Personality 5Th Edition by Setterlund Marc 2 Full Chapter

(eBook PDF) Personality 5th Edition by
Setterlund, Marc
Visit to download the full and correct content document:
https://ebooksecure.com/download/ebook-pdf-personality-5th-edition-by-setterlund-m
arc-2/
03/15/2020 - tp-27044ee4-66fe-11ea-9b5c-024 (temp temp) - Personality
Behavior Settings 36
Privacy 37
Summary of Environmental Effects 37
Summary 38 ¢ Key Terms 38 ¢ Thought Questions 38
Part 2 Theories of Personality 39
3 Freud’s Psychoanalytic Theory of Personality 43

Biography 44
Basic Theoretical Concepts 46
Homeostasis and Hedonism 46
Psychological Energy 47
The Instincts 48
Psychological Determinism 48
Libido and Developmental Stages 49
Personality Structures 51
Anxiety 53
Defense Mechanisms 54
Repression and the Unconscious 54
Childhood Sexual Abuse and Repression 56
Other Defenses 57
Individual Differences in Defensive Preferences 58
Defense Mechanisms May Be Necessary 59
General Evaluation 59
4 Psychoanalytic Dissidents and Descendants 61

Rivals to Freud 61
The Analytic Psychology of Carl Jung 62
Alfred Adler’s Individual Psychology 67
Karen Horney 68
Erich Fromm 70
Psychoanalysis Since Freud 72
Erik Erikson 73
Psychoanalytic Ego Psychology 75
Object Relations Theory 77
Narcissism and the Self 80
Psychoanalysis in Flux 81
viii Contents

5 Learning Theory Approaches to Personality 85
Associationist (Stimulus-Response) Learning Theory 86
Habits and Drives 87
Personality Development 88
Reinforcement Theory 91
Radical Behaviorism 92
Lawfulness and Control 92
Increasing or Maintaining Behavior 93
Decreasing Behavior 94
Applications of Reinforcement Theory 95
Limitations of Reinforcement Theory 97
Social Learning Theory 98
Expectancy-Value Theory 98
Bandura’s Social Learning Theory 99
Limitations of Social Learning Theory 103
Cognitive Behavior Modification 104
Conditioning New Associations 104
Other Cognitive Changes 105
6 Phenomenological Theories 107

Humanistic Theory 108
The Person-Centered Theory of Carl Rogers 109
Self-Actualization 109
Client-Centered Therapy 111
Maslow’s Organismic Humanism 112
The Need Hierarchy 112
The Actualized Person 114
Existential Humanism 115
Kelly’s Personal Construct Theory 116
The Human as Scientist 117
Constructive Alternativism 118
Formal Theory 119
The Role Construct Repertory (REP) Test 120
Emotions 121
Overview of Kelly’s Theory 122
Implicit Psychology 122
A Concluding Comment 123
Contents ix

Part 3 The Structure of Personality 125
7 Foundations of Personality Measurement 127

The Prescientific Era 128
The Scientific Era 129
Reliability and Validity 131
Reliability 131
Validity 135
How Low Reliability Affects Validity 139
8 Personality Assessment 141

Objective Personality Tests 142
Tests Based on Face Validity 143
Empirical Approaches 144
Factor Analysis 146
The Theoretical Model 147
Projective Personality Tests and Methods 148
The Rorschach Inkblot Test 148
The Thematic Apperception Test (TAT) 150
Other Approaches to Personality Assessment 152
The Interview 153
Self-Report 154
Observers 154
Physiological Assessment 154
9 Traits, Situations, and Their Interaction 157

Personality Types 158
Trait Theories 159
Cattell and Factor Analysis 159
Eysenck’s Hierarchy 159
The Big Five 161
Trait and Situational Theories 163
Mischel’s Argument 163
Attribution Theory 164
Alternative Assessment Strategies 166
The Interactionist Position 166
The Moderator Variable Approach 167
Aggregation Techniques 168
x Contents

Trait Psychology Revisited 169
State versus Trait 170
Conceptualizing Traits 171
Part 4 Personality Development 173
10 The Development and Functions of the Self 175

The Self 176
Culture and the Self 176
Definitions of Self 176
The Self as a Concept 177
Self as Agent 178
Development of the Self-Concept 178
Self-Awareness 178
Further Developments of the Self-Concept 179
Self-Esteem 183
Self-Processes 184
Self-Monitoring 185
Self-Control 186
Positive and Negative Effects of Self-Awareness 186
Self-Motives 187
Self-Protection and Self-Enhancement 187
Self-Consistency 189
Personality Theories and the Self 190
The Self in Personality Theories 190
11 Identity 193
Stages of Identity Formation: Erikson and Marcia 194
Beyond Four Statuses 197
Racial and Ethnic Identity 197
Sexual Orientation Identity Development 199
Gender Identity, Gender Typing, and Gender Differences 201
Gender Identity 201
Gender Differences 202
Gender Typing: Development of Gender Differences
and Gender Identity 205
Narrative and Identity 209
Contents xi

12 Social Development and Patterns of Childrearing 215
Issues in Personality Development 216
Nature or Nurture? 216
Continuity or Stages? 217
Attachment Theory 218
Characteristics of Attachment 219
Mary Ainsworth and The Strange Situation 222
Caregiving and Attachment 223
Childhood Outcomes 224
Measurement in Adults 226
Socialization and the Family 228
Child-Rearing Patterns 228
Moral Development 231
The Superego and Moral Development 231
Stages of Moral Development: The Cognitive Approach 232
The Social Learning Approach 233
Prosocial Behaviors 234
Evolution of Positive Social Behaviors 234
Cooperation 235
Generosity and Caring 237
Empathy 237
13 Development Through the Life Span 241

Personality Continuity and Change 241
Adolescence and Emerging Adulthood 245
Biological Changes 246
Individual Variations 247
Autonomy and Conformity 247
Trait Level Changes 248
Continuity Between Adolescents and Parents 248
Adult Development 249
Adult Developmental Stages 250
Midlife “Crisis” 251
Continuity and Change in Adulthood 252
Old Age 254
Trait Stability into Old Age 254
Aging and Health 255
Competence and Survival 256
xii Contents

To Disengage or Not to Disengage 256
Demography 257
Part 5 Personality Dynamics 259
14 The Dynamics of Behavior 261

