Chapter 14. Personality

Chapter Resources

Amelia Liangzi Shi

Key Takeaways

Key Takeaways

  1. The word “personality” comes from the Latin word “persona,” which means a mask worn by actors. It helps us predict how people might think, feel, and act.
  2. Personality has been studied for over 2,000 years, starting with Hippocrates and his theory of temperaments.
  3. Phrenology and somatology were early attempts to link personality to physical features, but they have been discredited.
  4. Freud’s psychodynamic theory focused on unconscious thoughts, feelings, and memories. He introduced the id, ego, and superego as components of personality. Defence mechanisms, like repression and displacement, help cope with conflicts among these components.
  5. Freud’s psychosexual stages describe how personality develops through different pleasure-focused body parts.
  6. Adler focused on the striving for success and superiority as the main motivation of behaviour.
  7. Jung introduced the collective unconscious and archetypes.
  8. Horney balanced Freudian theories regarding women and emphasised the desire for security.
  9. Erikson extended Freud’s stages, emphasising social relationships.
  10. Rogers focused on self-concept, including the ideal and real self. Achieving consistency between these selves leads to congruence. Unconditional positive regard, or unconditional love, helps individuals develop a healthy self-concept.
  11. Psychodynamic and humanistic approaches, while valuable in therapy, are harder to test and prove scientifically. The lack of falsifiability makes it challenging to measure and confirm their assumptions.
  12. Behaviourism studies what people do, not hidden thoughts. Behaviourists like Skinner think the way we act is learned from what happens around us, not something we’re born with.
  13. According to Bandura, we learn by watching others, and if we see them rewarded, we might copy their actions. Self-efficacy also affects how we approach challenges and reach goals.
  14. According to Rotter, some people believe they control their lives (internal locus), while others think their lives are controlled by luck or others (external locus).
  15. According to Mischel, it’s not just your personality that matters, but also the situations you’re in, and that’s what makes people act the same way in similar situations. Mischel’s marshmallow test shows that children who wait for a bigger reward do better later in life, proving that self-control matters.
  16. Personality traits reflect consistent patterns of thoughts, feelings, and behaviours. Traits like extraversion, conscientiousness, and agreeableness represent dimensions on which people differ.
  17. Personality traits are seen as continuous distributions, not distinct types. For example, introverts and extraverts are not two completely different types but exist along a continuum.
  18. Allport categorised traits into cardinal, central, and secondary traits.
  19. Cattell identified 16 factors of personality, like warmth, reasoning, and emotional stability, measured on a continuum.
  20. The Eysencks proposed two dimensions, extroversion/introversion and neuroticism/stability, with a third added later. These dimensions are related to fundamental reward and avoidance systems in the brain.
  21. The Big Five model includes openness, conscientiousness, extroversion, agreeableness, and neuroticism. Each factor exists on a continuum, and people fall somewhere in the middle of each trait. The Big Five factors are relatively stable over the lifespan, with some changes in conscientiousness and agreeableness over time.
  22. The HEXACO model adds honesty-humility as a sixth dimension.
  23. Evolutionary psychologists, like David Buss, identify adaptive traits that evolved for survival and reproduction.
  24. Both genetic and environmental factors play a role in shaping personality.
  25. Temperament has a biological basis, appearing early in life. The Minnesota Study of Twins Reared Apart suggests a heritability factor in personality traits.
  26. Culture is a significant environmental factor for shaping personality. Cultural influences are crucial to consider because Western ideas about personality may not apply universally.
  27. The cultural-comparative approach tests Western ideas about personality in other cultures to determine their generalisability and cultural validity. For instance, researchers used this approach to test the universality of McCrae and Costa’s five-factor model. Asian cultures tend to be more collectivist, with lower levels of extroversion. Central and South American cultures score higher on openness, while Europeans score higher on neuroticism.
  28. Personality traits may be understood differently or have unique expressions in Indigenous cultures. Indigenous identity in Canada is diverse due to variations in culture, language, and traditions among Indigenous communities. History, colonization, oppression, displacement, and forced assimilation have influenced Indigenous Peoples’ collective history, trauma, and resilience.
  29. The Indigenous approach reacts against the dominance of Western approaches in non-Western settings. The Indigenous approach involves developing assessment instruments based on constructs relevant to the specific culture being studied. It includes translation into local languages, considering cultural perspectives, and incorporating Indigenous views on personality.
  30. Personality tests are commonly used in various contexts, including employment screening, job training, criminal cases, custody battles, and psychological disorder assessments.
  31. Personality inventories are standardized tests assessing personality. The Minnesota Multiphasic Personality Inventory (MMPI) is a widely used inventory, with clinical profiles derived from responses. The NEO-PI was developed based on the Big Five model.
  32. Projective testing assesses personality using Freud’s defense mechanism of projection. Rorschach Inkblot Test, Thematic Apperception Test (TAT), and Rotter Incomplete Sentences Blank (RISB) are examples of projective tests.
  33. Traditional projective tests have been criticized for test bias in cross-cultural assessments. Culturally specific projective tests may better capture the thoughts and feelings of people from non-Western cultures. Contemporized-Themes Concerning Blacks Test (C-TCB) and Tell-Me-A-Story Multicultural Thematic Apperception Test are examples of culturally specific projective tests.

