1. The document discusses the speaker's habit of sending drafts of his work to colleagues for feedback, which has helped improve his writing and thinking over his career.
2. It describes how the speaker has advanced the field of personality psychology by "picking up" research projects started by others but not completed, such as developing taxonomies of personality traits.
3. One example discussed is continuing the work of Warren Norman to develop a scientifically compelling taxonomy of personality traits based on the lexical hypothesis through large-scale data collection and analysis.
Does Psychology Make a Significant Differencein Our LivesDustiBuckner14
Does Psychology Make a Significant Difference
in Our Lives?
Philip G. Zimbardo
Stanford University
The intellectual tension between the virtues of basic versus
applied research that characterized an earlier era of psy-
chology is being replaced by an appreciation of creative
applications of all research essential to improving the
quality of human life. Psychologists are positioned to “give
psychology away” to all those who can benefit from our
wisdom. Psychologists were not there 35 years ago when
American Psychological Association (APA) President
George Miller first encouraged us to share our knowledge
with the public. The author argues that psychology is
indeed making a significant difference in people’s lives;
this article provides a sampling of evidence demonstrating
how and why psychology matters, both in pervasive ways
and specific applications. Readers are referred to a newly
developed APA Web site that documents current opera-
tional uses of psychological research, theory, and method-
ology (its creation has been the author’s primary presiden-
tial initiative): www.psychologymatters.org.
Does psychology matter? Does what we do, andhave done for a hundred years or more, reallymake a significant difference in the lives of indi-
viduals or in the functioning of communities and nations?
Can we demonstrate that our theories, our research, our
professional practice, our methodologies, our way of think-
ing about mind, brain, and behavior make life better in any
measurable way? Has what we have to show for our dis-
cipline been applied in the real world beyond academia and
practitioners’ offices to improve health, education, welfare,
safety, organizational effectiveness, and more?
Such questions, and finding their answers, have al-
ways been my major personal and professional concern.
First, as an introductory psychology teacher for nearly six
decades, I have always worked to prove relevance as well
as essence of psychology to my students. Next, as an author
of the now classic basic text, Psychology and Life (Ruch &
Zimbardo, 1971), which claimed to wed psychology to life
applications, I constantly sought to put more psychology in
our lives and more life in our psychology (Gerrig & Zim-
bardo, 2004; Zimbardo, 1992). To reach an even broader
student audience, I have coauthored Core Concepts in
Psychology (Zimbardo, Weber, & Johnson, 2002) that
strives to bring the excitement of scientific and applied
psychology to students in state and community colleges.
In order to further expand the audience for what is best
in psychology, I accepted an invitation to help create, be
scientific advisor for, and narrator of the 26-program PBS
TV series, Discovering Psychology (1990/2001). For this
general public audience, we have provided answers—as
viewable instances—to their “so what?” questions. This
award-winning series is shown both nationally and inter-
nationally (in at least 10 nations) and has been the foun-
dation for the most popular telecou ...
Does Psychology Make a Significant Differencein Our LivesDustiBuckner14
Does Psychology Make a Significant Difference
in Our Lives?
Philip G. Zimbardo
Stanford University
The intellectual tension between the virtues of basic versus
applied research that characterized an earlier era of psy-
chology is being replaced by an appreciation of creative
applications of all research essential to improving the
quality of human life. Psychologists are positioned to “give
psychology away” to all those who can benefit from our
wisdom. Psychologists were not there 35 years ago when
American Psychological Association (APA) President
George Miller first encouraged us to share our knowledge
with the public. The author argues that psychology is
indeed making a significant difference in people’s lives;
this article provides a sampling of evidence demonstrating
how and why psychology matters, both in pervasive ways
and specific applications. Readers are referred to a newly
developed APA Web site that documents current opera-
tional uses of psychological research, theory, and method-
ology (its creation has been the author’s primary presiden-
tial initiative): www.psychologymatters.org.
Does psychology matter? Does what we do, andhave done for a hundred years or more, reallymake a significant difference in the lives of indi-
viduals or in the functioning of communities and nations?
Can we demonstrate that our theories, our research, our
professional practice, our methodologies, our way of think-
ing about mind, brain, and behavior make life better in any
measurable way? Has what we have to show for our dis-
cipline been applied in the real world beyond academia and
practitioners’ offices to improve health, education, welfare,
safety, organizational effectiveness, and more?
Such questions, and finding their answers, have al-
ways been my major personal and professional concern.
First, as an introductory psychology teacher for nearly six
decades, I have always worked to prove relevance as well
as essence of psychology to my students. Next, as an author
of the now classic basic text, Psychology and Life (Ruch &
Zimbardo, 1971), which claimed to wed psychology to life
applications, I constantly sought to put more psychology in
our lives and more life in our psychology (Gerrig & Zim-
bardo, 2004; Zimbardo, 1992). To reach an even broader
student audience, I have coauthored Core Concepts in
Psychology (Zimbardo, Weber, & Johnson, 2002) that
strives to bring the excitement of scientific and applied
psychology to students in state and community colleges.
In order to further expand the audience for what is best
in psychology, I accepted an invitation to help create, be
scientific advisor for, and narrator of the 26-program PBS
TV series, Discovering Psychology (1990/2001). For this
general public audience, we have provided answers—as
viewable instances—to their “so what?” questions. This
award-winning series is shown both nationally and inter-
nationally (in at least 10 nations) and has been the foun-
dation for the most popular telecou ...
Generation Me - Revised and Updated | Book by Jean M. Twenge | Official .... History Essay. The Younger Generation v The Older Generation Grade 9 Essay | Teaching .... powerpoint project ENG1.docx - Essay 1 entitled Childhood Memories, A .... Latest Trend For Teens: Americas Gift To My Generation Essay Examples. School essay: First generation college student essay. Generation Me Works Cited Info | Ms. Kitchens' Corner. Essay on Generation Gap | Generation Gap Essay for Students and .... Generation Gap_essay.
