Originally published in 1969, this book deals extensively with the description and measurement of personality.

Beginning with a statement of the principles of typological research in psychology, set against the background of general taxonomic principles in biology, the study discusses in detail results and generalisations from the Eysencks previous work. The second part of the book describes several large-scale studies using personality questionnaires prepared by the authors, as well as the standard ones of Cattell and Guilford. There is a comparative study of the Eysenck, Cattell and Guilford inventories, which analyses the degree to which similar factors can be found in these three instruments and discusses areas of agreement and disagreement between the three authors. The third part deals with personality studies in children, and includes a chapter on personality structure in subnormal subjects. These studies are concerned with discovering the extent to which personality structure changes with increasing age, and to what extent it is possible to measure personality in younger children. They also examine sex differences in personality structure, and show quite marked differences between the sexes on a number of primary personality traits.

The results of the Eysencks work in this field directed new light on the structure of personality and cast doubt on many widely accepted findings of the time."

Originally published in 1960 these two volumes report a number of experiments in psychogenetics, psychopharmacology, psychodiagnostics, psychometrics and psychodynamics, all of which formed part of the programme of research which had been developing from the late 1940s at the Maudsley Hospital. Presenting the studies together in a book, rather than the more usual route of journal articles, was itself felt to be an experiment at the time, especially given the wide area covered. The decision was deliberate because all the studies reported formed part of a larger whole, which would have been lost if published separately.

Volume I looks at psychogenetics and psychopharmacology.

Originally published in 1960 these two volumes report a number of experiments in psychogenetics, psychopharmacology, psychodiagnostics, psychometrics and psychodynamics, all of which formed part of the programme of research which had been developing from the late 1940s at the Maudsley Hospital. Presenting the studies together in a book, rather than the more usual route of journal articles, was itself felt to be an experiment at the time, especially given the wide area covered. The decision was deliberate because all the studies reported formed part of a larger whole, which would have been lost if published separately.

Volume II looks at psychodiagnostics, psychodynamics and psychometrics.

The book is designed primarily for graduate students (or advanced undergraduates) who are learning psychometrics, as well as professionals in the field who need a reference for use in their practice. We would assume that users have some basic knowledge of using SAS to read data and conduct basic analyses (e.g., descriptive statistics, frequency distributions). In addition, the reader should be familiar with basic statistical concepts such as descriptive statistics (e.g., mean, median, variance, standard deviation), percentiles and the rudiments of hypothesis testing. They should also have a passing familiarity with issues in psychometrics such as reliability, validity and test/survey scoring. The authors do not assume any more than basic familiarity with these issues, and devote a portion of each chapter (as well as the entire first chapter) to reviewing many of these basic ideas for those not familiar with them. This book will be useful either as a primary text for a course on applied measurement where SAS is the main platform for instruction, or as a supplement to a more theoretical text. The readership will include graduate students, faculty members, data analysts and psychometricians responsible for analysis of survey response data, as well as educational and psychological assessments. This book aims to provide readers with the tools necessary for assessing the psychometric qualities of educational and psychological measures as well as surveys and questionnaires. Each chapter covers an issue pertinent to psychometric and measurement practice, with an emphasis on application. Topics are briefly discussed from a theoretical/technical perspective in order to provide the reader with the background necessary to correctly use and interpret the statistical analyses that is presented subsequently. Readers are then presented with examples illustrating a particular concept (e.g., reliability). These examples include a discussion of the particular analysis, along with the SAS code necessary to conduct them. The resulting output is then discussed in detail, focusing on the interpretation of the results. Finally, examples of how these results might be written up is also included in the text. This mixture of theory with examples of actual practice will serve the reader both as a pedagogical tool and as a reference work.

This third edition apprises users of the MMPI-2/MMPI-2-Restructured Form (RF) for the ever-changing landscape of this dynamic personality/psychopathology instrument and its expanding utility in a variety of contexts. Two new chapters addressing the RC scales and the MMPI-2-RF are included in this updated text. Additionally, over 450 new references have been incorporated into the book, with information gathered and organized for practical clinical and forensic applications. The codetype interpretation chapter has expanded its sections with more in-depth feedback information and treatment considerations for clinicians to help in facilitating the formulation of treatment recommendations and strengthening therapeutic relationships with their clients. A number of special scales with clinical and forensic applications are also covered in this edition. An important section has been added addressing the MMPI and suicide. This new edition is a must-have resource that will inform and guide users of the MMPI-2 and MMPI-2-RF in their daily practices, and assist researchers in conceptualizing the operating characteristics and configural relationships among the various scales and indices that comprise this instrument. From simple single scale interpretation to complex configural relationships, this text addresses a broad bandwidth of interpretive information designed for text users' at all levels of sophistication.

