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Full Download Personality Psychology 6th Edition Larsen Solutions Manual
Full Download Personality Psychology 6th Edition Larsen Solutions Manual
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1
Chapter 2 Personality Assessment, Measurement, and Research Design
Chapter 2
Personality Assessment, Measurement, and
Research Design
Chapter Overview
This chapter provides students with an introduction to the sources of personality data, research
designs in personality, and how personality measures are evaluated. The authors first address the
four primary sources of data collected by personality psychologists. These are self-report data (S-
data), observer-report data (O-data), test-data (T-data), and life-outcome data (L-data). The
authors then address the conditions where there exists links among the different sources of data
and also the conditions where there is no linkage among them. Because personality data are
fallible, the authors recommend collecting data from more than one data source. Results that
transcend data sources are more powerful. The authors then discuss how personality measures
are evaluated. This section of the chapter includes discussions of a measure’s reliability, validity,
and generalizability. Next, the authors discuss the three key research methods used by
personality psychologists. These methods are experimental designs, correlational designs, and
case studies. Each research method has its own strengths and weaknesses. The strength of one
design is a weakness of another, and the weakness of one design is a strength of another. The
authors note that the type of design one uses will depend on the research question and the
purpose of the investigation. The authors close by noting that no source of data is perfect and that
no research method is perfect. Whether a data source or method is appropriate will depend on the
research question and the purpose of the research.
Learning Objectives
1. Describe and provide examples of the four sources of data collected by personality
psychologists: Self-report data (S-data), observer-report data (O-Data), test-data (T-data),
and life-outcome data (L-data).
3. Discuss how each source of personality data can provide information not provided by other
sources of data.
4. For O-data, discuss the problems of selecting observers (naturalistic and artificial
Larsen, Personality Psychology, 6e
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manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part.
observations).
5. For T-data, discuss the strengths and weaknesses of mechanical recording devices and
physiological recording devices, and provide examples of each type of device.
6. For T-data, provide and discuss examples of projective techniques, and identify the
strengths and weaknesses of such sources of data.
7. Discuss the conditions under which one might expect links among different sources of data
and how the presence or absence of these links can be interpreted.
8. Define reliability, and discuss test-retest reliability, inter-rater reliability, and internal
consistency reliability.
9. Define validity, and discuss face validity, predictive or criterion validity, convergent
validity, discriminative validity, and construct validity.
10. Define and discuss generalizability, and examine the different contexts to which a measure
might be generalizable.
11. Provide and describe examples of the three types of research methods used by personality
psychologists: experimental methods, correlational designs, and case studies.
12. Identify the strengths and weaknesses of each type of research method used by personality
psychologists.
13. Identify and discuss when it might be appropriate to use only one of the three research
methods.
14. Discuss how each type of research method provides information not provided by the other
research methods.
Chapter Outline
The most obvious source of information about a person is self-report data (S-data)—the
information a person reveals.
© 2018 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any
manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part.
3
Chapter 2 Personality Assessment, Measurement, and Research Design
Self-report data can be obtained through a variety of means, including interviews that
pose questions to a person, periodic reports by a person to record the events as they
happen, and questionnaires.
One good reasons for using self-report is that individuals have access to a wealth of
information about themselves that is inaccessible to anyone else, such as their habitual
level of anxiety (e.g., Vazire, 2010).
Self-report can take a variety of forms, ranging from open-ended “fill in the blanks” to
forced-choice true-or-false questions.
Sometimes these are referred to as unstructured (open-ended, such as “Tell me about
the parties you like the most”) and structured (“I like loud and crowded parties”—
answer “true” or “false”) personality tests.
Likert rating scale is a complex method, which involves requesting participants to
indicate in numerical form the degree to which each trait term characterizes them, say
on a 7-point rating scale of 1 (least characteristic) to 7 (most characteristic).
For the self-report method to be effective, respondents must be both willing and able to
answer the questions put to them.
o People are not always honest, especially when asked about unconventional
experiences, such as unusual desires, unconventional sex practices, and
undesirable traits.
o Some people may lack accurate self-knowledge.
© 2018 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any
manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part.
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grace, her form all of beauty to me who opposite sat and was
watching her dextrous fingers.
The manufacture of flax into linen material was ever felt to be of
vast importance, and was encouraged by legislation from earliest
colonial days, but it received a fresh impulse in New England
through the immigration of about one hundred Irish families from
Londonderry. They settled in New Hampshire on the Merrimac about
1719. They spun and wove by hand, but with far more skill than
prevailed among those English settlers who had already become
Americans. They established a manufactory according to Irish
methods, and attempts at a similar establishment were made in
Boston. There was much public excitement over spinning. Women,
rich as well as poor, appeared on Boston Common with their wheels,
thus making spinning a popular holiday recreation. A brick building
was erected as a spinning-school, and a tax was placed in 1737 to
support it. But this was not an industrial success, the excitement died
out, the public spinning-school lost its ephemeral popularity, and the
wheel became again simply a domestic duty and pride.
