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John Maltby, Liz Day and Ann Macaskill

Second EditionSecond Edition

Personality, Individual Differences

and IntelligenceMaltb

y, Day

and

Macaskill

Perso

nality, Individ

ual Differences

and

Intellig

ence

Seco

nd

Ed

ition

Richly illustrated and packed with examples, Personality, Individual Differences and Intelligence, Second edition, continues to offer accessible and in-depth coverage of the major theories, methods, fi ndings and debates in this fascinating subject.

Dr John Maltby is a Senior Lecturer in Psychology at the University of Leicester.

Dr Liz Day is a Senior Lecturer in Psychology at Sheffi eld Hallam University.

Professor Ann Macaskill is at Sheffi eld Hallam University and is a Chartered Health Psychologist.

Cover image © Getty Images

This comprehensive new edition includes:• Four new chapters, covering Health and illness, Well-being and personality disorders,

Ideas and debates in personality, and Psychometric testing.

• Extensively revised and updated chapters which include the latest research throughout.

• A range of features to stimulate and support learning, such as highlighted Key terms and Connecting up, which links different topics covered in the book.

Visit the companion website at www.pearsoned.co.uk/maltby to explore resources including:

• Three additional chapters: Academic Argument and Thinking, Statistical Terms, and Research Ethics.

• Weblinks and commentary on online journals to help students better understand the research process.

• Exam and essay questions to allow students to consolidate their understanding.

‘Expertly tailored towards the needs of the student of personality, intelligence and individual differences… comprehensive, up to date and very clearly set out with a wealth of supplementary material.’ Dr Teresa Rushe, University of Ulster

‘A wonderful companion for students taking courses in individual differences. Strengthened by its international scope and helpful learning aids, this is a useful reference work for students throughout their studies.’Dr Susan Rasmussen, University of Strathclyde

‘Provides a modern, international coverage of the key issues in individual differences research. It looks great, offers valuable and extensive study aids and fi ts our course requirements exactly.’ Professor Paddy O’Donnell, University of Glasgow

‘There are many textbooks on this topic, but few as comprehensive and accessible.’

Dr Marcus Munafò, University of Bristol

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Guided Tour xviiPreface xxiAcknowledgements xxv

Part 1 Personality 1

1 Personality Theory in Context 2

Key themes 2Learning outcomes 2Introduction 3General population perspectives: implicit

personality theories 3Problems with implicit theories 4

How is personality defined? 4Lay definitions of personality 4Psychological definitions of personality 5

The aims of studying personality 5The source of the term ‘personality’ 7Approaches to studying personality:

idiographic versus nomothetic 8Describing personality 9Distinctions and assertions in personality research 9Effects of personality versus situational effects 10Measurement issues 11

Strands of personality theorising 11The clinical approach and its history 11Individual differences’ emphasis on personality

and its history 12Studying personality as a personal experience 13

Reading critically and evaluating theories 14The cultural context of personality theories 17Final comments 18Summary 18Connecting up 18Critical thinking 18Going further 19

2 The Basis of the Psychoanalytic Approach to Personality 20

Key themes 20Learning outcomes 20Introduction 21Description of Freud’s theory of personality 21

Levels of consciousness 21The nature of human beings and the source

of human motivation 23The structure of the personality 25The development of personality 26

Defence mechanisms 29Repression 30Denial 30Projection 30Reaction formation 31Rationalisation 31Conversion reaction 31Phobic avoidance 32Displacement 32Regression 32Isolation 32Undoing 32Sublimation 33

Clinical applications of Freudian theory 33Evaluation of Freudian theory 34

Description 34Explanation 35Empirical validity and testable concepts 35Comprehensiveness 37Parsimony 37Heuristic value 37Applied value 37

Contents

3 Developments of Freudian Theorising 42

Key themes 42Learning outcomes 42Introduction 43Individual psychology of Alfred Adler 44

Inferiority feelings 44Personality development in Adlerian terms 45Birth order 46Characteristics of the neurotic personality 46Adlerian treatment approaches 47Evaluation of Adler’s individual psychology theory 48

Carl Jung and analytic psychology 49Structures within the psyche 50Jungian personality types 53Jung’s conception of mental illness and its treatment 55Evaluation of Jung’s theory 56

The psychology of Karen Horney 57Essentials of Horney’s theoretical position 58The development of the personality and

the neurotic personality 58

Final comments 37Summary 38Connecting up 39Critical thinking 39Going further 40Film and literature 41

