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Personality Psychology: 2nd Edition

Understanding
Yourself and Others
Jean M. Twenge W. Keith Campbell
 Contents vii

Displacement 158 Extrinsic Versus Intrinsic Goals 197

Sublimation 158 Questionnaire 7.3: Aspirations Index 197
Humor 159 Which Goals Are More Likely to Make
Questionnaire 6.1: Humor Styles Scale 159 You Happy? 197
Defensive Pessimism 160 The Science of Personality: How to Do
Questionnaire 6.2: Defensive an Experiment 197
Pessimism Scale 160 How Are Goals the Same and Different
Empirical Evidence for the Defense Across Cultures? 198
Mechanisms 160 How Do Goals Affect the Way You Think? 198
Challenges to Freudian Theories and What Works Better: Extrinsic or Intrinsic
Applications to Modern Psychology 161 Motivation? 199
Jung 163 Mindfulness, Flow, and Meaning 201
The Archetypes 163 Questionnaire 7.4: Mindful Attention
Personality’s Past: Jung’s “House Dream” 163 Awareness Scale 201
The Ego, Its Attitudes, and Its Functions 168 Mindfulness 201
Questionnaire 6.3: Jung Type Indicator 168 Peak Experiences and Flow 203
The Process of Individuation 170 Meaning and Purpose in Life 204

Adler, Horney, and Object Relations Theory 171 Concluding Thoughts 205
Alfred Adler 171
Karen Horney 172 8 How Learning Shapes
Object Relations Theory 173 Behavior  208
Concluding Thoughts 175
Operant Conditioning: How to Get People
(and Pets) to Do What You Want 210
Four Ways of Modifying Behavior 211
7 Motivation  178 Reinforcement Schedules 215

Timeline: A Brief and Selected History Socialization and Reciprocal Determinism 217
of Theory and Research on Motivation 180 Behavior Modification: Operant Conditioning
Approach and Avoidance Motivation 181 in Action 219
Questionnaire 7.1: Approach Versus How Behavior Modification Works 219
Avoidance Temperament Scale 182 Using Behavior Modification on Yourself 221
Maslow’s Hierarchy of Needs 185 How Far Can Behavior Modification Go? 222
The Major Needs 186 Expectancies and Locus of Control 223
Self-Actualization and Humanistic Questionnaire 8.1: Nowicki Locus
Psychology 187 of Control Scale 224
Implicit Motives 188 Classical Conditioning: How to Get People
Three Major Implicit Motives 189 (and Pets) to Drool 225
How Do Implicit and Explicit Motives Classical Conditioning and Fear 226
Affect Behavior? 192 Personality’s Past: The Scandal
Personality’s Past: Achievement Motivation of John B. Watson 228
in Children’s Books 193 Habituation 229
The Implicit Motives of Presidents and Eras 193 Sleep Conditioning: How Did You Sleep
Self-Determination Theory 194 Last Night? 230
Questionnaire 7.2: Balanced Measure Phobias and Their Cure 231
of Psychological Needs 195 Concluding Thoughts 232
viii Contents

Part III: Applying Personality Cultural Change and Cross-Cultural

Variations in Sex Differences 272
Psychology in the
Comparing Men and Women 273
Real World  235
Timeline: A Brief and Selected History
9 Personality Across of the Study of Sex Differences and
the Lifespan  236 Psychological Masculinity and Femininity 274
Big Five Personality Traits 275
Methods for Measuring Personality over Time 238 The Science of Personality: Doing
The Science of Personality: How Data Analysis to Discover Sex
to Design a Longitudinal Study 239 Differences 277
Personality During Childhood Leadership 277
and Adolescence 239 “Masculinity” and “Femininity” 278
Child Temperament 239 Questionnaire 10.1: Personal Attributes
Questionnaire 9.1: Temperament Assessment Questionnaire 279
Battery for Children: Parent Form 240 Jobs and Hobbies 280
Personality’s Past: The Q-Sort: Building Nonverbal Behaviors and Appearance 283
a Personality Scale for the Future 241 Self-Esteem 285
Changes in the Big Five Personality Traits Sexual Behaviors and Attitudes 286
During Childhood and Adolescence 242 Cognitive Abilities 288
Changes in Self-Esteem During Childhood
Concluding Thoughts 289
and Adolescence 244
Birth Order and Personality 245
Personality from Young Adulthood 11 Culture and Personality  292
to Old Age 248 How Cultures Shape People 295
Changes in the Big Five Personality
Cultural Differences in Individualism
Traits from Young Adulthood to Old Age 248
and Collectivism 297
Changes in Self-Esteem and Narcissism
Questionnaire 11.1:
from Young Adulthood to Old Age 251
Individualism-Collectivism Scale 297
Significant Life Experiences
Personality’s Past: Harry Triandis
and Social Investment Theory 252 and Individualism–Collectivism 298
Entering the Full-Time Workforce 254 Cultural Differences in Attributions 298
Being in a Serious Relationship Cultural Differences in Views of the Self 300
or Getting Married 255
The Science of Personality: How
Becoming a Parent 257
to Study Trends in Names 305
Experiencing Negative or Positive
Life Events 257 Cultural Differences in the Big Five
Personality Traits 306
Life Outcomes 258
Challenges in Studying Personality
Concluding Thoughts 261 Traits Across Cultures 306

10 Gender and Personality  263

Cultural Differences in Extraversion
Cultural Differences in Agreeableness
308
310
Sex Versus Gender 265 Cultural Differences in Conscientiousness 311
Biology, Culture, and Their Interaction: Cultural Differences in Neuroticism 312
Origins of Sex Differences 267 Cultural Differences in Openness
The Origins of Gender Roles 270 to Experience 314
The Roles of Evolution and Culture 271 Concluding Thoughts 315
 Contents ix