Student Engagement Ideas

  1. Engage in a debate or discussion on the continued relevance of Freudian theories, such as the Oedipus complex and penis envy. Explore evidence both supporting and challenging these concepts in understanding human development and personality.
  2. Compare and contrast Freud’s original ideas with those of neo-Freudians like Erikson or Adler. Explore how these differences enhance or limit our understanding of personality development. Provide examples to illustrate key points.
  3. Consider different combinations of Big Five traits (e.g., Low Openness, High Conscientiousness, Low Extraversion, High Agreeableness, Low Neuroticism). Speculate on what a person with these traits might be like. Discuss whether you know anyone with similar traits and rate public figures accordingly.
  4. Take a closer look at your own personality using the trait perspective. Identify aspects of the Big Five and discuss how these traits might explain your strengths and weaknesses.
  5. Dive into an analysis of projective tests like the Rorschach Inkblot Test or the Thematic Apperception Test. Discuss the strengths and limitations of these tests and consider whether you find them useful for understanding personality.
  6. Find resources explaining the culture in a First Nation community in Canada. Speculate on the role of culture in the development of personality within that community. Think critically about how cultural factors shape individuals’ personalities.
  7. Reflect on the historical influences on personality development, particularly in Indigenous communities in Canada. Consider how historical events and trauma may have intergenerational effects on personality.

References

Adler, A. (1964). Superiority and social interest. Norton.

Akomolafe, M. J. (2013). Personality characteristics as predictors of academic performance of secondary school students. Mediterranean Journal of Social Sciences, 4(2), 657–664.

Allport, G. W. & Odbert, H. S. (1936). Trait-names: A psycho-lexical study. Psychological Review Company.

Aronow, E., Weiss, K. A., & Rezinkoff, M. (2001). A practical guide to the Thematic Apperception Test. Brunner-Routledge.

Ashton, M. C., & Lee, K. (2005). Honesty-Humility, the Big Five, and the Five-Factor Model. Journal of Personality, 73(5), 1321–1353. https://doi.org/10.1111/j.1467-6494.2005.00351.x

Baddeley, J. L., & Pennebaker, J. W. (2009). Expressive writing. In W. T. O’Donohue & J. E. Fisher (Eds.), General principles and empirically supported techniques of cognitive behavior therapy (pp. 295–299). Wiley.

Bandura, A. (1977). Self-efficacy: Toward a unifying theory of behavioral change. Psychological Review, 84(2), 191–215. https://doi.org/10.1037/0033-295X.84.2.191

Bandura, A. (1995). Self-efficacy in changing societies. Cambridge University Press.

Bandura, A., & National Inst of Mental Health. (1986). Social foundations of thought and action: A social cognitive theory. Prentice-Hall, Inc.

Benassi, V. A., Sweeney, P. D., & Dufour, C. L. (1988). Is there a relation between locus of control orientation and depression? Journal of Abnormal Psychology, 97(3), 357–367. https://doi.org/10.1037/0021-843X.97.3.357

Benet-Martínez, V., & Karakitapoğlu-Aygün, Z. (2003). The interplay of cultural syndromes and personality in predicting life satisfaction: Comparing Asian Americans and European Americans. Journal of Cross-Cultural Psychology, 34(1), 38–60. https://doi.org/10.1177/0022022102239154

Benet-Martínez, V., & Oishi, S. (2008). Culture and personality. In O. P. John, R. W. Robins, & L. A. Pervin (Eds.), Handbook of personality: Theory and research. Guildford Press.

Ben-Porath, Y., & Tellegen, A. (2008). Minnesota Multiphasic Personality Inventory-2-RF. University of Minnesota Press.

