Personality, Individual Differences and

Intelligence 5th Edition John Maltby

Visit to download the full and correct content document:
https://ebookmass.com/product/personality-individual-differences-and-intelligence-5th
-edition-john-maltby/
More products digital (pdf, epub, mobi) instant
download maybe you interests ...

The Wiley Encyclopedia of Personality & Individual

Differences (4 Volumes) 1st Edition Bernardo J.
Carducci

https://ebookmass.com/product/the-wiley-encyclopedia-of-
personality-individual-differences-4-volumes-1st-edition-
bernardo-j-carducci/

Individual Differences in Language Learning: A Complex

Systems Theory Perspective 1st ed. Edition Carol
Griffiths

https://ebookmass.com/product/individual-differences-in-language-
learning-a-complex-systems-theory-perspective-1st-ed-edition-
carol-griffiths/

Wireless Mobility in Organizations: Utilizing Social,

Individual, and Organizational Intelligence 1st Edition
Stephen C. Clark

https://ebookmass.com/product/wireless-mobility-in-organizations-
utilizing-social-individual-and-organizational-intelligence-1st-
edition-stephen-c-clark/

The Expanding Family Life Cycle: Individual, Family,

and Social Perspectives 5th Edition, (Ebook PDF)

https://ebookmass.com/product/the-expanding-family-life-cycle-
individual-family-and-social-perspectives-5th-edition-ebook-pdf/
Marxism and the Individual Ero■ul

https://ebookmass.com/product/marxism-and-the-individual-erogul/

The U.S. Cybersecurity and Intelligence Analysis John

Michael Weaver

https://ebookmass.com/product/the-u-s-cybersecurity-and-
intelligence-analysis-john-michael-weaver/

Disorders|Differences of Sex Development: An Integrated

Approach to Management John M. Hutson

https://ebookmass.com/product/disordersdifferences-of-sex-
development-an-integrated-approach-to-management-john-m-hutson/

(eBook PDF) Personality: Theory and Research, 14th

Edition

https://ebookmass.com/product/ebook-pdf-personality-theory-and-
research-14th-edition/

The Dark Side of Personality: Science and Practice in

Social, Personality, and Clinical Psychology 1st
Edition Virgil Zeigler-Hill

https://ebookmass.com/product/the-dark-side-of-personality-
science-and-practice-in-social-personality-and-clinical-
psychology-1st-edition-virgil-zeigler-hill/
Personality,
Individual Differences
and Intelligence
 At Pearson, we have a simple mission: to help people
make more of their lives through learning.

We combine innovative learning technology with trusted

content and educational expertise to provide engaging
and effective learning experiences that serve people
wherever and whenever they are learning.

From classroom to boardroom, our curriculum materials, digital

learning tools and testing programmes help to educate millions
of people worldwide – more than any other private enterprise.

Every day our work helps learning flourish, and

wherever learning flourishes, so do people.

To learn more, please visit us at www.pearson.com/uk

Personality,
Individual Differences
and Intelligence
Fifth Edition

John Maltby
University of Leicester
Liz Day
Sheffield Hallam University
Ann Macaskill
Sheffield Hallam University

Harlow, England • London • New York • Boston • San Francisco • Toronto • Sydney • Dubai • Singapore • Hong Kong
Tokyo • Seoul • Taipei • New Delhi • Cape Town • São Paulo • Mexico City • Madrid • Amsterdam • Munich • Paris • Milan
PEARSON EDUCATION LIMITED
KAO Two
KAO Park
Harlow CM17 9SR
United Kingdom
Tel: +44 (0)1279 623623
Web: www.pearson.com/uk

First published 2007 (print)

Second edition published 2010 (print)
Third edition published 2013 (print and electronic)
Fourth edition published 2017 (print and electronic)
Fifth edition published 2022 (print and electronic)
© Pearson Education Limited 2007, 2010 (print)
© Pearson Education Limited 2013, 2017, 2022 (print and electronic)
The rights of John Maltby, Liz Day and Ann Macaskill to be identified as authors of this work have been
asserted by them in accordance with the Copyright, Designs and Patents Act 1988.
The print publication is protected by copyright. Prior to any prohibited reproduction, storage in a
retrieval system, distribution or transmission in any form or by any means, electronic, mechanical,
recording or otherwise, permission should be obtained from the publisher or, where applicable, a
licence permitting restricted copying in the United Kingdom should be obtained from the Copyright
Licensing Agency Ltd, Barnard’s Inn, 86 Fetter Lane, London EC4A 1EN.
The ePublication is protected by copyright and must not be copied, reproduced, transferred,
distributed, leased, licensed or publicly performed or used in any way except as specifically permitted
in writing by the publishers, as allowed under the terms and conditions under which it was purchased,
or as strictly permitted by applicable copyright law. Any unauthorised distribution or use of this text
may be a direct infringement of the authors’ and the publisher’s rights and those responsible may be
liable in law accordingly.
Pearson Education is not responsible for the content of third-party internet sites.
ISBN: 978-1-292-31796-0 (print)
978-1-292-31802-8 (PDF)
978-1-292-31801-1 (EEB)
British Library Cataloguing-in-Publication Data
A catalogue record for the print edition is available from the British Library
Library of Congress Cataloging-in-Publication Data
Names: Maltby, John, 1969- author. | Day, Liz, author. | Macaskill, Ann, author.
Title: Personality, individual differences and intelligence / John Maltby,
University of Leicester, Liz Day, Sheffield Hallam University, Ann
Macaskill, Sheffield Hallam University.
Description: Fifth Edition. | Hoboken, NJ : Pearson, [2022] | Revised
edition of the authors’ Personality, individual differences and
intelligence, [2017] | Includes bibliographical references and index. |
Summary: “The second way that this text is organised is through level of
study. We are aware that some psychology courses teach different topic
areas in personality, intelligence and individual differences in
different years (ranging from first year to final year). Therefore, we
have organised each of the three parts of the text so that the later
chapters in each part may be considered as more advanced topics of
study. In this way, there is a developmental progression in the
learning. This also means that the text should be useful across all the
years of your degree”— Provided by publisher.
Identifiers: LCCN 2021058170 (print) | LCCN 2021058171 (ebook) | ISBN 9781292317960 (paperback) |
ISBN 9781292318028 (pdf) | ISBN 9781292318011
Subjects: LCSH: Personality. | Personality and intelligence. | Individual differences.
Classification: LCC BF698.9.I6 M35 2022 (print) | LCC BF698.9.I6 (ebook) | DDC 155.2—dc23/
eng/20220106
LC record available at https://lccn.loc.gov/2021058170
LC ebook record available at https://lccn.loc.gov/2021058171
10 9 8 7 6 5 4 3 2 1
22 21 20 19 18
Cover design: Kelly Miller
Cover image: Lovely Bird/Shutterstock
Print edition typeset in 9.5/12 pt Times LT Pro Roman by Straive
Printed in Slovakia by Neografia
NOTE THAT ANY PAGE CROSS REFERENCES REFER TO THE PRINT EDITION
Dedication

