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Journal of Personality Assessment

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Extraversion and Introversion (Book)

Alan F. Friedman Version of record first published: 10 Jun 2010.

To cite this article: Alan F. Friedman (1982): Extraversion and Introversion (Book), Journal of Personality Assessment, 46:2, 185-187 To link to this article: http://dx.doi.org/10.1207/s15327752jpa4602_17

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Journal of Personality Assessment, 1982, 46. 2 of Spohn et al. The former is supportive of his theory; the latter is not. However, Magaro fails to point out the well known consensus that the whole report technique confounds the span of apprehension with short term memory, which Cash et al. acknowledged. Spohn et al., as Magaro notes, controlled short term memory; Cash et al. did not. Thus, the discrepancy between the two studies could be attributed t o the failure to control short term memory in the Cash et al. study. This fact was clearly stated in another study that the author cited 3 or 4 times (Saccuzzo, Hirt, & Spencer, Journal of A bnorma1 Ps.r~chology, 1974,83, 5 12-522). Certainly the author of a book can and should reinterpret data when attempting to integrate diverse, contradictory findings and formulate a new theory. However, there is a danger that the student can be misled if both sides of a n issue aren't a t least acknowledged. There are a number of minor errors in the author's description of experimental work, but nothing serious enough to discredit the author's main thrust. Although the author does caution the reader in his preface, the speculative nature of many of his assumptions and generalizations does present a problem because these are sometimes difficult to distinguish from the more strongly supported notions. Again, there is the possibility that a noncritical reader could be misled. I also objected to his failure to use nonsexist language. It should be emphasized that the task Magaro has taken on is indeed formidable. T o deal with some of my objections would probably have required a much longer baok and perhaps would have been inconsistent with Magaro's primary purpose of building a comprehensive theory of schizophrenia with operationalized definitions, a strong empirical base, and testable hypotheses. His success in fulfilling this purpose is quite commendable. Indeed, there is much to be said in favor of Cognition in Schizophrenia and Paranoia. It is clearly written, cohesive, and comprehensive. The author takes great pains to provide summaries at strategic points in each chapter so that the reader can easily follow the main ideas and points. The early chapters, which the author states are meant primarily for graduate students, present nice summaries of the major classical theories of schizophrenia. These theories are presented in the context of Hullian learning theory so that they can be better operationalized and easily compared. The author covers an enormous, diverse literature. Labora-

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tory findings are integrated with clinical judgments, psychological tests, personality and developmental theory. All this work is then presented in the context of information processing theory and tied to schizophrenia. The connection made by the author between Piaget's developmental theory and schizophrenia is innovative and interesting. Cognir ion in Schizophrenia and Paranoia is filled with creative, testable hypotheses, which should prove to be a valuable source of ideas for graduate students and interested researchers. Assuming that the serious reader would also consult some of the original sources cited in the text, 1would recommend Cognition in Schizophrenia and Paranoia for graduate seminars in schizophrenia, advanced courses in psychopathology, and to any researcher looking for a new source of interesting and testable hypotheses. Individuals interested in obtaining a broad, accessible overview of schizophrenia might consider this book, and doctoral students preparing for qualifying exams might want to include it on their reading test. Exrraversion and Introversion. An Interactional Perspective. Garry Wayne Morris. I-Iemisphere, Washington, D.C., and Halsted (Wiley), New York, 1979. xv, 217 pp. $19.95. The Series in Clinical and Community Psychology. Reviewed by Alan F . Friedman Alan F. Friedman completed his PhD in Clinical Psycho1og.v at the University of Cincinnati in August. 1981, as weN as his internship at Ohio State University College of Medichre. He is curi~entlyworking in private practice andar the Family Service Agency in Modesito, California. He has published other book reviews for this Journal as well as having published articles in the area of test validation and personality measurement. inchding the Evsenck Personality Quesrionnsrire. His disserration examined the influemre of the ovterlap item content in the M M P l on the differential diagnosis of ps.r,chosis and neurosis. The basic thrust of this book as defined
by the author is that introversioq-extraver-

sion (I-E) is an important variable to consider within the context of interactional research. However, as theauthor frankly states in the first chapter, most of the research examining introversion-extraversion has not been of an interactional nature. He does, however, attempt to include studies that are