For many years after this, housewives had everywhere flax and
hemp to spin and weave in their homes, and the preparation of these
staples seems to us to-day a monumental labor. On almost every
farm might be seen a patch of the pretty flax, ripening for the hard
work of pulling, rippling, rotting, breaking, swingling, and combing,
which all had to be done before it came to the women’s hands for
spinning. The seed was sown broad-cast, and allowed to grow till the
bobs or bolls were ripe. The flax was then pulled and spread neatly
in rows to dry. This work could be done by boys. Then men whipped
or threshed or rippled out all the seed to use for meal; afterwards the
flax stalks were allowed to lie for some time in water until the shives
were thoroughly rotten, when they were cleaned and once more
thoroughly dried and tied in bundles. Then came work for strong
men, to break the flax on the ponderous flaxbreak, to get out the
hard “hexe” or “bun,” and to swingle it with a swingle knife, which
was somewhat like a wooden dagger. Active men could swingle forty
pounds a day on the swingling-board. It was then hetchelled or
combed or hackled by the housewife, and thus the rough tow was
gotten out, when it was straightened and made ready for the spruce
distaff, round which it was finally wrapped. The hatchelling was
tedious work and irritating to the lungs, for the air was filled with the
fluffy particles which penetrated everywhere. The thread was then
spun on a “little wheel.” It was thought that to spin two double skeins
of linen, or four double skeins of tow, or to weave six yards of linen,
was a good day’s work. For a week’s work a girl received fifty cents
and “her keep.” She thus got less than a cent and a half a yard for
weaving. The skeins of linen thread went through many tedious
processes of washing and bleaching before being ready for weaving;
and after the cloth was woven it was “bucked” in a strong lye, time
and time again, and washed out an equal number of times. Then it
was “belted” with a maple beetle on a smooth, flat stone; then
washed and spread out to bleach in the pure sunlight. Sometimes
the thread, after being spun and woven, had been washed and
belted a score of times ere it was deemed white and soft enough to
use. The little girls could spin the “swingling tow” into coarse twine,
and the older ones make “all tow” and “tow and linen” and “harden”
stuffs to sell.
To show the various duties attending the manufacture of these
domestic textiles by a Boston woman of intelligence and social
standing, as late as 1788, let me quote a few entries from the diary
of the wife of Col. John May:—
A large kettle of yarn to attend upon. Lucretia and self rinse
our through many waters, get out, dry, attend to, bring in, do
up and sort 110 score of yarn, this with baking and ironing.
Went to hackling flax.
Rose early to help Ruth warp and put a piece in the loom.
Baking and hackling yarn. A long web of tow to whiten and
weave.
The wringing out of this linen yarn was most exhausting, and the
rinsing in various waters was no simple matter in those days, for the
water did not conveniently run into the houses through pipes and
conduits, but had to be laboriously carried in pailfuls from a pump, or
more frequently raised in a bucket from a well.
I am always touched, when handling the homespun linens of olden
times, with a sense that the vitality and strength of those enduring
women, through the many tedious and exhausting processes which
they had bestowed, were woven into the warp and woof with the flax,
and gave to the old webs of linen their permanence and their
beautiful texture. How firm they are, and how lustrous! And how
exquisitely quaint and fine are their designs; sometimes even
Scriptural designs and lessons are woven into them. They are,
indeed, a beautiful expression of old-time home and farm life. With
their close-woven, honest threads runs this finer beauty, which may
be impalpable and imperceptible to a stranger, but which to me is
real and ever-present, and puts me truly in touch with the life of my
forbears. But, alas, it is through intuition we must learn of this old-
time home life, for it has vanished from our sight, and much that is
beautiful and good has vanished with it.
The associations of the kitchen fireside that linger in the hearts of
those who are now old can find no counterpart in our domestic
surroundings to-day. The welcome cheer of the open fire, which
graced and beautified even the humblest room, is lost forever with
the close gatherings of the family, the household occupations, the
homespun industries which formed and imprinted in the mind of
every child the picture of a home.
Transcriber’s Notes
Minor punctuation errors have been silently corrected.
Page 100: “take the the case” changed to “take the case”
Page 162: “promply sailed” changed to “promptly sailed”
Page 302: “was was set outside” changed to “was set outside”
Spelling and punctuation quoted from original sources has been left as-is.
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