For Liz
BRIEF CONTENTS

About the Authors xix

Preface xx
PART 3 Applications in Individual
Acknowledgements xxv
Differences 447

16 Optimism 448
17 Irrational Beliefs 472
PART 1 Personality and Individual 18 Social Anxiety, Shyness and Embarrassment 495
Differences 1 19 Interpersonal Relationships 522
20 Social Attitudes and Culture 553
1 Personality Theory in Context 2 21 Well-Being and Personality Disorders 592
2 The Basis of the Psychoanalytic Approach to 22 Individual Differences in Health and Illness 622
Personality 23
23 An Introduction to Psychometric Testing 645
3 Developments of Freudian Theorising 45
4 Learning Theory Perspectives on Personality 73 Glossary G1
5 Cognitive Personality Theories 103 References and further reading R1
6 Humanistic Personality Theories 127 Index I1
7 The Trait Approach to Personality 163 Publisher’s acknowledgements P1
8 Biological Basis of Personality I: Genetic
Heritability of Personality and Biological and
Physiological Models of Personality 194 The following additional material can be
9 Biological Basis of Personality II: Evolutionary found on the website
Psychology and Animal Studies of Personality 225 (go.pearson.com/uk/he/resources)

24 Academic Argument and Thinking 687

25 Statistical Terms 695
PART 2 Intelligence 253 26 Research Ethics 704

10 An Introduction to Intelligence 254

11 Theories and Measurement of Intelligence 274
12 How Intelligence Tests are Used: What Questions
Emerge from the Measurement of Intelligence? 301
13 Heritability and Socially Defined Group
Differences in Intelligence 334
14 Intelligence and the Self: Emotional Intelligence,
Creativity, and Sex Difference in Intelligence 372
15 Personality and Intelligence in Education
and Work 419
CONTENTS

About the Authors xix The structure of the personality 28

The development of personality 29
Preface xx
Defence mechanisms 32
Acknowledgements xxv Repression 32
Denial 33
Projection 33
Reaction formation 33
PART 1 Personality and Individual Rationalisation 33
Conversion reaction 34
Differences 1 Phobic avoidance 34
Displacement 34
Regression 34
1 Personality Theory in Context 2 Isolation 35
Key themes 2 Undoing 35
Learning outcomes 2 Sublimation 35
Introduction 3 Clinical applications of Freudian theory 35
General population perspectives: implicit personality Evaluation of Freudian theory 37
theories 3 Description 37
Problems with implicit theories 4 Explanation 37
How is personality defined? 4 Empirical validity and testable concepts 37
Lay definitions of personality 4 Comprehensiveness 39
Psychological definitions of personality 5 Parsimony 40
The aims of studying personality 5 Heuristic value 40
The source of the term ‘personality’ 7 Applied value 40
Approaches to studying personality: idiographic versus Final comments 40
nomothetic 8 Summary 41
Describing personality 8 Connecting up 42
Distinctions and assertions in personality research 9 Critical thinking 42
Effects of personality versus situational effects 10 Going further 42
Measurement issues 11 Film and literature 44
Strands of personality theorising 12
The clinical approach and its history 12 3 Developments of Freudian Theorising 45
Individual differences’ emphasis on personality
Key themes 45
and its history 13
Learning outcomes 45
Current conceptualisations of individual differences 13
Introduction 46
Studying personality as a personal experience 15
Individual psychology of Alfred Adler 47
Reading critically and evaluating theories 16
Inferiority feelings 47
The cultural context of personality theories 19
Personality development in Adlerian terms 48
Final comments 19
Birth order 48
Summary 20
Characteristics of the neurotic personality 49
Connecting up 20
Adlerian treatment approaches 50
Critical thinking 20
Evaluation of Adler’s individual psychology theory 51
Going further 21
Description 51
Film and literature 22
Explanation 51
Testable concepts and their empirical validity 51
2 The Basis of the Psychoanalytic Comprehensiveness 52
Approach to Personality 23 Parsimony 52
Key themes 23 Heuristic value 52
Learning outcomes 23 Applied value 52
Introduction 24 Carl Jung and analytic psychology 53
Description of Freud’s theory of personality 24 Structures within the psyche 54
Levels of consciousness 24 Jungian personality types 56
The nature of human beings and the source of Jung’s conception of mental illness and its treatment 57
human motivation 26 Evaluation of Jung’s theory 59
x CONTENTS

Description 59 Going further 101

Explanation 59 Film and literature 102
Empirical validity 59
Testable concepts 60 5 Cognitive Personality Theories 103
Comprehensiveness 60 Key themes 103
Parsimony 60 Learning outcomes 103
Heuristic value 60 Introduction 104
Applied value 60 Theory of personal constructs of George A. Kelly 105
The psychology of Karen Horney 60 The view of the person in Kelly’s theory 105
Essentials of Horney’s theoretical position 61 Concepts within Kelly’s theory 106
The development of the personality and the neurotic Personality development according to Kelly 110
personality 61 Assessing personality in personal construct theory 110
Defence mechanisms 65 Clinical applications of personal construct theory 112
Penis envy and female masochism 66 Albert Ellis and rational-emotive behaviour therapy 113
Evaluation of Horney’s theory 67 Origins of the theory of rational-emotive behaviour
Description 67 therapy 113
Explanation 67 Rational and irrational thoughts 114
Empirical validity 67 The importance of perception and the subjective
Testable concepts 68 worldview 116
Comprehensiveness 68 Development of the individual 119
Parsimony 68 The basic model of rational-emotive behaviour therapy 119
Heuristic value 68 Sources of psychological disturbance 121
Final comments 68 Applications of rational-emotive behaviour therapy 121
Summary 69 Research evidence for effectiveness of rational-emotive
Connecting up 70 behaviour therapy 121
Critical thinking 70 Contentious issues 122
Going further 71 Overall evaluation of cognitive approaches 123
Film and literature 72 Description 123
Explanation 123
4 Learning Theory Perspectives on Empirical validity 123
Personality 73 Testable concepts 123
Key themes 73 Comprehensiveness 123
Learning outcomes 73 Parsimony 123
Introduction 74 Heuristic value 124
Introduction to learning theory 75 Applied value 124
The clinical perspective within classical conditioning 76 Final comments 124
The radical behaviourism of B. F. Skinner 77 Summary 124
Attempts to apply learning theory approaches to Connecting up 125
personality 81 Critical thinking 125
The stimulus-response model of personality of Going further 125
Dollard and Miller 82 Film and literature 126
Albert Bandura and social learning theory 84
Learning within Bandura’s model 85 6 Humanistic Personality Theories 127
Personality development in social learning theory 86 Key themes 127
Self-efficacy as a self-regulatory process 87 Learning outcomes 127
Increasing self-efficacy ratings 87 Introduction 128
Measuring self-efficacy 88 Historical roots and key elements of the humanistic
Julian Rotter and locus of control 89 approach 129
The impact of locus of control on behaviour 90 Abraham Maslow and self-actualisation 129
Walter Mischel 91 Human nature and human motivation 129
The impact of Mischel 95 Hierarchy of needs 131
Evaluation of learning theory approaches 96 Discussion of basic needs 133
Description 96 Characteristics of self-actualisers 133
Explanation 96 Personality development 134
Empirical validity 97 Mental illness and its treatment in Maslow’s approach 135
Testable concepts 97 Evaluation of Maslow’s theory 135
Comprehensiveness 97 Description 135
Parsimony 98 Explanation 135
Heuristic value 98 Empirical validity 136
Applied value 98 Testable concepts 136
Final comments 98 Comprehensiveness 136
Summary 99 Parsimony 137
Connecting up 100 Heuristic value 137
Critical thinking 100 Applied value 137
 CONTENTS xi

