowledge with procedures that dichotomize the object of inquiry (e.g., nature vs. nurture, mind vs. body, subject vs. object), and introduce a reductionistic strategy to assert the foundational primacy of one or the other of these dichotomized elements. The models of explanation—;referred to as “mechanical” explanation—that resulted from this broad strategy ultimately proved to be inadequate. Recently, relational metatheories, which refuse the temptation of dichotomization, and introduce a strategy entailing a synthesis of opposites, have begun to emerge. The specific nature of relational metatheories is detailed here, and implications of relational metatheories for the acquisition of scientific knowledge are discussed. Finally, embodied development as a concrete illustration of a relational approach to human development is described. Embodiment entails an overarching synthesis among biology‐person‐culture relations and, thus, embodiment creates a seamless bridge between the biological, the psychological, and the sociocultural.
Language Development in Childhood
Authors: Hoff Erika 
Published: November 2003

AbstractThe field of language development is marked by serious disagreement with respect to both what the correct explanation of language development will look like (when we know what it is) and how best to discover that explanation. There is, however, an abstract level at which all researchers in the field are trying to answer the same question: What is the nature of the human capacity to acquire language? This chapter describes current theory and research within four different approaches to answering this question: the biological, the linguistic, the social, and the domain general cognitive. Topics include the neurobiological and genetic bases of language development, learnability theory and Universal Grammar, the social bases of language development, and the contribution of general learning capacities to the acquisition of language. For each approach, the chapter outlines the associated theoretical premises and arguments, provides illustrative examples of the research generated, and evaluates its contribution to our understanding of how children learn to talk.
Emotion and Personality Development in Childhood
Authors: Cummings E. Mark , Braungart‐Rieker Julia M. , Du Rocher‐Schudlich Tina 
Published: November 2003

AbstractVarious current directions in the study of emotions place increased emphasis on the significance and role of emotions in social functioning and personality development. This chapter provides state‐of‐the‐art coverage of widely ranging research directions pertaining to advances in understanding of the role of emotions in children's development. The chapter begins by considering the role of emotion in children's individual development, including emotional expression and emotional understanding, emotional regulation and children's coping with stressful situations, and relations between emotional functioning and temperament, psychobiological functioning, and the development of personality. Next, relational influences on emotional and personality development are examined, including the influences of parent‐child relationships, marital relationships, and familial and cultural influences. The chapter closes by considering normal and abnormal emotional and personality development from a developmental psychopathology perspective. This work is seen as calling special attention to the promise for future conceptual and clinical advances of investigating emotional and personality development from a process‐oriented perspective.
Positive Behaviors, Problem Behaviors, and Resiliency in Adolescence
Authors: Perkins Daniel F. , Borden Lynne M. 
Published: November 2003

AbstractThis chapter examines risk and protective factors within adolescents and their environments and the manifestation of those factors in terms of risk behaviors or resiliency. A detailed exploration of four major risk behaviors in adolescents (i.e., teenage sexual activity, alcohol and/or substance use/abuse, delinquency and antisocial behavior, and school failure) is presented along with the risk factors found to be associated with them. Evidence is presented with regard to the co‐morbidity of those risk behaviors and risk factors. Understanding risk behaviors forms a foundation to understand the influence of risk behaviors on the developmental trajectory of young people. Moreover, specific attention to major risk behaviors also offers a basis for understanding the importance of multiple ecological influences, multiple constitutional influences, and the interactions that occur between them.The chapter then investigates the beginning of resiliency research and follows the field's development through to its current status and theoretical understanding of resiliency. Empirical findings related to protective factors and their interaction with risk factors are also presented. These interactions are critical to the overall development of adolescents, both in positive and negative directions. Understanding why so many are able to overcome adversity provides us with some direction in intervention efforts.
Cognitive Development in Adulthood
Authors: Dixon Roger A. , Cohen Anna‐Lisa 
Published: November 2003

AbstractThe term, “cognitive aging,” is typically used to refer to the area of developmental psychology focusing on the study of cognitive changes from young adulthood to very late life. Among the developmental processes of interest are those that reflect cognitive functioning, such as intelligence, memory, and reasoning. An underlying assumption is that cognition is used in different ways to accomplish different goals throughout adulthood, but that it is always a central component of one's concept of self—past, present, and future—and one's adjustment to challenges of everyday life. This area of lifespan developmental research is a particularly active one, in that it is at the crossroads of both classic theoretical questions and important issues of individual and social application.In this chapter, we summarize selected leading issues in the field of cognitive aging. These include: (1) intelligence and patterns of intellectual aging, (2) differential profiles associated with the “aging” of various systems of memory, (3) new topics in such memory‐related domains as metamemory and social‐interactive memory, and (4) emerging research in such novel domains as wisdom, creativity, compensation, and plasticity. We conclude that, because cognitive aging involves developmental processes that range from the neurological through the individual to the social levels of analyses, it will continue for the foreseeable future to fascinate scholars and anyone else who is curious about how and why cognitive changes occur throughout adulthood.
Disabilities and Development
Authors: Hauser‐Cram Penny , Howell Angela 
Published: November 2003

