Each day, we make judgments about the personality characteristics of those around us, and we routinely rely on them to guide our behavior in interpersonal interactions and relationships. This handbook provides a review of theory and research on the accuracy of personality judgments. After a historical review, the first section presents the major theoretical models that guide research in this area and describes methodological approaches to evaluating accuracy. The second section reviews the research findings relevant to four moderators of accuracy, and the third section focuses on judgments people make of themselves. The fourth section examines various types of information used in making personality judgments, while the fifth section provides examples of some of the domains to which accuracy research can be applied, including romantic relationships and clinical practice. Learning about the process of accurate judgments can be used to help people understand when and how they are more likely to make accurate judgments, and this handbook offers a thorough, evidence-based, and up-to-date review of this research field.

In "Worthy Efforts" Catharina Lis and Hugo Soly offer an innovative approach to the history of perceptions and representations of work in Europe throughout Classical Antiquity and the medieval and early modern periods. Covering the broadest possible range of historical writings to elucidate the subject, and using visual representations as sources of information as well, they address the significance of work for different groups and its impact on their sense of self-esteem and their social identity. The authors reject the standard historical account of perceptions of work. They question the clear distinction generally drawn between Classical Antiquity and subsequent periods, the revolutionary role attributed to Christianity, and the part played by monasticism, Humanism, the Reformation, and the Enlightenment.

This book takes up the agenda of the late (but unknown) L. S. Vygotsky, who had turned to the philosopher Spinoza to develop a holistic approach to psychology, an approach that no longer dichotomized the body and mind, intellect and affect, or the individual and the social. In this approach, there is only one substance, which manifests itself in different ways in the thinking body, including as biology and culture. The manifestation as culture is premised on the existence of the social. In much of current educational psychology, there are unresolved contradictions that have their origin in the opposition between body and mind, individual and collective, and structure and process-including the different nature of intellect and affect or the difference between knowledge and its application. Many of the same contradictions are repeated in constructivist approaches, which do not overcome dichotomies but rather acerbate them by individualizing and intellectualizing our knowledgeable participation in recognizably exhibiting and producing the everyday cultural world. Interestingly enough, L. S. Vygotsky, who is often used as a referent for making arguments about inter- and intrasubjective "mental" "constructions," developed, towards the end of his life, a Spinozist approach according to which there is only one substance. This one substance manifests itself in two radically different ways: body (material, biology) and mind (society, culture). But there are not two substances that are combined into a unit; there is only one substance. Once such an approach is adopted, the classical question of cognitive scientists about how symbols are grounded in the world comes to be recognized as an artefact of the theory. Drawing on empirical materials from different learning settings-including parent-child, school, and workplace settings-this book explores the opportunities and implications that this non-dualist approach has for educational research and practice.

This edited volume offers cross-country and cross-cultural applications of Dialogical Self Theory within the field of education. It combines the work of internationally recognized authors to demonstrate how theoretical and practical innovations emerge at the highly fertile interface of external and internal dialogues. The Theory, developed by Hubert Hermans and his colleagues in the past 25 years, responds fruitfully to the issue of educational experts hitherto working in splendid isolation and does so by combining two aspects of Dialogical Self Theory: the dialogue among individuals as well as dialogical processes within individuals, in this context students and teachers. It is the first book in which Dialogical Self Theory is applied to the field of education. In 13 chapters, authors from different cultures and continents produce theoretical considerations and a wide variety of practical procedures showing that this interface is an ideal ground for the production of new theoretical, methodological, and practical approaches that enrich the work of educational researchers and specialists. Academics, practitioners, and postgraduate students in the field of education, particularly those who are interested in the innovative and community-enhancing potentials of dialogue, will find this book valuable and informative. Ultimately the work presented here is intended to inspire more self-reflection and creative ways to engage in new conversations that can respond to real-world issues and in which education can play a more vital role.

The basic text for the understanding of patients with pathological narcissism.