Carl Rogers and person-centred therapy 137 The big one? The general factor of personality 186
Basic principles underlying the theory 137 The Dark Triad 188
Self-actualisation 139 Evaluation of trait approaches 189
Effect of society on self-actualisation 139 Final comments 190
Developmental impact on the child of their Summary 190
parents’ self-concept 141 Connecting up 191
The role of the actualising tendency in development 142 Critical thinking 191
Rogers’ conceptualisation of psychological problems 143 Going further 192
The principles of Rogerian counselling 144 Film and literature 193
The role of the therapist or counsellor 146
Evaluation of Rogers’ theory 149 8 Biological Basis of Personality I: Genetic
Description 150 Heritability of Personality and Biological
Explanation 150
and Physiological Models of Personality 194
Empirical validity 150
Testable concepts 150 Key themes 194
Comprehensiveness 150 Learning outcomes 194
Parsimony 151 Introduction 195
Heuristic value 151 Behavioural genetics 195
Applied value 151 Behavioural genetics: basic ideas 195
Self-determination theory 151 How the influence of genes is assessed in behavioural
The four theories of self-determination theory 152 genetics 196
Evaluation of self-determination theory 156 Methods for assessing genetic heritability of personality 197
The reward controversy and the eight criteria 156 Genetic heritability estimates and personality 198
Description 157 Considerations within behavioural genetics and
Explanation 157 personality 202
Empirical validity and testable concepts 157 Conceptions of genetic heritability and the environment 202
Applied value 157 Different types of genetic variance 203
Comprehensiveness 158 Shared and non-shared environments 203
Parsimony 158 Problems with the representativeness of twin and
Heuristic value 158 adoption studies 208
Final comments 158 Assortative mating 208
Summary 159 Changing world of genetics 209
Connecting up 160 A framework for considering heritability in personality 210
Critical thinking 160 Psychophysiology, neuropsychology and personality 212
Going further 160 Eysenck’s biological model of personality and arousal 213
Film and literature 161 Gray’s BAS/BIS theory 214
Cloninger’s biological model of personality 217
Empirical evidence for biological theories of personality 219
7 The Trait Approach to Personality 163 The central nervous system and biological personality
Key themes 163 dimensions 219
Learning outcomes 163 The autonomic nervous system and biological personality
Introduction 164 dimensions 220
Emergence of personality traits 165 Biological personality dimensions and other biological
Defining personality traits 166 and physiological systems 220
The development of trait theories within psychology 166 Consideration of biological theories of personality 221
Sheldon and somatotypes 166 Final comments 221
Early lexical approaches to personality and the lexical Summary 222
hypothesis 167 Connecting up 223
Gordon Allport 168 Critical thinking 223
Raymond Cattell and the emergence of the factor Going further 223
analytic approach 170 Film and literature 224
Types of traits 170
Contribution of Cattell 174
9 Biological Basis of Personality II:
Hans Eysenck’s trait theory of personality 174
Eysenck’s structure of personality 175
Evolutionary Psychology and Animal
Research evidence for Eysenck’s types 178 Studies of Personality 225
Psychopathology and Eysenck’s therapeutic approach 179 Key themes 225
Eysenck’s contribution to trait theorising 179 Learning outcomes 225
The five-factor model 179 Introduction 226
Evidential sources for the five-factor model 179 Evolutionary theory 226
A sixth personality factor? Expanding on the five-factor Evolutionary psychology and adaptation 226
model of personality 182 Evolutionary personality and personality and individual
The sixth factor of personality: honesty–humility? The differences psychology 231
introduction of the HEXACO model of personality 182 An introduction to evolutionary personality psychology:
Theory of the HEXACO model of personality structure 182 Buss’ theory of personality and adaptation 231
xii CONTENTS

How individual differences arise through cooperation: The birth of the psychology of intelligence: Galton
the example of leadership 233 and Binet 275
Life history and personality 235 Galton 275
Consideration of the evolutionary theory of personality 238 Binet 276
Animals and their personality 239 The search for measurement continues: the birth of ‘IQ’
Animals and personality: a historical context 239 and standardised testing 277
Within-species versus cross-species comparisons 239 Terman 277
Methods in animal personality research 240 Yerkes 278
Reliability and validity of animal personality research 240 General intelligence (g): the theory and the measurement 279
‘Said the spider to the fly’: spiders and personality 241 ‘g’ 279
Animal personality: the emergence of the five-factor Measuring ‘g’: the Wechsler and Raven’s Matrices 280
model of personality 242 Multifactor theorists: Thurstone, Cattell and Guilford 287
Animal personality: informing evolutionary theories Thurstone: ‘g’ results from seven primary mental abilities 287
of personality? 243 Cattell: fluid and crystallised intelligence 288
Consideration of animal personality research 244 Guilford: many different intelligences and many
Adaptive personality and behavioural ecology 246 different combinations 288
Definitions of personality: broad and narrow 246 Intelligence and factor analysis – a third way: the
Behavioural consistency: short-term and long-term hierarchical approach 289
variation 247 Vernon 290
The conceptual nature and function of adaptive Carroll: from the Three-Stratum Model of Human
personality traits: plasticity versus highly constrained 247 Cognitive Abilities to CHC 291
Models of adaptive personality 248 Cattell, Horn and Carroll (CHC): theory, research
Final comments 248 and practice together 291
Summary 249 Other theories of intelligence: Gardner and Sternberg 292
Connecting up 249 Howard Gardner: multiple intelligences 292
Critical thinking 250 Robert Sternberg 295
Going further 250 Final comments 297
Film and literature 251 Summary 298
Connecting up 299
Critical thinking 299
Going further 300
PART 2 Intelligence 253 Film and literature 300