12 Personality Empathy, Compassion, and Self-Control:

Three Positive Forces in Relationships 348
in the Workplace  318
Questionnaire 13.3: Interpersonal
Vocational Fit 319 Reactivity Index 349
Questionnaire 12.1: Oregon The Dark Triad: Three Negative Forces
Vocational Interest Scales (ORVIS) 321 in Relationships 350
The Science of Personality: Correlation Online Relationships: The Next Frontier 355
Tables Matching Personalities and Careers 322 Online Dating 355
The Role of Personality in Job Success 323 Personality’s Past: The Minnesota
Job Satisfaction: What Traits Make You Computer Dance Study 356
Happy at Work? 323 Personality and Social Networking
Job Performance: What Traits Make Websites 358
for a Good Worker? 324 Concluding Thoughts 360
Compensation: What Traits Predict
High Pay? 327 14 Personality and Mental
Leadership: What Personality Traits Make Health  362
for a Good Leader? 327
Personality Disorders 365
Personality’s Past: Consideration
Diagnosing Personality Disorders 366
and Initiation in Leadership 328
Personality Disorders and the Big Five 368
How Employers Use Personality
Developing Personality Disorders 371
for Job Selection 331
What Traits Do Employers Want? 331 Personality’s Past: The MMPI 373
The Use (and Possible Misuse) of The PID-5 Diagnostic Model 373
Personality Tests 333 Other Mental Disorders Associated
Finding Passion at Work 334 with Personality 375
Concluding Thoughts 336 Major Depressive Disorder 375
Questionnaire 14.1: Centers for
13 Personality and Relationships 338
Epidemiological Studies Depression Scale
Anxiety Disorders
376
376
Attachment: The Building Blocks Bipolar Disorder 378
of Relationships 340 Schizophrenia 379
Questionnaire 13.1: Experiences in Close Eating Disorders 380
Relationships Scale 340 Addictive Disorders 382
Childhood Attachment 340 Therapy and Personality Change 384
Questionnaire 13.2: Exploration Index 340
Concluding Thoughts 387
Attachment in Adult Relationships 342
The Science of Personality: Attachment 15 Personality and Physical
Style and the Big Five 343
Health  390
The Dimensional Approach to Attachment 343
The Big Five: Basic Personality Traits The Big Five and Physical Health 391
and Relationships 344 Conscientiousness 392
The Relationship Outcomes of Each Neuroticism 395
of the Big Five Traits 345 Questionnaire 15.1: Jenkins Activity Survey 398
Do Opposites Really Attract (and Stay Questionnaire 15.2: Multidimensional
Together)? 347 Anger Inventory 399
x Contents

The Science of Personality: Correlation Pessimistic Versus Optimistic

in the Lab: The Case of Type A 399 Explanatory Style 404
Extraversion (and Type T) 399 Concluding Thoughts 406
Questionnaire 15.3: Brief
Sensation-Seeking Scale 399 Questionnaire Appendix 408
Agreeableness 400
Glossary  506
Openness to Experience 401
Motives and Explanatory Style 402 References  515
Psychological Motives 402
Name Index  572
Personality’s Past: Shock
the “Executive” Monkey 403 Subject Index  579
Questionnaire 15.4: Attribution Style
Questionnaire 404
Preface
W
hy do people do what they do? Most
people jump at the opportunity to
learn about their personality and the
personality of their romantic partners, friends,
family, coworkers, and even enemies. More
than any other subfield in psychology, personal-
ity tells us what makes people tick. Our passion
for understanding personality—and sharing
that knowledge with students—compelled us to
write this book. We’ve dedicated our lives to the
study of people and their personalities, and we’re
­excited to share what we’ve learned.
A Modern, Empirical Approach
Research in personality psychology is enjoying a
renaissance, exploring topics such as the Big Five
traits, neuroimaging and brain chemistry, and
the influence of personality on everything from
workplace relationships to mental disorders. Al-
though such research is the basis for advancing
our understanding of personality, it doesn’t need
to be dry, boring, or difficult to understand. Per-
sonality should be the most interesting and rel-
evant subfield in psychology for undergraduate
students, who often want to learn as much as they
can about themselves and their life paths.
• How can I get ahead in my studies and in my career?
• How am I perceived on social media?
• How can I live a longer, happier life?
• How has my cultural background influenced my
personality?
• Which job is the best fit for my personality?
• What’s the best way to get my children to behave
better?
• Why do I keep falling in love with jerks?
Questions such as these are front and center
in students’ lives—and these are the topics stu-
dents are motivated to address and understand.
To us, this is what personality psychology is
all about.
In this book, we strive to deliver not only
what students need to know but also what they
want to know—and to do it in a way that is engag-
ing and accessible to undergraduates today. This
approach is essential because today’s college stu-
dents are different: They are enmeshed in online
networks, fascinated by their own personalities,
more comfortable with short passages of text, and
crave an interactive—not passive—experience
with a textbook program.
The second edition of Personality Psychol-
ogy: Understanding Yourself and Others satisfies
the needs of today’s students with a concise,
conversational style; vivid, relatable examples;
and an abundance of research-based personality
questionnaires to help students learn about them-
selves. We also include interactive features allow-
ing students to express and share their opinions,
and self-assessments so they can gauge how well
they’re learning the material as they go.
Organizational Strategy
We used our simple, two-part rule—what stu-
dents need to know and what they want to know—
to organize this product, which breaks from the
standard conventions of our predecessors. Most
personality courses adhere to a theories-based
approach, covering all approaches to personality
equally. While there’s certainly still a need to un-
derstand the foundational theories of personality
psychology, there’s also a need to move beyond
them to focus on modern personality psychology
xi
xii Preface
and its applications to the lives of students. We
let the research of today dictate what receives the
most coverage, conveying these findings in the
real-world contexts that will shape our students’
lives long after they finish the course.
The chapters are divided into three parts.
Part I introduces the basic concepts of personal-
ity psychology and the methods for studying it.
Part II presents the foundational approaches to
personality. Finally, Part III explores personality
in applied contexts, such as choosing a career,
developing personal relationships, and physical
health. With an emphasis on the Big Five and the
very latest research, we are able to address the
most pressing questions in students’ lives: How
different are women and men? Can people really
change? Is it possible to get away with lying on
my job application? We address questions such
as these and many more: How can I become a
better friend? What are the warning signs of
a bad relationship? How can I finally stick to
my diet? . . .
Remembering Our Roots
Some personality textbooks focus exclusively on
theories, leaving out the modern empirical re-
search. Others include both classic thought and
recent research. We take this latter approach,
but with a twist: We focus primarily on modern
empirical research but include classic theories
if they (1) inform modern research, (2) continue
to echo through the culture and our lives, and/
or (3) attempt to explain phenomena difficult to
capture with empirical methods. For example, a
personality course would not be complete with-
out the ideas of Freud, Jung, Adler, and the object
relations theorists, whose theories fully satisfy the
last two conditions. Research on learning and be-
haviorism continues to shape behavior modifica-
tion programs. And classic models of motivation,
like those of Maslow and Murray, still resonate
in society and are included in the text along with
current models such as self-determination theory,
intrinsic and extrinsic motives, and approach
­versus avoidance.
We also feature the history of certain areas of
research in timelines, giving students a concise
overview of classic theories and theorists. Like-
wise, most chapters spotlight a critical moment in
the history of personality psychology in the fea-
ture Personality’s Past. For example, in Chapter 2
there’s a feature discussing the genesis of person-
ality questionnaires; in Chapter 3, we cover the
development of the lexical method of discovering
personality traits; Chapter 7 presents the classic
study of tracing achievement motivation in chil-
dren’s books; and Chapter 10 recalls the ground-
breaking work of Maccoby and Jacklin in The
Psychology of Sex Differences.
What’s New in the Second
Edition
This second edition features extensive cover-
age of new studies and citations highlighting the
most recent and relevant research in the field with
a focus on an updated, streamlined presentation
of material. Numerous new interactive activities
in Revel provide students with an enhanced op-
portunity to engage with material as they read
to enhance their learning experience. In addi-
tion, students can take more than 25 personality
questionnaires—the same personality measures
used in the research literature—and see how their
score compares to others’ on a normal curve. New
for the second edition, the norms will be continu-
ally updated, with students able to compare their
scores with those of personality psychology stu-
dents across the country.
New material in the second edition includes:
Chapter 1
• Enhanced coverage of the history of person-
ality psychology including new interactive
­Figure 1.1 showing the different branches of
the history “tree”