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Juvenile Delinquency Essays. The Factors of Social Problems of Juvenile Delin...Maggie Cooper
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Writing legal essays - Law Research & writing skills - Library guides ....
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PHILIP G. ZIMBARDO ON HIS CAREER AND THESTANFORD PRISON EXPE.docxmattjtoni51554
PHILIP G. ZIMBARDO ON HIS CAREER AND THE
STANFORD PRISON EXPERIMENT’S 40TH ANNIVERSARY
Scott Drury, Scott A. Hutchens, Duane E. Shuttlesworth, and Carole L. White
Delta State University
We interviewed Philip G. Zimbardo on April 19, 2011, in anticipation of the 40th
anniversary of the Stanford Prison Experiment in August 2011. While Zimbardo’s
name is mentioned often in tandem with the experiment, he has distinguished himself
in many other areas within psychology before and after the experiment, beginning with
an accomplished early career at New York University in which he took interest in social
psychology research on deindividuation. We discussed the Stanford Prison Experiment
in the greater context of his varied and illustrious career, including recent pioneering
work on heroism, the establishment of The Shyness Clinic at Stanford University, and
the iconic Discovering Psychology series. We also addressed his adroit and candid
approach to the experiment itself over the years.
Keywords: Philip G. Zimbardo, Stanford Prison Experiment, heroism, shyness, Discovering
Psychology
Scott Drury: The purpose of our project is
to create an interview that is assuming a learned
audience that already knows the particulars of
the Stanford Prison Experiment, placing this in
the context of your larger career, including your
recent heroism research. When did the moniker
“Stanford Prison Experiment” gain footing as a
coined term? It appears as a coined term as early
as 1973 in the Cognition article [(Zimbardo,
1973)]. Is that something that you coined your-
self, or did it sort of just emerge?
Philip Zimbardo: No, I think I actively
coined the term “Stanford Prison Experiment,”
in part because I didn’t want it to be the “Zim-
bardo Prison Experiment,” like the Milgram
obedience experiment [(Milgram, 1963)], and
in part, because it was in deference to the grad-
uate students who worked with me: Craig
Haney and Curt Banks. I felt that if it was the
“Zimbardo Prison Experiment,” then they
would not be given adequate credit. In fact in
the first articles we published, I made them
senior authors [(Haney, Banks, & Zimbardo,
1973)], and it really wasn’t until subsequently
that I assumed the senior authorship, although I
wrote most of the material.
Scott Drury: Was there a swell in notori-
ety for you that followed your 1973 New York
Times Magazine article [on the experiment;
(Zimbardo, Haney, Banks, & Jaffe, 1973)]? Did
that represent the onset of the most media at-
tention, or was it prior to that?
Philip Zimbardo: It’s hard to break down
the point at which that experiment went from
being a little social psychology demonstration,
which I always simply saw as the bookend to
the Milgram study of the power of the situation.
Milgram’s work focused on one-on-one social
power and the prison study focused on institu-
tional power over individuals in groups.
What I say in my book, The Lucifer Effect
[(Zimbardo, 2007)], is that really the study got
to be what it is.
Generation Me - Revised and Updated | Book by Jean M. Twenge | Official .... History Essay. The Younger Generation v The Older Generation Grade 9 Essay | Teaching .... powerpoint project ENG1.docx - Essay 1 entitled Childhood Memories, A .... Latest Trend For Teens: Americas Gift To My Generation Essay Examples. School essay: First generation college student essay. Generation Me Works Cited Info | Ms. Kitchens' Corner. Essay on Generation Gap | Generation Gap Essay for Students and .... Generation Gap_essay.
Essay on "Holes" by Luis Sachar - GCSE English - Marked by Teachers.com. S4 Holes (notes and sample essay). Holes Essay Summary. Holes book report assignment - educationcoursework.x.fc2.com. Holes Essay. Holes essay louis sachar - eyeofthedaygdc.web.fc2.com. "Holes" By Louis Sachar first chapter analysis - GCSE English - Marked .... Book review of "Holes" - GCSE English - Marked by Teachers.com. Holes_Essay. Holes.pdf - Holes essay Louis Sachar was born march 20 1954 in New York .... Holes Book Report Essay Example for Free - 877 Words | EssayPay. Key assignment Text Set - Holes. Holes Summary Graphic Organizer (Handout) - Alie Astolot. Black Holes Essay. Holes Essay Exemplar - Louis Sachar's views on Conflict. 006 Img 6583 Qkh4ez Holes Essay Conclusion ~ Thatsnotus. Holes lesson on writing a book review | Teaching Resources. Holes KS2 Novel Study, Writing tasks and Resources | Teaching Resources. Holes essay pack. Holes by Louis Sachar Interactive Notes. Holes Documents | Course Hero. Holes Summary | Nature | Fiction & Literature. Teachers Notebook | Holes book, Novel study activities, Novel activities. Holes 5 Paragraph Essay. holes review - GCSE English - Marked by Teachers.com. Holes by Louis Sachar: summary: [Essay Example], 922 words | EssayPay. Essay on Holes by Louis Sachar - HolesbyLouisSachar ProjectbyXXXXXX .... ⇉Problems of Children in Louis Sachar’s Book Holes Analysis Essay ....