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Defence mechanisms 61Penis envy and female masochism 63Evaluation of Horney’s theory 64


4 Learning Theory Perspectives on Personality 70

Key themes 70Learning outcomes 70Introduction 71Introduction to learning theory 72

The clinical perspective within classical conditioning 74The radical behaviourism of B. F. Skinner 75Attempts to apply learning theory approaches

to personality 78The stimulus–response model of personality

of Dollard and Miller 79Albert Bandura and social learning theory 81

Learning within Bandura’s model 83Personality development in social learning theory 84Self-efficacy as a self-regulatory process 84Increasing self-efficacy ratings 85Measuring self-efficacy 86

Julian Rotter and locus of control 87The impact of locus of control on behaviour 88

Walter Mischel 90The impact of Mischel 94

Evaluation of learning theory approaches 94Description 94Explanation 95Empirical validity 95Testable concepts 96Comprehensiveness 96Parsimony 96Heuristic value 96Applied value 97


5 Cognitive Personality Theories 102

Key themes 102Learning outcomes 102Introduction 103Theory of personal constructs of George A. Kelly 104

The view of the person in Kelly’s theory 104Concepts within Kelly’s theory 104Personality development according to Kelly 109Assessing personality in personal construct theory 109Clinical applications of personal construct theory 111

Albert Ellis and Rational-Emotive Behaviour Therapy 112Origins of the theory of Rational-Emotive

Behaviour Therapy 112Rational and irrational thoughts 114The importance of perception and

the subjective worldview 115Development of the individual 118The basic model of Rational-Emotive

Behaviour Therapy 119Sources of psychological disturbance 120

Applications of Rational-Emotive Behaviour Therapy 120Research evidence for effectiveness of

Rational-Emotive Behaviour Therapy 121Contentious issues 121

Overall evaluation of cognitive approaches 121Description 121Explanation 121Empirical validity 122Testable concepts 122Comprehensiveness 122Parsimony 122Heuristic value 122Applied value 122


6 Humanistic Personality Theories 126

Key themes 126Learning outcomes 126Introduction 127Historical roots and key elements of

the humanistic approach 128Abraham Maslow and self-actualisation 128

Human nature and human motivation 128Hierarchy of needs 130Discussion of basic needs 132Characteristics of self-actualisers 132Personality development 134Mental illness and its treatment in

Maslow’s approach 134Evaluation of Maslow’s theory 135

Carl Rogers and person-centred therapy 136Basic principles underlying the theory 137Self-actualisation 137Effect of society on self-actualisation 138Developmental impact on the child of

their parent’s self-concept 140The role of the actualising tendency

in development 141Rogers’ conceptualisation of

psychological problems 143The principles of Rogerian counselling 143The role of the therapist or counsellor 144Evaluation of Rogers’ theory 147

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7 The Trait Approach to Personality 154

Key themes 154Learning outcomes 154Introduction 155Emergence of personality traits 156

Defining personality traits 157The development of trait theories within psychology 157Sheldon and somatypes 158Early lexical approaches to personality and the lexical

hypothesis 158Gordon Allport 159Raymond Cattell and the emergence of

the factor analytic approach 161Types of traits 162Contribution of Cattell 165

Hans Eysenck’s trait theory of personality 166Eysenck’s structure of personality 166Research evidence for Eysenck’s types 169Psychopathology and Eysenck’s

therapeutic approach 170Eysenck’s contribution to trait theorising 170

The five-factor model 170Evidential sources for the five-factor model 170Evaluation of the Big Five and trait approaches 173


8 Biological Basis of Personality I: Genetic Heritability of Personality and Biological and Physiological Models of Personality 178

Key themes 178Learning outcomes 178Introduction 179Behavioural genetics 179

Behavioural genetics: basic ideas 179How the influence of genes is assessed in

behavioural genetics 179Methods for assessing genetic heritability

of personality 181Genetic heritability estimates and personality 182

Considerations within behavioural genetics and personality 185Conceptions of genetic heritability and

the environment 186Different types of genetic variance 186Shared and non-shared environments 186

Problems with the representativeness of twin and adoption studies 191

Assortative mating 192Changing world of genetics 192

A framework for considering heritability in personality 193Psychophysiology, neuropsychology and personality 194

Eysenck’s biological model of personality and arousal 195Gray’s BAS/BIS theory 197Cloninger’s biological model of personality 200

Empirical evidence for biological theories of personality 201The central nervous system and biological

personality dimensions 202The autonomic nervous system and biological

personality dimensions 202Consideration of biological theories of personality 203