A Historical Introduction 261
Psychodynamics from a Psychoanalytic Perspective 261
Behaviorism 262
Gestalt Psychology 263
Topics in the Study of Personality Dynamics 263
Conflict 264
Temporal, Spatial, and Discriminative Conflict 265
Lewin’s Classification System 265
Miller’s Conflict Model 266
Impulse Control and Delay of Gratification 268
Imaginary Images 269
Learning Theory Approaches 270
Expectancy and Delay of Gratification 270
Substitution 271
Frustration 273
Goals and Life Tasks 273
15 Emotion and Stress 277

Emotion 277
Definition 278
Areas of Study 279
The Body as the Source 279
Two Factor Model 280
Cognitive Theories 282
An Attributional Approach to Emotions 283
Appraisal Approach to Emotions 284
The Structure of Emotion 285
Basic Emotions 285
Individual Differences in Emotional Reactivity 286
Mood 286
Contents xiii

Stress 287
Life-Event Stress 287
Effects of Stress on Thinking 291
Coping with Stress 291
Appraisal and Problem-Focused Coping 292
Social Support 292
Individual Differences in Stress Reactions and Hardiness 294
Conclusion 294
16 Consciousness 297
The Relationship of Consciousness to Nonconscious Information
Processing 298
Mindlessness 299
Automaticity 300
Priming 301
The Relationship of the Self to Consciousness 302
Are Nonconscious Processes “Smart” or “Dumb?” 303
Altered States of Consciousness 304
Sleep 304
Dreams 306
Hypnosis 309
Drugs 312
The Divided Self: Split-Brain Experiments
and Consciousness 313
Fantasy and Consciousness 315
Part 6 Complex Personality Processes 317
17 Perceived Causality and Control 319

Perceived Control 320
Locus of Control 320
Learned Helplessness 322
Optimism 325
Efforts to Preserve a Sense of Personal Control 326
Self-Determination Theory 329
Achievement Motivation 330
The Measurement of Achievement Needs 331
Achievement Needs as a Personality Structure 331
Achievement Motivation and Economic Development 332
xiv Contents

The Development of Achievement Needs 334
Atkinson’s Theory of Achievement Motivation 334
Attribution Theory and Achievement Strivings 336
Competence 339
Mindset 339
Integrating Perceived Control with Achievement Motivation and Competence 340
Attributions of Responsibility 340
Evaluation 341
Helping Behavior 342
Conclusion 342
18 Love and Hate 345

Love’s Infinite Variety 346
Research on Love 347
A Triangular Model of Love 347
Passionate Love 349
Companionate Love 350
Intimacy 351
Attachment Styles 351
Choosing a Partner 353
Love and Sex 353
Love and Hate 354
Aggression 356
What Is Aggression? 356
Biological Aspects of Aggression 357
Physiological Influences 359
Genetics and Aggression 360
Cultural Influences 361
The Physical Environment 362
Personality Theories and the Antecedents of Aggression 364
Psychoanalytic Theory 364
Learning Theory Models of Aggression 365
Developmental Influences 371
Child-Rearing Practices 371
Child Abuse 372
Aggression as a Personality Trait 372
Hostile Attribution Bias 373
Narcissism 373
Catharsis and the Regulation of Aggression 374
Contents xv

Catharsis 374
Cognitive Control Mediators and Prosocial Expression of Anger 375
Altering Stimulus Meaning 375
19 Summing Up 377
Interactionism 377
The Multidimensionality of the Person 380
The Self 381
Personality as a Science 382
The Future 383
Personality Structure 384
Individual Differences and Their Development 385
Personality Dynamics 385
An Integrated Theory of Personality 386
Summary 387 ¢ Thought Questions 387
Glossary 389
References 397
Index of Names 449
Index of Concepts 457
xvi Contents

Preface
In a sense, we are all personality psychologists. We are making an inference about the
genetics of personality when we say, “She has her father’s personality.” We are judging
child-rearing practices when we note, “They’re good parents.” We are noticing the stabil-
ity of personality when we complain that, “He has always been stubborn.”
Personality is intended for an undergraduate audience at two- and four-year colleges
and universities. An extensive background in psychology is not a prerequisite for the use
of the book. We have tried to produce a text written for students at the college level. We
have tried to respect most students’ ability and have not written down to them.
More so than most topics in psychology, personality psychology textbooks can be de-
scribed in terms of style, rather than content. Some focus on grand theories, others focus
on recent research. This textbook includes some of both perspectives. Most chapters in
the second half of the book address topics from the perspective of the theories laid out in
the first half. This approach provides an integrative framework for understanding these
issues. It is likely that some approaches will work better or be more intuitive than others.
However, it is useful to take the time to understand the approaches that aren’t so intuitive
in that context. It is also a good exercise to critically evaluate those approaches.
Often the problem with the grand theories is that they tend to not be parsimonious and
fail with regard to empirical validity. The grand theories tend to be older and the style is
quite different from the more recent, and often smaller, theories. The grand theories do
contribute heuristic value; that is, they give the reader a way to think about how and why
people behave as they do. The psychoanalytic approach is referred to often in the book,
and has some serious problems, but there is no doubt that was a crucial theory for devel-
oping psychotherapy.
The new research approach tends to be smaller in aims, and more grounded in empir-
ical validity. A textbook that focuses on new research, however, tends to neglect some of
the classic but very important and useful theory and research. Learning theory approaches
to personality have great explanatory power and are very useful for behavior change. The
conflict models and frustration-aggression models are both parsimonious and empirically
supported. But the reference dates sure do look old. Remember that old research, well
conducted, is still good research.
This edition has updates to every chapter, but the basic format has been maintained
from previous editions. Given the comprehensive coverage of the book, it is likely the
instructor may want to choose which chapters to assign. As a student, you are certainly
welcome to read the unassigned chapters.
This book offers a range of features and tools to help students develop and test their
understanding of core concepts and topics.
An accessible and relevant text that offers a unique narrative—A natural and relaxed

writing style promotes a sense of a conversation between the authors and student.
Comprehensive coverage of current topics and scholarly research—The text has

been thoroughly updated to reflect recent research, theories, and scholarship from
across the discipline.
Flexible format and organization—The text provides the core theoretical

foundations of Personality while offering instructors the flexibility to incorporate a
variety of outside course materials and cases.
xvii


Extensive use of real-world examples—Each chapter contains a wide variety of

real-world examples that illustrate text concepts and demonstrate the connection
between theory and applications.
Student-friendly pedagogy and features—Chapter outlines, key terms and on-

page marginal key-term definitions, “Highlight” box inserts, numerous photos,
graphs, tables, figures, chapter summaries, and Thought Questions, and key terms
support student learning, retention, and critical analysis.
Complete Instructor’s Support Package—The support package includes the