12 How Intelligence Tests are Used: What

10 An Introduction to Intelligence 254 Questions Emerge from the Measurement
Key themes 254 of Intelligence? 301
Learning outcomes 254 Key themes 301
Introduction 255 Learning outcomes 301
Why does intelligence matter? 255 Introduction 302
Implicit theories of intelligence 256 Types of intelligence tests 302
Research into implicit theories of intelligence 256 The distinction between the psychometric and the
Laypersons’ implicit theories of intelligence 256 cognitive psychology approaches to intelligence
Laypersons’ implicit theories across cultures 258 testing 303
Implicit theories of intelligence across the lifespan 262 Simple biological and physiological measures of
Implicit theories about intelligence: Entity versus intelligence 303
Incremental theories of intelligence 266 Alexander Romanovich Luria 304
Entity versus Incremental theories Das and Naglieri’s cognitive assessment system
of intelligence 266 and the Kaufmans’ ability tests 306
‘Mindsets’: Entity versus Features, uses and problems surrounding intelligence
Incremental/Growth 267 tests 310
A task force in intelligence 268 Typical features of intelligence tests 310
The focus of this part of the text 269 The usefulness of intelligence tests: education 310
Final comments 270 The usefulness of intelligence tests: health 312
Summary 270 Problems and issues with intelligence tests 314
Connecting up 271 The intelligent use of intelligence tests 318
Critical thinking 271 Some concluding comments 319
Going further 271 The Flynn effect 319
Film and literature 273 How was the Flynn effect discovered? 319
Explanations of the Flynn effect 321
11 Theories and Measurement of Intelligence 274 The nutrition hypothesis versus the cognitive
Key themes 274 stimulation hypothesis 326
Learning outcomes 274 An end to the Flynn effect? 329
Introduction 275 The Flynn effect across a century – life history
speed and economic prosperity 329
 CONTENTS xiii

Final comments 331 Goleman’s model of emotional intelligence 377

Summary 331 Bar-On’s model of emotional intelligence 380
Connecting up 332 Trait emotional intelligence 381
Critical thinking 332 Comparing ability and mixed models of emotional
Going further 332 intelligence 383
Film and literature 333 Emotional intelligence in the context of a personality
system framework 384
13 Heritability and Socially Defined Group Considering different models of emotional intelligence
Differences in Intelligence 334 alongside each other 385
The application of emotional intelligence in psychology 386
Key themes 334
Critical consideration of emotional intelligence theory
Learning outcomes 334
and research 387
Introduction 335
Creativity 389
Section A – The heritability of intelligence 336
Person 390
Intelligence: the nature versus nurture debate 336
Process 390
Galton 336
Press 391
Heritability of intelligence 337
Product 391
What do we mean by heritability of intelligence? 338
Sternberg’s creative leadership theory: what
Methods for assessing genetic heritability of intelligence 338
constitutes creativity? 392
Heritability estimates of intelligence 339
Creativity and the brain 394
Considerations within behavioural genetics and
Creativity and ‘psychopathology’ 395
intelligence 341
Sex differences in intelligence 398
Estimates of the genetic heritability of intelligence 343
Sex differences on measures of general intelligence 398
Environmental influences on intelligence 343
Sex differences in specific intelligences 399
Biological variables and maternal effects 344
Looking for explanations of sex differences in measures
Family environment 347
of intelligence 402
Education and intelligence 353
Biological explanations for sex differences in intelligence 402
Culture and intelligence 354
Biological variables for sex differences in measures of
Final comments on genetic heritability and
general intelligence 402
environmental influences on intelligence 355
Summary of biological factors in sex differences in
Section B – The bell curve: group differences in
intelligence 407
intelligence based on race 356
Environmental explanations for sex differences in
The bell curve 356
intelligence 407
The bell curve: intelligence and class structure in
Stereotypes and sex differences in intelligence
American life 356
outside of education 408
The cognitive elite: looking at the higher end of
Stereotypes and sex differences in intelligence within
the bell curve 358
education 409
IQ scores and social and economic problems: looking
Interactions between technology and socioeconomic
at the lower end of the bell curve 358
status and their influence on intelligence in the
The relationship between race and IQ: implications for
classroom 410
social policy 359
A final consideration of sex differences in measures of
Criticisms of The Bell Curve: Intelligence and Class
intelligence 413
Structure in American Life 360
Stereotype emphasis 413
Analysis of the assumptions used by Herrnstein and
Placing the extent of sex differences in intelligence
Murray 361
within its proper context 413
Statistical and evidence-based problems in
Interim summary for sex differences in intelligence 414
The Bell Curve arguments 365
Final comments 415
A darker side of psychology related to Herrnstein
Summary 415
and Murray’s analysis 366
Connecting up 416
Final comments 368
Critical thinking 416
Summary 369
Going further 417
Connecting up 369
Film and literature 418
Critical thinking 369
Going further 370
Film and literature 371 15 Personality and Intelligence in Education
and Work 419
14 Intelligence and the Self: Emotional Key themes 419
Intelligence, Creativity and Sex Difference Learning outcomes 419
in Intelligence 372 Introduction 420
Personality and intelligence predictors of achievement
Key themes 372 in education and the workplace 421
Learning outcomes 372 Established measures of personality and intelligence:
Introduction 373 predictors of achievement in education and work 421
Emotional intelligence 374 The difficulties with using established measures of
Salovey and Mayer’s four-branch model of emotional personality and intelligence in education and work 424
intelligence 374
xiv CONTENTS

