{"id":1179,"date":"2023-03-31T17:37:27","date_gmt":"2023-03-31T17:37:27","guid":{"rendered":"https:\/\/content.one.lumenlearning.com\/introductiontopsychology\/chapter\/learn-it-the-person-situation-debate\/"},"modified":"2026-01-12T21:55:31","modified_gmt":"2026-01-12T21:55:31","slug":"learn-it-the-person-situation-debate","status":"publish","type":"chapter","link":"https:\/\/content.one.lumenlearning.com\/introductiontopsychology\/chapter\/learn-it-the-person-situation-debate\/","title":{"raw":"Personality Traits: Learn It 4\u2014The Person-Situation Debate","rendered":"Personality Traits: Learn It 4\u2014The Person-Situation Debate"},"content":{"raw":"<section data-depth=\"1\">\r\n<div data-type=\"note\" data-label=\"Link to Learning\">\r\n<h2>The Person-Situation Debate<\/h2>\r\n<p>If you're asked to describe someone (a boss, a friend, an old teacher) you'll probably describe them using personality characteristics or terms like nice, demanding, helpful, careless, or friendly. Most of us generally think that the descriptions that we use for individuals accurately reflect their \u201ccharacteristic pattern of thoughts, feelings, and behaviors,\u201d or in other words, their personality.<\/p>\r\n<p><span style=\"font-family: 'Public Sans', -apple-system, BlinkMacSystemFont, 'Segoe UI', Roboto, Oxygen-Sans, Ubuntu, Cantarell, 'Helvetica Neue', sans-serif;\">But what if this idea isn't entirely accurate?<\/span><\/p>\r\n<\/div>\r\n<\/section>\r\n<h3 class=\"whitespace-pre-wrap break-words\">Walter Mischel's Challenge to Personality Psychology<\/h3>\r\n<p class=\"whitespace-pre-wrap break-words\">In 1968, Walter Mischel published \"Personality and Assessment,\" which sparked a significant debate in psychology. Mischel argued that:<\/p>\r\n<ol class=\"-mt-1 list-decimal space-y-2 pl-8\">\r\n\t<li class=\"whitespace-normal break-words\">People's behavior isn't as consistent across situations as we might think.<\/li>\r\n\t<li class=\"whitespace-normal break-words\">Specific behaviors (like honesty) in one context don't necessarily predict similar behaviors in different contexts.<\/li>\r\n\t<li class=\"whitespace-normal break-words\">The belief in broad personality traits might be an illusion.<\/li>\r\n<\/ol>\r\n<p class=\"whitespace-pre-wrap break-words\">This challenge to traditional personality psychology became known as the person-situation debate.<\/p>\r\n<section data-depth=\"1\">\r\n<div data-type=\"note\" data-label=\"Link to Learning\">\r\n<section class=\"textbox keyTakeaway\">\r\n<h3>The person-situation debate<\/h3>\r\n<p>The <strong>person-situation debate<\/strong> addresses the relative importance of internal personality traits versus external situational factors in determining human behavior. This debate centers on whether consistent personality characteristics or specific environmental contexts have a greater influence on how people act across different situations.<\/p>\r\n<p class=\"whitespace-pre-wrap break-words\">This debate centered on two main perspectives:<\/p>\r\n<ol class=\"-mt-1 list-decimal space-y-2 pl-8\">\r\n\t<li class=\"whitespace-normal break-words\"><strong>Trait Perspective<\/strong>: Broad personality traits consistently influence behavior across situations.<\/li>\r\n\t<li class=\"whitespace-normal break-words\"><strong>Situationist Perspective<\/strong>: Behavior is primarily determined by specific situational factors.<\/li>\r\n<\/ol>\r\n<\/section>\r\n<h3><b>A More Useful \u201cBoth\/And\u201d View<\/b><\/h3>\r\n<p class=\"p3\">Mischel didn\u2019t claim that personality is meaningless. Instead, he argued that personality shows up in a more <span class=\"s2\"><b>situation-sensitive<\/b><\/span> way than trait labels suggest.