Instructor’s Resource Manual, Test Item File, and PowerPoint Lecture Slides.
Online and in Print

Student Options: Print and Online Versions
This fifth edition of Personality is available in multiple versions: online, in PDF, and in
print as either a paperback or loose-leaf text. The content of each version is identical.
The most affordable version is the online book, with upgrade options including the
online version bundled with a print version. What’s nice about the print version is that
it offers you the freedom of being unplugged—away from your computer. The people at
Academic Media Solutions recognize that it’s difficult to read from a screen at length and
that most of us read much faster from a piece of paper. The print options are particularly
useful when you have extended print passages to read.
The online edition allows you to take full advantage of embedded digital features,
including search and notes. Use the search feature to locate and jump to discussions
anywhere in the book. Use the notes feature to add personal comments or annotations.
You can move out of the book to follow Web links. You can navigate within and between
chapters using a clickable table of contents. These features allow you to work at your
own pace and in your own style, as you read and surf your way through the material.
(See “Harnessing the Online Version’’ for more tips on working with the online version.)
Harnessing the Online Version

The online version of Personality, 5e, offers the following features to facilitate learning
and to make using the book an easy, enjoyable experience:
Easy-to-navigate/clickable table of contents—You can surf through the book

quickly by clicking on chapter headings, or first- or second-level section headings.
And the Table of Contents can be accessed from anywhere in the book.
Key terms search—Type in a term, and a search engine will return every instance of

that term in the book; then jump directly to the selection of your choice with one click.
Notes and highlighting—The online version includes study apps such as notes

and highlighting. Each of these apps can be found in the tools icon embedded in
the Academic Media Solutions/Textbook Media’s online eBook reading platform
(http://www.academicmediasolutions.com).
Upgrades—The online version includes the ability to purchase additional study

apps and functionality that enhance the learning experience.
Instructor Supplements
In addition to its student-friendly features and pedagogy, the variety of student formats
available, and the uniquely affordable pricing options that are designed to provide stu-
dents with a flexibility that fits any budget and/or learning style, Personality, 5e, comes
with the following teaching and learning aids:
Test Item File—An extensive set of multiple-choice, short answer, and essay

questions for every chapter for creating original quizzes and exams.
xviii Preface

Instructor’s Manual—An enhanced version of the book offering assistance in

preparing lectures, identifying learning objectives, developing essay exams and
assignments, and constructing course syllabi.
PowerPoint Presentations—Key points in each chapter are illustrated in a set of

PowerPoint files designed to assist with instruction.
Student Supplements and Upgrades (Additional Purchase

Required)
Lecture Guide—This printable lecture guide is designed for student use and is

available as an in-class resource or study tool. Note: Instructors can request the
PowerPoint version of these slides to use as developed or to customize.
Acknowledgments
We are grateful to those who reviewed the manuscript for previous editions: Sylvia San-
tos, California State University, Dominguez Hills; Hal Arkowitz, University of Arizona;
Etzel Cardena, Uniformed Services University of the Health Sciences; Paul M. From-
son, Elon College; Stella D. Garcia, University of Texas, San Antonio; Bill C. Henry,
Colby College; Anita E. Kelly, University of Notre Dame; Carolyn C. Morf, University of
Utah; Robert W. Newby, Tarleton State University; Michael F. Shaughnessy, Eastern New
Mexico University; T. Gale Thompson, Bethany College; Bill Thornton, University of
Southern Maine; and Paul H. Wright, University of North Dakota We also want to thank
Virginia Harrelson Lilian Gonzales and Lorraine Woods for their assistance in tracking
down relevant articles.
Finally, we would like to thank Mark Covey, Concordia College; Gwyneth Beagley,
Alma College; Wally Beagley, Alma College; and Paula Niedenthal, University of Wis-
consin; for support at various points in the project. We would also like to thank Emily
Kirby, Kilee DeBrabander, and Megan Setterlund for their extensive help. We would also
like to thank Dan Luciano for development of the concept of affordable college textbooks
and his encouragement to write the book, and Victoria Putman of Putman Productions for
the production and editorial direction she provided to make this book a reality.
Preface xix

About the Authors
Marc Setterlund is a Professor of Psychology at Alma College. He has served

as the associate provost of the college, as well as department chair. He earned his B.A.
from Gustavus Adolphus College, and his Ph.D. from The Johns Hopkins University. He
has been teaching Personality Psychology for over twenty years to students at liberal arts
colleges. In addition, he has taught social psychology, human sexuality, research meth-
ods, statistics, and a travel-abroad course about the origins of psychology in Vienna and
Germany. He has published and conducted research on the self-concept, self-esteem,
emotion, sexual decision making, and the effects of ostracism.
Seymour Feshbach earned his B.A. from the City College of New York (CCNY),
after being discharged from the army, and his Ph.D. from Yale University. After receiving
his Ph.D., he was recalled to active duty and served in the Korean War. He is a profes-
sor emeritus at the University of Pennsylvania and at the University of California, Los
Angeles. His major area of interest was the dynamics of aggressive behavior, especially
the reduction of aggression. His later research focused on other areas, particularly the
analysis of patriotism and nationalism.
Bernard Weiner received his undergraduate degree from the University of Chicago
and his Ph.D. from the University of Michigan. Since 1965, he has been at the University
of California, Los Angeles, where he is currently Distinguished Professor of Psychology.
He has written, coauthored, or edited l6 books, including Judgments of Responsibility
(l995), and Social Motivation, Justice, and the Moral Emotions (2006), as well as pub-
lished more than 225 articles. He has been awarded the Donald Campbell Research Award
and the Edward L. Thorndike Lifetime Achievement Award from the American Psycho-
logical Association, the Distinguished Scientist Award from the Society of Experimental
Social Psychology, and is a member of the National Academy of E ducation. In addition
to a Distinguished Teaching Award, he holds honorary degrees from the University of
Bielefeld, Germany; Turku University, Finland; and the University of Manitoba, Canada.
Arthur C. Bohart received his undergraduate degree in mathematics and psy

chology from the University of California, Santa Barbara. He received his Ph.D. from
the University of California, Los Angeles. He is a retired professor emeritus at both
California State University Dominguez Hills and at Saybrook University. He is the coauthor
or coeditor of several books, including How Clients Make Therapy Work: The Process of
Active Self-Healing, Constructive and Destructive Behavior, Empathy Reconsidered, and
Humanity’s Dark Side. His work has focused on the nature and effects of empathy, the
client’s role in psychotherapy, psychotherapy integration, and evidence-based practice in
psychotherapy.
xx