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Journ a1 of Personality Assessment, 1982, 46, 2

ception. Consistent with his aim, Morris presents a good summary of the available interactional research that focuses on the introversion-extraversion dimension. He also points out the areas of interactional research that need more attention. For example, the attribution process by which people ascribe traits to themselves, others, and situations in relation to extraversion-introversion has been relatively ignored. "Extravers~on-Introversion and other important personality traits" is the title of Chapter 4. The content of this chapter focuses upon self-reported traits differentiating extraverted and introverted people in a number of areas ranging from sensation seeking and field dependence to social anxiety and social attitudes. Morris summarized the chapter by stating in part, that '"he more extraverted person is emotionally inhibited but behaviorally expressive, whereas the more introverted person is behaviorally inhibited but experiences a greater depth and variety of emotion" (p. 89). Chapter 5, entitled '"ducational and vocational achievements of extraverts and introverts," devotes attention to the relationship between educational and vocational achievement and per~onality. Morris begins by djsdussin~the ramifications of various studies wh~chconsistently claim that in the educ~tionalrealm, extraverts are superior t o introverts in the preschool and primary school ages. Teaching strategies and Personality is a subsection that the author devotes to discussing the limited literature related to the assumption that individuals sharing similar characteristics (introversion-extraversion) may perform differentially tinder differant treatment (teaching) conditions. Morris recognizes that the effectiveness of teaching strategies could be enhanced but the personality v ~ r i ables which ere relevdnt tcr the interaction remain open to question. It should be noted that two relevant publications have appeared subsequent to the appearance of this book that are directly relevant regarding how teaching strategies could be irhpraved in relatiofiship t o exttawersion-rntioversion. Wakefield's (1979) book on I/simg Personality to Individualize Instructton and McCord and Wskefialdy$ (1981) investigation % i~sueis that Morris raises. focus exactly o ~the The author iilso bkiefly r&wiwwsvocatibnal preferences ;ifid state8 that introverts are more likely to ead up in the th#k-oriented, tetrhnical profdsiions than are extraverts. A brief overvir?~ of the recent iiterature on work behavior as it relates to personality is presented in conclusion. Chapter 6 , entitled

concerned with personal or interpersonal attitudes o r behavior and claims to include a comprehensive review of the research in this area published in the years 1972-77 as well as part of 1978. Studies completed prior to 1972 were only selectively included. In the first chapter ("Extraversion-Introversionn) Morris begins by reviewing the meantion") Morris begins by reviewing the meaning of personality; he explains that the study of personality is the study of the totality of an individual's behaviors and that such a global approach necessarily leads into the investigation of private purposes and interactions. Examining observable behavior and private experience allows the personologist to better understand what Morris defines as the development and maintenance of life styles. Extraversion-Introversion is described as one of the most important personalitv variables researched and Evsenck's ~ S of theconcept and J I ~ conceptualization are briefly presented. An overview of the interactional perspective is described and Morris notes that in order for the trait concept of Extraversion-Introversion to maintain its usefulness as well as other traits, a transition has to be made to viewing traits from the perspective of the personalityenvironment interaction. Problems facing the personality researcher seeking to work within this perspective are discussed. Waving introduced the conceptual framework of interactionism, Morris proceeds to the second chapter entitled "Meanings and Measurements of Extraversion and Introversion." This chapter describes various self report instruments such as Eysenck's scales, Cattell's 16Pp inventory, the MMPI, and more recently developed scales that purportedly measpre the constrpct extrpversionintroversion. There is a useful table listing recomqedded scales for investigatiqg this construct and its major components. Chapter 3 entitled "Extraverted and Introverted Interpersanal Attitudes and Behaviors," is organized around two broad themes: Haw introverts and extraverts differ in their reactions to p e o p l ~around them and 2) the way introv~rtsand extraverts differ in the social behaviors they initiate. Morris covers several topics regarding these rhemqs including interpersanal ci$t"eernbht and lisagreement, persbn pececption /Ind interpersonal attraction, observable differences id social behavior, sexuaf behaviors and interpersonal cammmieation. brief attention is given t o misaellt~neous research topics which include handwriting characteristics, hypnotic susceptibility, and extrasensory per-