Juvenile Delinquency Essays. The Factors of Social Problems of Juvenile Delin...Maggie Cooper
The State of Juvenile Delinquency Prevention and Treatment Free Essay .... Juvenile Delinquency Essay Essay on Juvenile Delinquency for Students .... Argumentative Essay Punishments Juvenile Delinquency. Juvenile delinquency essay. The State of Juvenile Delinquency .... Juvenile Delinquency Theory Free Essay Example. Leading causes of juvenile delinquency. The Causes of Juvenile .... ESSAY PDF Juvenile Delinquency Violence. Juvenile Delinquency - University Social studies - Marked by Teachers.com. Order Your Own Writing Help Now - juvenile delinquency essay - 2017/10/11. Juvenile Delinquency in Context Research Paper Example Topics and .... The Development of Delinquency Juvenile Crime, Juvenile Justice The .... Leading causes of juvenile delinquency. ERIC. 2019-01-30. The Factors of Social Problems of Juvenile Delinquency: Essay Example .... essay Prison Juvenile Delinquency. Introduction of juvenile delinquency. An Expertly Written Essay .... Juvenile Delinquency Essay Example Topics and Well Written Essays .... Essay-Checklist-Juvenile-Delinquency.pdf DocDroid. Thesis on juvenile justice system. Causes and Solutions of Juvenile Delinquency Dimas Reynaldi .... Families and Juvenile Delinquency - Free Essay Example - 1688 Words .... Free juvenile delinquents essays and papers 123helpme.com. Juvenile Delinquency Essay : Helpful Writing Guide. Juvenile Delinquency Paragraph for HSC, SSC Exam - All Result BD. Introduction to Juvenile Delinquency Lesson Plan for 9th - 10th Grade .... Method of Preventing of Juvenile Delinquency Free Essay Sample on .... DOC Juvenile Delinquency and its impact in Bangladesh Aiman R Khan .... Juvenile Delinquency Theories of Causation Juvenile Delinquency Id. Social studies sba on juvenile delinquency. Caribbean Studies Sba ... Juvenile Delinquency Essays Juvenile Delinquency Essays. The Factors of Social Problems of Juvenile Delinquency: Essay Example ...
Schindler list summary essay. Schindlers List Essay. Schindlers List Film Essay Example | Topics and Well Written Essays .... Pin on World Literature Resources. Schindler’s List Narrative Essay Example | StudyHippo.com. (PDF) Schindler's List (1993): An Analysis. Schindler's List. - A-Level Media Studies - Marked by Teachers.com. Schindler's List Movie Review Example | Topics and Well Written Essays .... Schindlers list march 13 1943. Oskar schindler biography essay. Schindlers list essay. Schindlers List Essay Essay on Film, Steven .... 7-Minute Video Essay Examines The Comedy Threaded In The Tragedy Of ....
Writing legal essays - Law Research & writing skills - Library guides ....
How to write a good legal essay|how to write legal essay|important ....
🌈 How to write a legal essay. Law: Legal essay. 2022-11-01.
How to write a legal research paper.
How To Write A Law Essay Example - Adermann Script.
Examples of legal writing > Faculty of Law | Essay writing examples ....
How To Write A Law Essay.
How to Write a Law Essay (with Pictures) - wikiHow.
Law essay | Offer And Acceptance | Contract Law.
How To Write A Law Essay Like A Pro | CustomEssayMeister.com.
How to Write a Legal Studies Essay | Victimology | Crimes.
Business paper: Law essays.
Essay - Assignment 2 Legal Interpretation LLW1004 - I. INTRODUCTION ....
Public Law Essay Writing Sample | PDF | Separation Of Powers | Judiciaries.
Write Legal Statement Of Facts With Samples | Template Business Format.
Legal Essay | Legal Studies - Year 12 HSC | Thinkswap.
How to write legal essay.
How to Write a Legal Theory Essay and Sample Essays 2020. - How to ....
writing on legal essay.
Essay on the legal profession - Introduction to English Legal SystemLS ....
Guide to essay writing LAW - GUIDE TO WRITING A LEGAL ESSAY Legal ....
Step-By-Step Guide to Essay Writing - ESL Buzz.
How to Write a Law Essay (500 Words) - PHDessay.com.
Legal Studies Essay | Legal Studies - Year 11 HSC | Thinkswap.
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025 Essay Example Law Office Memorandum Sample Ins Ssrenterprises Co In ....
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Legal Essay | Legal Studies - Year 11 HSC | Thinkswap.
Examples of legal writing : Law School : The University of Western ....
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(PDF) The Career Planning Essay. 008 Essay Example Future Career Plan Sample 617907 ~ Thatsnotus. 025 Career Plan Essay Example Year Development Template Ideas Of .... 020 Essay Example Career ~ Thatsnotus. Career and personal planning essay - articledatabase.web.fc2.com. When choosing a job, the salary is the most important consideration .... My Career Goals Essay Example Free Essay Example. Career Planning Essay - c. What is career planning? Describe how you .... Career plans essay sample by kaylawbyb - Issuu. How To Write A Career Plan Essay - Easy Tips on Writing a Successful .... Essay career plan | My career essays. 007 Career Development Essay Example Plans Template Plan Planni Outline .... My Career Plan Essay Sample - 616 Words - NerdySeal. Essay On Career | Career Essay for Students and Children in English - A .... How To Write A Career Development Essay - Ahern Scribble. Importance career planning essay. Career planning essay - ldsresources.web.fc2.com. What Are Your Career Goals Related To The Healthcare Field Essay .... Essay On My Career Plan. Career Plan Example Essay. Sample Career Plan | Academic Degree | Engineering. College Essay Career Goals - Educational and Career Goals Essay Examples. Essay about my career plans - writefiction581.web.fc2.com. Career Planner Archives » NursingStudy.Org. How to Write My Future Career Plans Essay: Example Included!. 019 Career Plan Essay Example ~ Thatsnotus. Future Career Plan Example Awesome the Impact Of A Career Development .... My Future Plan Essay | Doctor Of Philosophy | Free 30-day Trial | Scribd. Paragraph or short essay using future indefinite tense it could be your ... Career Plans Essay
PHILIP G. ZIMBARDO ON HIS CAREER AND THESTANFORD PRISON EXPE.docxmattjtoni51554
PHILIP G. ZIMBARDO ON HIS CAREER AND THE
STANFORD PRISON EXPERIMENT’S 40TH ANNIVERSARY
Scott Drury, Scott A. Hutchens, Duane E. Shuttlesworth, and Carole L. White
Delta State University
We interviewed Philip G. Zimbardo on April 19, 2011, in anticipation of the 40th
anniversary of the Stanford Prison Experiment in August 2011. While Zimbardo’s
name is mentioned often in tandem with the experiment, he has distinguished himself
in many other areas within psychology before and after the experiment, beginning with
an accomplished early career at New York University in which he took interest in social
psychology research on deindividuation. We discussed the Stanford Prison Experiment
in the greater context of his varied and illustrious career, including recent pioneering
work on heroism, the establishment of The Shyness Clinic at Stanford University, and
the iconic Discovering Psychology series. We also addressed his adroit and candid
approach to the experiment itself over the years.
