Review of Personality theory and research: An international perspective.
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Bibliographic record
Abstract
Personality Theory and Research: An International Perspective, by Gordon L. Flett. John Wiley and Sons Canada, 2007, 620 pages (ISBN: 978-0-470-83550-0, CA$99.95 Softcover) Reviewed by KATHERINE B. STARZYK DOI : 10.1037/0708-5591.49.2.178 On the whole, this is an excellent textbook. The textbook is intended for students taking their first personality course. It provides a balance between discussion of theory and research, both contemporary and historical, from an and crosscultural perspective. It makes a special effort to highlight research contributions made by researchers in Canada and countries other than the United States. The book also emphasises the science underlying personality psychology and acknowledges the practical aspects of personality theory and research. This textbook contains 14 chapters, a good match to a one term introductory course in personality. The chapters are well-written, on interesting empirical and real-world examples, and include sections that should facilitate student comprehension. Each chapter contains a points section that summarises the important take home messages, a chapter summary, questions that should help students to process chapter concepts, and a list of key terms and theorists. Further, each chapter contains applied perspective sections, intended to give students insight into how personality theory and research can make important real-world contributions. For example, the textbook describes the personality characteristics of astronauts in chapter 1 (Personality: An Introduction) and Henry Murray's analysis of Adolf Hitler's personality during WWD in chapter 6 (Motivational Theories and Psychological Needs). Finally, every chapter acknowledges the role of culture, in international focus sections. For example, section 4.1 in chapter 4 (Personality Research Methods and Assessment Issues) provides an excellent discussion of the issues in personality assessment across cultures. In general, the content is highly approachable and, combined with the layout of this textbook, I imagine that students will enjoy reading it. This is not a book that focuses on individual theorists. Indeed, the book describes the most important contributions of classic psychodynamic theorists such as Freud, Jung, Adler, and Horney, in one chapter (chapter 5: Psychodynamic Theories). These theorists' contributions, whilst historically important, are not representative of personality psychology today. Thus, the coverage is appropriate for a course aimed at providing students a good overview of personality theory and research to date. The discussion of these theorists is also integrated with contemporary research. The textbook's content is up-to-date, but not as comprehensive as other textbooks on the market, such as Larsen and Buss's Personality Psychology: Domains of Knowledge About Human Nature (3rd ed.). Instructors may therefore desire to include supplementary material in their lectures. I do not necessarily consider this a disadvantage because lectures can then elaborate on the ideas presented in the textbook. The textbook presents a relatively small discussion of the genetic influences on personality and physiological approaches to personality, and completely ignores interesting personality theory and research in evolutionary psychology. …
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Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.004 | 0.001 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.000 | 0.002 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.001 | 0.000 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.007 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it