<\/p>\r\n<p class=\"p3\">Rather than asking, \u201cIs this person honest <i>in general<\/i>?\u201d Mischel pushed psychologists to ask:<\/p>\r\n<ul>\r\n\t<li class=\"p1\">What kinds of situations trigger certain behaviors for this person?<\/li>\r\n\t<li class=\"p1\">How does this person interpret risks and rewards?<\/li>\r\n\t<li class=\"p1\">What goals or emotions get activated in that moment?<\/li>\r\n<\/ul>\r\n<p>For example, a student might cheat when the risk of getting caught is low, and the reward (a higher grade) feels urgent or important. Another student might cheat for a different reason\u2014because the thrill of risk is reinforcing, even when the reward is small. In both cases, behavior reflects the interaction of the situation, the person\u2019s interpretation of it, and their values\/skills for coping.<\/p>\r\n<\/div>\r\n<\/section>\r\n<section data-depth=\"1\">\r\n<div data-type=\"note\" data-label=\"Link to Learning\">\r\n<h3><b>If Traits Aren\u2019t Perfect Predictors, Does Personality Exist?<\/b><\/h3>\r\n<p class=\"p3\">After Mischel\u2019s book, some psychologists worried that personality traits weren\u2019t \u201creal.\u201d Over time, the field moved toward a middle ground:<\/p>\r\n<ul>\r\n\t<li class=\"p1\">Traits <i>do<\/i> predict behavior <span class=\"s1\"><b>on average<\/b><\/span>, especially when you look across many situations and many moments in time.<\/li>\r\n\t<li class=\"p1\">Situations often predict behavior strongly <span class=\"s1\"><b>in the moment<\/b><\/span>, especially in specific, high-pressure contexts.<\/li>\r\n\t<li class=\"p1\">In many cases, the effects of traits and situations are <span class=\"s1\"><b>similar in size<\/b><\/span>\u2014which is one reason the debate became so important.<span class=\"Apple-converted-space\">\u00a0 <\/span><\/li>\r\n<\/ul>\r\n<p>A useful way to think about it:<\/p>\r\n<ul>\r\n\t<li class=\"p1\"><span class=\"s1\"><b>Traits<\/b><\/span> describe your overall tendencies (your \u201caverage pattern\u201d).<\/li>\r\n\t<li class=\"p1\"><span class=\"s1\"><b>Situations<\/b><\/span> help explain why you might act differently in a specific moment.<\/li>\r\n<\/ul>\r\n<h3><b>Mischel\u2019s Solution: \u201cBehavioral Signatures\u201d<\/b><\/h3>\r\n<p class=\"p3\">Mischel and Shoda proposed that people show consistency through <span class=\"s2\"><b>patterns of if\u2013then behavior<\/b><\/span>, sometimes called <span class=\"s2\"><b>behavioral signatures<\/b><\/span>:<\/p>\r\n<ul>\r\n\t<li class=\"p1\"><i>If<\/i> I\u2019m criticized by a teacher, <i>then<\/i> I shut down.<\/li>\r\n\t<li class=\"p1\"><i>If<\/i> I\u2019m criticized by a close friend, <i>then<\/i> I argue back.<\/li>\r\n\t<li class=\"p1\"><i>If<\/i> I\u2019m criticized privately, <i>then<\/i> I reflect.<\/li>\r\n\t<li class=\"p1\"><i>If<\/i> I\u2019m criticized publicly, <i>then<\/i> I get defensive.<\/li>\r\n<\/ul>\r\n<p class=\"p3\">This idea is part of their <span class=\"s2\">Cognitive\u2013Affective Processing System (CAPS)<\/span> model, which emphasizes that stable personality differences can exist <span class=\"s2\">even when behavior changes across situations<\/span>, because people reliably process situations in their own characteristic ways.<\/p>\r\n<\/div>\r\n<div data-type=\"note\" data-label=\"Link to Learning\">\r\n<section class=\"textbox example\">\r\n<h3>Walter Mischel and the Marshmallow Test<\/h3>\r\n<p>In what is now a famous study of whether\u00a0behavior is consistent in equivalent situations across time, Walter Mischel, conducted research on the ability of kids to delay gratification. He created a study called the marshmallow test to measure self-regulation, or willpower.