9 Biological Basis of Personality II: Evolutionary Psychology and Animal Studies of Personality 208

Key themes 208Learning outcomes 208Introduction 209Evolutionary theory 209

Evolutionary psychology and adaptation 210Evolutionary personality and personality and

individual differences psychology 213An introduction to evolutionary personality

psychology: Buss’ theory of personality and adaptation 213

How individual differences arise through cooperation: the example of leadership 214

Life history and personality 216Consideration of the evolutionary theory

of personality 219Animals and their personality 220

Animals and personality: a historical context 220Within-species versus cross-species

comparisons 221Methods in animal personality research 221Reliability and validity of animal

personality research 222Animal personality: the emergence of

the five-factor model of personality 223Animal personality: informing evolutionary theories

of personality? 224Consideration of animal personality research 224


CONTENTS ix

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10 Further Ideas and Debates in Personality: Personality and Culture 230

Key themes 230Learning outcomes 230Introduction 231A sixth personality factor? Expanding on the five-factor

model of personality. 232The sixth factor of personality: honesty–humility?

The introduction of the HEXACO model of personality 232Theory of the HEXACO model of personality structure 233Gains and losses as part of the theoretical

interpretations of the HEXACO factors 234Criticisms of the choice of honesty–humility and

HEXACO model of personality: ‘gone too far?’ or ‘not gone far enough?’ 235

The big one! The general factor of personality 236Culture and personality 237

Psychological anthropology 237Configurationalist approach 238Basic and modal personality structure approach 238National character 239Personality and national culture: the work of Hofstede 242

Integrative model of personality 245Evolution and human behaviour 245The dispositional signature 246Characteristic adaptations 247Life narratives and the challenge of modern identity 247The differential role of culture 248Critiques of the integrative model of personality 249

Self-determination theory 251The four theories of self-determination theory 251Applications of self-determination theory 255Considerations of self-determination theory:

the reward controversy and the eight criteria 256Final comments 258Summary 258Connecting up 259Critical thinking 259Going further 260Film and literature 260

Part 2 Intelligence 263

11 An Introduction to Intelligence 264

Key themes 264Learning outcomes 264Introduction 265Why does intelligence matter? 265Implicit theories of intelligence 266

Research into implicit theories of intelligence 266Laypersons’ implicit theories of intelligence 266Laypersons’ implicit theories across cultures 268Implicit theories of intelligence across the life span 272Expert conceptions of intelligence 274A task force in intelligence 275

The focus of this part of the book 276Final comments 278

Summary 278Connecting up 278Critical thinking 278Going further 279Film and literature 279

12 Theories and Measurement of Intelligence 280

Key themes 280Learning outcomes 280Introduction 281The birth of the psychology of intelligence: Galton

and Binet 281Galton 281Binet 282

The search for measurement continues: the birth of ‘IQ’ and standardised testing 283Terman 283Yerkes 284

General intelligence (g): the theory and the measurement 285‘g’ 286Measuring ‘g’: the Wechsler and Raven’s matrices 286

Multifactor theorists: Thurstone, Cattell and Guilford 293Thurstone: ‘g’ results from seven primary

mental abilities 294Cattell: fluid and crystallised intelligence 294Guilford: many different intelligences and

many different combinations 294Intelligence and factor analysis – a third way: the

hierarchical approach 296Vernon 296Carroll: from the Three-Stratum Model of

Human Cognitive Abilities to CHC 297Cattell, Horn and Carroll (CHC): theory,

research and practice together 297Other theories of intelligence: Gardner

and Sternberg 300Howard Gardner: multiple intelligences 300Robert Sternberg 302


13 The Use of Intelligence Tests: What Questions Emerge from the Measurement of Intelligence? 308

Key themes 308Learning outcomes 308Introduction 309Types of intelligence tests 309

The distinction between the psychometric and the cognitive psychology approaches to intelligence testing 310

Simple biological and physiological measures of intelligence 310

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Alexander Romanovich Luria 311Das and Naglieri’s Cognitive Assessment System

and the Kaufmans’ ability test 313Features, uses and problems surrounding

intelligence tests 315Typical features of intelligence tests 315The uses of intelligence tests 318Problems and issues with intelligence tests 320The intelligent use of intelligence tests 323Some concluding comments 324