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Journal of Personality Assessment, 1982, 46, 2

"Psychological disorders of extraverts and introverts" examines I-E in relationship to general maladjustment (Morris speculates that there is a curvilinear relationship between I-E and adjustment), anxiety-related disorders, depression, suicide, psychotic disorders, criminal behavior, and aggression and hostility. Chapter 7 is entitled "Role of extraversion-introversion in other problematic social behaviors." An informative review of alcohol, cigarette and other drugs is reviewed in relationship to I-E and Morris concludes the chapter with a summary of the last three chapters. He states that the "I-E dimension appears to better explain the differences that exist within the normal population of the adequately adjusted than it does to the differences between normals and abnormals on most dimensions" (p. 153). Morris again invokes the concept of a curvilinear relationship between I-E and adjustment by describing the strengths and weaknesses of an individual's placement on the I-E continuum with the possible interaction of neuroticism and psychoticism. The final chapter "Genetic influence and Extraversion-Introversion," reviews some of the recent investigative work that attempts to clarify the contribution of genetic factors in the development of I-E. Morris is assertive in stating that I-E appears to be a stable personality variable but is appropriately more guarded about making any conclusive statements about the heritability of this factor. Although the author had the well intentioned goal of presenting research in the introversion-extraversion area and tying it together within the context of an interactional perspective, I was left thinking I knew much more about isolated issues regarding the introversion-extraversion construct than how this person variable interacts with situational variables in affecting behavior. This is a function, I believe, of the incomplete data bank we possess about how situational and personal variables interact. The book is written, nevertheless, in a clear, crisp style with many references. This book would be very informative for the reader wanting a broad review of the introversion-extraversion dimension or any student in a n individual differences class. References McCord, R. R., & Wakef~eld, J. A.,Jr. Arithmettc of introversion-extraachievement as a funct~on version and teacher-presented reward and punishment. Personaliiy and dnd~v~dual Differences, 198 1.2, 145.152. Wakefield, J. A., Jr. Usingpersonalrtvto individualize insrrucr~on. San D~ego:EdITS, 1979.

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Twin Studies: What Can We Learn? Twins: Black and White. R. T . Osborne. F o u n d a t i o n f o r H u m a n Understanding. Athens, Georgia, 1980, 286 pp., "no price reported." Reviewed by Thomas J . Bouchard, Jr. Thomas J. Bouchard, Jr., is Professor of Ps.vchology at the University of Minnesota, Minneapolis. His major areas of research interest are in the areus of individual differences, behavior genetrcs and industrial/ organizational psychology. With a large teain of colleagues he is currenrlv conducting a con~prehensive medical and psvchological assessment of twins reared apart. He contributed to the Handbook of Industrial Organizational Psychology, has been associate editor of rhe Journal of Applied Psychology and publjished in the areas of small group problem solving, field research methods, genetics and intelligence, personality, sex differences in spatial abilily and recenr1.v published (with McGue) a review of the world literature on IQ correlations berween relatives. Twins lhave long been a topic of fascination and curiosity. It was not, however, until the work of Frances Galton ("The History of Twins as a Criterion of the Relative Powers of Nature and Nurture," Fraserk Magazine (1875), that twins became a tool for scientific research. They have, however, always been a controversial tool and their utility as "experiments of nature" repeatedly challenged. Galton studied only a few twins and was not able to distinguish between the two types (monozygotic anld dizygotic o r identical and fraternal) with complete accuracy. He argued on the basis of his study that "there is no escape from the conclusion that nature prevails enormously over nurture when the differences of nurture do not exceed what is commonly to be found among persons of the same rank of society and in the same country." Galton also felt his results would not be believed because "my evidence seems to prove too much an(d may be discredited on that account, as it seems contrary to all experience that nurture should go for so little." Twin researchers today continue to face the skepticism that Galton foresaw. Innumerable criticisms of the twin method have been made. The vast bulk of them, however, are sheer speculation. When empirical studies of the various "social biases" are made they seldbm account for much variance. The "bias" most often cited is "that identical twins

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