Keywords: Philip G. Zimbardo, Stanford Prison Experiment, heroism, shyness, Discovering
Psychology
Scott Drury: The purpose of our project is
to create an interview that is assuming a learned
audience that already knows the particulars of
the Stanford Prison Experiment, placing this in
the context of your larger career, including your
recent heroism research. When did the moniker
“Stanford Prison Experiment” gain footing as a
coined term? It appears as a coined term as early
as 1973 in the Cognition article [(Zimbardo,
1973)]. Is that something that you coined your-
self, or did it sort of just emerge?
Philip Zimbardo: No, I think I actively
coined the term “Stanford Prison Experiment,”
in part because I didn’t want it to be the “Zim-
bardo Prison Experiment,” like the Milgram
obedience experiment [(Milgram, 1963)], and
in part, because it was in deference to the grad-
uate students who worked with me: Craig
Haney and Curt Banks. I felt that if it was the
“Zimbardo Prison Experiment,” then they
would not be given adequate credit. In fact in
the first articles we published, I made them
senior authors [(Haney, Banks, & Zimbardo,
1973)], and it really wasn’t until subsequently
that I assumed the senior authorship, although I
wrote most of the material.
Scott Drury: Was there a swell in notori-
ety for you that followed your 1973 New York
Times Magazine article [on the experiment;
(Zimbardo, Haney, Banks, & Jaffe, 1973)]? Did
that represent the onset of the most media at-
tention, or was it prior to that?
Philip Zimbardo: It’s hard to break down
the point at which that experiment went from
being a little social psychology demonstration,
which I always simply saw as the bookend to
the Milgram study of the power of the situation.
Milgram’s work focused on one-on-one social
power and the prison study focused on institu-
tional power over individuals in groups.
What I say in my book, The Lucifer Effect
[(Zimbardo, 2007)], is that really the study got
to be what it is.
how can i use my minded pi coins I need some funds.DOT TECH
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how to sell pi coins on Bitmart crypto exchangeDOT TECH
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@Pi_vendor_247
What website can I sell pi coins securely.DOT TECH
Currently there are no website or exchange that allow buying or selling of pi coins..
But you can still easily sell pi coins, by reselling it to exchanges/crypto whales interested in holding thousands of pi coins before the mainnet launch.
Who is a pi merchant?
A pi merchant is someone who buys pi coins from miners and resell to these crypto whales and holders of pi..
This is because pi network is not doing any pre-sale. The only way exchanges can get pi is by buying from miners and pi merchants stands in between the miners and the exchanges.
How can I sell my pi coins?
Selling pi coins is really easy, but first you need to migrate to mainnet wallet before you can do that. I will leave the telegram contact of my personal pi merchant to trade with.
Tele-gram.
@Pi_vendor_247
BYD SWOT Analysis and In-Depth Insights 2024.pptxmikemetalprod
Indepth analysis of the BYD 2024
BYD (Build Your Dreams) is a Chinese automaker and battery manufacturer that has snowballed over the past two decades to become a significant player in electric vehicles and global clean energy technology.
This SWOT analysis examines BYD's strengths, weaknesses, opportunities, and threats as it competes in the fast-changing automotive and energy storage industries.
Founded in 1995 and headquartered in Shenzhen, BYD started as a battery company before expanding into automobiles in the early 2000s.
Initially manufacturing gasoline-powered vehicles, BYD focused on plug-in hybrid and fully electric vehicles, leveraging its expertise in battery technology.
Today, BYD is the world’s largest electric vehicle manufacturer, delivering over 1.2 million electric cars globally. The company also produces electric buses, trucks, forklifts, and rail transit.
On the energy side, BYD is a major supplier of rechargeable batteries for cell phones, laptops, electric vehicles, and energy storage systems.
The Evolution of Non-Banking Financial Companies (NBFCs) in India: Challenges...beulahfernandes8
Role in Financial System
NBFCs are critical in bridging the financial inclusion gap.
They provide specialized financial services that cater to segments often neglected by traditional banks.
Economic Impact
NBFCs contribute significantly to India's GDP.
They support sectors like micro, small, and medium enterprises (MSMEs), housing finance, and personal loans.
Introduction to Indian Financial System ()Avanish Goel
The financial system of a country is an important tool for economic development of the country, as it helps in creation of wealth by linking savings with investments.
It facilitates the flow of funds form the households (savers) to business firms (investors) to aid in wealth creation and development of both the parties
how to sell pi coins in South Korea profitably.DOT TECH
Yes. You can sell your pi network coins in South Korea or any other country, by finding a verified pi merchant
What is a verified pi merchant?
Since pi network is not launched yet on any exchange, the only way you can sell pi coins is by selling to a verified pi merchant, and this is because pi network is not launched yet on any exchange and no pre-sale or ico offerings Is done on pi.
Since there is no pre-sale, the only way exchanges can get pi is by buying from miners. So a pi merchant facilitates these transactions by acting as a bridge for both transactions.
How can i find a pi vendor/merchant?
Well for those who haven't traded with a pi merchant or who don't already have one. I will leave the telegram id of my personal pi merchant who i trade pi with.
Tele gram: @Pi_vendor_247
#pi #sell #nigeria #pinetwork #picoins #sellpi #Nigerian #tradepi #pinetworkcoins #sellmypi
Currently pi network is not tradable on binance or any other exchange because we are still in the enclosed mainnet.