Chapter 2
• Expanded coverage of ethics and sound scien-
tific practice, including open science and the
replication crisis
• New interactive Table 2.2 reinforcing the
­different types of validity
• Enhanced interactive coverage of correlation,
normal distribution, and triangulation
Chapter 3
• New material on how the Big Five relates to
digital communication
• An enhanced chapter organization placing the
development of the Big Five earlier
• New interactive Table 3.3 highlighting emoji
associated with the Big Five traits
• New video on how the Big Five relate to per-
sonality traits
• Maps showing prevalence of each of the Big
Five traits throughout the United States are
now interactive
Chapter 4
• Updated coverage of epigenetics and gene
expression
• New material on sociosexuality, evolution and
same sex attraction, and testosterone exposure
effects
• Enhanced interactives highlighting personal-
ity in the brain
Chapter 5
• New coverage of the Self-Evaluation Mainte-
nance (SEM) model
• New video on self-compassion
Preface xiii
Chapter 6
• New chapter opener illustrating how the
­popular children’s book Where the Wild Things
Are represents psychodynamic concepts
• Reorganization of material on Freud for b
­ etter
flow
• New coverage of priming with an interactive
example
Chapter 7
• Coverage of new research on mindfulness
• Updated coverage of U.S. presidents’ motives
• New video on the concept of flow
Chapter 8
• Enhanced coverage of socialization and recip-
rocal determinism including new interactive
Figure 8.1
• New videos illustrating negative reinforce-
ment, observational learning, and shaping
positive behavior with rewards
Chapter 9
• Coverage of new longitudinal studies on
­personality development across the lifespan
• Expanded coverage of how significant life
events impact personality
• A more chronological placement of coverage
on birth order and personality
• Revised Table 9.1 provides examples of child
temperament constructs related to adult per-
sonality traits and is now interactive
• Revised Table 9.2 links Erikson’s life stages
with common personality developments
xiv Preface
Chapter 10
• Enhanced discussion of sex versus gender
• Updated coverage of gender and leadership
Chapter 11
• Updated coverage of cultural products and
the links between socioeconomic status and
personality
• New video illustrating differences between
collectivistic and individualistic cultures
Chapter 12
• Coverage of new research on personality
and undergraduate majors and of perceived
overqualification
Chapter 13
• New chapter opening example of changing
marriage patterns
• New research on online dating apps, selfies,
and social media and relationships
• New coverage of partner personality traits
and relationship satisfaction including new
Figure 13.1
• New video with classic footage of Harlow’s
monkey experiment
Chapter 14
• New material on the interplay between per-
sonality traits and psychological disorders
• Updated coverage on the development of per-
sonality disorders
• New material on the opioid epidemic
• Revised Table 14.1 on the ten personality
disorders is now paired with interactive
coverage of the three clusters of personality
disorders
• Two new videos including the case of John
Nash and a case study of anorexia
Chapter 15
• Coverage of new studies on conscientiousness
and health
A Truly Interactive Product:
Revel™
Revel for Personality Psychology: Understanding
Yourself and Others doesn’t just inform students;
it engages them. Revel is an interactive learn-
ing environment that deeply engages students
and prepares them for class. Media and assess-
ment integrated directly within the authors’
narrative let students read, explore interactive
content and practice in one continuous learn-
ing path. Thanks to the dynamic reading experi-
ence in Revel, students come to class prepared
to discuss, apply, and learn from instructors
and from each other. Learn more about Revel at
www.pearson.com/revel.