Introduction
Source: HelgaLin/Shutterstock
Definition of Personality
The field of personality is enormously complex and diverse. As a student
taking this class, you may be interested in questions such as What is my
personality—what are my fundamental characteristics? How changeable is my
personality? How did I acquire my personality? How is my personality orga-
nized? What factors determine my behavior—my motives, my self, my traits,
my thoughts, my emotions? How do all those factors interact and interrelate?
How can I understand others’ personality? Are all aspects of my personality
conscious, or are some parts determined by unconscious forces—how well
can I know myself? What role do my emotions play in my personality and my
behavior? Why are some people more able than others to handle stress and
conflict? Are humans basically aggressive or basically loving?
xxi


The field of personality addresses the most basic questions of what it means to be a
functioning human being. Because many writers and theorists have taken different ap-
proaches and emphasized different aspects, it is difficult to define personality in a way
that will satisfy everyone. For the person on the street, personality most fundamentally
refers to what is distinctive about an individual. People describe themselves and their
friends in terms of what is distinctive about them: he is shy, quiet, and sensitive; she is
outgoing, friendly, and open to different experiences. In addition, people often use the
term personality to refer to someone who is not only distinctive but interesting in a pos-
itive way. Thus, they might say that someone “has a lot of personality,” meaning that the
person stands out in charm, colorfulness, or interesting characteristics. When people say
that someone has “no personality,” they mean that there is little about the person that is
distinctive, interesting, or colorful.
For some psychologists, personality is largely defined in terms of the enduring charac-
teristics that differ from person to person, that is, in terms of individual differences. Thus,
for many, personality is typically equated with personality traits. However, personality
can also be considered to include one’s motives, thoughts, emotions, beliefs, and values.
Further, one’s personality may depend on how all these things are organized.
In this text, we adopt a broader view of personality than simply the focus on individual
differences. For us, the field of personality consists of the study of all the issues and topics
we have mentioned, and how they interrelate. In essence, it deals with the study of all the
factors that play a role in how an individual’s overall functioning is organized.
The study of personality intersects with other aspects of psychology. Just as how we
perceive and learn is relevant to our overall functioning, so is our genetic endowment. Our
overall functioning is also influenced by social and cultural variables. What distinguishes
the study of personality from the study of social and cultural psychology is that we focus
on how those many variables influence the functioning of the individual. How our person-
alities develop is also a topic of relevance, and, therefore, the field of personality inter-
sects with that of developmental psychology. Finally, how personality functioning can go
awry is an important part of personality. Therefore, the field of personality overlaps with
the fields of abnormal and clinical psychology as well.
In sum, for us, personality refers to (1) the relatively enduring behavior patterns that
distinguish individuals from one another, (2) the overall organization and structure of in-
dividuals’ behavior patterns, and (3) the patterns of interactions between this organization
and both external factors—such as cultural, environmental, and social variables—and
internal factors—such as motivations, emotions, and thoughts.
The Field of Personality and the Structure

of This Textbook
Because of its great complexity and diversity, the field of personality presents a great chal-
lenge to both the student and the psychologist. Many individuals associate this field of study
with grand theorists, such as Sigmund Freud and Carl Jung, who postulated comprehensive
schemes that attempted to explain phenomena as far ranging as war, neurosis, and dream
symbolism. But the formulation of a general theory of personality is just one aspect of a
vast mosaic. Other personality psychologists focus on less ambitious, and more attainable,
goals. A number of personality psychologists have been concerned with the structure of
personality—identifying basic traits, such as introversion or the need for achievement, and
ascertaining how they can be best assessed. Others have examined how these characteris-
tics come into existence—that is, the genetic and experiential determinants of personality
development. Still other personality psychologists are interested in personality dynamics,
or how personality structures interact with the environment to generate behavior. Issues
such as stress, conflict, and frustration are part of the study of the dynamics of personality.
The four main divisions in the study of personality—theory, structure, development,
and dynamics—are not completely separate. For example, Freud’s general theory includes
a discussion of personality structure (such as the “anal” character), how such a trait might
xxii Introduction

develop (conflict with parents during the period of toilet training), and its effects on later
behavior (the tendency to hoard money or to be compulsively clean). Nevertheless, the
four major areas within personality do have somewhat separate histories and did not
develop simultaneously. They therefore provide the organizing framework for this book.
In the ensuing chapters we examine contemporary theoretical and empirical efforts
that address the viability of a general theory of personality; traits, their measurement, and
development; and the manner in which these traits influence an individual’s actions in
particular environments.
We are sympathetic to many theoretical positions and types of empirical investigations
because of the enormous complexity of the problems with which they attempt to deal.
Thus, our discussion of personality research and theories will be from the perspective
of psychologists who are not limited to one particular theory but draw upon a number of
them. In our framework, the individual both acts and reacts, has unique aspirations and
fantasies, and is conscious of the future as well as the past and the present. We will con-
sider personal behavior within a broad social-cultural context, for one must be sensitive to
the powerful effects that the values of the culture, the family, and the larger society exert
on behavior. Individuals are social beings, functioning in particular cultural settings. At
the same time, one must have some appreciation of the role of genetics and evolution in
human behavior. We are also biological creatures shaped by evolution.
Psychology cannot yet provide the answers to many of the difficult questions regarding
personality. The relatively objective and systematic study of personality is still in its in-
fancy, less than seven decades old. Our scientific tools are still quite limited. We have no
magical procedures that will reveal the inner depths of our minds. For ethical reasons, we
cannot and should not freely experiment with infants, raising them under carefully con-
trolled, laboratory conditions. We do not have the power to alter culture, socioeconomic
structures, and other significant features of the human environment that play an important
role in personality. Nor do we have the power to alter the human body. For these reasons,
we cannot reach the precision of measurement and experimental control in the study of
human behavior that characterizes research in physics and chemistry.
Nevertheless, much can be learned by examining personality from an empirical, sci-
entific perspective. At the very least, adoption of a scientific approach enables one to
think about personality issues in a more analytic, discriminating manner. There are a great
many, often conflicting, current assertions regarding personality. For example, “One’s
basic personality is formed in the first two years of life” versus “We are constantly chang-
ing and growing”; “Personality changes as the situation changes” versus “We are who we
are, regardless of context”; “Sex and aggression are the basic human drives” versus “The
basic human goal is self-actualization.” Research provides us with the data to discriminate
between valid and unfounded assertions, between assertions that have yet to be tested and
those that are probably not testable.
We also apply a scientific approach to the examination of theories of personality. Be-
cause personality theories typically attempt to account for different aspects of human
behavior, it is often difficult to call one “better” than another. But one must also be critical
when evaluating the relevant evidence and the logic of each theory. We are able to use
common scientific criteria to evaluate and compare theories. These criteria include the
breadth and comprehensiveness of the theory (how much of the data on personality is
explained); the testability of the theory; its degree of empirical support; and its heuristic
or generative value.
Chapter Topics
Our view of personality dictates the organization of this text. The two most basic as-
pects that influence the development and functioning of personality are biological and
genetic factors, and environmental and sociocultural factors. In Part 1, we consider these
two basic influences. In Part 2, we turn to a consideration of the three major groups of
theories that have influenced how we think about the functioning of the whole person:
Introduction xxiii