Right now the only way to sell pi coins is by trading with a verified merchant.
What is a pi merchant?
A pi merchant is someone verified by pi network team and allowed to barter pi coins for goods and services.
Since pi network is not doing any pre-sale The only way exchanges like binance/huobi or crypto whales can get pi is by buying from miners. And a merchant stands in between the exchanges and the miners.
I will leave the telegram contact of my personal pi merchant. I and my friends has traded more than 6000pi coins successfully
Tele-gram
@Pi_vendor_247
Falcon stands out as a top-tier P2P Invoice Discounting platform in India, bridging esteemed blue-chip companies and eager investors. Our goal is to transform the investment landscape in India by establishing a comprehensive destination for borrowers and investors with diverse profiles and needs, all while minimizing risk. What sets Falcon apart is the elimination of intermediaries such as commercial banks and depository institutions, allowing investors to enjoy higher yields.
US Economic Outlook - Being Decided - M Capital Group August 2021.pdfpchutichetpong
The U.S. economy is continuing its impressive recovery from the COVID-19 pandemic and not slowing down despite re-occurring bumps. The U.S. savings rate reached its highest ever recorded level at 34% in April 2020 and Americans seem ready to spend. The sectors that had been hurt the most by the pandemic specifically reduced consumer spending, like retail, leisure, hospitality, and travel, are now experiencing massive growth in revenue and job openings.
Could this growth lead to a “Roaring Twenties”? As quickly as the U.S. economy contracted, experiencing a 9.1% drop in economic output relative to the business cycle in Q2 2020, the largest in recorded history, it has rebounded beyond expectations. This surprising growth seems to be fueled by the U.S. government’s aggressive fiscal and monetary policies, and an increase in consumer spending as mobility restrictions are lifted. Unemployment rates between June 2020 and June 2021 decreased by 5.2%, while the demand for labor is increasing, coupled with increasing wages to incentivize Americans to rejoin the labor force. Schools and businesses are expected to fully reopen soon. In parallel, vaccination rates across the country and the world continue to rise, with full vaccination rates of 50% and 14.8% respectively.
However, it is not completely smooth sailing from here. According to M Capital Group, the main risks that threaten the continued growth of the U.S. economy are inflation, unsettled trade relations, and another wave of Covid-19 mutations that could shut down the world again. Have we learned from the past year of COVID-19 and adapted our economy accordingly?
“In order for the U.S. economy to continue growing, whether there is another wave or not, the U.S. needs to focus on diversifying supply chains, supporting business investment, and maintaining consumer spending,” says Grace Feeley, a research analyst at M Capital Group.
While the economic indicators are positive, the risks are coming closer to manifesting and threatening such growth. The new variants spreading throughout the world, Delta, Lambda, and Gamma, are vaccine-resistant and muddy the predictions made about the economy and health of the country. These variants bring back the feeling of uncertainty that has wreaked havoc not only on the stock market but the mindset of people around the world. MCG provides unique insight on how to mitigate these risks to possibly ensure a bright economic future.
1. It Will Never Get Well If You Pick It: Confessions of a Modern-Day Rum-Runner Lewis R. Goldberg Society for Personality and Social Psychology
2. Jack Block Address at the Presentation of the Jack Block Award Memphis: January 27, 2007
3. Glancing at my title, it dawned on me that it looks like a description of a hypochondriacal psychopath. A better title for my talk might be: My Big Five Habits , around which I’ll try to weave some threads of my professional life.
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5. For all of my professional career, I’ve sent preview drafts of each of my reports to dozens of friends and colleagues, always asking for their help in making them better. Over the years, this particular bit of chutzpah has gained me an enormous amount of extraordinarily useful feedback; and my published reports have all profited from the wisdom of my peers. Indeed, one might argue that the reason that I’m standing before you now is because many of you taught me to think better and to write better about those thoughts. For that, I thank you all. I’m also tremendously grateful to those who selected me to receive the Jack Block award for lifetime contributions to personality research. There was only one huge problem with this honor: With it came a request to talk to you today, and soon after that came a request for the title of my invited address. Oh??? How would I know what I was going to talk about, all those many months in advance?
6. The obvious answer was to select a title that was on the one hand so ambiguous that I could later talk about anything under the sun and so intriguing that it would serve to attract throngs of listeners, thus sparing me the humiliation of speaking only to the person roped into introducing me. But, how to select so mysterious a title? I did what I always do: I held a contest and asked my GoldNet gang both what I should talk about and how best to title an address on an unknown topic. I received over three dozen title suggestions, a few of which I’ll share with you now. (You might memorize a few of them for use later in your life when you are faced with a similar titling dilemma.)
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17. An Example My very first class as a college freshman at Harvard in 1949 was taught by Gordon Allport, who used for a textbook his classic 1937 volume, “Personality: A Psychological Interpretation.” Chapter 11 in that text, titled “The theory of traits,” concluded with a section entitled “The problem of trait names,” describing the Allport and Odbert (1936) compendium “Trait-names: A psycho-lexical study.” Sounding vaguely familiar? Allport hoped to work with Odbert or others of his students to develop a taxonomy of the nearly 18,000 trait names that they had culled from the 1925 edition of the unabridged Webster’s New International Dictionary of the English Language, rather than leaving that project with merely those four long alphabetical columns of trait terms. But it was not to be: Allport himself was not much of an empirically oriented scientist, and none of his students took on this taxonomic challenge.
18. That remained for Raymond B. Cattell, who saw the wisdom of combining the personality dictionary provided by Allport and Odbert with the techniques of cluster analysis and factor analysis of which he was so enamored. Although Cattell made a heroic beginning, he arrived on the scene too early in technological history, living still in an age when hand-calculations reigned and computers were in their infancy. Raymond Cattell
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20. It was Warren Norman who took up the Allportian challenge, intending to finally provide a scientifically compelling taxonomy of personality characteristics, based on what I later dubbed the “lexical hypothesis.” And, it was Norman who was the first to collect empirical data on a subset of roughly 2800 of the 18,000 terms in the Allport-Odbert compendium, and it was Norman who persuaded Goldberg that the next great challenge of a scientific personality psychology was to solve the riddle of personality structure. Then, he too dropped that ball.