The Flynn effect 324How was the Flynn effect discovered? 324Explanations of the Flynn effect 326The nutrition hypothesis versus

the cognitive stimulation hypothesis 332An end to the Flynn effect? 332


14 Heritability and Socially Defined RaceDifferences in Intelligence 336

Key themes 336Learning outcomes 336Introduction 337Section A – The heritability of intelligence 338Intelligence: the nature versus nurture debate 338

Galton 338Heritability of intelligence 338What do we mean by heritability of intelligence? 339Methods for assessing genetic heritability

of intelligence 340Heritability estimates of intelligence 341Considerations within behavioural genetics

and intelligence 342Modern estimates of the genetic heritability

of intelligence 344Environmental influences on intelligence 344Biological variables and maternal effects 346Nutrition 347Lead 347Prenatal factors 347Maternal effects model 348

Family environment 348Shared and non-shared environments 348Within-family factors 349Outside-family factors 351Socioeconomic status of the family 352Birth order, family size and intelligence 353Education and intelligence 355

Culture and intelligence 356Decontextualisation 356Quantification 356Biologisation 357

Final comments on genetic heritability and environmental influences on intelligence 357

Section B – The bell curve: race differences in intelligence 358

The bell curve 358The bell curve: intelligence and

class structure in American life 358The cognitive elite: looking at the higher end

of the bell curve 360IQ scores and social and economic problems:

looking at the lower end of the bell curve 360The relationship between race and IQ: implications

for social policy 361Criticisms of The Bell Curve: Intelligence and

Class Structure in American Life 362Analysis of the assumptions used by

Herrnstein and Murray 363Statistical and evidence-based problems in

The Bell Curve arguments 366A darker side of psychology related to

Herrnstein and Murray’s analysis 368Final comments 370Summary 371Connecting up 371Critical thinking 372Going further 372Film and literature 373

15 Further Discussions and Debates inIntelligence: Sex Differences in Intelligence and Emotional Intelligence 374

Key themes 374Learning outcomes 374Introduction 375Sex differences in intelligence 375

Sex differences on measures of general intelligence 375Sex differences in specific intelligences 377

Looking for explanations of sex differences in measures of intelligence 379

Biological explanations for sex differences in intelligence 380Biological variables for sex differences

in measures of general intelligence 380Biological variables for sex differences

in spatial intelligence 381Summary of biological factors in sex differences

in intelligence 385Environmental explanations for sex differences

in intelligence 385Stereotypes and sex differences in intelligence

outside of education 385Stereotypes and sex differences in intelligence

within education 387Interactions between technology and

socioeconomic status and their influence on intelligence in the classroom 388

A final consideration of sex differences in measures of intelligence 389Stereotype emphasis 389Placing the extent of the sex differences in

intelligence within its proper context 390

CONTENTS xi

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Interim Summary for sex differences in intelligence 391

Emotional intelligence 391Salovey and Mayer’s four-branch model

of emotional intelligence 392Goleman’s model of emotional intelligence 394Bar-On’s model of emotional intelligence 399Providing contexts for understanding

the three models of emotional intelligence 399The application of emotional intelligence

in psychology 402Sex differences in emotional intelligence 403Critical consideration of emotional intelligence

theory and research 404Final comments 406Summary 406Connecting up 407Critical thinking 407Going further 408Film and literature 409

16 The Application of Personality and Intelligence in Education and the Workplace: The Introduction of Other Intelligences 410

Key themes 410Learning outcomes 410Introduction 411Personality and intelligence predictors of

achievement in education and the workplace 411Established measures of personality and

intelligence: predictors of achievement in education and work 412

The difficulties with using established measures of personality and intelligence in education and work 414

Learning styles and experiential learning theory 416Learning processes 416Learning styles 417Application and measurement of learning

processes and styles 418Critical consideration of Kolb’s theory 419

Emotional intelligence in education and the workplace 419Goleman’s theory of emotional intelligence 419Emotional intelligence and leadership 420Emotional intelligence and self-learning 420Consideration of emotional intelligence in

education and the workplace 421Successful intelligence and leadership:

creativity, intelligence and wisdom 423Creativity 423Wisdom 427

Giftedness 429Giftedness, termites and IQ scores 430Modern conceptions of giftedness: not just high IQ? 430Psychological models of giftedness 432Summary of giftedness 434

Working with those who have learning disabilities 434Working with those who have learning disabilities:

the darker historical line 434Working with those who have learning disabilities:

the positive historical line 437Feuerstein and Structural Cognitive Modifiability 437Theory and programme of Structural Cognitive