Written by three leading scholars with vast experience in the science and practice of assessment centers (ACs), this is the first volume to comprehensively integrate variations of the assessment center method with alternative talent management strategies. A useful reference guide, it examines the many ways in which organizations can apply the assessment center method to achieve their talent management goals. It provides balanced and in-depth coverage of theory, research, and practice pertaining to the dimension-, task-, and multifaceted-perspectives on the AC method. Ideal for researchers, practitioners, and students alike, and well suited for courses in testing and measurement, personnel selection, HR planning and staffing, training and development, and organizational change, Assessment Center Perspectives for Talent Management Strategies is a complete and up-to-date account of the assessment center method.

Originally published in 1926, the first part of this book attempted to formulate a theory of ability in the light of recent experimental results of the time. It discusses the nature of intelligence and the problem of special abilities, and includes a study of some typical forms of genius. The second part gives an account of a three years experimental study of special abilities in arts and science respectively, carried out upon university students. Samples of the tests employed are included. The results are presented in non-technical form. Victoria Hazlitt was a pioneer of experimental psychology, which was particularly significant as a woman in the early twentieth century. In many cases her work anticipated later developments in psychology by many years. Today it can be enjoyed in its historical context."

The self psychology of Heinz Kohut has been an important force in contemporary psychoanalytic thought and its ramifications for therapy have been extensively explored. Now, Marshall Silverstein offers the first analysis of the application of self psychology to projective diagnostic assessment. Differentiating the self psychological approach from an ego psychological interpretation of classical drive theory, he clearly outlines the principal contributions of Kohut, including the concepts of selfobject functions, empathy, transmuting internalization, and compensatory structure. Providing numerous clinical examples, he shows how the major selfobject functions of mirroring, idealization, and twinship can be identified on projective tests. Silverstein then demonstrates how conventional assessment approaches to grandiosity, self-esteem, and idealization can be reconceptualized within the framework of self psychology, and he also contrasts ego psychological interpretations with self psychological interpretations. This book makes a strong case for the importance of the clinical identification of self states.It will help practitioners understand their patients' varied attempts to repair an injury to the self to restore self-esteem (compensatory structure) and the clinical consequences of self-disorders, including disintegration products such as narcissistic rage and affect states characterized by empty depression, chronic boredom, and lack of zest.

Originally published in 1979, this title represents a summary of 17 years of research centring around the "Sensation Seeking Scale" (SSS) and the theory from which the test was derived. Now an integral part of personality testing, including adaptations for use with children, this reissue is a chance to see where it all began.

Devising tests that evaluate a nation's educational standing and implement efficacious educational reforms requires a careful balance among the contributions of technology, psychometrics, test design, and the learning sciences. Unlike other forms of adaptive testing, multistage testing (MST) is highly suitable for testing educational achievement because it can be adapted to educational surveys and student testing. Computerized Multistage Testing: Theory and Applications covers the methodologies, underlying technology, and implementation aspects of this type of test design. The book discusses current scientific perspectives and practical considerations for each step involved in setting up an MST program. It covers the history of MST, test design and implementation for various purposes, item pool development and maintenance, IRT-based and classical test theory-based methodologies for test assembly, routing and scoring, equating, test security, and existing software. It also explores current research, existing operational programs, and innovative future assessments using MST. Intended for psychologists, social scientists, and educational measurement scientists, this volume provides the first unified source of information on the design, psychometrics, implementation, and operational use of MST. It shows how to apply theoretical statistical tools to testing in novel and useful ways. It also explains how to explicitly tie the assumptions made by each model to observable (or at least inferable) data conditions. Winner of the 2016 AERA Award for Significant Contribution to Educational Measurement and Research Methodology The 2016 American Education Research Association (AERA) Div. D award committee for Significant Contributions to Educational Measurement and Research Methodology has recognized unanimously this collaborative work advancing the theory and applications of computerized MST. This annual award recognizes published research judged to represent a significant conceptual advancement in the theory and practice of educational measurement and/or educational research methodology. The 2016 award was made under the heading: Measurement, Psychometrics, and Assessment. This collective work, published in 2014 as an edited volume titled Computerized Multistage Testing: Theory and Applications, was cited by the committee both for the originality of the conceptual foundations presented in support of multistage testing and for arguing persuasively for its potential impact on the practice of educational measurement.