21. What makes an extraordinarily brilliant young scientist burn out at an early age? If we can answer that question, we may come to understand how Warren Norman correctly identified a crucial scientific problem, contributed enormously to its solution, but then stopped in mid-tracks. In his explosive burst of brilliance and intellectual exuberance, he infected me, and I came to believe that it was my calling to carry on his vision. I always believed that the problem was going to be too difficult for me to solve, but that it was important enough to devote a lifetime to working on it. Warren Norman
22. Here is another example of picking up what others have, in this case inadvertently, dropped. From 1961 to 1965, I worked as a consultant to the U. S. Peace Corps, serving as a Field Selection Officer, selecting Peace Corps trainees to serve in various countries in Southeast Asia, including the Philippines, Thailand, and Malaysia. All of these projects trained on the Big Island in Hawaii, and in my role as a selection officer, I met with each training group at the beginning, middle, and end of their three-month training period—virtually always in beautiful Hilo, Hawaii. A rough assignment? You bet. How did I get so cushy an arrangement? A Second Example By luck, the first full-time director of selection for the Peace Corps was my dissertation advisor at Michigan, E. Lowell Kelly.
23. Being in Hawaii about every six weeks, I met some colleagues teaching at the University of Hawaii, one of whom, Jack Digman, became one of my dearest friends. Unknown to me at the time, during the years from 1959 to 1967 Digman had persuaded 88 elementary-school teachers on the islands of Oahu and Kauai to describe each of their students at the very end of the school years. All of the teachers rank-ordered their students on each of about 50 personality traits, originally selected by Cattell but later augmented by Digman so as to be as comprehensive as possible. In total, Digman obtained personality descriptions on about 2,400 kids in the first, second, fifth, and sixth grades. By analyzing some subsets of this rich data pool, Digman discovered five robust factors that generalized across subsamples, thus making an important contribution to what I later dubbed the “Big-Five” factor representation.
24. The years went by. Digman’s wife moved to Lorane, Oregon, where she ran a horse ranch, and Jack followed her. He needed something of his own to do, and so elected to work with us at the Oregon Research Institute in Eugene. Our colleague, Sarah Hampson, and others at ORI, kept urging Jack to apply for funds to study those elementary school children 40 years later when they were now adults. It took awhile, but in 1998 he received a research grant from NIMH, entitled “Personality and Health: A Longitudinal Study,” to locate as many as possible from that original child cohort. Within a few months of receiving this grant, Jack died—suddenly and unexpectedly. We were all devastated. Jack Digman (1923-1998) Scholar Colleague Friend
25. The NIMH research grant needed a Principal Investigator, and although I had not been part of this project, I was asked to take over. Now, eight years later the team which includes Sarah Hampson, Tom Vogt, and Joan Dubanoski has located over 80% of the original cohort; has administered a series of health-related questionnaires to most of them; and has recruited many of them to participate in a comprehensive physical-medical-psychological examination at the Kaiser-Permanente research center in Honolulu.
26. Some Recent Findings: 1 Already, at this relatively early stage of a project that we hope will follow this cohort to the end of their lives, we have made some important discoveries: We have found strong links between childhood personality traits (such as Conscientiousness) and adult health-related behaviors such as smoking, and health outcomes such as obesity.
27. Some Recent Findings: 2 And, in a first study of personality-trait stability over the 40-year span between elementary school and middle adulthood, we found substantial differences in long-term stability between different types of traits. Traits related to Extraversion and Conscientiousness seem to have considerable stability, whereas traits related to Emotional Stability (versus Neuroticism) and Agreeableness seem to have virtually no stability at all.
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29. As an undergraduate at Harvard, I took no courses in the Psychology Department, which at that time included Skinner, Boring, Stevens, and a host of other such luminaries. Yet as a college junior faced with a decision about what to do with my life, I decided to obtain graduate training in psychology—for the obvious reason that psychology would teach me all about people, and knowledge of people would be useful in any profession I might later elect to enter. Oh, sure. Once in the graduate program in Clinical Psychology at the University of Michigan, which was highly psychodynamic in orientation, I found myself skeptical about the scientific status of all that Rorschach inkblot prognosticating to which I was being exposed.
30. So, I set out to test whether clinical psychologists making predictions from projective protocols were experts or quacks, and these early excursions into the accuracy of human judgments remained a theme of my research for the next two decades. After a first study examining whether brain-damaged patients could be distinguished from psychotic ones by their after-images from watching a rotating Archimedes spiral, I studied clinical expertise in diagnosing brain damage using a popular projective procedure of that era, the Bender Visual-Motor Gestalt test. In my first contribution to the scientific literature on clinical judgment, I showed that experienced clinicians, clinical psychology graduate students, and hospital secretaries were all equally valid diagnosticians, but that the secretaries were more confident in their judgments than the other two groups. Thus, I argued, for this task one should use one’s secretaries because with no loss in accuracy they would feel a lot better about what they were doing.
31. At that time, it was not common for graduate students to publish reports of their research, but before I finished my degree I had published two articles, the one on clinical accuracy being widely reprinted. Among those who read that article was Paul J. Hoffman, who was starting to achieve some fame from a classic Psychological Bulletin article entitled “The paramorphic representation of clinical judgment” in which he argued that human judgments could be “captured” by multiple regression equations linking the cues that they used to their predictions from those cues. A few years later in my life I was to join Hoffman in Eugene, Oregon, where he had just started a new organization, which he called the Oregon Research Institute. At ORI we were joined by Leonard Rorer (“the great response-style myth”), later by Paul Slovic and Sarah Lichtenstein, and in one of the headiest years of our young lives by Amos Tversky and Dan Kahneman who conducted all of their early studies of judgmental heuristics and biases with us at ORI. But that is another story.