<\/p>\r\n<p class=\"p1\">In the basic marshmallow task, a preschool child could:<\/p>\r\n<ul>\r\n\t<li class=\"p1\">eat <span class=\"s1\"><b>one<\/b><\/span> marshmallow right away, or<\/li>\r\n\t<li class=\"p1\">wait until the researcher returned to receive <span class=\"s1\"><b>two<\/b><\/span> marshmallows (Mischel, Ebbesen, &amp; Raskoff, 1972).<\/li>\r\n<\/ul>\r\n<p class=\"p1\">Early follow-ups suggested that children who waited longer tended to have stronger outcomes later in adolescence (Mischel, Shoda, &amp; Rodriguez, 1989).<\/p>\r\n<h4><b>What later research showed<\/b><\/h4>\r\n<p>One of the biggest discoveries came later\u2014Mischel and his colleagues continued to follow this group of preschoolers through high school, and what do you think they discovered? The children who had more self-control in preschool (the ones who waited for the bigger reward) were more successful in high school. They had higher SAT scores, had positive peer relationships, and were less likely to have substance abuse issues; as adults, they also had more stable marriages (Mischel, Shoda, &amp; Rodriguez, 1989; Mischel et al., 2010). On the other hand, those children who had poor self-control in preschool (the ones who grabbed the one marshmallow) were not as successful in high school, and they were found to have academic and behavioral problems.<\/p>\r\n<p>This was a pretty big finding, but wait\u2014correlation is not causation! And our psychological understanding adapts as data reveals new insights. A more recent study using a larger and more representative sample found the associations between the early delay of gratification and measures of achievement in adolescence to be half as strong as originally reported (Watts, Duncan, &amp; Quan, 2018). The later research also found that situational factors such as early measures of cognitive capacity, family background, and home environment, likely impacted delayed gratification. This research suggests that consideration of situational factors is important to better understand behavior.<\/p>\r\n<p>To learn more about the marshmallow test, watch this <a href=\"https:\/\/www.youtube.com\/watch?v=2xMgHKxukr0\" target=\"_blank\" rel=\"noopener\">video from Practical Psychology<\/a>.<\/p>\r\n<\/section>\r\n<div class=\"page-content PageContent-ny9bj0-0 bXhXti\" tabindex=\"0\">\r\n<div id=\"main-content\" class=\"MainContent__ContentStyles-sc-6yy1if-0 evJIOJ\" tabindex=\"-1\" data-dynamic-style=\"false\">\r\n<div id=\"page_0d86d540-c162-449a-8e4c-019520f828c4\" class=\"chapter-content-module\" data-type=\"page\">\r\n<section id=\"fs-idp99538544\" data-depth=\"1\">\r\n<h2><b>Where the Debate Landed<\/b><\/h2>\r\n<p class=\"p3\">Today, most psychologists agree that:<\/p>\r\n<ul>\r\n\t<li class=\"p1\"><span class=\"s1\"><b>Personality traits matter<\/b><\/span>, especially for predicting broad patterns over time.<\/li>\r\n\t<li class=\"p1\"><span class=\"s1\"><b>Situations matter<\/b><\/span>, especially for predicting what someone will do in a specific moment.<\/li>\r\n<\/ul>\r\n<p class=\"p1\">The most accurate understanding of behavior comes from looking at <span class=\"s1\"><b>person \u00d7 situation<\/b><\/span>\u2014including how a person <i>perceives and processes<\/i> the situation.<\/p>\r\n<p id=\"fs-idp197009520\">Today, the person-situation\u00a0<span class=\"search-highlight first text last\" data-timestamp=\"1679493839919\" data-highlight-id=\"27cb74ef-f66e-449f-b174-b97f4b89f849\" data-highlighted=\"true\">debate<\/span>\u00a0is mostly resolved, and most psychologists consider both the\u00a0<span class=\"search-highlight first text last\" data-timestamp=\"1679493839919\" data-highlight-id=\"0ce1bdd1-63a5-42ad-9085-dc8d839300d2\" data-highlighted=\"true\">situation<\/span>\u00a0and personal factors in understanding behavior. For Mischel (1993), people are\u00a0<span