psychodynamic theories, behavioral and social learning theories, and phenomenological
theories. In Part 3, we examine the basic structure of personality and consider the issue of
traits. We also consider the tests and procedures used to assess personality. In Part 4, we
consider developmental aspects of personality, including the development of the self and
identity. In Parts 5 and 6, we consider a variety of specific topics related to personality
functioning: the dynamics of conflict, emotion and stress, consciousness, perceived con-
trol and achievement motivation, and love and hate.
That various sections of the book overlap and are interrelated will be evident. For
example, in our discussion of personality development in Chapter 13, we must return to
issues raised in Chapter 1 regarding the roles of nature and nurture in shaping the person.
And in Chapter 14, which addresses conflict and frustration, we must return to issues
raised by the broader personality theorists, as examined in Chapters 3–6. Although we
must break the whole into parts to present details, we trust our approach will be clear to
our readers; that is, we do perceive the field of personality as an integrated whole.
xxiv Introduction

Innate and Environmental
Determinants of Personality
PART
1
CHAPTER 1
Genetic Determinants
of Personality
CHAPTER 2
Contextual Aspects
of Personality and
Behavior
Source: Ollyy/Shutterstock.com.
A key question for personality psychologists is: “Are we what we are because of
nature or because of nurture?” When the question is phrased in this m anner,
neither answer can be correct, for the answers are not mutually exclusive. The
premise of the question itself is wrong. We are what we are because of how
nature and nurture interact; it is not a question of either/or. There clearly are
both inborn and social-cultural influences on the individual. Genetics and
environment—nature and nurture—regulate and guide each person.
In Chapter 1 we examine some of the innate determinants of personality
and behavior. We observe that, as products of a long evolutionary history, hu-
man beings are predisposed to certain patterns of behavior. In addition, spe-
cific genetic blueprints provide the foundation for personality and behavior.
But it is evident that individuals’ personalities are greatly influenced by the
contexts that surround them and by the experiences they have had. Individu-
als brought up in different cultures or social classes behave differently. If one
wants to predict what an individual is doing or thinking at a given time, some
of the best predictors are the point in history when the individual was born and
where he or she is living. In Chapter 2 we examine some of these social and
cultural influences as well as other kinds of environmental influences.
Culture not only influences individuals; it also influences psychological the-
ories themselves. There is increasing reason to believe that the “grand theories”
of Western psychology reflect certain biases about the nature of people that
characterize Western culture.
Chapters 1 and 2 do not attempt to give complete accounts of the genetics of
personality or the social determinants of action; full courses are devoted to these
topics. Rather, we introduce the context of the person: an individual with unique
predispositions who is nevertheless modifiable and shaped by surroundings.

Another random document with
no related content on Scribd:
DECORATIONS awarded to Norman Prince by the French Government
CROIX DE GUERRE (Red and green ribbon)
Star, won for being cited in L’Ordre du Jour of his Division for having been the only
one of twenty-five aviators to reach Douai in 1915.
First Palm, won for being cited in L’Ordre du Jour of the French Army for having
brought down an enemy avion.
Second Palm, for having brought down two enemy avions on the same day—at
the same time receiving the
Third Palm, cited in L’Ordre du Jour for having brought down a fourth enemy avion,
and for meritorious service in a raid on the Mauser ammunition works at
Oberndorf—at the same time receiving the
MÉDAILLE MILITAIRE (Yellow and green ribbon)
CROIX DE LA LÉGION D’HONNEUR (Red ribbon)
Rev. Dr. Endicott Peabody of the Groton School wrote: “I must tell
you how deeply Mrs. Peabody and I sympathize with you in
Norman’s death. He gave his life in a great cause. That will be a
comfort to you both, and he met his death with the courage that is
characteristic of his family. Even with these considerations, I realize
that your hearts must be heavy. It will please you to know that one of
Norman’s classmates at Groton, who had followed his career in
France with keen interest, has sent a contribution toward a memorial
that he desires established at the school.”
Speaking for the Harvard Class of 1909 of which Norman was a
member, its Secretary, Francis A. Harding, said: “On behalf of the
Harvard Class of 1909, I wish to express the very deep regret which
every Harvard man, and especially every classmate of Norman’s,
has felt after reading the announcement of his death in France. To
those of us who knew Norman intimately, the news of his death
comes as a distinct shock, and every member of our class feels
proud to have known and to have been affiliated with one who had
the courage to give in such a noble way everything he possessed to
the great cause in which he believed.”
From South Carolina Senator Tillman wrote: “Your son gave his
young life in defense of what all of us know is a sacred cause. He
was a twentieth century Lafayette, a modern knight errant whose
statue will yet grace the capital of France. Prince? Yes, a Prince
indeed—‘sans peur et sans reproche.’”
Many other thoughtful and tender messages came from others,
friends and strangers, at home and abroad, testifying their
commingled sorrow and admiration. Senator Henry Cabot Lodge
telegraphed from Washington this tribute:
“Nothing could have been more gallant than his life—

nothing finer than his death in a great cause, dear to his
heart.”
An eloquent and fitting epitaph!
TO NORMAN PRINCE
From a Boston Boy, in France, American Ambulance Field Service,
October 20, 1916.
Gone is the honored boy bird

He’ll fly no more for France,
His spirit though,—a silent word
That over all the Earth is heard,—
Commands her friends Advance!
His courage and devotion tried

Must all the world convince
He was, as all of us decide,
And France, for love of whom he died,
In name and deed—a Prince.
The Riverside Press

CAMBRIDGE. MASSACHUSETTS
U. S. A
*** END OF THE PROJECT GUTENBERG EBOOK NORMAN
PRINCE ***
Updated editions will replace the previous one—the old editions

will be renamed.
Creating the works from print editions not protected by U.S.