Questionnaires
In Revel, students can take more than 25 personal-
ity questionnaires, all valid and reliable measures
from the research literature. These questionnaires
provide a welcome opportunity for students to
immediately begin to understand themselves
better, as well as to better understand how they
relate to others. The questionnaires also help stu-
dents understand how personality scientists mea-
sure constructs in the field and how researchers
compare an individual’s responses to others’. Stu-
dents will see their scores as percentiles and on a
normal curve, providing a concrete and personal
example of personality assessment and reinforc-
ing the role of statistics in psychology. And—new
in this edition—students can automatically get
course credit for completing the personality ques-
tionnaires. Questionnaires can be found in the
Assignments section in Revel and we recommend
assigning them at the beginning of each chapter.
Writing Prompts
Each chapter also contains journal and shared writ-
ing prompts. The journal prompts allow students
to take concepts from the text and questionnaires
and apply them to their own lives, thus helping
them not only better learn the material but also
better learn about their lives. The shared writing
prompts at the end of each chapter are meant to
foster a dialogue among students in the class. Such
meaningful exchanges of perspectives and ideas
help students gain a greater appreciation for others’
lived experiences as well as to apply the concepts
from the chapter to real-world contexts and situa-
tions. These are a natural fit for a generation of stu-
dents who grew up with texting and social media.
The Science of Personality
We are also dedicated to helping students not only
learn about themselves but also learn about the sci-
ence of personality. To that end, most chapters in-
clude a feature titled The Science of Personality, which
details how research is conducted, data are analyzed,
Preface xv
and conclusions are reached in the scientific commu-
nity. These mini-simulations walk students through
the research process one step at a time to help them
better see and relate to the scientific process.
Interactives and Videos
Each chapter features a rich variety of different
types of interactive experiences to enhance learn-
ing. In addition to the Questionnaires and Science of
Personality simulations, students have the opportu-
nity to engage with multimedia photo galleries and
interactive figures and tables, many of which are
new to this edition . Each chapter also features inte-
grated video clips illustrating key concepts.
Interactive Assessment
Finally, every chapter has brief multiple-choice
quizzes at the end of every section and a lon-
ger multiple-choice quiz at the conclusion of the
chapter. These assessments provide students with
immediate feedback on how well they’re learning
the concepts.
Revel Combo Code
The Revel Combo Card provides an all-in-one ac-
cess code and loose-leaf print reference (delivered
by mail).
Teaching and Learning Aids
Pearson Education is pleased to offer the follow-
ing supplements to adopters:
• Instructor ’s Resource Manual (ISBN:
0135200512): Designed to make your lectures
more effective and save you preparation time,
this resource gathers together the most effec-
tive activities and strategies for teaching your
course. Materials are broken up by chapter
and include chapter outlines, key terms, lec-
ture suggestions and discussion topics, and
classroom activities. It is available for down-
load on the Instructor’s Resource Center at
www.pearsonhighered.com/irc.
xvi Preface
• Test Bank (ISBN: 0135200458): Each chapter
contains multiple choice, short-answer, and
essay questions. It is available for download
on the Instructor’s Resource Center at www.
pearsonhighered.com/irc.
• MyTest Test Bank (ISBN: 0135200466): A
powerful assessment-generation program
that helps instructors easily create and print
quizzes and exams. Questions and tests can be
authored online, allowing instructors ultimate
flexibility and the ability to efficiently manage
assessments any time, anywhere! Instructors
can easily access existing questions and edit,
create, and store them using simple drag-
and-drop techniques and Microsoft Word–
like controls. Data on each question provide
information on difficulty level and skill level
of corresponding text discussion. In addition,
each question maps to the text’s major section
and learning objective. For more information,
go to www.PearsonMyTest.com.
• Enhanced Lecture PowerPoint Slides with
Embedded Videos (ISBN: 0135200563): The
enhanced Lecture PowerPoints offer detailed
outlines of key points for each chapter sup-
ported by selected visuals from the textbook,
and include videos featured in the text. Stand-
ard Lecture PowerPoints without embedded
videos (ISBN: 0135198410) are also available.
A separate Art and Figure version (ISBN:
013520058X) of these presentations contains all
art from the textbook for which Pearson has
been granted electronic permissions. It is avail-
able for download on the Instructor’s Resource
Center at www.pearsonhighered.com/irc.
Accessing All Resources: For access to all
instructor supplements for Personality Psychol-
ogy: Understanding Yourself and Others, go to www.
pearsonhighered.com/irc and follow the direc-
tions to register (or log in if you already have a
Pearson user name and password). Once you
have registered and your status as an instructor is
verified, you will be e-mailed a log-in name and
password. Use your log-in name and password to
access the catalog.
All of these elements are dedicated to
enriching students’ learning experience and
helping them engage with and understand the
material. In sum, we hope all of our efforts have
worked to achieve our primary goals in writing
this book: to teach students about personality
psychology, but also to teach them about life. We
welcome your reactions to the second edition
of Personality Psychology: Understanding Yourself
and Others. Please send comments to Jean M.
Twenge at jtwenge@mail.sdsu.edu or to W. Keith
Campbell at wkc@uga.edu. We look forward to
hearing from you.
Acknowledgments
M
any, many people have helped make
this book better. The editors and man-
agers at Pearson played a crucial role
in shepherding this book into existence, includ-
ing Kelli Strieby, Becky Pascal, Debi Henion, and
Chris Brown.
My (J. M. T.) PSY 351: Psychology of Per-
sonality students at San Diego State University
provided extensive, thoughtful, and refreshing
feedback on the book. Thanks for both your enthu-
siastic praise and your constructive criticism. It
was immensely helpful to hear what you liked
and didn’t like. Hearing so many of you say that
the book was easy to read and made you laugh,
or that the material helped you in your own life,
made it all worthwhile.
The faculty reviewers of this book provided
many useful suggestions as well. We thank all
of them for their help: Sarah Angulo, Texas State
University; John Bickford, University of Massa-
chusetts, Amherst; Claudia Brumbaugh, Queens
College; Bernardo Carducci, Indiana University,
Southeast; Tammy Crow, Southeastern Okla-
homa State University; Dana Dunn, Moravian
College; Michael Faber, Woodbury University;
William Fry, Youngstown State University; Jen-
nifer Gibson, Tarleton State University; Susan
Goldstein, California; Rachael Grazioplene, Uni-
versity of Minnesota; Paul Griffin, Pace Univer-
sity; James Hall, Montgomery College; Chelsea
Hansen, Upper Iowa University; Robert Harvey,
Virginia Tech; Kathryn Holcomb, Indiana Uni-
versity, Kokomo; Selena Kohel, Cottey College;
John Kurtz, Villanova University; Christopher
Leone, University of North Florida; Peter Lifton,
Northeastern University; Eric Lindsey, Penn-
sylvania State University, Berks; Martha Low,
Winston Salem State University; Steven Ludeke,
University of Minnesota; David Nelson, Sam
Houston State University; Randall Osbourne,
Texas State University; Bernardo Carducci, Indi-
ana University, Southeast; Peg Racek, Minne-
sota State University; Stephanie Sogg, Harvard
Extension School; Lyra Stein, Rutgers University;
Suzan Tessier, Rochester Institute of Technology;
Sandra Tobin, Clackamas Community College;
and Jennifer Wartella, Virginia Commonwealth
University.
We owe a special thanks to Joshua Miller
(University of Georgia), who played a role in
writing Chapter 3 on the Big Five in the first edi-
tion. Another special thanks to David G. Myers
(Hope College), my (J. M. T.) mentor and hero in
textbook writing, for the encouragement and for
several specific suggestions.
Other colleagues also provided suggestions,
encouragement, materials, ideas, and support,
including (but not limited to) Roy Baumeister,
Florida State University; Christopher Bryan, Uni-
versity of Chicago; Bryan Caplan, George Mason
University; Nathan Carter, University of Georgia;
Jody Davis, Virginia Commonwealth University;
Mark Davis, Eckerd College; Nathan DeWall,
University of Kentucky; Alice Eagly, North-
western University; Andrew Elliot, University
of Rochester; Julie Exline, Case Western Reserve
University; Eli Finkel, Northwestern Univer-
sity; Craig Foster, U.S. Air Force Academy; R.
Chris Fraley, University of Illinois; Brittany Gen-
tile, ICON; Jeff Green, Virginia Commonwealth
University; Patricia Greenfield, University of
California, Los Angeles; Chris Harris, University
of California, San Diego; Martie Haselton, Uni-
versity of California, Los Angeles; Brian Hoff-
man, University of Georgia; Rick Hoyle, Duke
University; Janet Hyde, University of Wisconsin;
xvii
xviii Acknowledgments
Oliver John, University of California at Berkeley;
Thomas Joiner, Florida State University; Tim
Kasser, Knox College; Heejung Kim, Univer-
sity of California, Santa Barbara; Laura King,
University of Missouri; Sonja Lyubomirsky,
University of California, Riverside; Roy P.
Martin, University of Georgia; Jessica McCain,
University of Georgia; Beth Morling, University
of Delaware; Julie Norem, Wellesley College;
Stephen Nowicki, Emory University; Constan-
tine Sedikides, University of Southampton; Ken
Sheldon, University of Missouri; Ryne Sherman,
Hogan Assessment Systems; Judith Siegel, Uni-
versity of California, Los Angeles; Mark Snyder,
University of Minnesota; Harry Triandis, Univer-
sity of Illinois; Michelle vanDellen, University of
Georgia; Kathleen Vohs, University of Minnesota;
and David G. Winter, University of Michigan.
We would also like to thank our families
and friends. For J. M. T.: My endless gratitude
to Brandelyn Jarrett, who not only kept my
children occupied as I wrote the first edition of
this book but was my sounding board for the
mind of an undergraduate. My friends Amy and
Paul Tobia listened to many a textbook story.
Thanks to my husband, Craig, for his support
and encouragement. Thanks to my daughters,
Kate, Elizabeth, and Julia, for their love and
fascinating personalities—I hope you like your
starring role here!
For W. K. C: I am lucky to be able to hang
out with so many fun and interesting people. In
particular, Josh Miller has played a major role
in shaping how I think about personality. Love
and thanks to my wife, Stacy, for both support-
ing me through another long book project and
for providing some great feedback on the project
when wearing her Dr. Stacy Campbell hat. And
finally thanks to my daughters, McKinley and
Charlotte—when you are old enough to read this
text, you will realize why Daddy drank so much
coffee when you were young.
About the Authors
Jean M. Twenge, Ph.D., Professor of Psychol-
ogy at San Diego State University, is the author
of more than 140 scientific publications and
the books iGen: Why Today’s Super-Connected
Kids Are Growing Up Less Rebellious, More Toler-
ant, Less Happy—and Completely Unprepared for
Adulthood, Generation Me: Why Today’s Young
Americans Are More Confident, Assertive, Entitled—
and More Miserable Than Ever Before, The Narcissism
Epidemic: Living in the Age of Entitlement (with
W. Keith Campbell), and Social Psychology (13th
edition, with David G. Myers). She frequently
gives talks and seminars on iGen based on a data-
set of 11 million young people. Her research has
been covered in Time, Newsweek, The New York
Times, USA Today, U.S. News and World Report, and
The Washington Post, and she has been featured on
Today, Good Morning America, CBS This Morning,
Fox and Friends, NBC Nightly News, Dateline NBC,
and National Public Radio.
W. Keith Campbell, Ph.D., Professor of Psychol-
ogy at the University of Georgia, is the author
of more than 100 scientific publications and the
books, When You Love a Man Who Loves Himself:
How to Deal with a One-Way Relationship; The Nar-
cissism Epidemic: Living in the Age of Entitlement
(with Jean Twenge); and The Handbook of Narcis-
sism and Narcissistic Personality Disorder: Theoreti-
cal Approaches, Empirical Findings, and Treatments
(with Josh Miller). His work on narcissism has
appeared in USA Today, Time, and The New York
Times, and he has made numerous radio and tele-
vision appearances, including The Today Show,
NPR’s All Things Considered, and The Glenn Beck
Show. Dr. Campbell speaks to organizations
around the globe on the topics of narcissism, gen-
erations, and cultural change.
xix
This page intentionally left blank
Part I
Defining Personality and
Methods of Assessment