class=\"search-highlight first text last\" data-timestamp=\"1679493839924\" data-highlight-id=\"ffb260b9-d6f8-4b2d-ac05-74680fc4c1e8\" data-highlighted=\"true\">situation<\/span>\u00a0processors. The children in the marshmallow test each processed, or interpreted, the rewards structure of that\u00a0<span class=\"search-highlight first text last\" data-timestamp=\"1679493839929\" data-highlight-id=\"1a725852-7176-4e42-9cea-30d466b4cf2c\" data-highlighted=\"true\">situation<\/span>\u00a0in their own way. Mischel\u2019s approach to personality stresses the importance of both the\u00a0<span class=\"search-highlight first text last\" data-timestamp=\"1679493839938\" data-highlight-id=\"b03fb6b5-a801-4b44-a366-9f9f10e141c6\" data-highlighted=\"true\">situation<\/span>\u00a0and the way the\u00a0<span class=\"search-highlight first text last\" data-timestamp=\"1679493839939\" data-highlight-id=\"a6a85384-70ea-462f-b59a-82335763b57b\" data-highlighted=\"true\">person<\/span>\u00a0perceives the\u00a0<span class=\"search-highlight first text last\" data-timestamp=\"1679493839944\" data-highlight-id=\"2f7b6573-9964-4e5e-ac79-f680dc3d55f6\" data-highlighted=\"true\">situation<\/span>. Instead of behavior being determined by the\u00a0<span class=\"search-highlight first text last\" data-timestamp=\"1679493839951\" data-highlight-id=\"7527c15b-6836-4246-9500-61ccc6e21d66\" data-highlighted=\"true\">situation<\/span>, people use cognitive processes to interpret the\u00a0<span class=\"search-highlight first text last\" data-timestamp=\"1679493839956\" data-highlight-id=\"fa2119e1-977c-4931-a7c2-9c90128c11ce\" data-highlighted=\"true\">situation<\/span>\u00a0and then behave in accordance with that interpretation.<\/p>\r\n<\/section>\r\n<\/div>\r\n<\/div>\r\n<\/div>\r\n<section class=\"textbox tryIt\">[ohm2_question height=\"300\"]4392[\/ohm2_question]<\/section>\r\n<\/div>\r\n<\/section>","rendered":"<section data-depth=\"1\">\n<div data-type=\"note\" data-label=\"Link to Learning\">\n<h2>The Person-Situation Debate<\/h2>\n<p>If you&#8217;re asked to describe someone (a boss, a friend, an old teacher) you&#8217;ll probably describe them using personality characteristics or terms like nice, demanding, helpful, careless, or friendly. Most of us generally think that the descriptions that we use for individuals accurately reflect their \u201ccharacteristic pattern of thoughts, feelings, and behaviors,\u201d or in other words, their personality.<\/p>\n<p><span style=\"font-family: 'Public Sans', -apple-system, BlinkMacSystemFont, 'Segoe UI', Roboto, Oxygen-Sans, Ubuntu, Cantarell, 'Helvetica Neue', sans-serif;\">But what if this idea isn&#8217;t entirely accurate?<\/span><\/p>\n<\/div>\n<\/section>\n<h3 class=\"whitespace-pre-wrap break-words\">Walter Mischel&#8217;s Challenge to Personality Psychology<\/h3>\n<p class=\"whitespace-pre-wrap break-words\">In 1968, Walter Mischel published &#8220;Personality and Assessment,&#8221; which sparked a significant debate in psychology. Mischel argued that:<\/p>\n<ol class=\"-mt-1 list-decimal space-y-2 pl-8\">\n<li class=\"whitespace-normal break-words\">People&#8217;s behavior isn&#8217;t as consistent across situations as we might think.<\/li>\n<li class=\"whitespace-normal break-words\">Specific behaviors (like honesty) in one context don&#8217;t necessarily predict similar behaviors in different contexts.<\/li>\n<li class=\"whitespace-normal break-words\">The belief in broad personality traits might be an illusion.<\/li>\n<\/ol>\n<p class=\"whitespace-pre-wrap break-words\">This challenge to traditional personality psychology became known as the person-situation debate.