copyright law means that no one owns a United States copyright
in these works, so the Foundation (and you!) can copy and
distribute it in the United States without permission and without
paying copyright royalties. Special rules, set forth in the General
Terms of Use part of this license, apply to copying and
distributing Project Gutenberg™ electronic works to protect the
PROJECT GUTENBERG™ concept and trademark. Project
Gutenberg is a registered trademark, and may not be used if
you charge for an eBook, except by following the terms of the
trademark license, including paying royalties for use of the
Project Gutenberg trademark. If you do not charge anything for
copies of this eBook, complying with the trademark license is
very easy. You may use this eBook for nearly any purpose such
as creation of derivative works, reports, performances and
research. Project Gutenberg eBooks may be modified and
printed and given away—you may do practically ANYTHING in
the United States with eBooks not protected by U.S. copyright
law. Redistribution is subject to the trademark license, especially
commercial redistribution.
START: FULL LICENSE

THE FULL PROJECT GUTENBERG LICENSE
PLEASE READ THIS BEFORE YOU DISTRIBUTE OR USE THIS WORK
To protect the Project Gutenberg™ mission of promoting the

free distribution of electronic works, by using or distributing this
work (or any other work associated in any way with the phrase
“Project Gutenberg”), you agree to comply with all the terms of
the Full Project Gutenberg™ License available with this file or
online at www.gutenberg.org/license.
Section 1. General Terms of Use and

Redistributing Project Gutenberg™
electronic works
1.A. By reading or using any part of this Project Gutenberg™
electronic work, you indicate that you have read, understand,
agree to and accept all the terms of this license and intellectual
property (trademark/copyright) agreement. If you do not agree to
abide by all the terms of this agreement, you must cease using
and return or destroy all copies of Project Gutenberg™
electronic works in your possession. If you paid a fee for
obtaining a copy of or access to a Project Gutenberg™
electronic work and you do not agree to be bound by the terms
of this agreement, you may obtain a refund from the person or
entity to whom you paid the fee as set forth in paragraph 1.E.8.
1.B. “Project Gutenberg” is a registered trademark. It may only

be used on or associated in any way with an electronic work by
people who agree to be bound by the terms of this agreement.
There are a few things that you can do with most Project
Gutenberg™ electronic works even without complying with the
full terms of this agreement. See paragraph 1.C below. There
are a lot of things you can do with Project Gutenberg™
electronic works if you follow the terms of this agreement and
help preserve free future access to Project Gutenberg™
electronic works. See paragraph 1.E below.
1.C. The Project Gutenberg Literary Archive Foundation (“the
Foundation” or PGLAF), owns a compilation copyright in the
collection of Project Gutenberg™ electronic works. Nearly all the
individual works in the collection are in the public domain in the
United States. If an individual work is unprotected by copyright
law in the United States and you are located in the United
States, we do not claim a right to prevent you from copying,
distributing, performing, displaying or creating derivative works
based on the work as long as all references to Project
Gutenberg are removed. Of course, we hope that you will
support the Project Gutenberg™ mission of promoting free
access to electronic works by freely sharing Project
Gutenberg™ works in compliance with the terms of this
agreement for keeping the Project Gutenberg™ name
associated with the work. You can easily comply with the terms
of this agreement by keeping this work in the same format with
its attached full Project Gutenberg™ License when you share it
without charge with others.
1.D. The copyright laws of the place where you are located also
govern what you can do with this work. Copyright laws in most
countries are in a constant state of change. If you are outside
the United States, check the laws of your country in addition to
the terms of this agreement before downloading, copying,
displaying, performing, distributing or creating derivative works
based on this work or any other Project Gutenberg™ work. The
Foundation makes no representations concerning the copyright
status of any work in any country other than the United States.
1.E. Unless you have removed all references to Project

Gutenberg:
1.E.1. The following sentence, with active links to, or other

immediate access to, the full Project Gutenberg™ License must
appear prominently whenever any copy of a Project
Gutenberg™ work (any work on which the phrase “Project
Gutenberg” appears, or with which the phrase “Project
Gutenberg” is associated) is accessed, displayed, performed,
viewed, copied or distributed:
This eBook is for the use of anyone anywhere in the United

States and most other parts of the world at no cost and with
almost no restrictions whatsoever. You may copy it, give it
away or re-use it under the terms of the Project Gutenberg
License included with this eBook or online at
www.gutenberg.org. If you are not located in the United
States, you will have to check the laws of the country where
you are located before using this eBook.
1.E.2. If an individual Project Gutenberg™ electronic work is

derived from texts not protected by U.S. copyright law (does not
contain a notice indicating that it is posted with permission of the
copyright holder), the work can be copied and distributed to
anyone in the United States without paying any fees or charges.
If you are redistributing or providing access to a work with the
phrase “Project Gutenberg” associated with or appearing on the
work, you must comply either with the requirements of
paragraphs 1.E.1 through 1.E.7 or obtain permission for the use
of the work and the Project Gutenberg™ trademark as set forth
in paragraphs 1.E.8 or 1.E.9.
1.E.3. If an individual Project Gutenberg™ electronic work is

posted with the permission of the copyright holder, your use and
distribution must comply with both paragraphs 1.E.1 through
1.E.7 and any additional terms imposed by the copyright holder.
Additional terms will be linked to the Project Gutenberg™
License for all works posted with the permission of the copyright
holder found at the beginning of this work.
1.E.4. Do not unlink or detach or remove the full Project

Gutenberg™ License terms from this work, or any files
containing a part of this work or any other work associated with
Project Gutenberg™.
1.E.5. Do not copy, display, perform, distribute or redistribute
this electronic work, or any part of this electronic work, without
prominently displaying the sentence set forth in paragraph 1.E.1
with active links or immediate access to the full terms of the
Project Gutenberg™ License.
1.E.6. You may convert to and distribute this work in any binary,
compressed, marked up, nonproprietary or proprietary form,
including any word processing or hypertext form. However, if
you provide access to or distribute copies of a Project
Gutenberg™ work in a format other than “Plain Vanilla ASCII” or
other format used in the official version posted on the official
Project Gutenberg™ website (www.gutenberg.org), you must, at
no additional cost, fee or expense to the user, provide a copy, a
means of exporting a copy, or a means of obtaining a copy upon
request, of the work in its original “Plain Vanilla ASCII” or other
form. Any alternate format must include the full Project
Gutenberg™ License as specified in paragraph 1.E.1.
1.E.7. Do not charge a fee for access to, viewing, displaying,

performing, copying or distributing any Project Gutenberg™
works unless you comply with paragraph 1.E.8 or 1.E.9.
1.E.8. You may charge a reasonable fee for copies of or

