chapter 10:personality
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Chapter 10:Personality. How do psychologists use the term personality?. Defining Some Terms. Personality: A person’s unique and relatively stable behavior patterns; the consistency of who you are, have been, and will become - PowerPoint PPT PresentationTRANSCRIPT
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Chapter 10:Personality
How do psychologists use the term personality?
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Defining Some Terms
• Personality: A person’s unique and relatively stable behavior patterns; the consistency of who you are, have been, and will become
• Character: Personal characteristics that have been judged or evaluated
• Temperament: Hereditary aspects of personality, including sensitivity, moods, irritability, and adaptability
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Personality Trait
• Stable qualities that a person shows in most situations– Personality Type: People who have
several traits in common
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Personality Types
• Personality Type: People who have several traits in common
• Carl Jung, Swiss psychiatrist who was a Freudian disciple, believed that we are one of two personality types:– Introvert: Shy, self-centered person whose
attention is focused inward– Extrovert: Bold, outgoing person whose
attention is directed outward
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Self-Concept
• Your ideas, perceptions, and feelings about who you are
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Self-Esteem
• How we evaluate ourselves; a positive self-evaluation of ourselves– Low Self-esteem: A negative self-
evaluation
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Personality Theories: An Overview
• Personality Theory: System of concepts, assumptions, ideas, and principles proposed to explain personality; includes four perspectives
What are the four perspectives?
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Trait Theories
• Attempt to learn what traits make up personality and how they relate to actual behavior
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Psychodynamic Theories
• Focus on the inner workings of personality, especially internal conflicts and struggles
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Behavioristic and Social Learning Theories
• Focus on external environment and on effects of conditioning and learning; Attribute differences in perspectives to socialization, expectations, and mental processes
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Humanistic Theories
• Focus on private, subjective experience and personal growth
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Group Work
• Groups focus on 1 perspective• 15- 20 minutes
– Are some personality traits more basic or more important than others?
– How do psychodynamic theories explain personality?– What do behaviorists and social learning theorists
emphasize in personality?– How do humanistic theories differ from other perspectives?
• Identify key theorists and their models and a way to remember them.
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Trait Theories
Are some personality traits more basic or more important than others?
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Gordon Allport (1961) and Traits
• Common Traits: Characteristics shared by most members of a culture
• Individual Traits: Describe a person’s unique qualities
• Cardinal Traits: So basic that all of a person’s activities can be traced back to the trait
• Central Traits: Core qualities of a personality• Secondary Traits: Inconsistent or superficial
aspects of a person
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Raymond Cattell and Traits
• Surface Traits: Features that make up the visible features of personality
• Source Traits: Underlying traits of a personality; each reflected in a number of surface traits
• Cattell also created 16PF, personality test– Gives a “picture” of an individual’s
personality
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Raymond Cattell and the “Big Five” Personality Factors
• Extroversion• Agreeableness• Conscientious• Neuroticism• Openness to Experience
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Traits and Situations
• Trait-Situation Interactions: When external circumstances influence the expression of personality traits
• Behavioral Genetics: Study of inherited behavioral traits and tendencies
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Psychoanalytic Theory and Sigmund Freud, M.D.
How do psychodynamic theories explain personality?