Beutler, L. E., Nussbaum, P. D., & Meredith, K. E. (1988). Changing personality patterns of police officers. Professional Psychology: Research and Practice, 19(5), 503–507. https://doi.org/10.1037/0735-7028.19.5.503

Bouchard Jr, T. J., Lykken, D. T., McGue, M., Segal, N. L., & Tellegen, A. (1990). Sources of human psychological differences: The Minnesota study of twins reared apart. Science, 250(4978), 223-228. https://www.science.org/doi/10.1126/science.2218526

Bouchard, T. J. (1994). Genes, environment, and personality. Science, 264(5166), 1700–1701. https://doi.org/10.1126/science.8209250

Burack, J. A., Gurr, E., Stubbert, E., & Weva, V. (2019). Personality development among indigenous youth in Canada: Weaving together universal and community-specific perspectives. New Ideas in Psychology, 53, 67–74. https://doi.org/10.1016/j.newideapsych.2018.04.002

Buss, D. M. (1991). Evolutionary personality psychology. Annual review of psychology, 42(1), 459-491.

Cattell, R. B. (1957). Personality and motivation structure and measurement. World Book.

Chamorro-Premuzic, T., & Furnham, A. (2008). Personality, intelligence and approaches to learning as predictors of academic performance. Personality and Individual Differences, 44(7), 1596–1603. https://doi.org/10.1016/j.paid.2008.01.003

Cheung, F. M., van de Vijver, F. J. R., & Leong, F. T. L. (2011). Toward a new approach to the study of personality in culture. American Psychologist, 66(7), 593–603. https://doi.org/10.1037/a0022389

Conrad, N. & Party, M.W. (2012). Conscientiousness and academic performance: A Mediational Analysis. International Journal for the Scholarship of Teaching and Learning, 6(1), 1–14. https://eric.ed.gov/?id=EJ1145194

Costa, P. X., Sr., & McCrae, R. R. (1985). NEO Personality Inventory (NEO-PI) [Database record]. APA PsycTests. https://doi.org/10.1037/t07564-000

Costa, P.T. & McCrae, R.R. (n.d.) NEO™ Personality Inventory-3 (NEO™ PI-3). PAR. https://www.parinc.com/Portals/0/webuploads/samplerpts/Fact%20Sheet%20NEO%20PI-3.pdf

Costantino, G., & Malgady, R. G. (1999). The Tell-Me-A-Story-Test: A multicultural offspring of the Thematic Apperception Test. In L. Gieser & M. I. Stein (Eds.), Evocative images: The Thematic Apperception Test and the art of projection (pp. 191–206). American Psychological Association. https://doi.org/10.1037/10334-014

Costantino, G., Litman, L., Waxman, R., Dupertuis, D., Pais, E., Rosenzweig, C., Forti, G., Paronik, J., & Canales, M. M. F. (2014). Tell-Me-A-Story (TEMAS) assessment for culturally diverse children and adolescents. Rorschachiana, 35(2), 154–175. https://doi.org/10.1027/1192-5604/a000054

Cramer, P. (2004). Storytelling, narrative, and the Thematic Apperception test. Guilford Press.

Crews, F. C. (1998). Unauthorized Freud: Doubters confront a legend. Viking Press.

Donnellan, M. B., & Lucas, R. E. (2008). Age differences in the big five across the life span: Evidence from two national samples. Psychology and Aging, 23(3), 558–566. https://doi.org/10.1037/a0012897

Donnellan, M. B., Oswald, F. L., Baird, B. M., & Lucas, R. E. (2006). The Mini-IPIP Scales: Tiny-yet-effective measures of the Big Five Factors of Personality. Psychological Assessment, 18(2), 192–203. https://doi.org/10.1037/1040-3590.18.2.192

Duzant, R. (2005). Differences of emotional tone and story length of African American respondents when administered the Contemporized Themes Concerning Blacks Test versus the Thematic Apperception Test. [Unpublished doctoral dissertation]. The Chicago School of Professional Psychology.

Exner, J. E. (2002). The Rorschach: Basic foundations and principles of interpretation (Vol. 1). Wiley.

Eysenck, S. B. G., & Eysenck, H. J. (1963). The validity of questionnaire and rating assessments of extraversion and neuroticism, and their factorial stability. British Journal of Psychology, 54(1), 51–62. https://doi.org/10.1111/j.2044-8295.1963.tb00861.x

Eysenck, S. B., Eysenck, H. J., & Barrett, P. (1985). A revised version of the Psychoticism scale. Personality and Individual Differences, 6(1), 21–29. https://doi.org/10.1016/0191-8869(85)90026-1

Fisher, S., & Greenberg, R. P. (1996). Freud scientifically reappraised: Testing the theories and therapy. Wiley.