Who are you? You might answer with your name, or where you’re from, or with
your gender or ethnicity. But when you really think about who you are as a per-
son, you’ll probably focus on your personality: Are you outgoing or shy? Relaxed
or tense? Neat or messy? Forceful or laid-back?
This book—and the personality questionnaires that come with it—will give
you the chance to find out. In Chapter 1, you learn how psychologists define that
elusive thing known as personality. What is it, and where can we observe it? How
can we understand others better by identifying their personality traits? We also
consider the interplay between people and their environments—after all, even
people with consistent personalities don’t act the same in class as they would at
a party (at least we hope they don’t!).
Chapter 2 covers how personality can be measured. How is it possible to
describe someone’s personality—such a large and unwieldy thing—with a series
of numbers? And how do we know that a personality measure is any good? You
might have already taken a personality questionnaire or two online, and won-
dered if it was accurate. Did it really capture who you are? That’s an important
question, and you learn how researchers make personality measures as valid
and reliable as possible. You also peek behind the scenes to see how personality
studies are actually done.
Welcome to personality psychology! It’s going to be a fun ride.

1
 Chapter 1
Understanding
Yourself and Others
Thomas Barwick/Taxi/Getty Images

Learning Objectives
LO 1.1 Define personality and describe its history and scope.
LO 1.2 Describe various contexts in which personality might appear.
LO 1.3 Describe the two sides of the person–situation debate, how the
debate was resolved, and the conditions under which personality
can best predict behavior.
LO 1.4 Discuss some of the major topics in personality psychology.

2
 Understanding Yourself and Others 3

Steve Jobs was about to get fired. In the years after cofounding Apple, Jobs had
alienated many people with his argumentative, emotional personality. Before one
meeting in the mid-1980s, Apple CEO John Sculley begged Jobs to be nice. But
as soon as everyone sat down, Jobs said, “You guys don’t have any clue what
you’re doing.” And that was the end of the meeting. “I’m sorry—I just couldn’t
help myself,” Jobs explained.
That, it turned out, was Jobs being nice—many other days, he screamed at
employees or began crying when things went wrong. In May 1985, Jobs was
forced to leave the company he had founded.
By 1997, Apple was struggling to survive, and Jobs returned as CEO. He was
still blunt, argumentative, and stubbornly opinionated, but he had mellowed
somewhat—or at least learned from failure. A self-described “humanities person,”
fascinated with new experiences and ideas, he believed that technology had to
consider the experience of the person using it. That philosophy led to incredible
success: During Jobs’s second stint as CEO, Apple introduced the iMac, the iPod,
the iPhone, and the iPad and debuted the Apple Stores. When Jobs died of cancer
at age 56 in October 2011, the world mourned him as a lost genius.
Yet much of the fascination with Jobs centers on his odd personality. He exper-
imented with drugs and extreme vegan diets, often walked around barefoot, and
sometimes refused to shower. If he didn’t like something, he would tell people it
sucked. He was confident in himself and dismissive of others. “People don’t know
what they want until you show it to them,” he famously said. He had such a loose
relationship with the truth that friends joked he had a “reality distortion field.”
The central question in Walter Issacson’s bestselling biography Steve Jobs (2011) is
whether Jobs succeeded because of his personality—or in spite of it.
Are all computer magnates like Jobs—emotional, perfectionistic, outgoing,
and open to new ideas? Not really. Bill Gates, the cofounder of Microsoft, is also
known for being somewhat odd—but in a very different way from Jobs. He rocks
back and forth as he speaks and continually multitasks. A programmer by train-
ing, he shows little curiosity about other people or their personal lives and rarely
displays much emotion. His father recalls that Gates lacked confidence in social
situations as a teen—he worried for 2 weeks about asking a girl to the prom and
then got turned down. While heading Microsoft in the 1990s, Gates rarely called
anyone, instead preferring to send more than 100 emails a day (Isaacson, 1997).
After scaling back his role at Microsoft in 2006, Gates and his wife, Melinda,
turned their attention to philanthropy, much of it toward promoting the health
and well-being of poor children.
On the surface, Steve Jobs and Bill Gates have a lot in common. Both founded
computer companies. Both were born in 1955. Both became multibillionaires. Both
were extraordinarily brilliant and driven, and both were famously blunt: Gates’s
version of “You guys don’t have any clue what you’re doing” is “That’s the stu-
pidest thing I’ve ever heard.”
Yet their personalities are strikingly different—and so are the companies
they founded. Gates is detail oriented and mathematical, and his company
4 Chapter 1