This monograph examines truth in fiction by applying the techniques of a naturalized logic of human cognitive practices. The author structures his project around two focal questions. What would it take to write a book about truth in literary discourse with reasonable promise of getting it right? What would it take to write a book about truth in fiction as true to the facts of lived literary experience as objectivity allows? It is argued that the most semantically distinctive feature of the sentences of fiction is that they areunambiguously true and false together. It is true that Sherlock Holmes lived at 221B Baker Street and also concurrently false that he did. A second distinctive feature of fiction is that the reader at large knows of this inconsistency and isn't in the least cognitively molested by it. Why, it is asked, would this be so? What would explain it? Two answers are developed. According to the no-contradiction thesis, the semantically tangled sentences of fiction are indeed logically inconsistent but not logically contradictory. According to the no-bother thesis, if the inconsistencies of fiction were contradictory, a properly contrived logic for the rational management of inconsistency would explain why readers at large are not thrown off cognitive stride by their embrace of those contradictions. As developed here, the account of fiction suggests the presence of an underlying three - or four-valued dialethic logic. The author shows this to be a mistaken impression. There are only two truth-values in his logic of fiction. The naturalized logic of Truth in Fiction jettisons some of the standard assumptions and analytical tools of contemporary philosophy, chiefly because the neurotypical linguistic and cognitive behaviour of humanity at large is at variance with them. Using the resources of a causal response epistemology in tandem with the naturalized logic, the theory produced here is data-driven, empirically sensitive, and open to a circumspect collaboration with the empirical sciences of language and cognition.

Racial and ethnic issues stand at the core of social, political, and economic concerns in an increasingly diverse America. Accordingly, how individuals from the various ethnic groups regard themselves-and others-is a salient focus of research studies across the disciplines. Measuring Race and Ethnicity gathers psychological measures of common phenomena such as racial identity, acculturation, and intra- and intergroup relations enabling researchers to compare concepts across groups and better evaluate differences and disparities. Researchers in psychology, social work, and public health examining cultural and race-related topics will find an immediately relevant source of valid and reliable scales in Measuring Race and Ethnicity.

A new take on our bio-cultural evolution explores how the "inner theatre" of the brain and its "animal-human stages" are reflected in and shaped by the mirror of cinema. Vampire, werewolf, and ape-planet films are perennial favorites-perhaps because they speak to something primal in human nature. This intriguing volume examines such films in light of the latest developments in neuroscience, revealing ways in which animal-human monster movies reflect and affect what we naturally imagine in our minds. Examining specific films as well as early cave images, the book discusses how certain creatures on rock walls and movie screens express animal-to-human evolution and the structures of our brains. The book presents a new model of the human brain with its theatrical, cinematic, and animal elements. It also develops a theory of "rasa-catharsis" as the clarifying of emotions within and between spectators of the stage or screen, drawing on Eastern and Western aesthetics as well as current neuroscience. It focuses on the "inner movie theater" of memories, dreams, and reality representations, involving developmental stages, as well as the "hall of mirrors," ape-egos, and body-swapping identifications between human beings. Finally, the book shows how ironic twists onscreen-especially of contradictory emotions-might evoke a reappraisal of feelings, helping spectators to be more attentive to their own impulses. Through this interdisciplinary study, scholars, artists, and general readers will find a fresh way to understand the potential for interactive mindfulness and yet cathartic backfire between human brains-in cinema, in theater, and in daily life. Creates a new model exploring the "inner theater" of human reality perceptions, fantasies, memories, and dreams in relation to art, ritual, everyday actions, and cultural events Employs neuroscience research, evolutionary theory, and various performance paradigms, drawing on what is known about the animal ancestry and neural circuitry of the human brain to probe the framework of our bio-cultural evolution Explains how the "emotion pictures" found in prehistoric caves represent turning points in human awareness Examines a wide range of beast-people films ranging from the 1931 Dracula to the Twilight series (2008-2012) and the 2014 Dawn of the Planet of the Apes, showing how viewers connect to the films and the potential positive and negative impacts they have

