It is likely that many contemporary personality psychologists would say that the person-situation debate is over. We agree that most of the empirical issues that ignited the debate have been resolved (and were probably resolved by the late 1970s). In fact, we acknowledge that many psychologists will find continued discussion of this debate to be quite tiresome. Yet in spite of this wide agreement, tensions still run high. It seems that there is less agreement about how and why the debate ended, whether it was ultimately productive, and how the field should move forward. Given that the major empirical issues have been resolved, we are left with the impression that when psychologists talk about the "person-situation debate" they are really talking about issues that are related to many different debates, and the conflation of various debates prevents a complete resolution to the issues. We also believe that deeper philosophical issues also contribute to the tensions in the debate. When putting together this special issue, we had hoped to be able to disentangle the various dimensions of the person-situation debate and to isolate those that remain contentious 40 years after the publication of Personality and Assessment. Our ultimate goal in this respect was to facilitate future discussion and to prevent psychologists from talking past one another when discussing these issues that are so critical for our field. In this essay, we have attempted to take a preliminary step in the direction of clarifying these issues. Our insights are not novel and we certainly do not believe that the dimensions of the debate that we identified are comprehensive or complete. However, we hope they highlight the fact that some subtler issues may be intertwined with or may have resulted from the person-situation debate and these underlying issues may remain a primary source of negative affect among many of those involved. Can a debate really be over if the feelings are still raw? Perhaps the negative affect that remains simply results from lingering personal wounds that have yet to heal. Yet we also believe that many young psychologists who were far removed from academic psychology in the 1970s and 1980s have strong reactions to these issues, and therefore this "life history" explanation may not account for all of the negativity. Indeed, we believe that it is more likely that there are deeper issues that remain unresolved. Perhaps this is naïve, but it seems to us that the debate will be over not just when psychologists are willing to say it is over, but when we can talk about all of the issues without experiencing high levels negative affect. It seems that greater precision and clarity regarding the underlying debates is needed before this goal can be achieved. It is also potentially useful to recognize that the person-situation debate involves issues that transcend scientific concerns, a fact which may perpetuate affective reactions and prevent a complete resolution of the issues. To read the full-text of this research, January 1991 · Journal of Personality and Social Psychology The notion of illusory correlations based on distinctiveness is criticized on both methodological and conceptual grounds. When the relative number of positive and negative behaviors in a majority and a minority group is constant, but the base rate of negative behaviors is low, a more negative impression is created of the minority than the majority (as evident in frequency estimates, cued recall, ... [Show full abstract] and impression judgments). This phenomenon is usually explained in terms of the enhanced distinctiveness of infrequent events. However, theoretical arguments and some empirical studies are provided for an alternative explanation of the illusion in terms of information loss and regressive judgments. The imprecise and often circular use of the term distinctiveness is criticized. However, the validity and social psychological relevance of the illusion itself remains unquestioned. (PsycINFO Database Record (c) 2012 APA, all rights reserved) Read moreJune 1949 · American Psychologist
The introductory course is "biologically toned, experimentally grounded and systematically prescribed." A student taking the introductory course attends 2 one-hour lectures and 4 consecutive laboratory hours per week. The lecture content following the textbook developed at Columbia includes the following topics: Psychology and the Reflex; Respondent Conditioning; Operant Conditioning; Extinction ... [Show full abstract] and Reconditioning; Generalization and Discrimination; Differentiation Chaining; Secondary Reinforcement; Motivation; Emotion; Social Behavior. In the laboratory course each student has his own rat and "the amount of data turned out each week is impressive." New advanced courses which were introduced include Discrimination and Motivation; Conditioning, while Social Psychology and Differential Psychology were retained. It is planned to make Abnormal Psychology a laboratory course. (PsycINFO Database Record (c) 2012 APA, all rights reserved) Read moreArticle Full-text available July 2007 · The Journal of Positive Psychology
This study explored the hope and optimism constructs and their unique variances in predicting life satisfaction. The subscales (Agency and Pathways) of the Adult Hope Scale (Snyder, Harris et al., 199134. Snyder , CR , Harris , C , Anderson , JR , Holleran , SA , Irving , LM Sigmon , ST . 1991 . The will and the ways: Development and validation of an individual-differences measure of hope . ... [Show full abstract] Journal of Personality and Social Psychology , 60 : 570 – 585 . [CrossRef], [PubMed], [Web of Science ®], [CSA]View all references) and optimism and pessimism as measured by the Life Orientation Test-Revised (LOT-R; Scheier, Carver, & Bridges, 1994) were compared in terms of ability to predict life satisfaction as measured by the domain-specific Quality of Life Inventory (QOLI®; Frisch, 199417. Frisch , MB . 1994 . Manual and treatment guide for the Quality of Life Inventory (QOLI) , Minneapolis, MN : National Computer Systems . View all references; Study 1, N = 331) and the global measure Satisfaction with Life Scale (Diener, Emmons, Larsen, & Griffin, 198513. Diener , E , Emmons , RA , Larsen , RJ and Griffin , S . 1985 . The Satisfaction with Life Scale . Journal of Personality Assessment , 49 : 71 – 75 . [Taylor & Francis Online], [PubMed], [Web of Science ®]View all references; Study 2, N = 215). The Agency subscale of the Adult Hope Scale was the better predictor of life satisfaction in both studies. The implications of these findings for theory and measurement of hope and optimism are discussed. View full-textOctober 2018 · British Journal of Guidance and Counselling This article introduces the empirical support for and theoretical tenets of Goal Focused Positive Psychotherapy (GFPP), a comprehensive, evidence-based, psychotherapy model. GFPP’s approach emerges from positive and social psychology research, and is informed by psychotherapy research from the common and contextual models. Its interventions focus on idiosyncratic and multiculturally-attuned ... [Show full abstract] client factors, particularly client strengths and goals, in an effort to increase subjective well-being and facilitate the client’s experience of a meaningful, satisfying life. Enhanced client well-being provides more robust and abundant resources for proactively addressing presenting concerns without requiring intensive focus on client deficits, symptoms, or trauma. The mechanism of change is positive emotion, as informed by the broaden-and-build [Fredrickson, B. L. (2001). The role of positive emotions in positive psychology: The broaden-and-build theory of positive emotions. American Psychologist, 56(3), 218–226. doi:10.1037/0003-066X.56.3.218] biopsychosocial model. The therapeutic alliance creates a healing context cultivated through a focus on hope, strengths, and client-centred experiences of self-determination. Read more
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Explain the person-situation controversy ignited by walter mischel.
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