Learning styles and experiential learning theory 426 Final comments 468
Learning processes 426 Summary 468
Learning styles 427 Connecting up 468
Application and measurement of learning processes Critical thinking 469
and styles 428 Going further 470
Critical consideration of Kolb’s theory 429 Film and literature 470
Emotional intelligence in education and the workplace 429
Goleman’s theory of emotional intelligence 429 17 Irrational Beliefs 472
Emotional intelligence and leadership 429
Key themes 472
Emotional intelligence and self-learning 430
Learning outcomes 472
Emotional intelligence and achievement in the
Introduction 473
workplace 431
The basic theory of rational-emotive behaviour
Consideration of emotional intelligence in education
therapy (REBT) 474
and the workplace 431
The ABCs of human disturbance 474
Successful intelligence and leadership: wisdom and
‘Must-urbatory’ thinking and disturbance 477
giftedness 433
Irrational beliefs and mental health 480
Wisdom 433
Issues with irrational beliefs that need to be considered
Giftedness 435
and addressed 482
Giftedness, termites and IQ scores 435
The case for and against religion 483
Modern conceptions of giftedness: not just high IQ? 436
The case for and against luck: the importance of
Psychological models of giftedness 438
belief in good luck 486
Summary of giftedness 440
Superstitious beliefs 488
Working with those who have learning disabilities 440
Irrational beliefs and sport 489
Working with those who have learning disabilities:
Final comments 491
the darker historical line 441
Summary 491
Working with those who have learning disabilities:
Connecting up 492
the positive historical line 441
Critical thinking 492
Feuerstein and Structural Cognitive Modifiability 442
Going further 493
Theory and programme of structural Cognitive
Film and literature 494
Modifiability 442
Final comments 444
Summary 444 18 Social Anxiety, Shyness and Embarrassment 495
Connecting up 445 Key themes 495
Critical thinking 445 Learning outcomes 495
Going further 445 Introduction 496
Film and literature 446 Introducing social anxieties and social
anxiety disorder 497
What exactly is social anxiety disorder? 497
General symptoms, prevalence and conceptions of
PART 3 Applications in Individual social anxiety disorder 498
Definitions and diagnosis of social anxiety disorder 499
Differences 447 What causes social anxiety disorder? 501
Shyness 504
16 Optimism 448 What is shyness? 505
The consequences of shyness 506
Key themes 448 State versus trait shyness 507
Learning outcomes 448 State shyness 508
Introduction 449 Trait shyness 508
Learned optimism – explanatory style 451 Embarrassment 512
Learned helplessness versus learned optimism 451 Four theories of embarrassment 513
The ABC format 453 Re-evaluation of the embarrassment models 515
Distraction and disputation 453 Categorisation of embarrassing situations 515
Dispositional optimism 454 Embarrassment, measurement and personality 516
The Life Orientation Test: a measure of dispositional Final comments 518
optimism 454 Summary 518
Optimism and well-being 455 Connecting up 519
Coping and appraisals 455 Critical thinking 519
Benefits of optimism and well-being 457 Going further 520
Optimism: a cloud in the silver lining? 460 Film and literature 521
Situational optimism 460
Hope 462
Benefits of hope 463 19 Interpersonal relationships 522
Measurement of hope 465 Key themes 522
A consideration of false hope 465 Learning outcomes 522
Optimism versus ‘positive thinking’ 466 Introduction 523
 CONTENTS xv

Interpersonal attraction 523 Summary 588

Theories of interpersonal attraction 523 Connecting up 589
Fatal attraction 525 Critical thinking 589
Love styles 526 Going further 590
The triangular theory of love 526 Film and literature 590
Love styles (or the colours of love) 528
Individual and group differences in love styles 530 21 Well-Being and Personality Disorders 592
Romantic love and attachment styles 530
Key themes 592
Online dating and personality styles 532
Learning outcomes 592
Relationship dissolution 534
Introduction 593
The investment model 534
The structure and measurement of well-being 593
How individuals initiate the end of a relationship 536
Circumplex Theory of Affect: the structure of mood 594
How individuals react when the other person initiates
Subjective and psychological well-being 595
the end of the relationship 538
Psychological well-being as a resilience across
Introducing forgiveness 539
the life-span 600
What is forgiveness? 540
Personality, mood and well-being 600
Models of the forgiveness process 541
Personality disorders 603
The Enright model of forgiveness 541
General criteria for personality disorders:
The Worthington (pyramidal) model 544
the Diagnostic and Statistical Manual of Mental
Forgiveness and attachment 546
Disorders (DSM-5) (American Psychiatric
Forgiveness and personality 546
Association, 2013) 604
Final comments 549
Personality disorders: Cluster A: paranoid, schizoid
Summary 549
and schizotypal personality disorders 606
Connecting up 550
Personality disorders: Cluster B: antisocial, borderline,
Critical thinking 550
histrionic and narcissistic personality disorders 608
Going further 551
Personality disorders: Cluster C: avoidant, dependent
Film and literature 552
and obsessive-compulsive personality disorders 610
Genetic, biological and environmental influences on
20 Social Attitudes and Culture 553 personality disorders 612
Key themes 553 Five-factor correlates of personality disorders 617
Learning outcomes 553 Issues with the conceptualisation and categorisation
Introduction 554 of personality disorders 617
Right-wing authoritarianism, conservatism and Final comments 618
social dominance 554 Summary 618
Authoritarianism 555 Connecting up 620
Conservatism 557 Critical thinking 620
Social dominance orientation 559 Going further 620
Theory of social dominance 560 Film and literature 621
The measurement of social dominance orientation 561
Right-wing attitudes and personality 562 22 Individual Differences in Health and Illness 622
Right-wing attitudes and Eysenck’s theory of personality 562
Key themes 622
Five-factor theory of personality and conservatism 564
Learning outcomes 622
Critical consideration of right-wing attitudes theory 565
Introduction 623
Religion 566
Defining health 624
Dimensions of religiosity 566
Personality, health and illness: how might they be linked? 626
Religion and personality 569
Personality traits and health in the five-factor model
Critical review 570
(Big Five) 627
Social media use 571
Researching the links between personality, health
Definitions of social media use 571
and illness 628
Social media use and personality 572
Type A and Type B personality 628
Culture theory and personality 574
Measurement of Type A/B personality 629
Psychological anthropology 574
Research on Type A/B personality 629
Configurationalist approach 575
Further psychological research on Type A personality 631
Basic and modal personality structure approach 576
Type D personality 632
National character 576
Individual differences in the reaction to physical illness 632
Personality and national culture: the work of Hofstede 579
Conceptualising stress 633
Integrative model of personality 582
Depression 635
Evolution and human behaviour 582
Anxiety defined 636
The dispositional signature 583
Concepts especially relevant to health psychology
Characteristic adaptations 584
covered previously 636
Life narratives and the challenge of modern identity 584
Locus of control 636
The differential role of culture 585
Self-efficacy 638
Critiques of the integrative model of personality 587
Optimism 638
Final comments 588
xvi CONTENTS