Modifiability 438Final comments 440Summary 440Connecting up 441Critical thinking 441Going further 441Film and literature 442

Part 3 Further Debates andApplications in Individual Differences 445

17 Further Debates and Applications in Individual Differences: An Introduction 446

Key themes 446Learning outcomes 446Introduction 447Individual differences can be applied to improve

our understanding of psychological concepts 448The nature of individual differences 449How are individual differences identified

and measured? 450How individual differences can be applied to

improve our understanding of competing or overlapping concepts or topic areas 451Comparing theories 451Combining theories 452

How individual differences theory is debated and applied to demonstrate its usefulness within the psychology of human experience 454


18 Optimism 458

Key themes 458Learning outcomes 458Introduction 459Learned optimism – explanatory style 461

Learned helplessness versus learned optimism 461The ABC format 463Distraction and disputation 463

Dispositional optimism 464The Life Orientation Test: a measure of

dispositional optimism 465

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Optimism and well-being 465Coping and appraisals 465Benefits of optimism and well-being 466Optimism: a cloud in the silver lining? 469

Situational optimism 469Hope 471

Benefits of hope 472Measurement of hope 474A consideration of false hope 474

Optimism versus ‘positive thinking’ 475Final comments 477Summary 477Connecting up 478Critical thinking 478Going further 479Film and literature 480

19 Irrational Beliefs 482

Key themes 482Learning outcomes 482Introduction 483The basic theory of Rational-Emotive Behaviour

Therapy (REBT) 484The ABCs of human disturbance 484‘Must-urbatory’ thinking and disturbance 487Irrational beliefs and mental health 490Irrational beliefs and individual differences 491

Issues with irrational beliefs that need to be considered and addressed 491The case for and against religion 492The case for and against luck: the importance

of belief in good luck 496Superstitious beliefs 498


20 Embarrassment, Shyness and Social Anxiety 504

Key themes 504Learning outcomes 504Introduction 505Introducing social anxieties and social

anxiety disorder 506What exactly is social anxiety disorder? 506

General symptoms, prevalence and conceptions of social anxiety disorder 507

Definitions and diagnosis of social anxiety disorder 508

What causes social anxiety disorder? 510Shyness 512

What is shyness? 513The consequences of shyness 514

State versus trait shyness 515State shyness 516

Trait shyness 516Shyness and personality 516Shyness, genetics and behavioural inhibition 517Fearful and self-conscious shyness 518Self-conscious shyness and attribution style 518Shyness and culture 519

Embarrassment 520Four theories of embarrassment 521Re-evaluation of the embarrassment models 522Categorisation of embarrassing situations 523Embarrassment, measurement and personality 524


21 Interpersonal Relationships 528

Key themes 528Learning outcomes 528Introduction 529Interpersonal attraction 529

Theories of interpersonal attraction 530Fatal attraction 531

Love styles 532The triangular theory of love 532Love styles (or the colours of love) 534Individual and group differences in love styles 536

Romantic love and attachment styles 537Relationship dissolution 539

The investment model 540How individuals initiate the end of a relationship 541How individuals react when the other person

initiates the end of the relationship 543Introducing forgiveness 545

What is forgiveness? 545Models of the forgiveness process 546The Enright model of forgiveness 546The Worthington (pyramidal) model 549Attachment and forgiveness 551Forgiveness and personality 553


22 Social Attitudes 558

Key themes 558Learning outcomes 558Introduction 559Right-wing authoritarianism, conservatism and

social dominance 559Authoritarianism 560Conservatism 561Social dominance orientation 565

CONTENTS xiii

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Right-wing attitudes and personality 568Right-wing attitudes and Eysenck’s theory

of personality 568Five-factor theory of personality and conservatism 569

Critical consideration of right-wing attitudes theory 570Religion 572

Dimensions of religiosity 572Religion and mental health 575Religion and personality 577Religion, personality, coping and mental health 578Critical review 580


23 Well-being and Personality Disorders 584

Key themes 584Learning outcomes 584Introduction 585The structure and measurement of well-being 585

Circumplex Theory of Affect: the structure of mood 585Subjective and psychological well-being 587

Personality, mood and well-being 592Personality disorders 593

General criteria for personality disorders: the Diagnostic and Statistical Manual of Mental Disorder (DSM)–IV. 594

Personality disorders: Cluster A: paranoid, schizoid and schizotypal personality disorders 596

Personality disorders: Cluster B: antisocial, borderline,histrionic and narcissistic personality disorders 598