<\/p>\n<section data-depth=\"1\">\n<div data-type=\"note\" data-label=\"Link to Learning\">\n<section class=\"textbox keyTakeaway\">\n<h3>The person-situation debate<\/h3>\n<p>The <strong>person-situation debate<\/strong> addresses the relative importance of internal personality traits versus external situational factors in determining human behavior. This debate centers on whether consistent personality characteristics or specific environmental contexts have a greater influence on how people act across different situations.<\/p>\n<p class=\"whitespace-pre-wrap break-words\">This debate centered on two main perspectives:<\/p>\n<ol class=\"-mt-1 list-decimal space-y-2 pl-8\">\n<li class=\"whitespace-normal break-words\"><strong>Trait Perspective<\/strong>: Broad personality traits consistently influence behavior across situations.<\/li>\n<li class=\"whitespace-normal break-words\"><strong>Situationist Perspective<\/strong>: Behavior is primarily determined by specific situational factors.<\/li>\n<\/ol>\n<\/section>\n<h3><b>A More Useful \u201cBoth\/And\u201d View<\/b><\/h3>\n<p class=\"p3\">Mischel didn\u2019t claim that personality is meaningless. Instead, he argued that personality shows up in a more <span class=\"s2\"><b>situation-sensitive<\/b><\/span> way than trait labels suggest.<\/p>\n<p class=\"p3\">Rather than asking, \u201cIs this person honest <i>in general<\/i>?\u201d Mischel pushed psychologists to ask:<\/p>\n<ul>\n<li class=\"p1\">What kinds of situations trigger certain behaviors for this person?<\/li>\n<li class=\"p1\">How does this person interpret risks and rewards?<\/li>\n<li class=\"p1\">What goals or emotions get activated in that moment?<\/li>\n<\/ul>\n<p>For example, a student might cheat when the risk of getting caught is low, and the reward (a higher grade) feels urgent or important. Another student might cheat for a different reason\u2014because the thrill of risk is reinforcing, even when the reward is small. In both cases, behavior reflects the interaction of the situation, the person\u2019s interpretation of it, and their values\/skills for coping.<\/p>\n<\/div>\n<\/section>\n<section data-depth=\"1\">\n<div data-type=\"note\" data-label=\"Link to Learning\">\n<h3><b>If Traits Aren\u2019t Perfect Predictors, Does Personality Exist?<\/b><\/h3>\n<p class=\"p3\">After Mischel\u2019s book, some psychologists worried that personality traits weren\u2019t \u201creal.\u201d Over time, the field moved toward a middle ground:<\/p>\n<ul>\n<li class=\"p1\">Traits <i>do<\/i> predict behavior <span class=\"s1\"><b>on average<\/b><\/span>, especially when you look across many situations and many moments in time.<\/li>\n<li class=\"p1\">Situations often predict behavior strongly <span class=\"s1\"><b>in the moment<\/b><\/span>, especially in specific, high-pressure contexts.<\/li>\n<li class=\"p1\">In many cases, the effects of traits and situations are <span class=\"s1\"><b>similar in size<\/b><\/span>\u2014which is one reason the debate became so important.<span class=\"Apple-converted-space\">\u00a0 <\/span><\/li>\n<\/ul>\n<p>A useful way to think about it:<\/p>\n<ul>\n<li class=\"p1\"><span class=\"s1\"><b>Traits<\/b><\/span> describe your overall tendencies (your \u201caverage pattern\u201d).<\/li>\n<li class=\"p1\"><span class=\"s1\"><b>Situations<\/b><\/span> help explain why you might act differently in a specific moment.<\/li>\n<\/ul>\n<h3><b>Mischel\u2019s Solution: \u201cBehavioral Signatures\u201d<\/b><\/h3>\n<p class=\"p3\">Mischel and Shoda proposed that people show consistency through <span class=\"s2\"><b>patterns of if\u2013then behavior<\/b><\/span>, sometimes called <span class=\"s2\"><b>behavioral signatures<\/b><\/span>:<\/p>\n<ul>\n<li class=\"p1\"><i>If<\/i> I\u2019m criticized by a teacher, <i>then<\/i> I shut down.