Intelligence 639 24 Academic Argument and Thinking 687

Expanding definitions of health and well-being 639
Key themes 687
Personality and well-being: the positive psychology
Learning outcomes 687
approach 639
Introduction 688
Final comments 641
The structure of arguments: premises and
Summary 641
conclusions 688
Connecting up 642
Deductive versus inductive arguments 689
Critical thinking 642
Fallacies in arguments 690
Going further 643
Fallacies of the undistributed middle 690
Film and literature 644
The fallacy of affirming the consequent 690
Argument directed at the person (argumentum
23 An Introduction to Psychometric Testing 645 ad hominem, ‘argument directed at the man’) 691
Key themes 645 Appealing to ignorance or absence of fact
Learning outcomes 645 (argumentum ad ignorantiam, ‘argument to
Introduction 646 ignorance’) 691
Types and uses of psychometric tests 646 Appeal to popular beliefs (argumentum ad populum,
Developing a psychometric test 647 ‘argument to the people’) 692
Developing items for a psychometric test 647 Appeal to emotion (argumentum ad misericordiam,
Writing items for a psychometric test 648 ‘argument to pity’) 692
Clarity of questions 649 False dilemma 692
Leading questions 650 Comparing populations 693
Embarrassing questions 650 Summary 694
Hypothetical questions 650 Going further 694
Questions with reverse wording 651
Response formats 652 25 Statistical Terms 695
Instructions 653
Key themes 695
Collecting the data 654
Learning outcomes 695
Reliability 654
Introduction 696
Internal reliability (internal consistency) 654
Tests of association 696
Using internal reliability to select items 656
Correlation coefficients 696
Computing the scale (producing an overall score) 661
Factor analysis 697
Test-retest reliability (reliability over time) 661
Multiple regression 700
Validity 663
Tests of difference 701
Advanced techniques in psychometric evaluation:
Tests of difference for two sets of scores 701
factor analysis 670
Tests of difference for more than two sets
Factor analysis 670
of scores 701
Exploratory factor analysis 672
Meta-analysis 701
Confirmatory factor analysis 678
Effect size 702
The International Personality Item Pool and
Summary 703
the Higher Education Academy in Psychology
Going further 703
practicals web page 680
Final comments 680
Summary 683 26 Research Ethics 704
Connecting up 684 Key themes 704
Critical thinking 684 Learning outcomes 704
Going further 685 Introduction 705
Film and literature 685 What do we mean by research ethics? 705
Why do we need ethical codes? 705
Glossary G1
Basic principles for ethical research 705
References and further reading R1 Research studies have to comply with all legal
Index I1 requirements 705
Research participants 706
Publisher’s acknowledgements P1 NHS, social services/social care and HMPPS research 708
Ethical principles for conducting research with
human participants (The British Psychological
The following additional material can be Society) 708
found on the website Going further 708
(go.pearson.com/uk/he/resources)
 CONTENTS xvii

Companion website
For open-access student resources specifically
written to complement this textbook and support your
learning, including three additional web-only chapters, please visit
go.pearson.com/uk/he/resources

Lecturer resources
For password-protected online resources tailored to support the
use of this textbook in teaching, please visit
go.pearson.com/uk/he/resources
Pearson’s Commitment to
Diversity, Equity and Inclusion
Pearson is dedicated to creating bias-free content that reflects the diversity, depth
and breadth of all learners’ lived experiences. We embrace the many dimensions of
diversity including, but not limited to, race, ethnicity, gender, sex, sexual orientation,
socioeconomic status, ability, age and religious or political beliefs.

Education is a powerful force for equity and change in our world. It has the potential
to deliver opportunities that improve lives and enable economic mobility. As we work
with authors to create content for every product and service, we acknowledge our
responsibility to demonstrate inclusivity and incorporate diverse scholarship so that
everyone can achieve their potential through learning. As the world’s leading learning
company, we have a duty to help drive change and live up to our purpose to help more
people create a better life for themselves and to create a better world.

Our ambition is to purposefully contribute to a world where:

• Everyone has an equitable and lifelong opportunity to succeed through learning.

• Our educational products and services are inclusive and represent the rich diversity of
learners.
• Our educational content accurately reflects the histories and lived experiences of the
learners we serve.
• Our educational content prompts deeper discussions with students and motivates
them to expand their own learning and worldview.

We are also committed to providing products that are fully accessible to all learners. As
per Pearson’s guidelines for accessible educational Web media, we test and retest the
capabilities of our products against the highest standards for every release, following the
WCAG guidelines in developing new products for copyright year 2022 and beyond. You
can learn more about Pearson’s commitment to accessibility at:
https://www.pearson.com/us/accessibility.html

While we work hard to present unbiased, fully accessible content, we want to hear
from you about any concerns or needs regarding this Pearson product so that we can
investigate and address them.

• Please contact us with concerns about any potential bias at:

https://www.pearson.com/report-bias.html
• For accessibility-related issues, such as using assistive technology with Pearson
products, alternative text requests, or accessibility documentation, email the Pearson
Disability Support team at:
disability.support@pearson.com
ABOUT THE AUTHORS

Professor John Maltby is at the University of Leicester.
He has over 200 publications in the area of personality and
individual differences, psychometrics, and well-being.
Dr Liz Day is a Senior Lecturer in Psychology at Shef-
field Hallam University. She has over 60 publications in the
area of individual differences. She also trained as a Clinical
Hypnotherapist.
Professor Ann Macaskill is at Sheffield Hallam Univer-
sity and is a Chartered Health Psychologist and trained in
cognitive behaviour therapy. She has over 100 publications,
with current research in individual differences, health and
well-being.
Another random document with
no related content on Scribd:
THE FULL PROJECT GUTENBERG LICENSE
 PLEASE READ THIS BEFORE YOU DISTRIBUTE OR USE THIS WORK

To protect the Project Gutenberg™ mission of promoting the free

distribution of electronic works, by using or distributing this work (or
any other work associated in any way with the phrase “Project
Gutenberg”), you agree to comply with all the terms of the Full
Project Gutenberg™ License available with this file or online at
www.gutenberg.org/license.

Section 1. General Terms of Use and

Redistributing Project Gutenberg™
electronic works
1.A. By reading or using any part of this Project Gutenberg™
electronic work, you indicate that you have read, understand, agree
to and accept all the terms of this license and intellectual property
(trademark/copyright) agreement. If you do not agree to abide by all
the terms of this agreement, you must cease using and return or
destroy all copies of Project Gutenberg™ electronic works in your
possession. If you paid a fee for obtaining a copy of or access to a
Project Gutenberg™ electronic work and you do not agree to be
bound by the terms of this agreement, you may obtain a refund from
the person or entity to whom you paid the fee as set forth in
paragraph 1.E.8.