AbstractThis chapter focuses on theoretical and empirical approaches to the development of young children with biologically based developmental disabilities. The chapter begins with a discussion of the difficulties in constructing definitions of disabilities and developing appropriate diagnostic criteria for young children. It includes a discussion of the history of attitudes about children with disabilities from the perspective of developmental psychology. Next, current theoretical perspectives and empirical studies on children with developmental disabilities and their families are examined. Both longitudinal studies and contextually based cross‐sectional studies of children with developmental disabilities are discussed. Research on the family's influences on the development of children with disabilities has largely focused on the importance of growth‐promoting maternal interaction. Research on the way in which the child with a disability affects families, including fathers and siblings, has tended to focus on deleterious outcomes, although current work recognizes the importance of the strength of the family system. Despite a growing recognition that culture is the frame in which children develop, few have investigated how cultural conceptions of development relate to parenting a child with a disability. The chapter concludes with reflections on potential directions for future work and implications for policies and programs.
Health and Human Development
Authors: Connell Cathleen M. , Janevic Mary R. 
Published: November 2003

AbstractA life‐span developmental perspective can enhance our understanding of the determinants of health behaviors across life stages and suggest appropriate strategies for intervention. In this chapter, the biological, cognitive, and social developmental influences on health behaviors during five life stages—infancy, childhood, adolescence, midlife, and older adulthood—are explored. Examples of these influences from the empirical literature on physical activity and diabetes self‐care are used for purposes of illustration. Important areas for future research on developmental determinants of health behaviors include the effect of health behaviors at one life stage on health outcomes during subsequent stages, the midlife period, health behavior theory development that incorporates a lifespan perspective, examination of the extent to which conceptualizations of key concepts (e.g., self‐efficacy, perceived control, social support) are age invariant, and the interaction between developmental phenomena and extrinsic factors such as socioeconomic status, race, culture, and gender.
Self‐Regulation and Learning
Authors: Schunk Dale H. , Zimmerman Barry J. 
Published: November 2003

Abstract
Schunk and Zimmerman review how self‐regulated learning processes are a result of self‐generated thoughts and behaviors oriented toward the attainment of personal learning goals. Five major theoretical perspectives on self‐regulated learning are reviewed, including operant theory, information processing theory, developmental theory, social constructivist theory, and social cognitive theory. Theory and research are presented that point to the strong relations between self‐regulation and achievement processes. Specific intervention strategies designed to enhance students' self‐regulation are presented. Future research to link self‐regulation and volition, to focus on the development of self‐regulation in children and its life span progression is discussed.
Motivation and Classroom Learning
Authors: Pintrich Paul R. 
Published: November 2003

AbstractThis chapter provides a comprehensive review of individual motivation and emotional factors related to school performance and classroom factors that are predictive of student motivation and achievement in critical academic domains. Studies are reviewed that demonstrate how expectancy components (i.e., control beliefs, self‐efficacy beliefs); value components (i.e., goal orientation, task value, and utility); and affective components (i.e., anxiety and other emotions) relate to student cognition and classroom learning. The importance of motivational components in facilitating and constraining cognition, learning, and other important schooling outcomes is presented. Future research directions proposed include analyses of the developmental progressions and linkages between motivation and cognition and investigations of how current classroom reforms may moderate relationships between motivation and cognition.
Sociocultural Contexts for Teaching and Learning
Authors: John‐Steiner Vera , Mahn Holbrook 
Published: November 2003

AbstractThere has been an increased recognition of the work of the Russian psychologist L. S. Vygotsky in the fields of education and educational psychology. John‐Steiner and Mahn review this body of work, focusing on its role in helping create new explanatory theories that address the complexities of schooling in settings that are becoming more linguistically and culturally diverse. This literature is used as a lens to examine salient issues in educational psychology, such as, first and second language acquisition, literacy, writing and current educational reform efforts related to teaching, bilingualism, standardized assessment, and the integration of special needs and culturally diverse students into educational settings.
School Adjustment
Authors: Wentzel Kathryn R. 
Published: November 2003

AbstractWentzel reviews research demonstrating that socially adjusted individuals are able to set and achieve personally valued goals sanctioned by the larger community. School adjustment is defined by social motivation in the form of social goal pursuit, behavioral competence, and positive interpersonal relationships. Initially, Wentzel identifies critical factors related to social and school adjustment. Children's adjustment to school is discussed with in relation to social competencies that facilitate school‐related achievement. Research on socialization processes that promote healthy adjustment at school is reviewed. The implications for future work on school adjustment and areas for continued research are identified in the final section.