In this volume prominent scholars from both psychology and education describe how these new rules of measurement work and how they differ from the old rules. Several contributors have been involved in the recent construction or revision of a major test, while others are well-known for their theoretical contributions to measurement. The goal is to provide an integrated yet comprehensive reference source concerned with contemporary issues and approaches in testing and measurement.

The first edition of Personality Assessment provided an overview of the most popular self-report and performance-based personality assessment instruments. The chapter authors were key members in creating or developing the research base for the eight test instruments covered in the book. The text was geared with graduate-level clinical, school, and counseling psychology courses in mind. While still retaining all the attractive features of the first edition, this revision will reflect the advances in the field since 2008. Chapter contributors updated and expanded on reliability and validity data, clinical utility, multicultural considerations, and implications for therapeutic assessment. Another distinctive feature of this second edition is a companion website that features ancillary materials such as PowerPoints and test banks.

This step-by-step guide is written for R and latent variable model (LVM) novices. Utilizing a path model approach and focusing on the lavaan package, this book is designed to help readers quickly understand LVMs and their analysis in R. The author reviews the reasoning behind the syntax selected and provides examples that demonstrate how to analyze data for a variety of LVMs. Featuring examples applicable to psychology, education, business, and other social and health sciences, minimal text is devoted to theoretical underpinnings. The material is presented without the use of matrix algebra. As a whole the book prepares readers to write about and interpret LVM results they obtain in R. Each chapter features background information, boldfaced key terms defined in the glossary, detailed interpretations of R output, descriptions of how to write the analysis of results for publication, a summary, R based practice exercises (with solutions included in the back of the book), and references and related readings. Margin notes help readers better understand LVMs and write their own R syntax. Examples using data from published work across a variety of disciplines demonstrate how to use R syntax for analyzing and interpreting results. R functions, syntax, and the corresponding results appear in gray boxes to help readers quickly locate this material. A unique index helps readers quickly locate R functions, packages, and datasets. The book and accompanying website at http://blogs.baylor.edu/rlatentvariable/ provides all of the data for the book's examples and exercises as well as R syntax so readers can replicate the analyses. The book reviews how to enter the data into R, specify the LVMs, and obtain and interpret the estimated parameter values. The book opens with the fundamentals of using R including how to download the program, use functions, and enter and manipulate data. Chapters 2 and 3 introduce and then extend path models to include latent variables. Chapter 4 shows readers how to analyze a latent variable model with data from more than one group, while Chapter 5 shows how to analyze a latent variable model with data from more than one time period. Chapter 6 demonstrates the analysis of dichotomous variables, while Chapter 7 demonstrates how to analyze LVMs with missing data. Chapter 8 focuses on sample size determination using Monte Carlo methods, which can be used with a wide range of statistical models and account for missing data. The final chapter examines hierarchical LVMs, demonstrating both higher-order and bi-factor approaches. The book concludes with three Appendices: a review of common measures of model fit including their formulae and interpretation; syntax for other R latent variable models packages; and solutions for each chapter's exercises. Intended as a supplementary text for graduate and/or advanced undergraduate courses on latent variable modeling, factor analysis, structural equation modeling, item response theory, measurement, or multivariate statistics taught in psychology, education, human development, business, economics, and social and health sciences, this book also appeals to researchers in these fields. Prerequisites include familiarity with basic statistical concepts, but knowledge of R is not assumed.

The goal of the chapters in this SIOP Organizational Frontiers Series volume is to challenge researchers to break away from the rote application of traditional methodologies and to capitalize upon the wealth of data collection and analytic strategies available to them. In that spirit, many of the chapters in this book deal with methodologies that encourage organizational scientists to re-conceptualize phenomena of interest (e.g., experience sampling, catastrophe modeling), employ novel data collection strategies (e.g., data mining, Petri nets), and/or apply sophisticated analytic techniques (e.g., latent class analysis). The editors believe that these chapters provide compelling solutions for the complex problems faced by organizational researchers.