1.B. “Project Gutenberg” is a registered trademark. It may only be

used on or associated in any way with an electronic work by people
who agree to be bound by the terms of this agreement. There are a
few things that you can do with most Project Gutenberg™ electronic
works even without complying with the full terms of this agreement.
See paragraph 1.C below. There are a lot of things you can do with
Project Gutenberg™ electronic works if you follow the terms of this
agreement and help preserve free future access to Project
Gutenberg™ electronic works. See paragraph 1.E below.
1.C. The Project Gutenberg Literary Archive Foundation (“the
Foundation” or PGLAF), owns a compilation copyright in the
collection of Project Gutenberg™ electronic works. Nearly all the
individual works in the collection are in the public domain in the
United States. If an individual work is unprotected by copyright law in
the United States and you are located in the United States, we do
not claim a right to prevent you from copying, distributing,
performing, displaying or creating derivative works based on the
work as long as all references to Project Gutenberg are removed. Of
course, we hope that you will support the Project Gutenberg™
mission of promoting free access to electronic works by freely
sharing Project Gutenberg™ works in compliance with the terms of
this agreement for keeping the Project Gutenberg™ name
associated with the work. You can easily comply with the terms of
this agreement by keeping this work in the same format with its
attached full Project Gutenberg™ License when you share it without
charge with others.

1.D. The copyright laws of the place where you are located also
govern what you can do with this work. Copyright laws in most
countries are in a constant state of change. If you are outside the
United States, check the laws of your country in addition to the terms
of this agreement before downloading, copying, displaying,
performing, distributing or creating derivative works based on this
work or any other Project Gutenberg™ work. The Foundation makes
no representations concerning the copyright status of any work in
any country other than the United States.

1.E. Unless you have removed all references to Project Gutenberg:

1.E.1. The following sentence, with active links to, or other

immediate access to, the full Project Gutenberg™ License must
appear prominently whenever any copy of a Project Gutenberg™
work (any work on which the phrase “Project Gutenberg” appears, or
with which the phrase “Project Gutenberg” is associated) is
accessed, displayed, performed, viewed, copied or distributed:
 This eBook is for the use of anyone anywhere in the United
States and most other parts of the world at no cost and with
almost no restrictions whatsoever. You may copy it, give it away
or re-use it under the terms of the Project Gutenberg License
included with this eBook or online at www.gutenberg.org. If you
are not located in the United States, you will have to check the
laws of the country where you are located before using this
eBook.

1.E.2. If an individual Project Gutenberg™ electronic work is derived

from texts not protected by U.S. copyright law (does not contain a
notice indicating that it is posted with permission of the copyright
holder), the work can be copied and distributed to anyone in the
United States without paying any fees or charges. If you are
redistributing or providing access to a work with the phrase “Project
Gutenberg” associated with or appearing on the work, you must
comply either with the requirements of paragraphs 1.E.1 through
1.E.7 or obtain permission for the use of the work and the Project
Gutenberg™ trademark as set forth in paragraphs 1.E.8 or 1.E.9.

1.E.3. If an individual Project Gutenberg™ electronic work is posted

with the permission of the copyright holder, your use and distribution
must comply with both paragraphs 1.E.1 through 1.E.7 and any
additional terms imposed by the copyright holder. Additional terms
will be linked to the Project Gutenberg™ License for all works posted
with the permission of the copyright holder found at the beginning of
this work.

1.E.4. Do not unlink or detach or remove the full Project

Gutenberg™ License terms from this work, or any files containing a
part of this work or any other work associated with Project
Gutenberg™.

1.E.5. Do not copy, display, perform, distribute or redistribute this

electronic work, or any part of this electronic work, without
prominently displaying the sentence set forth in paragraph 1.E.1 with
active links or immediate access to the full terms of the Project
Gutenberg™ License.
1.E.6. You may convert to and distribute this work in any binary,
compressed, marked up, nonproprietary or proprietary form,
including any word processing or hypertext form. However, if you
provide access to or distribute copies of a Project Gutenberg™ work
in a format other than “Plain Vanilla ASCII” or other format used in
the official version posted on the official Project Gutenberg™ website
(www.gutenberg.org), you must, at no additional cost, fee or expense
to the user, provide a copy, a means of exporting a copy, or a means
of obtaining a copy upon request, of the work in its original “Plain
Vanilla ASCII” or other form. Any alternate format must include the
full Project Gutenberg™ License as specified in paragraph 1.E.1.

1.E.7. Do not charge a fee for access to, viewing, displaying,

performing, copying or distributing any Project Gutenberg™ works
unless you comply with paragraph 1.E.8 or 1.E.9.

1.E.8. You may charge a reasonable fee for copies of or providing

access to or distributing Project Gutenberg™ electronic works
provided that:

• You pay a royalty fee of 20% of the gross profits you derive from
the use of Project Gutenberg™ works calculated using the
method you already use to calculate your applicable taxes. The
fee is owed to the owner of the Project Gutenberg™ trademark,
but he has agreed to donate royalties under this paragraph to
the Project Gutenberg Literary Archive Foundation. Royalty
payments must be paid within 60 days following each date on
which you prepare (or are legally required to prepare) your
periodic tax returns. Royalty payments should be clearly marked
as such and sent to the Project Gutenberg Literary Archive
Foundation at the address specified in Section 4, “Information
about donations to the Project Gutenberg Literary Archive
Foundation.”

• You provide a full refund of any money paid by a user who

notifies you in writing (or by e-mail) within 30 days of receipt that
s/he does not agree to the terms of the full Project Gutenberg™
License. You must require such a user to return or destroy all
 copies of the works possessed in a physical medium and
discontinue all use of and all access to other copies of Project
Gutenberg™ works.

• You provide, in accordance with paragraph 1.F.3, a full refund of

any money paid for a work or a replacement copy, if a defect in
the electronic work is discovered and reported to you within 90
days of receipt of the work.

• You comply with all other terms of this agreement for free
distribution of Project Gutenberg™ works.

1.E.9. If you wish to charge a fee or distribute a Project Gutenberg™

electronic work or group of works on different terms than are set
forth in this agreement, you must obtain permission in writing from
the Project Gutenberg Literary Archive Foundation, the manager of
the Project Gutenberg™ trademark. Contact the Foundation as set
forth in Section 3 below.

1.F.

1.F.1. Project Gutenberg volunteers and employees expend

considerable effort to identify, do copyright research on, transcribe
and proofread works not protected by U.S. copyright law in creating
the Project Gutenberg™ collection. Despite these efforts, Project
Gutenberg™ electronic works, and the medium on which they may
be stored, may contain “Defects,” such as, but not limited to,
incomplete, inaccurate or corrupt data, transcription errors, a
copyright or other intellectual property infringement, a defective or
damaged disk or other medium, a computer virus, or computer
codes that damage or cannot be read by your equipment.