<\/li>\n<li class=\"p1\"><i>If<\/i> I\u2019m criticized by a close friend, <i>then<\/i> I argue back.<\/li>\n<li class=\"p1\"><i>If<\/i> I\u2019m criticized privately, <i>then<\/i> I reflect.<\/li>\n<li class=\"p1\"><i>If<\/i> I\u2019m criticized publicly, <i>then<\/i> I get defensive.<\/li>\n<\/ul>\n<p class=\"p3\">This idea is part of their <span class=\"s2\">Cognitive\u2013Affective Processing System (CAPS)<\/span> model, which emphasizes that stable personality differences can exist <span class=\"s2\">even when behavior changes across situations<\/span>, because people reliably process situations in their own characteristic ways.<\/p>\n<\/div>\n<div data-type=\"note\" data-label=\"Link to Learning\">\n<section class=\"textbox example\">\n<h3>Walter Mischel and the Marshmallow Test<\/h3>\n<p>In what is now a famous study of whether\u00a0behavior is consistent in equivalent situations across time, Walter Mischel, conducted research on the ability of kids to delay gratification. He created a study called the marshmallow test to measure self-regulation, or willpower.<\/p>\n<p class=\"p1\">In the basic marshmallow task, a preschool child could:<\/p>\n<ul>\n<li class=\"p1\">eat <span class=\"s1\"><b>one<\/b><\/span> marshmallow right away, or<\/li>\n<li class=\"p1\">wait until the researcher returned to receive <span class=\"s1\"><b>two<\/b><\/span> marshmallows (Mischel, Ebbesen, &amp; Raskoff, 1972).<\/li>\n<\/ul>\n<p class=\"p1\">Early follow-ups suggested that children who waited longer tended to have stronger outcomes later in adolescence (Mischel, Shoda, &amp; Rodriguez, 1989).<\/p>\n<h4><b>What later research showed<\/b><\/h4>\n<p>One of the biggest discoveries came later\u2014Mischel and his colleagues continued to follow this group of preschoolers through high school, and what do you think they discovered? The children who had more self-control in preschool (the ones who waited for the bigger reward) were more successful in high school. They had higher SAT scores, had positive peer relationships, and were less likely to have substance abuse issues; as adults, they also had more stable marriages (Mischel, Shoda, &amp; Rodriguez, 1989; Mischel et al., 2010). On the other hand, those children who had poor self-control in preschool (the ones who grabbed the one marshmallow) were not as successful in high school, and they were found to have academic and behavioral problems.<\/p>\n<p>This was a pretty big finding, but wait\u2014correlation is not causation! And our psychological understanding adapts as data reveals new insights. A more recent study using a larger and more representative sample found the associations between the early delay of gratification and measures of achievement in adolescence to be half as strong as originally reported (Watts, Duncan, &amp; Quan, 2018). The later research also found that situational factors such as early measures of cognitive capacity, family background, and home environment, likely impacted delayed gratification. This research suggests that consideration of situational factors is important to better understand behavior.<\/p>\n<p>To learn more about the marshmallow test, watch this <a href=\"https:\/\/www.youtube.com\/watch?v=2xMgHKxukr0\" target=\"_blank\" rel=\"noopener\">video from Practical Psychology<\/a>.<\/p>\n<\/section>\n<div class=\"page-content PageContent-ny9bj0-0 bXhXti\" tabindex=\"0\">\n<div id=\"main-content\" class=\"MainContent__ContentStyles-sc-6yy1if-0 evJIOJ\" tabindex=\"-1\" data-dynamic-style=\"false\">\n<div id=\"page_0d86d540-c162-449a-8e4c-019520f828c4\" class=\"chapter-content-module\" data-type=\"page\">\n<section id=\"fs-idp99538544\" data-depth=\"1\">\n<h2><b>Where the Debate Landed<\/b><\/h2>\n<p class=\"p3\">Today, most psychologists agree that:<\/p>\n<ul>\n<li class=\"p1\"><span class=\"s1\"><b>Personality traits matter<\/b><\/span>, especially for predicting broad patterns over time.