Personality disorders: Cluster C: avoidant, dependent and obsessive-compulsive personality disorders 600

Genetic, biological and environmental influences on personality disorders 602

Five-factor correlates of personality disorders 606Issues with the conceptualisation and

categorisation of personality disorders 606Final comments 608Summary 610Connecting up 612Critical thinking 612Going further 612Film and literature 613

24 Individual Differences in Health and Illness 614

Key themes 614Learning outcomes 614Introduction 615Defining health 616Personality, health and illness: how might

they be linked? 617

Researching the links between personality, health and illness 619Type A and Type B personality 619Measurement of Type A/B personality 620Research on Type A/B personality 620Further psychological research on Type A personality 622Type D personality 622

Individual differences in the reaction to physical illness 623Conceptualising stress 624Depression 626Anxiety defined 627

Concepts especially relevant to health psychology covered in previous chapters 628Locus of control 628Self-efficacy 629Optimism 629Intelligence 630

Expanding definitions of health and well-being 630Personality and well-being: the positive

psychology approach 630Final comments 632Summary 632Connecting up 633Critical thinking 633Going further 634Film and literature 635

25 An introduction to Psychometric Testing 636

Key themes 636Learning outcomes 636Introduction 637Types and uses of psychometric tests 637Developing a psychometric test 638Developing items for a psychometric test 638Writing items for a psychometric test 639

Clarity of questions 640Leading questions 641Embarrassing questions 642Hypothetical questions 643Questions with reverse wording 643Response formats 644Instructions 645

Collecting the data 646Reliability 647

Internal reliability (internal consistency) 648Using internal reliability to select items 649Test–retest reliability (reliability over time) 652

Validity 653Advanced techniques in psychometric

evaluation: factor analysis 660Factor analysis 660Exploratory factor analysis 662Confirmatory factor analysis 668

The International Personality Item Pool and the Higher Education Academy in Psychology practicals webpage 673

Final comments 673Summary 673

xiv CONTENTS

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Connecting up 674Critical thinking 674Going further 675Film and literature 675

Glossary G1

References R1

Index I1

THE FOLLOWING ADDITIONAL MATERIAL CAN BE FOUND ON THE WEBSITE(www.pearsoned.co.uk/maltby)

26 Academic Argument and Thinking 678

Key themes 678Learning outcomes 678Introduction 679The structure of arguments: premises

and conclusions 679Deductive versus inductive arguments 680

Fallacies in arguments 681Fallacies of the undistributed middle 681The fallacy of affirming the consequent 682Argument directed at the person (argumentum

ad hominem, ‘argument directed at the man’) 682Appealing to ignorance or absence of fact

(argumentum ad ignorantiam, ‘argument to ignorance’) 683

Appeal to popular beliefs (argumentum ad populum, ‘argument to the people’) 683

Appeal to emotion (argumentum ad misericordiam, ‘argument to pity’) 683

False dilemma 684Comparing populations 684

Summary 685Going further 685

27 Statistical Terms 686

Key themes 686Learning outcomes 686Introduction 687Tests of association 687

Correlation coefficients 687Factor analysis 688Multiple regression 691

Tests of difference 692Tests of difference for two sets of scores 692Tests of difference for more than two sets of scores 692

Meta-analysis 693Effect size 693Summary 694Going further 695

28 Research Ethics 696

Key themes 696Learning outcomes 696Introduction 697What do we mean by research ethics? 697

Why do we need ethical codes? 697Basic principles for ethical research 697

Research studies have to comply with all legalrequirements 697

Research participants 698NHS and social services/social care research 700Ethical principles for conducting research

with human participants (The British Psychological Society) 700

Summary 703Going further 703

CONTENTS xv

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xvi CONTENTS

Supporting resourcesVisit www.pearsoned.co.uk/maltby to find valuable online resources:

Companion Website for students

� Three additional web-only chapters to help develop your understanding of and skills in academic argument and thinking, statistical terms and research ethics

� Multiple choice questions on each chapter to help test your learning

� Additional essay questions to give you practice at exam-style questions

� Advanced Reading section containing a variety of current research papers that enable you to keyinto current issues and gain ideas for your independent projects

� Annotated links to relevant sites on the web

For instructors

� PowerPoint slides of section summaries and Figures in the book

� Online testbank of over 400 questions

Also:

The Companion Website provides the following features:

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� E-mail results and profile tools to send results of quizzes to instructors

For more information please contact your local Pearson Education sales representative or visitwww.pearsoned.co.uk/maltby

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