1.F.2. LIMITED WARRANTY, DISCLAIMER OF DAMAGES - Except

for the “Right of Replacement or Refund” described in paragraph
1.F.3, the Project Gutenberg Literary Archive Foundation, the owner
of the Project Gutenberg™ trademark, and any other party
distributing a Project Gutenberg™ electronic work under this
agreement, disclaim all liability to you for damages, costs and
expenses, including legal fees. YOU AGREE THAT YOU HAVE NO
REMEDIES FOR NEGLIGENCE, STRICT LIABILITY, BREACH OF
WARRANTY OR BREACH OF CONTRACT EXCEPT THOSE
PROVIDED IN PARAGRAPH 1.F.3. YOU AGREE THAT THE
FOUNDATION, THE TRADEMARK OWNER, AND ANY
DISTRIBUTOR UNDER THIS AGREEMENT WILL NOT BE LIABLE
TO YOU FOR ACTUAL, DIRECT, INDIRECT, CONSEQUENTIAL,
PUNITIVE OR INCIDENTAL DAMAGES EVEN IF YOU GIVE
NOTICE OF THE POSSIBILITY OF SUCH DAMAGE.

1.F.3. LIMITED RIGHT OF REPLACEMENT OR REFUND - If you

discover a defect in this electronic work within 90 days of receiving it,
you can receive a refund of the money (if any) you paid for it by
sending a written explanation to the person you received the work
from. If you received the work on a physical medium, you must
return the medium with your written explanation. The person or entity
that provided you with the defective work may elect to provide a
replacement copy in lieu of a refund. If you received the work
electronically, the person or entity providing it to you may choose to
give you a second opportunity to receive the work electronically in
lieu of a refund. If the second copy is also defective, you may
demand a refund in writing without further opportunities to fix the
problem.

1.F.4. Except for the limited right of replacement or refund set forth in
paragraph 1.F.3, this work is provided to you ‘AS-IS’, WITH NO
OTHER WARRANTIES OF ANY KIND, EXPRESS OR IMPLIED,
INCLUDING BUT NOT LIMITED TO WARRANTIES OF
MERCHANTABILITY OR FITNESS FOR ANY PURPOSE.

1.F.5. Some states do not allow disclaimers of certain implied

warranties or the exclusion or limitation of certain types of damages.
If any disclaimer or limitation set forth in this agreement violates the
law of the state applicable to this agreement, the agreement shall be
interpreted to make the maximum disclaimer or limitation permitted
by the applicable state law. The invalidity or unenforceability of any
provision of this agreement shall not void the remaining provisions.
1.F.6. INDEMNITY - You agree to indemnify and hold the
Foundation, the trademark owner, any agent or employee of the
Foundation, anyone providing copies of Project Gutenberg™
electronic works in accordance with this agreement, and any
volunteers associated with the production, promotion and distribution
of Project Gutenberg™ electronic works, harmless from all liability,
costs and expenses, including legal fees, that arise directly or
indirectly from any of the following which you do or cause to occur:
(a) distribution of this or any Project Gutenberg™ work, (b)
alteration, modification, or additions or deletions to any Project
Gutenberg™ work, and (c) any Defect you cause.

Section 2. Information about the Mission of

Project Gutenberg™
Project Gutenberg™ is synonymous with the free distribution of
electronic works in formats readable by the widest variety of
computers including obsolete, old, middle-aged and new computers.
It exists because of the efforts of hundreds of volunteers and
donations from people in all walks of life.

Volunteers and financial support to provide volunteers with the

assistance they need are critical to reaching Project Gutenberg™’s
goals and ensuring that the Project Gutenberg™ collection will
remain freely available for generations to come. In 2001, the Project
Gutenberg Literary Archive Foundation was created to provide a
secure and permanent future for Project Gutenberg™ and future
generations. To learn more about the Project Gutenberg Literary
Archive Foundation and how your efforts and donations can help,
see Sections 3 and 4 and the Foundation information page at
www.gutenberg.org.

Section 3. Information about the Project

Gutenberg Literary Archive Foundation
The Project Gutenberg Literary Archive Foundation is a non-profit
501(c)(3) educational corporation organized under the laws of the
state of Mississippi and granted tax exempt status by the Internal
Revenue Service. The Foundation’s EIN or federal tax identification
number is 64-6221541. Contributions to the Project Gutenberg
Literary Archive Foundation are tax deductible to the full extent
permitted by U.S. federal laws and your state’s laws.

The Foundation’s business office is located at 809 North 1500 West,

Salt Lake City, UT 84116, (801) 596-1887. Email contact links and up
to date contact information can be found at the Foundation’s website
and official page at www.gutenberg.org/contact

Section 4. Information about Donations to

the Project Gutenberg Literary Archive
Foundation
Project Gutenberg™ depends upon and cannot survive without
widespread public support and donations to carry out its mission of
increasing the number of public domain and licensed works that can
be freely distributed in machine-readable form accessible by the
widest array of equipment including outdated equipment. Many small
donations ($1 to $5,000) are particularly important to maintaining tax
exempt status with the IRS.

The Foundation is committed to complying with the laws regulating

charities and charitable donations in all 50 states of the United
States. Compliance requirements are not uniform and it takes a
considerable effort, much paperwork and many fees to meet and
keep up with these requirements. We do not solicit donations in
locations where we have not received written confirmation of
compliance. To SEND DONATIONS or determine the status of
compliance for any particular state visit www.gutenberg.org/donate.

While we cannot and do not solicit contributions from states where

we have not met the solicitation requirements, we know of no
prohibition against accepting unsolicited donations from donors in
such states who approach us with offers to donate.

International donations are gratefully accepted, but we cannot make

any statements concerning tax treatment of donations received from
outside the United States. U.S. laws alone swamp our small staff.

Please check the Project Gutenberg web pages for current donation
methods and addresses. Donations are accepted in a number of
other ways including checks, online payments and credit card
donations. To donate, please visit: www.gutenberg.org/donate.

Section 5. General Information About Project

Gutenberg™ electronic works
Professor Michael S. Hart was the originator of the Project
Gutenberg™ concept of a library of electronic works that could be
freely shared with anyone. For forty years, he produced and
distributed Project Gutenberg™ eBooks with only a loose network of
volunteer support.

Project Gutenberg™ eBooks are often created from several printed

editions, all of which are confirmed as not protected by copyright in
the U.S. unless a copyright notice is included. Thus, we do not
necessarily keep eBooks in compliance with any particular paper
edition.

Most people start at our website which has the main PG search
facility: www.gutenberg.org.

This website includes information about Project Gutenberg™,

including how to make donations to the Project Gutenberg Literary
Archive Foundation, how to help produce our new eBooks, and how
to subscribe to our email newsletter to hear about new eBooks.