Three particular themes are basic to this study. First, that the human race and its environment are involved in a slowly progressive process of revelation and understanding of its inherent features. And that we are all participating in this ongoing evolutionary cycle. Second, and closely related to the first tenet, man is not separable from his environment. We all share in this cyclic development. Third, that our egoic structures, with the data and experiences they involve, can play a key role in our personal understanding of this ongoing developmental process. The role of the ego is paradoxical. It can be a relatively stable reference used to enhance personal insight concerning its own dynamic structure and similar aspects of its environment. Or it can be maintained with a rigidity that hinders progressive learning. That is, the ego unit has the dual possibilities of affording a focus aiding progressive insight, or becoming a barrier that temporarily diminishes it. The aim of this study is therefore to reduce possible restrictive rigidity as we investigate the role of the egoic unit in seeking greater understanding of its own dynamic structures and their similarly dynamic environment. To pursue this aim we refer to insights from medical practice, philosophy and science. The underlying awareness of an evolving consciousness means that the insights and ideas presented are shared in the expectation that they too will be modified in due course. But if they help provoke interest and insight concerning the paradoxical nature o f our personal processes, they will have served their purpose.

First taught in the United States in 1971, the Enneagram is now used in counseling settings, corporations, university classrooms (including Stanford Business School) and other educational institutions. The Enneagram system is a model of human development which describes nine patterns of personality. Each type is distinct with its own point of view and focus of attention based on nine psychological strategies. Janet Levine, a long-term educator, and with many years experience using the model, has through research and refinement, pioneered an application for educators and students in their quest to facilitate teaching and learning. This is an in-depth description of the system, and a practical guide.

"The Enneagram Intelligences" pioneers a new field, a study of the impact of personality in education on both teaching and learning styles, and other areas of institutions--for instance, the faculty roles and rewards debate. The Enneagram model describes with great accuracy why we behave the way we do. The book is a practical guide to understanding personality and applying that knowledge in all educational dynamics. Through the words and observations of educators, we gain insight into the Enneagram. We can see and understand the 360 degrees of human possibility, and are no longer limited to our forty degree take on reality. This liberates us into a new understanding of ourselves and others, a new way of perceiving differences.

Levine's book does for personality and teaching and learning styles what other great innovations such as those of A.S. Neill, Maria Montessori, Rudolf Steiner, John Dewey, Isabel Myers and Katherine Briggs, and Ernest Boyer have done for education in general: move forward the frontier of understanding, shift the paradigm, change the perceptual lens.

social neuroscience, social psychology, developmental, psychology, social cognition, vision research and clinical psychology. social neuroscience, social psychology, developmental, psychology, sThis comprehensive volume reviews current developments in our evolving knowledge of social attention and its processes. In doing so, it examines the brain-behavioral bases of social attention from diverse complementary fields, including disordered and healthy adult findings, infant and developmental studies and social neuroscience. The studies explored in this volume reflect the ongoing shift toward naturalistic, context-based experiments and integrative scientific approaches, and away from relying solely on standardized tasks in laboratory settings. In keeping with this proactive perspective, the authors pose critical questions throughout the book to point readers toward the potential next wave of research developments and interventions.Included in the coverage: The development of social attention in human infants. Neural bases for social attention in healthy humans. Social attention, social presence, and the dual function of gaze. Early departures from normative processes of social engagement in infants with Autism Spectrum Disorder. Aberrant social attention and its underlying neural correlates in adults with ASD. The future of social attention research. The Many Faces of Social Attention will interest researchers in social neuroscience, social psychology, developmental psychology, social cognition, visual attention and cognition, and clinical psychology, and inspire new advances in this increasingly important area of study. ocial cognition, vision research and clinical psychology.

This volume seeks to explore the idea of identity as a flexible center of events around which aspects of the self and events in the outside world are organized. Historically, in much of the literature, identity was conceptualized as a somewhat fixed, unchanging construct. Scholars now have a greater awareness of more nuanced theories about identity and there is a greater willingness to accept that identity is not fixed, concrete, and permanent, but rather evolving and fluid. Although this volume discusses a wide variety of aspects of identity as it flexibly changes during adulthood in the face of numerous experiences, it is really addressing one key question. How adaptive and fluid is identity and how can we know ourselves as both continuing and changing? Exploring these ideas raises the importance of future research on adult identity. With a firm grounding in the historical and theoretical background of identity research, this volume begins by defining identity and the psychological "self" as a center around which the person's behaviors and self-concepts revolve. The following chapters gather the wisdom of many writers who all accepted the challenge of talking about creating a flexible adult self and identity during adulthood. They come at this challenging question from many different perspectives using different tools. Some survey existing literature and theory, then summarize prior work in a meaningful way. Some discuss their own research; some reflect on personal experiences that have demanded a flexible identity. Also included in the coverage are discussions of methodology and validity issues for studies and scales of identity. With its dual focus on research and applied fields ranging across social and personality psychology, industrial/occupational psychology, cross-cultural psychology, mental health, existential issues, relationships, and demographic categories, Identity Flexibility During Adulthood: Perspectives on Adult Development is a fascinating and complex resource for psychologists, sociologists, anthropologists, gerontologists, and all those interested in our changing identities.