Freud, S. (1920). A general introduction to psychoanalysis. Horace Liveright. https://doi.org/10.1037/10667-000

Fromm, E. (1992). The revision of psychoanalysis.  Westview Press.

Funder, D. C. (2001). Personality. Annual Review of Psychology, 52, 197–221. https://doi.org/10.1146/annurev.psych.52.1.197

Gray, J. A. (1981). A critique of Eysenck’s theory of personality. In H. J. Eysenck (Ed.), A model for personality (pp. 246–276). Springer-Verlag.

Gray, J. A., & McNaughton, N. (2000). The neuropsychology of anxiety: An enquiry into the functions of the septo-hippocampal system (2nd ed.). Oxford University Press.

Gruben. (2006, April 15). File:Algerien Desert.jpg. Wikipedia. https://en.m.wikipedia.org/wiki/File:Algerien_Desert.jpg

Heine, S. J., & Buchtel, E. E. (2009). Personality: The universal and the culturally specific. Annual Review of Psychology, 60, 369–394. https://doi.org/10.1146/annurev.psych.60.110707.163655

Holaday, M., Smith, D. A., & Sherry, A. (2000). Sentence completion tests: A review of the literature and results of a survey of members of the Society for Personality Assessment. Journal of Personality Assessment, 74(3), 371–383. https://doi.org/10.1207/S15327752JPA7403_3

Horney. (1967). Feminine psychology. Norton.

Hoy, M. M. (1997). Contemporizing of the Themes Concerning Blacks Test (C-TCB). California School of Professional Psychology.

Hoy-Watkins, M., & Jenkins-Moore, V. (2008). The Contemporized-Themes Concerning Blacks Test (C-TCB). In S. R. Jenkins (Ed.), A handbook of clinical scoring systems for thematic apperceptive techniques (pp. 659–698). Lawrence Erlbaum.

Jang, K. L., Livesley, W. J., & Vernon, P. A. (1996). Heritability of the big five personality dimensions and their facets: A twin study. Journal of Personality, 64(3), 577–591. https://doi.org/10.1111/j.1467-6494.1996.tb00522.x

Jang, K. L., Livesley, W. J., Ando, J., Yamagata, S., Suzuki, A., Angleitner, A., Ostendorf, F., Riemann, R., & Spinath, F. (2006). Behavioral genetics of the higher-order factors of the Big Five. Personality and Individual Differences, 41(2), 261–272. https://doi.org/10.1016/j.paid.2005.11.033

John, O. P., Robins, R. W., & Pervin, L. A. (2008). Handbook of personality psychology: Theory and research (3rd ed.). Guilford Press.

Judge, T. A., Livingston, B. A., & Hurst, C. (2012). Do nice guys—and gals—really finish last? The joint effects of sex and agreeableness on income. Journal of Personality and Social Psychology, 102(2), 390–407. https://doi.org/10.1037/a0026021

Jung, C. G. (1928). Contributions to analytical psychology. Harcourt Brace Jovanovich.

Karon, B. P. (2000). The clinical interpretation of the thematic apperception test, Rorschach, and other clinical data: A reexamination of statistical versus clinical prediction. Professional Psychology: Research and Practice, 31(2), 230–233. https://doi.org/10.1037/0735-7028.31.2.230

Kihlstrom, J. F. (1997). Memory, abuse, and science. American Psychologist, 52(9), 994–995. https://doi.org/10.1037/0003-066X.52.9.994

Kihlstrom, J. F. (2008). The psychological unconscious. In O. P. John, R. W. Robins, & L. A. Pervin (Eds.), Handbook of personality: Theory and research (pp. 583–602). The Guilford Press.

Lefcourt, H. M., Miller, R. S., Ware, E. E., & Sherk, D. (1981). Locus of control as a modifier of the relationship between stressors and moods. Journal of Personality and Social Psychology, 41(2), 357–369. https://doi.org/10.1037/0022-3514.41.2.357

Likert, R. (1932). A technique for the measurement of attitudes. Archives of Psychology, 22 140, 55.