Aeromedical psychology is that branch of psychology pertaining to the assessment, selection and evaluation of aviation personnel. This book, Aeromedical Psychology, is designed to provide the means for a variety of clinicians to carry out sound assessment and selection procedures, perform informed evaluations and make subsequent recommendations regarding flight status and treatment strategies geared to the aviation environment. To facilitate a dynamic understanding of the field, the book emphasizes an integration of applications and theory, case examples and research. The book is divided into three parts. The first presents assessment and selection procedures for aviation personnel (i.e. air traffic controllers, flight officers and pilots) and astronauts and the many ways in which both psychologists and psychiatrists are involved in these roles. In the second part, the waiver standards put forth by both the FAA and the various branches of the military are presented, as well as the waiver decision process. Clinical issues unique to aviation - notably fear of flying, motivation to fly and airsickness - are addressed, as well as possible courses of intervention, treatment and disposition. In the final part, more specialized issues pertaining to aeromedical psychology are dealt with, namely the psychopharmacological research and regulations applicable to recreational pilots and aviation personnel, managing the aftermath of aviation mishaps and the psychologist's role in accident investigations.

Since its creation more than eighty years ago, the famous Rorschach inkblot test has become an icon of clinical psychology and popular culture. Administered over one million times world-wide each year, the Rorschach is used to assess personality and mental illness across a wide range of circumstances: child custody disputes, educational placement decisions, employment and termination proceedings, parole determinations, and even investigations of child abuse allegations. The test's enormous power shapes the lives of hundreds of thousands of people -- often without their knowledge. In the 1970s, this notoriously subjective test was supposedly systematized and improved. But is the Rorschach more than a modern variant on tea leaf reading?

"What's Wrong With the Rorschach?" challenges the validity and utility of the Rorschach and explains why psychologists continue to judge people by their reactions to ink blots, in spite of a half century of largely negative scientific evidence.

"What's Wrong With the Rorschach?" offers a provocative critique of one of the most widely applied and influential - and still intensely controversial - psychological tests in the world today. Surveying more than fifty years of clinical and scholarly research, the authors provide compelling scientific evidence that the Rorschach has relatively little value for diagnosing mental illness, assessing personality, predicting behavior, or uncovering sexual abuse or other trauma. In this highly engaging, novelistic account of the Rorschach's origins and history, the authors detail the wealth of scientific evidence that the test is of questionable utility for real-world decision making.

"What's Wrong With the Rorschach?" presents a powerfully reasoned case against using the test in the courtroom or consulting room - and reveals the strong psychological, economic, and political forces that continue to support the Rorschach despite the research that has exposed its shortcomings and dangers.

Assessing Adolescents with the MACI is an interpretive guide for using the Millon Adolescent Clinical Inventory—the most widely used personality assessment test for adolescents. The first book devoted exclusively to the MACI, this resource will prove a helpful guide for understanding the test, interpreting the results in clinical evaluation, and making appropriate recommendations for treatment and care management.

Unlike other assessment tests developed for adults and adapted for adolescents, the MACI was created to address the unique concerns, pressures, and situations of adolescents. The MACI is also constructed using an underlying theory of personality and psychopathology. The MACI is a 160-item, 31-scale self report inventory that was designed to assess personality styles, significant problems or concerns, and clinical symptoms in adolescents. Using a true false format, the MACI surveys a wide range of personality characteristics and clinical symptoms that tend to be a focus in psychological evaluations of teenagers that either have or are suspected of having emotional or behavioral difficulties.

While multi-scale personality inventories such as the MACI are useful for improving the clinician's understanding of an adolescent's personality and clinical symptoms, there are other reasons for using such instruments. The MACI can be used to formulate diagnostic hypotheses, confirm clinical diagnoses, formulate treatment plans, or assist in decision making surrounding case management and disposition planning. The MACI can be used as an outcome measure to evaluate changes in an adolescent's functioning as a result of treatment and intervention. Of course, the MACI can also be used in research studies to investigate a range of issues that pertain to adolescent psychopathology, personality, and treatment response.

Drawing on a broad range of sources, including data in the MACI manual, published research studies, unpublished research, theoretical literature, and his own experience with the test, Joseph McCann lays the groundwork for the basis of the test and then offers an exhaustive exploration of all facets of the test. Recognizing both the strengths and weaknesses of the MACI, McCann offers a balanced and comprehensive resource on this vital assessment tool.