<\/li>\n<li class=\"p1\"><span class=\"s1\"><b>Situations matter<\/b><\/span>, especially for predicting what someone will do in a specific moment.<\/li>\n<\/ul>\n<p class=\"p1\">The most accurate understanding of behavior comes from looking at <span class=\"s1\"><b>person \u00d7 situation<\/b><\/span>\u2014including how a person <i>perceives and processes<\/i> the situation.<\/p>\n<p id=\"fs-idp197009520\">Today, the person-situation\u00a0<span class=\"search-highlight first text last\" data-timestamp=\"1679493839919\" data-highlight-id=\"27cb74ef-f66e-449f-b174-b97f4b89f849\" data-highlighted=\"true\">debate<\/span>\u00a0is mostly resolved, and most psychologists consider both the\u00a0<span class=\"search-highlight first text last\" data-timestamp=\"1679493839919\" data-highlight-id=\"0ce1bdd1-63a5-42ad-9085-dc8d839300d2\" data-highlighted=\"true\">situation<\/span>\u00a0and personal factors in understanding behavior. For Mischel (1993), people are\u00a0<span class=\"search-highlight first text last\" data-timestamp=\"1679493839924\" data-highlight-id=\"ffb260b9-d6f8-4b2d-ac05-74680fc4c1e8\" data-highlighted=\"true\">situation<\/span>\u00a0processors. The children in the marshmallow test each processed, or interpreted, the rewards structure of that\u00a0<span class=\"search-highlight first text last\" data-timestamp=\"1679493839929\" data-highlight-id=\"1a725852-7176-4e42-9cea-30d466b4cf2c\" data-highlighted=\"true\">situation<\/span>\u00a0in their own way. Mischel\u2019s approach to personality stresses the importance of both the\u00a0<span class=\"search-highlight first text last\" data-timestamp=\"1679493839938\" data-highlight-id=\"b03fb6b5-a801-4b44-a366-9f9f10e141c6\" data-highlighted=\"true\">situation<\/span>\u00a0and the way the\u00a0<span class=\"search-highlight first text last\" data-timestamp=\"1679493839939\" data-highlight-id=\"a6a85384-70ea-462f-b59a-82335763b57b\" data-highlighted=\"true\">person<\/span>\u00a0perceives the\u00a0<span class=\"search-highlight first text last\" data-timestamp=\"1679493839944\" data-highlight-id=\"2f7b6573-9964-4e5e-ac79-f680dc3d55f6\" data-highlighted=\"true\">situation<\/span>. Instead of behavior being determined by the\u00a0<span class=\"search-highlight first text last\" data-timestamp=\"1679493839951\" data-highlight-id=\"7527c15b-6836-4246-9500-61ccc6e21d66\" data-highlighted=\"true\">situation<\/span>, people use cognitive processes to interpret the\u00a0<span class=\"search-highlight first text last\" data-timestamp=\"1679493839956\" data-highlight-id=\"fa2119e1-977c-4931-a7c2-9c90128c11ce\" data-highlighted=\"true\">situation<\/span>\u00a0and then behave in accordance with that interpretation.<\/p>\n<\/section>\n<\/div>\n<\/div>\n<\/div>\n<section class=\"textbox tryIt\"><iframe loading=\"lazy\" id=\"ohm4392\" class=\"resizable\" src=\"https:\/\/ohm.one.lumenlearning.com\/multiembedq.php?id=4392&theme=lumen&iframe_resize_id=ohm4392&source=tnh&show_question_numbers\" width=\"100%\" height=\"300\"><\/iframe><\/section>\n<\/div>\n<\/section>\n","protected":false},"author":20,"menu_order":22,"template":"","meta":{"_candela_citation":"[{\"type\":\"cc\",\"description\":\"Learning Approaches\",\"author\":\"\",\"organization\":\"OpenStax\",\"url\":\"https:\/\/openstax.org\/books\/psychology-2e\/pages\/11-4-learning-approaches\",\"project\":\"\",\"license\":\"cc-by\",\"license_terms\":\"Access for free at https:\/\/openstax.org\/books\/psychology-2e\/pages\/1-introduction\"},{\"type\":\"cc\",\"description\":\"Personality Traits\",\"author\":\"Edward Diener and Richard E. 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