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• Freud was a Viennese physician who thought:
• his patients’ problems were more emotional than physical
• Freud began his work by using hypnosis and eventually switched to psychoanalysis
• Freud had many followers: • Jung and Adler, to name a few
• Freud used cocaine and tobacco and died from oral cancer
• More than 100 years later, his work is still influential and very controversial
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Some Key Freudian Terms
• Psyche: Freud’s term for the personality• Libido: Energy• Eros: Life instincts• Thanatos: Death instinct
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Freud’s Psychoanalytic Theory
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Freud’s Psychoanalytic Theory: The Id
• Made up of innate biological instincts and urges; self-serving, irrational, and totally unconscious
• Works on Pleasure Principle: Wishes to have its desires (pleasurable) satisfied now, without waiting and regardless of the consequences
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Freud’s Psychoanalytic Theory: The Ego
• Executive; directs id energies– Partially conscious and partially
unconscious– Works on Reality Principle: Delays action
until it is practical and/or appropriate
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Freud’s Psychoanalytic Theory: The Superego
• Judge or censor for thoughts and actions of the ego – Superego comes from our parents or
caregivers; guilt comes from the superego • Two parts
– Conscience: Reflects actions for which a person has been punished
– Ego Ideal: Second part of the superego; reflects behavior one’s parents approved of or rewarded
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Freudian Dynamics of Personality and Anxieties
• Ego is always caught in the middle of battles between superego’s desires for moral behavior and the id’s desires for immediate gratification
• Neurotic Anxiety: Caused by id impulses that the ego can barely control
• Moral Anxiety: Comes from threats of punishment from the superego
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Unconscious et al
• Unconscious: Holds repressed memories and emotions and the id’s instinctual drives
• Conscious: Everything you are aware of at a given moment
• Preconscious: Material that can easily be brought into awareness
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Freudian Personality Development
• Develops in stages; everyone goes through same stages in same order
• Core of personality is formed before age 6
– Erogenous Zone: Area on body capable of producing pleasure
– Fixation: Unresolved conflict or emotional hang-up caused by overindulgence or frustration
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Oral Stage (Ages 0-1)
• Most of infant’s pleasure comes from stimulation of the mouth. If a child is overfed or frustrated, oral traits will develop. Early oral fixations can cause…– Oral Dependent Personality: Gullible,
passive, and need lots of attention• Later oral fixations can cause…
– Oral - aggressive adults who like to argue and exploit others
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Freudian Personality Development: Anal Stage (Ages 1-3)
• Attention turns to process of elimination. Child can gain approval or express aggression by letting go or holding on. Ego develops. Harsh or lenient toilet training can make a child: – Anal Retentive: Stubborn, stingy, orderly,
and compulsively clean– Anal Expulsive: Disorderly, messy,
destructive, or cruel
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Freudian Personality Development: Phallic Stage (Ages 3-6)
• Child now notices and is physically attracted to opposite sex parent. The child is vain, sensitive, narcissistic. Can lead to:
– Oedipus Conflict (boys)– Electra Conflict (girls)
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Oedipus Conflict
• Boy feels rivalry with his father for his mother’s affection.
• Boy may feel threatened by father (castration anxiety).
• To resolve, boy must identify with his father (i.e., become more like him and adopt his heterosexual beliefs)
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Electra Conflict
• Girl loves her father and competes with her mother.
• Girl identifies with her mother more slowly because she already feels castrated– Widely rejected today by most
psychologists
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Freudian Personality Development: Latency Stage (Ages 6-Puberty)
Psychosexual development is dormant. Same sex friendships and play occur here
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Freudian Personality Development: Genital Stage (Puberty-on)
Puberty-on. Realization of full adult sexuality occurs here; sexual urges re-awaken
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Learning Theories andSocial Learning Theory
What do behaviorists and social learning theorists emphasize in personality?
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Learning Theories and Some Key Terms
• Behavioral Personality Theory: Model of personality that emphasizes learning and observable behavior
• Learning Theorist: Believes that learning shapes our behavior and explains personality
• Situational Determinants: External conditions that influence our behaviors
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Dollard and Miller’s Theory (1950)
• Habits: Learned behavior patterns; makes up structure of personality. Governed by: – Drive: Any stimulus strong enough to goad
a person into action (like hunger)– Cue: Signals from the environment that
guide responses– Response: Any behavior, either internal or
observable; actions– Reward: Positive reinforcement
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Social Learning Theory (Rotter)
• Definition: An explanation that combines learning principles, cognition, and the effects of social relationships
• Psychological Situation: How the person interprets or defines the situation
• Expectancy: Anticipation that making a response will lead to reinforcement
• Reinforcement Value: Subjective value attached to a particular activity or reinforcer
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Social Learning Theory Continued
• Self-efficacy: Capacity for producing a desired result
• Self-reinforcement: Praising or rewarding oneself for having made a particular response (getting a good grade)
• Social Reinforcement: Praise, attention, and/or approval from others
• Imitation: Desire to act like an admired person
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Miller and Dollard’s Four Critical Childhood Situations
• Feeding• Toilet or cleanliness training• Sex training• Learning to express anger or aggression
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Becoming Male or Female
• Identification: Child’s emotional connection to admired adults
• Imitation: Desire to act like an admired person
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Behavior Types
• Instrumental Behaviors: Goal-directed
• Expressive Behaviors: Emotion-oriented
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Bem Sex Role Inventory (BSRI) and Androgyny
• BSRI: Created by Sandra Bem – Consists of 60 personal traits, 20 each for
“masculine,” “feminine,” and “neutral”
• Androgyny: Having both masculine and feminine traits in a single person– Androgynous individuals are more
adaptable in our society– Rigid gender stereotypes can restrict
behavior, especially in males
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Humanism
How do humanistic theories differ from other perspectives?