providing access to or distributing Project Gutenberg™
electronic works provided that:
• You pay a royalty fee of 20% of the gross profits you derive from
the use of Project Gutenberg™ works calculated using the
method you already use to calculate your applicable taxes. The
fee is owed to the owner of the Project Gutenberg™ trademark,
but he has agreed to donate royalties under this paragraph to
the Project Gutenberg Literary Archive Foundation. Royalty
payments must be paid within 60 days following each date on
which you prepare (or are legally required to prepare) your
periodic tax returns. Royalty payments should be clearly marked
as such and sent to the Project Gutenberg Literary Archive
Foundation at the address specified in Section 4, “Information
about donations to the Project Gutenberg Literary Archive
Foundation.”
• You provide a full refund of any money paid by a user who

notifies you in writing (or by e-mail) within 30 days of receipt that
s/he does not agree to the terms of the full Project Gutenberg™
License. You must require such a user to return or destroy all
copies of the works possessed in a physical medium and
discontinue all use of and all access to other copies of Project
Gutenberg™ works.
• You provide, in accordance with paragraph 1.F.3, a full refund of

any money paid for a work or a replacement copy, if a defect in
the electronic work is discovered and reported to you within 90
days of receipt of the work.
• You comply with all other terms of this agreement for free
distribution of Project Gutenberg™ works.
1.E.9. If you wish to charge a fee or distribute a Project

Gutenberg™ electronic work or group of works on different
terms than are set forth in this agreement, you must obtain
permission in writing from the Project Gutenberg Literary
Archive Foundation, the manager of the Project Gutenberg™
trademark. Contact the Foundation as set forth in Section 3
below.
1.F.
1.F.1. Project Gutenberg volunteers and employees expend

considerable effort to identify, do copyright research on,
transcribe and proofread works not protected by U.S. copyright
law in creating the Project Gutenberg™ collection. Despite
these efforts, Project Gutenberg™ electronic works, and the
medium on which they may be stored, may contain “Defects,”
such as, but not limited to, incomplete, inaccurate or corrupt
data, transcription errors, a copyright or other intellectual
property infringement, a defective or damaged disk or other
medium, a computer virus, or computer codes that damage or
cannot be read by your equipment.
1.F.2. LIMITED WARRANTY, DISCLAIMER OF DAMAGES -

Except for the “Right of Replacement or Refund” described in
paragraph 1.F.3, the Project Gutenberg Literary Archive
Foundation, the owner of the Project Gutenberg™ trademark,
and any other party distributing a Project Gutenberg™ electronic
work under this agreement, disclaim all liability to you for
damages, costs and expenses, including legal fees. YOU
AGREE THAT YOU HAVE NO REMEDIES FOR NEGLIGENCE,
STRICT LIABILITY, BREACH OF WARRANTY OR BREACH
OF CONTRACT EXCEPT THOSE PROVIDED IN PARAGRAPH
1.F.3. YOU AGREE THAT THE FOUNDATION, THE
TRADEMARK OWNER, AND ANY DISTRIBUTOR UNDER
THIS AGREEMENT WILL NOT BE LIABLE TO YOU FOR
ACTUAL, DIRECT, INDIRECT, CONSEQUENTIAL, PUNITIVE
OR INCIDENTAL DAMAGES EVEN IF YOU GIVE NOTICE OF
THE POSSIBILITY OF SUCH DAMAGE.
1.F.3. LIMITED RIGHT OF REPLACEMENT OR REFUND - If

you discover a defect in this electronic work within 90 days of
receiving it, you can receive a refund of the money (if any) you
paid for it by sending a written explanation to the person you
received the work from. If you received the work on a physical
medium, you must return the medium with your written
explanation. The person or entity that provided you with the
defective work may elect to provide a replacement copy in lieu
of a refund. If you received the work electronically, the person or
entity providing it to you may choose to give you a second
opportunity to receive the work electronically in lieu of a refund.
If the second copy is also defective, you may demand a refund
in writing without further opportunities to fix the problem.
1.F.4. Except for the limited right of replacement or refund set

forth in paragraph 1.F.3, this work is provided to you ‘AS-IS’,
WITH NO OTHER WARRANTIES OF ANY KIND, EXPRESS
OR IMPLIED, INCLUDING BUT NOT LIMITED TO
WARRANTIES OF MERCHANTABILITY OR FITNESS FOR
ANY PURPOSE.
1.F.5. Some states do not allow disclaimers of certain implied

warranties or the exclusion or limitation of certain types of
damages. If any disclaimer or limitation set forth in this
agreement violates the law of the state applicable to this
agreement, the agreement shall be interpreted to make the
maximum disclaimer or limitation permitted by the applicable
state law. The invalidity or unenforceability of any provision of
this agreement shall not void the remaining provisions.
1.F.6. INDEMNITY - You agree to indemnify and hold the

Foundation, the trademark owner, any agent or employee of the
Foundation, anyone providing copies of Project Gutenberg™
electronic works in accordance with this agreement, and any
volunteers associated with the production, promotion and
distribution of Project Gutenberg™ electronic works, harmless
from all liability, costs and expenses, including legal fees, that
arise directly or indirectly from any of the following which you do
or cause to occur: (a) distribution of this or any Project
Gutenberg™ work, (b) alteration, modification, or additions or
deletions to any Project Gutenberg™ work, and (c) any Defect
you cause.
Section 2. Information about the Mission of

Project Gutenberg™
Project Gutenberg™ is synonymous with the free distribution of
electronic works in formats readable by the widest variety of
computers including obsolete, old, middle-aged and new
computers. It exists because of the efforts of hundreds of
volunteers and donations from people in all walks of life.
Volunteers and financial support to provide volunteers with the

assistance they need are critical to reaching Project
Gutenberg™’s goals and ensuring that the Project Gutenberg™
collection will remain freely available for generations to come. In
2001, the Project Gutenberg Literary Archive Foundation was
created to provide a secure and permanent future for Project
Gutenberg™ and future generations. To learn more about the
Project Gutenberg Literary Archive Foundation and how your
efforts and donations can help, see Sections 3 and 4 and the
Foundation information page at www.gutenberg.org.
Section 3. Information about the Project

Gutenberg Literary Archive Foundation
The Project Gutenberg Literary Archive Foundation is a non-
profit 501(c)(3) educational corporation organized under the
laws of the state of Mississippi and granted tax exempt status by
the Internal Revenue Service. The Foundation’s EIN or federal
tax identification number is 64-6221541. Contributions to the
Project Gutenberg Literary Archive Foundation are tax
deductible to the full extent permitted by U.S. federal laws and
your state’s laws.
The Foundation’s business office is located at 809 North 1500