33. Now back to my penchant for picking up stuff dropped by others. As a graduate student at Michigan, the only clinical psychologist who made any sense to me was the one who became my advisor and friend, Lowell Kelly, about whom you’ve heard before. Kelly, with his student Donald Fiske, had conducted a large-scale study of all incoming graduate students in clinical psychology throughout the U.S. immediately after World War II, and their 1951 report of that study entitled “The prediction of performance in clinical psychology” became a milestone in the history of psychological assessment. However, despite the title of that classic volume, Kelly and Fiske had obtained no information about the actual work “performance” of their graduate-student cohort, intending to collect such criterion information in the years ahead. Another ball was about to get dropped.
34. For my doctoral dissertation, I picked up this particular ball, and began a massive detective hunt to find the members of this graduate student cohort 10 years later in their lives. In this my first longitudinal investigation, I managed to locate about 95% of the original cohort, and 100% of those who had gone on to obtain their Ph.D. degrees in psychology. I showed that the kind of work that these individuals ended up doing (clinical practice, academic teaching and/or research, or administration) was predictable from their personality and interests when they first entered graduate school. This early research stimulated an interest in occupational choices, an interest which lay dormant for many decades until recently when I began developing new public-domain measures of vocational and avocational preferences.
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36. My first academic job was at Stanford University where the faculty superstars included Leon Festinger, Richard Sears, Jack Hilgard, Quinn McNemar, and Alex Bavelas. In the office across from me was a youngster named Albert Bandura and a few doors away was an even younger Jerry Wiggins, with whom I co-taught a graduate assessment course and with whom I outlined a textbook in assessment that would eventually become that great Wiggins classic, “Personality and Prediction.” I had been hired as a temporary one-year replacement which then got renewed for a second year. When the time came to take a permanent position, I joined the faculty at the University of Oregon in Eugene, which has remained my residence for almost 50 years. But, unlike most folks I know, whenever I could take a leave, I stayed away for a year or more at a time, and these years away from home have been the most stimulating ones in my life.
38. First was Nijmegen in The Netherlands, where as a Fulbright Professor I got to visit the five other psychology departments in Holland at that time and to meet most if not all of their faculty members. The most famous psychologist of that era was Adriaan de Groot (Thought and Choice in Chess, Perception and Memory in Chess) whom I invited to spend a year with us at ORI, during which time I helped edit his classic volume on Methodology which he had translated from Dutch to English.
39. Willem K. B. Hofstee But it was a young whippersnapper at the University of Groningen, Willem Hofstee, who ended up as one of my closest and most stimulating of colleagues. Wim Hofstee visited us at ORI on a number of occasions, along with his students Arend Tomas and Frank Brokken, the later whose doctoral dissertation was an early milestone in lexical research has now visited the United States so frequently that he owns a truck parked in Eugene. It is Wim Hofstee who deserves primary credit for the development of the Abridged Big-Five dimensional Circumplex (AB5C) model integrating dimensional and circular representations of the Big-Five domains.
40. By the end of my first European sabbatical, it had become obvious to Jerry Wiggins and to me that my heart lay in empirical analyses, not in textbook writing, and thus that Jerry should complete our assessment volume on his own. When that book finally came out in 1973, it was dedicated “To ORI: The people and the concept.” During the 1971-1972 academic year, I got to hang out with Ravenna Helson and Harrison Gough (the 4th and 5th Jack Block awardees) at the Institute for Personality Assessment and Research (IPAR) at the University of California in Berkeley, and with Jack Block himself, usually at his home. Jack and I had met years earlier at a convention in Honolulu, where we spent hours on a beach discussing the crazy response-set wars of that period, ongoing discussions that culminated in Block’s remarkable 1965 critique, “The Challenge of Response Sets.” While spending a year with Block in Berkeley, I accompanied him on his weekly excursions to San Francisco to pick up, each from a different small specialty shop, his weekly assortments of wines, pastas, cheeses, sausages, bagels, rolls, and bread-sticks. Once through those demanding errands, it was time for our weekly dim-sum Chinese lunch.
42. The Netherlands was cool, Berkeley was hot (especially during these years of frenzied counter-cultural protest), but Turkey was the cat’s meow—the very best. During a Fulbright-supported year in Istanbul in the mid-1970’s, I got to explore a city diametrically opposite my home in Eugene, Oregon, in so many ways that it would take my breath away. I taught courses at Istanbul University, the oldest university in the middle east, and certainly the most entertaining. During the days, I walked the streets of this ancient city, and when the sun went down I savored the sights and sounds along the mighty Bosporus. Roughly once a month, I wrote a raki-enfused account of our adventures, and the collection of these unpublished “Letters from Turkey” soon became an underground collector’s item in the rum-running world. In my second letter, I described a period of “Unmitigated gawking, while walking every side-street, sniffing every smell, visiting every mosque, riding every ferry, bus, and dolmus I could find.” It was one hell of a ride, and one hell of a year.
43. Had I not spent that year in Istanbul, would I have still devoted so much time to studying the Turkish language of personality? Strangely, the two periods of my life were not connected. Two decades after my Istanbul odyssey, a young Turkish psychologist, Oya Somer, discovered the lexical hypothesis, the Big-Five factor structure, and me. She obtained the data; I planned the analyses; and together we published two articles describing our many findings from this ancient Altaic language.
44. But, another full year abroad was connected to my earlier Dutch sabbatical. Probably because of my friendship with Wim Hofstee, I was invited to spend a year as a fellow-in-residence at the Netherlands Institute for Advanced Study (NIAS), in Wassenaar, near the Hague in the Netherlands. Frank Brokken set up a computer connection between my NIAS office and his Groningen computer center, which had the most advanced academic computer system in Holland at that time. Where I had once I had once learned to program in Fortran II, I could now use SPSS to do it for me, and so once again I could function as my own data analyst, which I did all day most of the days of that wonderful year.