Justin Sullivan/Getty Images News/Getty

Scott Olson/Getty Images News/Getty

Steve Jobs was
known for having
a more extraverted
­personality. Bill

Images
Images

Gates is precise and

introverted.

focused on businesses that needed dependable software. Jobs favored cre-

ativity, and Apple emphasized uniqueness and marketed its products first
to artistic types. Gates had little concern for the whole person, perhaps the
reason why Microsoft software runs on many different types of computers,
often with little thought to design. Jobs favored the totality of experience, so he
sought to control every aspect of a product, from the store to the design to the
software. “The personality of Bill Gates determines the culture of Microsoft,”
said Gates’s friend Nathan Myhrvold (Isaacson, 1997). The same was true of
Jobs, perhaps even more so: His intense, perfectionistic vision was so central
to Apple that many worried the company would lose its way after he died.
Even without Jobs and Gates at their helms, Apple and Microsoft—two com-
panies that changed the world—are the products of the complex personalities
of these two men.

What Is Personality?
LO 1.1 Define personality and describe its history and scope.
Personality shapes our lives in many ways: It determines whether you think sky-
diving or reading a book is more fun and predicts whether you usually arrive
5 minutes early or 15 minutes late. Personality can forecast who—at least on aver-
age—lives a long life and who doesn’t, who is successful at work and who isn’t,
and who has a happy marriage and who doesn’t (Ozer & Benet-Martinez, 2006;
Roberts et al., 2007). It can suggest that certain careers might be a good fit or that
certain romantic partners might not be.

personality
Defining Personality
someone’s usual So what exactly is personality—that elusive and ineffable entity that is never-
­pattern of behav-
ior, feelings, and
theless so important? Personality describes someone’s usual pattern of behav-
thoughts ior, feelings, and thoughts. By usual, we mean how someone acts, think, or feels
Another random document with
no related content on Scribd:
 A pretty good thing, and I suppose there’s nursemaids and
governesses for all the children, too, hey?

Maxwell
Why, as a matter of fact there are—but not exactly in the way
you mean. You see, they run a sort of a boarding school, too, the
people that run this model tenement do, and they take care of all the
children there—keep ’em night and day, feed ’em and dress ’em and
teach ’em trades and all that sort of thing. They let them come to see
you on Sunday, but you’re relieved of all responsibility and your wife
of all the trouble.

Ryan
I see. But what’s to become of my job when I’m going off to this
here model tenement to sleep nights? Don’t you know that a janitor
has to sleep in the building he’s taking care of?

Maxwell
Well, you’re not in love with your job, are you? You’d be willing to
do some other work where there was a chance of advancement and
better pay, wouldn’t you?

Ryan
Sure I would. Where am I going to get it?

Maxwell
Why, as to that, I guess Mr. Morris or I could get you a job
somewhere. You’re a big husky fellow and pretty steady, I know. I
could get you a job in the shipping department of a factory I am
interested in, if you wanted it.

Ryan
What would the hours be?

Maxwell (laughing)
 Why, you’re going pretty fast, Ryan. I don’t know just what the
hours would be yet, but I suppose they’d be from half past eight to
six or something like that. That’s easier than your hours now, isn’t it?

Ryan
Much easier. Now, what has all this got to do with my wife having
too many children?

Maxwell
Why, these people think that Mrs. Ryan has had too many
children. Some of these people are doctors, and they say it’s bad for
a woman’s health to have so many children.

Ryan
I see. Well, what would you like to have me do about it?

Maxwell
About the model tenement?

Ryan
No, about my wife having any more children.

Maxwell
Well, you know—you see I’m not—what they think is— Oh,
damn it, I don’t know about this part of the thing, Ryan. It’s out of my
line. I’m not a philanthropist. I’m just talking for these people
because they know I know you. About that question you’ll have to
talk to Mrs. Dannenberg or Mr. Morris.

Ryan
Mr. Morris—he’s the little guy that was standing on a chair when
I came in to-night, ain’t he?

Maxwell
Yes.
 Ryan
Is he a doctor?

Maxwell
No, I don’t think he is.

Ryan
He came into my place the other day selling some sort of a little
doctor book.

Maxwell
I know; he does that because he’s a philanthropist.

Ryan
Do people make a living by being philanthropists?

Maxwell
No—well, as a matter of fact, many people do make a pretty fat
living out of it, but Mr. Morris doesn’t. He’s a sculptor—a man that
makes statues, you know.

Ryan
Oh, I know what a sculptor is, all right. What statues did Mr.
Morris make?

Maxwell
Why, he made that statue over in the corner, for one thing.
(Ryan goes over and examines the purple statue.)

Ryan
Do you like this statue, Mr. Johnson?

Maxwell (laughing)
 I’m not a judge of such things, Ryan. But people who know about
art say that it’s very good indeed.

Ryan
Is it a good likeness?

Maxwell
It’s not supposed to be a portrait; it’s a sort of a fancy statue. It
represents the “Emancipation of Woman”—woman freed, you know.

Ryan
Freed from what?

Maxwell
Why, from overwork, and excessive child-bearing and all that
sort of thing, you know.

Ryan
Well, that lady’s freed from child-bearing, all right. She’s perfectly
safe on that score. (He goes back to his chair and pours out another
drink.) But now let’s get back to your friends’ proposition. I’m to get a
day job and come home nights—is that right?

Maxwell
That’s right.

Ryan
The children are taken off my wife’s hands, and she doesn’t have
to do any more cooking or washing or anything, hey?

Maxwell
That’s it, Ryan.