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Humanism
• Approach that focuses on human experience, problems, potentials, and ideals
• Human Nature: Traits, qualities, potentials, and behavior patterns most characteristic of humans
• Free Choice: Ability to choose that is NOT controlled by genetics, learning, or unconscious forces
• Subjective Experience: Private perceptions of reality
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Self-Actualization (Maslow)
• Process of fully developing personal potentials
• Peak Experiences: Temporary moments of self-actualization
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Carl Rogers’ Self Theory
• Fully Functioning Person: Lives in harmony with his/her deepest feelings and impulses
• Self: Flexible and changing perception of one’s identity
• Self-Image: Total subjective perception of your body and personality; self-concept
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Incongruence
• Exists when there is a discrepancy between one’s experiences and self-image, or between one’s self-image and ideal self
• Ideal Self: Idealized image of oneself (the person one would like to be)
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Incongruent Person
• Has an inaccurate self-image; self-image differs greatly from ideal self
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More Rogerian Concepts
• Conditions of Worth: Internal standards of evaluation used by children; judge value of one’s thoughts, actions, feelings, and expressions
• Positive Self-Regard: Thinking of oneself as a good, lovable, worthwhile person
• Organismic Valuing: Natural, undistorted, full-body reaction to an experience
• Unconditional Positive Regard: Unshakable love and approval, given without qualification
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Group Work
• Groups focus on 1 perspective• 15- 20 minutes
– Are some personality traits more basic or more important than others?
– How do psychodynamic theories explain personality?– What do behaviorists and social learning theorists
emphasize in personality?– How do humanistic theories differ from other perspectives?
• Identify key theorists and their models and a way to remember them.
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How do psychologists measure personality?
Personality Assessment
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Personality Assessment
• Interview: Face-to-face meeting designed to gain information about someone’s personality, current psychological state, or personal history– Unstructured Interview: Conversation is
informal, and topics are discussed as they arise
– Structured Interview: Follows a prearranged plan, using a series of planned questions
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Halo Effect
• Tendency to generalize a favorable or unfavorable first impression to an entire personality (make a good first impression)
• Direct Observation: Looking at behavior directly
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Other Types of Personality Assessments
• Behavioral Assessment: Recording the frequency of specific behaviors
• Situational Test: Real life situations are simulated so that someone’s spontaneous reactions can be recorded
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More Types of Personality Assessments!
• Personality Questionnaire: Paper-and-pencil test consisting of questions that reveal personality aspects– Minnesota Multiphasic Personality
Inventory-2 (MMPI-2): Widely used objective personality questionnaire
• Reliability: Does a test give close to the same score each time it is given to the same person?
• Validity: Does the test measure what it claims to measure?
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Honesty (Integrity) Test
• Assumes that poor attitudes toward dishonest acts predispose a person to dishonest behavior
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Projective Tests
• Psychological tests that use ambiguous or unstructured stimuli; person needs to describe the ambiguous stimuli or make up stories about them
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Rorschach Technique
• Developed by Swiss psychologist Hermann Rorschach; contains 10 standardized inkblots (the “inkblot” test)
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Thematic Apperception Test (TAT)
• projective device consisting of 20 drawings (black and white) of various situations;
Developed by Henry Murray, personality theorist
people must make up stories about the people in it
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Shyness
• Tendency to avoid others and feeling uneasiness and strain when socializing
• Social Anxiety: Feeling of apprehension in the presence of others
• Evaluation Fears: Fears of being inadequate, embarrassed, ridiculed, or rejected
• Private Self-Consciousness: Attention to inner feelings, thoughts, and fantasies
• Public Self-Consciousness: Intense awareness of oneself as a social object