45. When not computing, I was driving—from Bielefeld in Germany to Wassenaar in Holland with stops in Groningen along the way—with my new graduate student, Oliver John. Oliver had been an undergraduate at Bielefeld with Alois Angleitner, who sent Oliver on a scouting expedition to interview Block, Wiggins, Fiske, Jackson, Mischel, and Goldberg in search of an ideal graduate program. Somehow I won out and Oliver came to Oregon, and then returned to Bielefeld during my year at NIAS. Through Angleitner, Oliver and I met Sarah Hampson, and together John, Hampson, Chaplin, and Goldberg spent eight heady years studying personality traits as semantic categories, eventually discovering a basic level in personality trait hierarchies.
49. Back when I was an undergraduate at Harvard, I read Henry Murray’s (1938) classic volume, “Explorations in Personality.” Perhaps I didn’t get much past the Preface of that long tome, at least at that early stage of my life, but it was in that short preface that Murray raved about the advantages of using the same sample of research participants to study many different topics. He argued that if different investigators collected data from the same sample, the resulting data pool would be rich enough so that one could check up on possible explanations for one’s findings using data obtained by others. Murray implemented this plan with Harvard undergraduates, although that kind of sample has a shelf life of at most four years. But, the general idea is a winner.
50. More than 40 years after I first came across that idea, Gerard Saucier and I obtained an NIMH grant, “Mapping Personality Trait Structure,” which had elicited a high enough priority score to win a Merit Award, thus doubling the length of our grant. Now with eight years of guaranteed funding, the time seemed right to solicit our own pet sample. We needed to find individuals who would be living stably in the community for at least the next ten years, and therefore university students and other transients were out. Instead, we solicited participants from lists of home-owners, asking folks if they wanted to help science and get paid (at least modestly) for their time. Roughly 500 men and 500 women between the ages of 18 and 85 initially expressed an interest in the project and completed a mini-inventory of 360 trait-descriptive adjectives, and around 850 of them then completed our first real inventory, a set of 858 items that became the kernel of the International Personality Item Pool (IPIP).
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52. Thus was born the Eugene-Springfield Community Sample (ESCS), a loyal stable of research participants who have now completed by mail 29 questionnaires covering an enormous range of topics, including personality traits, values and attitudes, vocational and avocational interests, possessions, current and past activities, aspects of psychopathology and of physical health, talents and skills, and exposure to potentially traumatic events both in childhood and adulthood. Remarkably, over the decade between 1994 and 2004 virtually all participant attrition was due to death or disability. In addition to the extraordinary collection of self-report measures we have obtained, participants wrote projective stories to TAT pictures, and most of them have been described by two or three individuals who knew them well.
53. Over the years, members of this sample have completed a wide array of current personality inventories, including the NEO, California Psychological Inventory, 16PF, Hogan Personality Inventory, MPQ, Jackson Personality Inventory, TCI, and HEXACO. The availability of so many instruments, all developed to provide broad bandwidth assessments of normal personality functioning, suggested the possibility of a comparative-validity horse race. In a study conducted with Rick Grucza of Washington University medical school in St. Louis, we used multiple regression analyses and bootstrap resampling procedures to provide cross-validity coefficients for 11 inventories predicting each of three kinds of criteria: (a) The frequencies of occurrence of diverse activities; (b) personality descriptions by knowledgeable informants; and (c) clinical indicators known to be associated with various kinds of emotional disorders. Perhaps the most remarkable of our many findings is that inter-inventory differences across the entire range of criteria were quite small, suggesting some sort of common core of personality-trait variance measured by these seemingly quite diverse inventories.
54. Data from our community sample have been provided freely to a host of investigators throughout the world. Yet, the many who have used ESCS data are but a tiny fraction of those who have used the public-domain measures available at the International Personality Item Pool (IPIP) web-site. The same research grant that funded our community sample has supported this international collaboratory, which now includes around 2,500 personality items and around 250 personality scales. English IPIP items have now been translated into more than 25 other languages, and the IPIP web-site already lists around 100 publications that have used IPIP scales.
55. It was Willem Hofstee of the University of Groningen in the Netherlands who called attention to the fact that those single trait-descriptive adjectives used in lexical studies of personality structure are not ideal stimuli for use in personality inventories because they are too broad and abstract in their nature, and perhaps because of this it is often difficult to find exact one-to-one translations across languages; in many cases terms that seem descriptively identical differ in their evaluations. Hofstee and his students pioneered the use of short verbal phrases, which are more contextualized than single adjectives but still more compact than many items included in popular inventories, and these verbal phrases are used for all IPIP items. Examples include: “Believe in an eye for an eye.” “Can read people like a book.” “Dislike being the center of attention.” “Enjoy the beauty of nature.” “Forget appointments.” “Get upset easily.” “Have gotten better with age.”
56. By far my favorite IPIP item is “Am able to disregard rules,” and that explains the reference to rum-running in the title of my address. During the period of prohibition in the United States, those who smuggled alcoholic drinks into the country were referred to as rum-runners. Although I am not a proponent of law-breaking in general, as a booze-lover I can understand why some folks might want to defy the blue-noses who sought to prohibit others from drinking. More generally, however, I like the structure of that IPIP item: Note that it describes an ability (“am able to”), not a failing (“can’t help”) nor a propensity (“tend to”); and it concerns “rules” rather than “laws.” Breaking rules can be good for you, if the rule-breaking hurts no one else and if one knows what one is doing and why one is doing it. If you are the kind of person who is not able to disregard rules, perhaps you might give it a try.
58. Actually, rule-bound conformity is better than taking oneself too seriously. What I really believe is that in the battle between frivolity and ponderousness, it is better to veer to the light-hearted. When in doubt, just remember that old maxim from our childhood: “It will never get well if you pick it.”