Lilienfeld, S. O., Wood, J. M., & Garb, H. N. (2000). The scientific status of projective techniques. Psychological Science in the Public Interest, 1(2), 27–66. https://doi.org/10.1111/1529-1006.002

McCrae, R. R., & Costa, P. T., Jr. (1997). Personality trait structure as a human universal. American Psychologist, 52(5), 509–516. https://doi.org/10.1037/0003-066X.52.5.509

McCrae, R. R., Costa, P. T., Jr., & Martin, T. A. (2005). The NEO-PI-3: A more readable Revised NEO Personality Inventory. Journal of Personality Assessment, 84(3), 261–270. https://doi.org/10.1207/s15327752jpa8403_05

Mischel, W. (1968). Personality and assessment. John Wiley & Sons Inc.

Mischel, W., Ayduk, O., Berman, M. G., Casey, B. J., Gotlib, I. H., Jonides, J., Kross, E., Teslovich, T., Wilson, N. L., Zayas, V., & Shoda, Y. (2011). ‘Willpower’ over the life span: Decomposing self-regulation. Social Cognitive and Affective Neuroscience, 6(2), 252–256. https://doi.org/10.1093/scan/nsq081

Mischel, W., Ebbesen, E. B., & Raskoff Zeiss, A. (1972). Cognitive and attentional mechanisms in delay of gratification. Journal of Personality and Social Psychology, 21(2), 204–218. https://doi.org/10.1037/h0032198

Mischel, W., Shoda, Y., & Rodriguez, M. L. (1989). Delay of gratification in children. Science, 244(4907), 933–938. https://doi.org/10.1126/science.2658056

Newman, L. S., Duff, K. J., & Baumeister, R. F. (1997). A new look at defensive projection: Thought suppression, accessibility, and biased person perception. Journal of Personality and Social Psychology, 72(5), 980–1001. https://doi.org/10.1037/0022-3514.72.5.980

Nguyen, V. (2017, May 19). 5 factors of personality [Video]. YouTube. https://www.youtube.com/watch?v=Rk8CDXMb8_U

Noftle, E. E., & Robins, R. W. (2007). Personality predictors of academic outcomes: Big five correlates of GPA and SAT scores. Journal of Personality and Social Psychology, 93(1), 116–130. https://doi.org/10.1037/0022-3514.93.1.116

Oyserman, D., Coon, H. M., & Kemmelmeier, M. (2002). Rethinking individualism and collectivism: Evaluation of theoretical assumptions and meta-analyses. Psychological Bulletin, 128(1), 3–72. https://doi.org/10.1037/0033-2909.128.1.3

Pearson Assessments US. (Jun 10, 2020). Advantages of the MMPI-3 [Video]. YouTube. https://www.youtube.com/watch?v=-ZEiD41SVIU

Piotrowski, Z. A. (1987). Perceptanalysis: The Rorschach method fundamentally reworked, expanded and systematized. Routledge.

Rogers, C. (1980). A way of being. Houghton Mifflin.

Rothbart, M. K. (2011). Becoming who we are: Temperament and personality in development. Guilford Press.

Rothbart, M. K., Ahadi, S. A., & Evans, D. E. (2000). Temperament and personality: Origins and outcomes. Journal of Personality and Social Psychology, 78(1), 122–135. https://doi.org/10.1037/0022-3514.78.1.122

Rothbart, M. K., Sheese, B. E., Rueda, M. R., & Posner, M. I. (2011). Developing mechanisms of self-regulation in early life. Emotion Review, 3(2), 207–213. https://doi.org/10.1177/1754073910387943

Rotter, J. B. (1966). Generalized expectancies for internal versus external control of reinforcement. Psychological Monographs: General and Applied, 80(1), 1–28. https://doi.org/10.1037/h0092976

Rotter, J. B., & Rafferty, J. E. (1950). Manual, the Rotter Incomplete Sentences Blank: College form. The Psychological Corporation.

Schmitt, D. P., Allik, J., Mccrae, R. R., & Benet-Martínez, V. (2007). The geographic distribution of big five personality traits: Patterns and profiles of human self-description across 56 nations. Journal of Cross-Cultural Psychology, 38(2), 173–212. https://doi.org/10.1177/0022022106297299

Scott, R. (2008). The effects of a modified TAT in South Africa [Unpublished doctoral dissertation]. University of Kwazulu-Natal.

Segal, N. L. (2012). Born together-reared apart: The landmark Minnesota Twin Study. Harvard University Press.

Sheldon, W. (1940). The varieties of human physique: An introduction to constitutional psychology. Harper.

Skinner, B. F. (1953). Science and human behavior. The Free Press.