Ryan
 And the place we’d live would be pretty much like this apartment,
would it?

Maxwell
Just as comfortable, at any rate.

Ryan
My wife would have no work to do; I’d work in the daytime and
come home nights—there’d be no kids to take care of—it would be
pretty much like the life that you and your wife have, wouldn’t it, Mr.
Johnson?

Maxwell
Ah—why, yes, Ryan, pretty much the same. What do you think of
the proposition?

Ryan
Well, I’ll tell you. Of course I wouldn’t like to have the children go
away—though they are a lot of trouble—but I suppose they’d be
better taken care of than we could do, so, if that was all there was to
it, I’d say go ahead. And it’d be all right for me, too, if I was a
bachelor. But it’s on account of my wife that I feel I’ve got to say,
“Excuse me!”

Maxwell
Why, you don’t begrudge your wife a little rest, do you, Ryan?

Ryan
Would I begrudge the old woman a little rest? Yes, by God, I
would, if a little rest meant having nothing to do all day except sit
around and talk to her friends and run around town. It’s just on that
account that I say nix to your whole proposition. Now you think I’m a
slave driver, I suppose. Well, I ain’t, Mr. Johnson, but I’ve lived with a
woman thirteen years, and what I’m telling you I didn’t get out of no
books—it’s facts!
 Listen, Mr. Johnson. What you want us to do is to live just the
sort of life that you and your wife live—no children to take care of, no
washing nor cooking nor nothing. Well, what I say is, excuse me!
That may be all right for you and your wife—she don’t need no
housework nor children nor nothing to keep her busy. Her time is full
of all sorts of useful things—I know that. (Maxwell stirs uneasily and
looks at the floor.) But with Annie, my wife, it’s a different proposition
altogether. She’s one of them women—and there’s a lot more of
them than you think—that can’t stand living in a nice regular
apartment with nothing to do. I know because we tried it when we
was first married. It’s like what the old fellow said: “Satan finds some
mischief still for idle hands to do”!

Maxwell
True enough! And—

Ryan
Listen, Mr. Johnson. When we was first married, Annie was one
of these here idle hands they tell of. She was an idle hand for three
years, and Satan, as the old fellow said, certainly found some
mischief for her to do. Not anything real bad—there’s no real harm in
Annie—but it was mischief all right. For the first three years we was
living in a nice apartment in Brooklyn. I wasn’t a janitor, then; I was
driving a truck. I was out all day and I got home every night at six or
seven o’clock. All Annie has to do is to get my breakfast and supper
and keep the place clean. Does she do it? Sure she does, for the
first four or five weeks! Then she gets to making friends with other
women in the building and going out to matinees and vaudeville and
all that sort of thing. That’s all right—I can afford it—I don’t care if
she has a good time; but then what does she do? I give her two
dollars in the morning to go out and buy a good supper for me when
I come home. I come home and she ain’t in yet, and the lady in the
next flat gives me the groceries that she’s sent home. And what is
they? A little chipped beef and a box of Saratoga chips and some
baker’s bread. About fifty-cent’s worth. When she gets home I ask
her where she’s been. Why, Mrs. Eindorfer has took her to a
spiritualist meeting, and she’s spent the rest of that money to look
into a glass ball or have her fortune told or some such foolishness.
Now this goes on for nearly three years. It ain’t all spiritualists’
meetings; it’s all sorts of things. She makes all sorts of friends,
women and men, too; I had to beat a couple of ’em up. The flat
wasn’t kept up; I run into debt; my meals wasn’t cooked right or on
time, and Annie was half sick all the time just from running around
entertaining herself. I ain’t blaming her. She wasn’t to blame. And
what was to blame? The apartment house was to blame. When
Peter was born, after we’d been married three years, and I gave up
trucking and moved out of that apartment house and got a job as
janitor, everything was all right. And everything’s been all right ever
since.

Maxwell (thoughtfully)
And the apartment house was to blame?

Ryan
Believe me, Mr. Johnson, the only part of an apartment house to
live in is the basement, where you can have a regular home. I been
a janitor for ten years, and I seen these apartment houses do queer
things to families. They don’t seem to have no children when they
live in apartment houses, that’s one thing. And there ain’t no coal to
bring up and the washing goes out, and there ain’t nothing for them
to do but just make fools of themselves. And sometimes there’s a
good many divorces been caused by these here apartment houses.
And there’d be a good many more divorces if a lot of husbands knew
what went on when they was downtown at business.
Understand me, Mr. Johnson. I don’t mean you and your wife at
all. You ain’t that sort of people, but what I do say is for my wife, and
for a lot of women with more education and more money than she’s
got, the only sort of life is doing housework and taking care of
children all day long. So Annie and me will stay down in the
basement, much obliged to you, unless we go out of New York to live
in a little house in the country sometime. And Annie’ll have just as
much work to do there. She’s one of them women that wasn’t meant
to be idle. And now I guess I’ll go downstairs.
(He rises and goes toward the door. Maxwell sits silent for a
moment and then rises a little unsteadily. He holds out his hand to
Ryan for a second and then drops it and starts.)

Maxwell
Ryan, I—er—why, I guess you’re right, after all. I’ll tell my friends
what you said.

Ryan
All right. No hard feelings, I hope.

Maxwell
Not at all; that’s all right. Good night, Ryan.

Ryan
Good night, Mr. Johnson.
(He goes out.)

Maxwell
There’s a man that’s master in his own home, at any rate. (He
lights a cigar and walks around the room with his hands in his
trousers pockets, coming to a halt in front of the purple statue. He
looks at it reflectively.) Satan finds some mischief still—(A pause)—
for idle hands to do. For idle hands to do. For idle hands to do. For
idle hands—
(The doorbell is rung violently. Maxwell starts and runs out into
the hall. He returns with Helen, who is very much out of breath. As
she runs into the room the combs drop from her hair, which falls over
her face and shoulders. She throws herself on the chaise-longue.
Maxwell sits beside her and tries to push her hair back from her
face.)
Nellie! What’s the matter?
 (Helen sobs without answering.)

Helen
It’s those nasty Martins and that nasty policeman and that nasty
Lionel Morris.
(The bell rings again. Maxwell goes to the door and admits
Lionel.)

Lionel
Oh, I’m awfully glad you got back all right, Miss White. I jumped
into a taxi as soon as that brute of a policeman came, and then I met
all the rest of the crowd at the studio and everybody said, “Where’s
Miss White?” So I came right up here to find out if you’d got home.

Maxwell
For God’s sake, will somebody tell me what’s happened?