"This book fills an important gap in the clinical literature . . . Joseph McCann, author of this first full text on the MACI, is the best known workshop presenter on the topic. Assessment with the MACI will enable the student and the clinician to develop a sophisticated basis for disentangling the many variations among youngsters, to assess both their assets and liabilities, to determine the presence of clinical disorders, and, most importantly, to provide a full picture that can serve as the basis for making decisions regarding each adolescent's welfare, that is, to be able to outline a logical course of treatment which may prove more optimally efficacious. It will guide the reader to transform the raw MACI test data, coordinate these data with the history of the youngster's experience, as well as with observational and interview information, facilitating interpretive syntheses and providing thereby a basis to help link assessment to psychotherapy. This text is insightful and comprehensive, a work of inestimable value to both practicing clinicians and students." —Theodore Millon, from the Foreword.

Contemporary Psychometrics features cutting edge chapters organized in four sections: test theory, factor analysis, structural equation modeling, and multivariate analysis. The section on test theory includes topics such as multidimensional item response theory (IRT), the relationship between IRT and factor analysis, estimation and testing of these models, and basic measurement issues that are often neglected. The factor analysis section reviews the history and development of the model, factorial invariance and factor analysis indeterminacy, and Bayesian inference for factor scores and parameter estimates. The section on structural equation modeling (SEM) includes the general algebraic-graphic rules for latent variable SEM, a survey of goodness of fit assessment, SEM resampling methods, a discussion of how to compare correlations between and within independent samples, dynamic factor models based on ARMA time series models, and multi-level factor analysis models for continuous and discrete data. The final section on multivariate analysis includes topics such as dual scaling of ordinal data, model specification and missing data problems in time series models, and a discussion of the themes that run through all multivariate methods. This tour de force through contemporary psychometrics will appeal to advanced students and researchers in the social and behavioral sciences and education, as well as methodologists from other disciplines.

In this volume, a diverse group of world experts in personality assessment showcase a range of different viewpoints on response distortion. Contributors consider what it means to "fake" a personality assessment, why and how people try to obtain particular scores on personality tests, and what types of tests people can successfully manipulate. The authors present and discuss the usefulness of a range of traditional and cutting-edge methods for detecting and controlling the practice of faking. These methods include social desirability (lie) scales, warnings, affective neutralization, unidimensional and multidimensional pairwise preferences, decision trees, linguistic analysis, situational measures, and methods based on item response theory. The wide range of viewpoints presented in this book are then summarized, synthesized, and evaluated. The authors make practical recommendations and suggest areas for future research. Anyone who wonders whether people exaggerate or lie outright on personality tests -- or questions what psychologists can and should do about it -- will find in this book stimulating questions and useful answers.

WISC-V: Clinical Use and Interpretation, Second Edition provides practical information for clinicians on the selection of subtest measures, along with their proper administration and interpretation. Full Scale IQ is identified as important for predicting relevant behaviors and primary index scores for characterizing the child's strengths and weaknesses. Classroom indicators of low scores on each of these abilities are identified, with suggested interventions, accommodations and instructional strategies for low scorers. Coverage includes ethnic differences for the Full Scale IQ and each primary index score, along with evidence of the profound influence of parental attitudes and expectations. Several other societal and contextual factors relevant to understanding racial/ethnic differences are presented. Two chapters review use of the WISC-V for identifying learning disabilities, testing of individuals with dyslexia, and best-practice recommendations to ensure accurate diagnosis and intervention. Concluding chapters describe advances in the Q-interactive system platform allowing administration of the WISC-V on iPads and other tablets, and how clinicians can tailor assessment using select WISC-V subtests and features.

This classic, widely used guide to the total Rorschach records of adolescents, including developmental trends and sex differences, is enriched with longitudinal data on the responses of thirty-five girls and thirty boys who were each tested annually from 10 to 16 years old. Rarely does one have the opportunity to study detailed records like these for the same subjects over such an unbroken period of time. Also included are thirty-five tables providing normative data, making this volume an essential tool for clinical and developmental psychologists alike.