In this insightful book, the author vividly takes the reader inside the minds of people who are paranoid: experiencing delusions of persecution ranging from thinking others are "out to get" them to falsely believing they have physical illness. Kantor also explains to us other facets of the Paranoid Personality, including suspiciousness, hypersensitivity, extreme vigilance, simmering anger, and a tendency to blame others for and absolve oneself of almost everything. How does such paranoia affect one's life? Whether one is a paranoiac wanting to recover from the emotional disorder, or a person looking for the best way to deal with a paranoid husband, wife, friend, boss, or acquaintance, this book offers understanding and guidance. As Kantor explains, the term "paranoid" should not be used as a hurtful epithet. "Paranoid individuals are no more or less evil than persons with any other emotional disorder, or for that matter, persons with a physical disorder. Paranoia is a disorder of the mind, not a flaw of character," says Kantor. Paranoid individuals are not invariably social misfits. They are found in all walks of life and in all professions, suffering from this disorder that distorts behavior and affects those with whom they come in contact, often in devastating ways. Politicians who write attack ads, spouses who beat or kill their partners, people in road or supermarket rage incidents are all among the possibly paranoid, as are students who perpetrate violence at their schools and fired employees who wreak violence at their former workplaces. Recognizing and treating paranoid behaviors can prevent or reduce antisocial activity and violence against individuals and society.

This volume brings together leading scholars in the area of symbolic interactionism to offer a broad discussion of issues including identity, dialogue and legitimacy. Authors move the concept of interaction order into new interpretive spaces, marking the unique contributions of symbolic interactionism to the contractions that define the postmodern social order.

Many people are familiar with the Enneagram, a description of personality types. Many are increasingly familiar with Essence, meaning qualities of being, a rapidly developing field in modern psychology. "9 Dimensions of the Soul" is the first book to relate the two, understanding the personality types of the Enneagram in relation to the Essence. It integrates, in a direct practical way, the spiritual and psychological dimensions of the Enneagram. In doing so, it sheds a new light on our personality, its origins and how it operates, presenting an accurate map of our inner and outer self, our personality and our inner being. It shows how these two dimensions are connected, and how they hold the key to our personal transformation and to fulfilling couple relationships. It functions equally well on a broader social scale, revealing new insights into how organizations and countries actually function.

People have strong moral beliefs about right and wrong, yet commonly act contrary to those beliefs. Most of us, at some time or another, have crossed a moral line and yet still view ourselves as moral and have a clean conscience. From intimate relationships to national politics, we define ourselves in large part by how we - and our friends, family, and members of our social groups - draw moral lines around our actions, thoughts, and intentions. While philosophers have weighed in on these issues for thousands of years, social scientists often underplay social life's moral dimension. "Moral Selves, Evil "Selves highlights our individual sense of moral coherence and develops a theory of the development and maintenance of this sense in an ambiguous and complicated social world. By conceptualizing a social psychology of conscience, this book explains how we can properly include individual and societal notions of morality into understanding the self across time and situation.

Due to its theoretical and educational significance within the language learning process, the study of L2 motivation has been an important area of second language acquisition research for several decades. Over the last few years L2 motivation research has taken an exciting new turn by focusing increasingly on the language learner's situated identity and various self-perceptions. As a result, the concept of L2 motivation is currently in the process of being radically reconceptualised and re-theorised in the context of contemporary notions of self and identity. With contributions by leading European, North American and Asian scholars, this volume brings together the first comprehensive anthology of key conceptual and empirical papers that mark this important paradigmatic shift.