Lionel (sitting on the pianola bench)

Why, you see—

Helen
Be still. You see, Max, we were all at the Mortons’ studio, and
Adrian Wolfe made a speech about those nasty striking miners in
California or wherever it is that everybody is wearing mourning for
and parading and all that and this—and Mr. Morris said: “Let’s walk
up to Union Square and hold an open air meeting to protest.” So we
went up there and I made a speech and there was a crowd and I
saw a policeman there, but I thought it would be all right, and then
Mr. Morris made a speech and he said something about trampling on
a bloodstained flag, and the policeman told him to stop, and he
called the policeman a myrmidon, and some more policemen came
and broke up the meeting, and he ran away and wouldn’t help me;
and I ran down into the subway, and I don’t see how he dares show
his face in here!
 Maxwell
I’ll talk to him presently, but quiet down a little. You’d better go in
your room and fix up your hair.
(Helen rises to go out. She stops in the doorway and turns to
Maxwell.)

Helen
I won’t go to that nasty Amaranth this summer, Maxwell.

Maxwell
No, you won’t go to Amaranth.

Helen
Then will you get an automobile?

Maxwell
No, I won’t get an automobile.

Helen
Then what—

Maxwell
I am going to take that two thousand dollars and buy, with the
assistance of the building and loan association, a small house in a
city called Joplin, in the State of Missouri. It will not be a large house,
but I think that you will not find the time hanging heavy on your
hands. My brother has a wholesale grocery there, and I dare say he
will take me into the business, especially as I have a little money to
invest. And I’ll come home to luncheon every day. Missouri is a fertile
State. My brother has six children.

Lionel
But, Miss White—Mr. Johnson!
 (Helen goes down the hall to her room. Maxwell walks up to
Lionel.)

Maxwell
My wife’s name is not Miss White but Mrs. Johnson—Mrs.
Maxwell Johnson, of Joplin, Missouri. Get that? Do you know what
keeps me from dropping you down the elevator shaft?

Lionel
What—what do you mean?

Maxwell
It’s the janitor. Yes, Ryan, the fellow down in the basement with
nine children that you and Mrs. What’s-her-name wanted to
segregate. He told me all about you to-night. You’re nothing but a by-
product! The apartment house is the real devil in this pretty little play
—the apartment house is responsible for Feminism and Socialism
and Anarchism and Eugenics and pups like you. You’re just a sort of
bad substitute for the movies—that’s all you are. The apartment
house breeds the whole bunch of you—the apartment house and its
artificial, lazy, good-for-nothing life.
(Lionel starts toward the door hurriedly, but stops as if shot
when the telephone bell rings close to his ear. He comes back into
the room and Maxwell goes to the telephone.)

Maxwell
Hello!... What’s that?... Yes, this is Mr. Johnson.... No, I don’t
think so. Hold the wire and I’ll see. (With his hand over the
transmitter he looks into the room.) Nellie!

Helen (coming into the living room with her hair

in a long braid, wearing a blue tea gown)
Yes, Max?

Maxwell
 What is your name?

Helen
Why, Helen, of course, stupid.

Maxwell
Helen what?

Helen
Helen Johnson.

Maxwell
Not Miss Helen White?

Helen
No! No! No!

Maxwell (smiling)
Well, that’s all right, then. There’s a cop down-stairs with a
warrant for the arrest of a Miss Helen White and a Mr. Lionel Morris,
charged with making incendiary speeches in Union Square. They
think that Morris’s taxicab stopped at this building, and the policeman
is going through all the apartments. He’ll be here in a minute. (In the
receiver.) All right, Sam, it’s all right. Thanks for tipping me off.
(Maxwell reënters the room and sits on the pianola bench. Helen
reclines, with some dignity, on the chaise-longue. Lionel crouches
behind the purple statue.)

Maxwell (meditatively)
Satan finds some mischief still—

Helen
What are you saying, Max?

Maxwell
 Oh, I was just thinking of the janitor. I had quite a talk with him
after you left.
(The doorbell rings, and Maxwell admits a large policeman.)

Policeman
Excuse me, sir; it’s just a matter of form. I’m looking for a couple
of them Anarchist-Suffrage-I. W. W. bugs. It’s just a matter of form.
The man’s name is Lionel Morris and the woman’s name is Helen
White. Are you Lionel Morris?

Maxwell
No; my name is Maxwell Johnson. The janitor knows me, and so
do a lot of people in the building.

Policeman
Thank you, sir. It’s just a matter of form. Now, madam—it’s just a
matter of form—are you Helen White?

Helen
No, I am not Helen White. I am Mrs. Maxwell Johnson.

Policeman
Thank you, madam, thank you; it’s just a matter of form. You see
these parties is incendiaries; they called me a mermaiden. Now, just
two more questions—it’s just a matter of form: Is Miss Helen White
here?

Helen
No, Helen White is not here.

Maxwell
And I’m glad she isn’t here, officer.

Policeman
 You may well be that, sir; you may well be that. Now, is Lionel
Morris here?
(There is a pause, during which the purple statue shakes
slightly.)

Maxwell
Well, what do you think about it, officer? Take a look around the
place. Want to look in the dumb waiter or down the kitchen sink?

Policeman
Oh, I know he’s not here, Mr. Johnson, and I’m sorry to have
troubled you. Much obliged to you. Good night, sir.

Maxwell
Have a drink before you go?

Policeman
Well, I hadn’t ought to, but I guess I will, thanks.
(Helen pours the whiskey and Maxwell and the policeman lift
their glasses.)

Policeman
Well, here’s how, sir.

Maxwell
Here’s Joplin!

Helen
Oh, I’ll drink that.
(She takes a sip from Maxwell’s glass.)

Policeman
What’s that, something new?
 Maxwell
No, it’s old as Adam and Eve.

Policeman
Well, it’s a new one on me. Thank you, sir. Good night.

Maxwell
Good night. (The policeman goes out. After the door slams shut,
Lionel stands up, but remains behind the purple statue.) Hadn’t you
better go to some other apartment house? The cop’s gone down the
elevator. He’ll be gone by the time you get downstairs. (Lionel goes
out and as he turns he brushes against the purple statue, which
topples on its pedestal. He bangs the door shut after him violently,
and the statue falls to the floor and breaks into several pieces.
Maxwell and Helen look at it for a moment and then turn to each
other and laugh.)

Helen
Oh, look what’s happened to the “Emancipation of Woman”!

CURTAIN
 Transcriber’s Notes
Punctuation, hyphenation, and spelling were made
consistent when a predominant preference was found in the
original book; otherwise they were not changed.
Simple typographical errors were corrected; unbalanced
quotation marks were remedied when the change was
obvious, and otherwise left unbalanced.
Illustrations in this eBook have been positioned between
paragraphs and outside quotations. In versions of this eBook
that support hyperlinks, the page references in the List of
Illustrations lead to the corresponding illustrations.
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