West, Salt Lake City, UT 84116, (801) 596-1887. Email contact
links and up to date contact information can be found at the
Foundation’s website and official page at
www.gutenberg.org/contact
Section 4. Information about Donations to

the Project Gutenberg Literary Archive
Foundation
Project Gutenberg™ depends upon and cannot survive without
widespread public support and donations to carry out its mission
of increasing the number of public domain and licensed works
that can be freely distributed in machine-readable form
accessible by the widest array of equipment including outdated
equipment. Many small donations ($1 to $5,000) are particularly
important to maintaining tax exempt status with the IRS.
The Foundation is committed to complying with the laws

regulating charities and charitable donations in all 50 states of
the United States. Compliance requirements are not uniform
and it takes a considerable effort, much paperwork and many
fees to meet and keep up with these requirements. We do not
solicit donations in locations where we have not received written
confirmation of compliance. To SEND DONATIONS or
determine the status of compliance for any particular state visit
www.gutenberg.org/donate.
While we cannot and do not solicit contributions from states

where we have not met the solicitation requirements, we know
of no prohibition against accepting unsolicited donations from
donors in such states who approach us with offers to donate.
International donations are gratefully accepted, but we cannot

make any statements concerning tax treatment of donations
received from outside the United States. U.S. laws alone swamp
our small staff.
Please check the Project Gutenberg web pages for current

donation methods and addresses. Donations are accepted in a
number of other ways including checks, online payments and
credit card donations. To donate, please visit:
www.gutenberg.org/donate.
Section 5. General Information About Project

Gutenberg™ electronic works
Professor Michael S. Hart was the originator of the Project
Gutenberg™ concept of a library of electronic works that could
be freely shared with anyone. For forty years, he produced and
distributed Project Gutenberg™ eBooks with only a loose
network of volunteer support.
Project Gutenberg™ eBooks are often created from several

printed editions, all of which are confirmed as not protected by
copyright in the U.S. unless a copyright notice is included. Thus,
we do not necessarily keep eBooks in compliance with any
particular paper edition.
Most people start at our website which has the main PG search
facility: www.gutenberg.org.
This website includes information about Project Gutenberg™,

including how to make donations to the Project Gutenberg
Literary Archive Foundation, how to help produce our new
eBooks, and how to subscribe to our email newsletter to hear
about new eBooks.

Personality 5Th Edition by Setterlund Marc 2 Full Chapter

Uploaded by

Document Information

Original Description:

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Personality 5Th Edition by Setterlund Marc 2 Full Chapter

Uploaded by

Copyright:

Available Formats

(eBook PDF) Personality 5th Edition by

Part 2 Theories of Personality 39

3 Freud’s Psychoanalytic Theory of Personality 43

4 Psychoanalytic Dissidents and Descendants 61

03/15/2020 - tp-27044ee4-66fe-11ea-9b5c-024 (temp temp) - Personality

6 Phenomenological Theories 107

03/15/2020 - tp-27044ee4-66fe-11ea-9b5c-024 (temp temp) - Personality

7 Foundations of Personality Measurement 127

8 Personality Assessment 141

9 Traits, Situations, and Their Interaction 157

03/15/2020 - tp-27044ee4-66fe-11ea-9b5c-024 (temp temp) - Personality

Part 4 Personality Development 173

10 The Development and Functions of the Self 175

03/15/2020 - tp-27044ee4-66fe-11ea-9b5c-024 (temp temp) - Personality

13 Development Through the Life Span 241

03/15/2020 - tp-27044ee4-66fe-11ea-9b5c-024 (temp temp) - Personality

Part 5 Personality Dynamics 259

14 The Dynamics of Behavior 261

15 Emotion and Stress 277

03/15/2020 - tp-27044ee4-66fe-11ea-9b5c-024 (temp temp) - Personality

Part 6 Complex Personality Processes 317

17 Perceived Causality and Control 319

03/15/2020 - tp-27044ee4-66fe-11ea-9b5c-024 (temp temp) - Personality

18 Love and Hate 345

03/15/2020 - tp-27044ee4-66fe-11ea-9b5c-024 (temp temp) - Personality

03/15/2020 - tp-27044ee4-66fe-11ea-9b5c-024 (temp temp) - Personality

03/15/2020 - tp-27044ee4-66fe-11ea-9b5c-024 (temp temp) - Personality

Online and in Print

Harnessing the Online Version

03/15/2020 - tp-27044ee4-66fe-11ea-9b5c-024 (temp temp) - Personality

Student Supplements and Upgrades (Additional Purchase

03/15/2020 - tp-27044ee4-66fe-11ea-9b5c-024 (temp temp) - Personality

Marc Setterlund is a Professor of Psychology at Alma College. He has served

Arthur C. Bohart received his undergraduate degree in mathematics and psy­

03/15/2020 - tp-27044ee4-66fe-11ea-9b5c-024 (temp temp) - Personality

03/15/2020 - tp-27044ee4-66fe-11ea-9b5c-024 (temp temp) - Personality

The Field of Personality and the Structure

03/15/2020 - tp-27044ee4-66fe-11ea-9b5c-024 (temp temp) - Personality

03/15/2020 - tp-27044ee4-66fe-11ea-9b5c-024 (temp temp) - Personality

03/15/2020 - tp-27044ee4-66fe-11ea-9b5c-024 (temp temp) - Personality

03/15/2020 - tp-27044ee4-66fe-11ea-9b5c-024 (temp temp) - Personality

“Nothing could have been more gallant than his life—

An eloquent and fitting epitaph!

Gone is the honored boy bird

His courage and devotion tried

The Riverside Press

Updated editions will replace the previous one—the old editions

Creating the works from print editions not protected by U.S.

START: FULL LICENSE

To protect the Project Gutenberg™ mission of promoting the

Section 1. General Terms of Use and

1.B. “Project Gutenberg” is a registered trademark. It may only

1.E. Unless you have removed all references to Project

1.E.1. The following sentence, with active links to, or other

This eBook is for the use of anyone anywhere in the United

1.E.2. If an individual Project Gutenberg™ electronic work is

1.E.3. If an individual Project Gutenberg™ electronic work is

1.E.4. Do not unlink or detach or remove the full Project

1.E.7. Do not charge a fee for access to, viewing, displaying,

1.E.8. You may charge a reasonable fee for copies of or

• You provide a full refund of any money paid by a user who

• You provide, in accordance with paragraph 1.F.3, a full refund of

Arthur C. Bohart received his undergraduate degree in mathematics and psy