This book reviews the statistical procedures used to detect measurement bias. Measurement bias is examined from a general latent variable perspective so as to accommodate different forms of testing in a variety of contexts including cognitive or clinical variables, attitudes, personality dimensions, or emotional states. Measurement models that underlie psychometric practice are described, including their strengths and limitations. Practical strategies and examples for dealing with bias detection are provided throughout. The book begins with an introduction to the general topic, followed by a review of the measurement models used in psychometric theory. Emphasis is placed on latent variable models, with introductions to classical test theory, factor analysis, and item response theory, and the controversies associated with each, being provided. Measurement invariance and bias in the context of multiple populations is defined in chapter 3 followed by chapter 4 that describes the common factor model for continuous measures in multiple populations and its use in the investigation of factorial invariance. Identification problems in confirmatory factor analysis are examined along with estimation and fit evaluation and an example using WAIS-R data. The factor analysis model for discrete measures in multiple populations with an emphasis on the specification, identification, estimation, and fit evaluation issues is addressed in the next chapter. An MMPI item data example is provided. Chapter 6 reviews both dichotomous and polytomous item response scales emphasizing estimation methods and model fit evaluation. The use of models in item response theory in evaluating invariance across multiple populations is then described, including an example that uses data from a large-scale achievement test. Chapter 8 examines item bias evaluation methods that use observed scores to match individuals and provides an example that applies item response theory to data introduced earlier in the book. The book concludes with the implications of measurement bias for the use of tests in prediction in educational or employment settings. A valuable supplement for advanced courses on psychometrics, testing, measurement, assessment, latent variable modeling, and/or quantitative methods taught in departments of psychology and education, researchers faced with considering bias in measurement will also value this book.

Drawing on the work of 75 internationally acclaimed experts in the field, Handbook of Item Response Theory, Three-Volume Set presents all major item response models, classical and modern statistical tools used in item response theory (IRT), and major areas of applications of IRT in educational and psychological testing, medical diagnosis of patient-reported outcomes, and marketing research. It also covers CRAN packages, WinBUGS, Bilog MG, Multilog, Parscale, IRTPRO, Mplus, GLLAMM, Latent Gold, and numerous other software tools. A full update of editor Wim J. van der Linden and Ronald K. Hambleton's classic Handbook of Modern Item Response Theory, this handbook has been expanded from 28 chapters to 85 chapters in three volumes. The three volumes are thoroughly edited and cross-referenced, with uniform notation, format, and pedagogical principles across all chapters. Each chapter is self-contained and deals with the latest developments in IRT.

This book is designed to give students and researchers the confidence to understand, assess, treat, and research test anxiety. Marty Sapp presents the various cognitive and behavioral theories of test anxiety along with instruments for measuring test anxiety. He integrates statistical methodology, measurement, and research designs with actual research situations that occur within the test anxiety field. In addition, the SPSS codes for conducting sample reliability and validity are provided along with the codes for finding confidence intervals around population reliability measures. Like the previous edition, the logic of structural equations modeling is presented with the EQS structural equations program. Many researchers view test anxiety as existing of factors such as Sarasons s four-factor model or Spielberger s two-factor model. Both models can be easily analyzed by EQS. In terms of treatment, affective, cognitive, behavioral, hypnosis, systematic desensitization, Eye-Movement Desensitization and Reprocessing (EMDR), and the Eye-Movement Technique (EMT) are presented. This book integrates applied research designs and statistical and measurement methodology that frequently occur in the test anxiety literature, but the methodological treatment of research is nonmathematical. Finally, extensive discussions of treatments for test anxiety are provided.

How do we measure happiness? Focusing on subjective measures as a proxy for welfare and well-being, this book finds ways to do that. Subjective measures have been used by psychologists, sociologists, political scientists, and, more recently, economists to answer a variety of scientifically and politically relevant questions. Van Praag, a pioneer in this field since 1971, and Ferrer-i-Carbonell present in this book a generally applicable methodology for the analysis of subjective satisfaction. Drawing on a range of surveys on people's satisfaction with their jobs, income, housing, marriages, and government policy, among other areas of life, this book shows how satisfaction with life "as a whole" is an aggregate of these domain satisfactions. Using German, British, Dutch, and Russian data, the authors cover a wide range of topics, even some not usually considered part of economic study. The book makes a distinction between actual satisfaction levels and individual norms, and in this way complements Van Praag's earlier work within the Leyden School with his later work in "happiness research". Among the many topics covered, the authors discuss: individuals' memory and anticipation processes and the estimation of adaptation phenomena (how individuals adapt to changing circumstances); the effect of reference groups on income norms and satisfaction with income; the importance of climate for well-being, including the development of a climate-equivalence index; the trade-offs between chronic diseases and income when well-being is kept constant; the damage of aircraft noise on well-being; the construction of a new talent tax tariff; and inequality from a satisfaction perspective, including the definition of "satisfaction inequalities", a natural extension of income inequality and poverty. This groundbreaking book presents new and fruitful methodology that consitutes a welcome addition to the social sciences.