Strombo (2007, Oct 19). Identical twins separated at birth [Video]. YouTube. https://www.youtube.com/watch?v=1gwnzW4jOMI

Taylor, E. (2009). The mystery of personality: A history of psychodynamic theories. Springer.

Terracciano, A., McCrae, R. R., Brant, L. J., & Costa, P. T., Jr. (2005). Hierarchical linear modeling analyses of the NEO-PI-R Scales in the Baltimore Longitudinal Study of Aging. Psychology and Aging, 20(3), 493–506. https://doi.org/10.1037/0882-7974.20.3.493

Thomas, A., & Chess, S. (1977). Temperament and development. Brunner/Mazel.

Tok, S. (2011). The Big Five personality traits and risky sport participation. Social Behavior and Personality: An International Journal, 39(8), 1105–1112. https://doi.org/10.2224/sbp.2011.39.8.1105

Triandis, H. C. (1995). Individualism and collectivism. Westview.

Triandis, H. C., & Suh, E. M. (2002). Cultural influences on personality. Annual Review of Psychology, 53(1), 133–160. https://doi.org/10.1146/annurev.psych.53.100901.135200

Wagerman, S. A., & Funder, D. C. (2007). Acquaintance reports of personality and academic achievement: A case for conscientiousness. Journal of Research in Personality, 41(1), 221–229. https://doi.org/10.1016/j.jrp.2006.03.001

Watson, D., & Clark, L. A. (1984). Negative affectivity: The disposition to experience aversive emotional states. Psychological Bulletin, 96(3), 465–490. https://doi.org/10.1037/0033-2909.96.3.465

Watts, T. W., Duncan, G. J., & Quan, H. (2018). Revisiting the marshmallow test: A conceptual replication investigating links between early delay of gratification and later outcomes. Psychological Science, 29(7), 1159–1177. https://doi.org/10.1177/0956797618761661

Weiner, I. B. (2003). Principles of Rorschach interpretation (2nd ed.). Lawrence Erlbaum.

Whyte, C. (1977). High-risk college freshman and locus of control. The Humanist Educator, 16(1), 2–5. https://doi.org/10.1002/j.2164-6163.1977.tb00177.x

Whyte, C. (1978). Effective counseling methods for high-risk college freshmen. Measurement and Evaluation in Guidance, 6(4), 198–200. https://doi.org/10.1080/00256307.1978.12022132

Williams, R. L. (1972). Themes concerning blacks: Manual. Williams.

Wood, J. M., Nezworski, M. T., Lilienfeld, S. O., & Garb, H. N. (2003). What’s wrong with the Rorschach? Science confronts the controversial inkblot test. Jossey-Bass

Yang, K. S. (2006). Indigenous personality research: The Chinese case. In U. Kim, K.-S. Yang, & K.-K. Hwang (Eds.), Indigenous and cultural psychology: Understanding people in context (pp. 285–314). Springer.

Yeung, A. W. K. (2021). Is the influence of Freud declining in psychology and psychiatry? A bibliometric analysis. Frontiers in Psychology, 12, Article 631516. https://doi.org/10.3389/fpsyg.2021.631516

Chapter Attribution

“Personality” was written and adapted by Amelia Liangzi Shi and is licensed under a CC BY-NC-SA 4.0 licence. It was adapted and remixed from “Chapter 14. Personality” in Psychology – 1st Canadian Edition by Sally Walters, which is licensed under a CC BY-NC-SA 4.0 licence, and “XI. Personality” in Introduction to Psychology & Neuroscience (2nd Edition) edited by Leanne Stevens, Jennifer Stamp, & Kevin LeBlanc, which is licensed under a CC BY 4.0 licence.

About the Author: Amelia Liangzi Shi

College of New Caledonia

I — Amelia Liangzi Shi (Chinese: 石靓子) — am a Chinese Canadian woman, and I bring a diverse range of experiences and perspectives to my role as a psychology instructor at the College of New Caledonia (CNC) on the traditional lands of the Lheidli T’enneh. I completed my Ph.D. in Cognitive Psychology at the University of Alberta, located in Treaty 6 territory, focusing my research on metamemory and autobiographical memory. I currently teach courses at CNC in introductory psychology, research methods, cognition, personality, and social psychology. Driven by a genuine desire to support and empower the students of introductory psychology, I am committed to recognising the unique needs and experiences of Indigenous students, People of Colour, individuals under the rainbow umbrella, individuals with disabilities, international students, and other marginalised voices.

License

Icon for the Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License

Chapter Resources Copyright © 2024 by Amelia Liangzi Shi is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License, except where otherwise noted.

Share This Book