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PERSONALITY
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BIRTH ORDER• information from Alfred Adler (1920s) and Frank
Sulloway (1996) Born to Rebel: Birth Order, Family Dynamics, and Creative Lives (Vintage, New York).
• the most intimate relationships we ever have in life are with our families
• families are a child’s greatest influence
• parents tend to identify with the child closest to their own birth order
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BIRTH ORDER• in any family, a person’s birth order may have a
lifetime effect on who and what the person turns out to be, BUT...
• there are many factors that can intervene and change things for an individual
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FIRST BORN
•
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FIRST BORN• everything about this child is a “big deal”
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FIRST BORN• everything about this child is a “big deal”
• either are compliant and wanting to please, OR are strong-willed and aggressive
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FIRST BORN• everything about this child is a “big deal”
• either are compliant and wanting to please, OR are strong-willed and aggressive
• biggest problem is pressure--expected to do the most work
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FIRST BORN• everything about this child is a “big deal”
• either are compliant and wanting to please, OR are strong-willed and aggressive
• biggest problem is pressure--expected to do the most work
• try to thrive in school
• have to grow up fast
• have fewer friends
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ONLY CHILD
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ONLY CHILD• tend to be critical of themselves and others
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ONLY CHILD• tend to be critical of themselves and others
• can have difficulty relating to peers; get along better with older people
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ONLY CHILD• tend to be critical of themselves and others
• can have difficulty relating to peers; get along better with older people
• have a strong current of repressed resentment because their life has been so structured
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ONLY CHILD• tend to be critical of themselves and others
• can have difficulty relating to peers; get along better with older people
• has strong current of repressed resentment because their life has been so structured
• most first born qualities, but magnified
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ONLY CHILD• tend to be critical of themselves and others
• can have difficulty relating to peers; get along better with older people
• has strong current of repressed resentment because their life has been so structured
• most first born qualities, but magnified
• strives for perfection
• often becomes cold blooded and objective OR everybody’s rescuer
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MIDDLE BORN
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MIDDLE BORN• second born will usually be opposite of first born
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MIDDLE BORN• second born will usually be opposite of first born
• most influenced by sibling directly older
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MIDDLE BORN• second born will usually be opposite of first born
• most influenced by sibling directly older
• very few pictures
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MIDDLE BORN• second born will usually be opposite of first born
• most influence by sibling directly older
• very few pictures
• have many friends
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MIDDLE BORN• second born will usually be opposite of first born
• most influence by sibling directly older
• very few pictures
• have many friends
• often feel misunderstood or like a 5th wheel in the family
• look for recognition and acceptance outside of the family
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MIDDLE BORN• leave home the earliest
• often the leader in a teen group of friends
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MIDDLE BORN• leave home the earliest
• often the leader in a teen group of friends
• considered the most monogamous
• tend to be more balanced later in life
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LAST BORN
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LAST BORN • treated with ambivalence--cuddled and spoiled but
also teased
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LAST BORN• treated with ambivalence--cuddled and spoiled but
also teased
• the camera comes back out
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LAST BORN• treated with ambivalence--cuddled and spoiled but
also teased
• the camera comes back out
• parents are “clingy” with this child; very protective
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LAST BORN• treated with ambivalence--cuddled and spoiled but
also teased
• the camera comes back out
• parents are “clingy” with this child; very protective
• less restrictions--gets away with more
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LAST BORN• treated with ambivalence--cuddled and spoiled but
also teased
• the camera comes back out
• parents are “clingy” with this child; very protective
• less restrictions--gets away with more
• less is expected--small achievements considered big
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LAST BORN• treated with ambivalence--cuddled and spoiled but
also teased
• the camera comes back out
• parents are “clingy” with this child; very protective
• less restrictions--gets away with more
• less is expected--small achievements considered big
• free spirit
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BIRTH ORDER• in large families, there can be sub-units of these
relationships within the family
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BIRTH ORDER• a male child who is not first born will assume this role
if older siblings are female
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BIRTH ORDER• if you want better odds for a good marriage, marry
out of your birth order
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BIRTH ORDER• if you want better odds for a good marriage, marry
out of your birth order
• best match is a first born female and a last born male
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SIGMUND FREUD (1856-1939) PSYCHOANALYTICAL
PSYCHOLOGY
• focus on the unconscious and subconscious
• experiences in our childhood are stored away and effect behavior/personality throughout a person’s life
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FREUD’S BELIEFS...• free association
• the patient says whatever comes to mind; if the person is talking without filtering, this creates a window into the unconscious
• dream analysis
• manifest content - what you remember from a dream
• latent content - your unconscious wishes and desires interpreted from the manifest content
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FREUD’S BELIEFS (CONT’D)...• “Freudian slips”
• when we “accidentally” say the wrong thing, we are really expressing what is in our unconscious (repressed feelings)
• trying to get out of an exam by saying “My grandmother lied...I mean died.”
• George Bush senior
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FREUD’S BELIEFS (CONT’D)...all people have powerful and aggressive urges
through acting on these urges, we discover what is “right” and “wrong” in our society
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FREUD
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FREUD
• the human psyche (personality) has 3 parts
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FREUD• Id - only concerned with immediate, personal
satisfaction
• operates on the “pleasure principle”
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FREUD• Superego - conscience; ideal person
• follows the “morality principle”
• always wants to do what’s right and follow society’s rules
• makes you feel guilty
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• Ego - mediates between the Id, reality and the Superego
• operates on the “reality principle”
• tries to satisfy the Id while keeping negative consequences to a minimum
• tries to avoid feelings of guilt from the Superego
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FREUD’S STAGES• Phase 1: Oral Stage (0-18 mos.)
• pleasure principle
• focus on the mouth (must eat to survive; exploration)
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• Phase 1 Fixation:
• oral-receptive (ingesting food)
• gullible (willing to take in anything)
• dependency on others
• obsessed with smoking, drinking from a straw, sweets, fingernail biting, thumb sucking
• oral-aggressive (biting and chewing)
• verbally aggressive in relationships, sarcastic, argumentative
• prefer rock candy and chewing on ice
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FREUD’S STAGES• Phase 2: Anal Stage (18 mos.-3yrs)
• bowel/bladder retention and relief become a major source of gratification
• child gains “control” and parents try to exhibit “power”
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• Phase 2 Fixation:
• anal-retentive
• delays gratification until the future - works hard and saves money
• super orderly, neat, and particular
• stubborn
• anal-expulsive
• sloppy, messy, disorganized, doesn’t care about being on time or following society’s rules
• can show aggressiveness and have emotional outbursts
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FREUD’S STAGES• Phase 3: Phallic Stage (3-6 yrs.)
• focus on gender differences
• Oedipus Complex -- gender identity; learn morals and how to behave
• (others believed in Electra complex for girls; Freud seemed unsure)
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• Phase 3 Fixation:
• problems in this phase can lead to—
• gender identity confusion
• attraction to same sex
• sexual promiscuity
• lack of proper and/or healthy intimate relationship with a partner (being dominant or submissive)
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FREUD’S STAGES• Phase 4: Latency Stage (6 years to puberty)
• sublimation -- redirecting energy towards productive endeavors
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FREUD’S STAGES• Phase 5: Genital Stage (puberty to death)
• begin to experience feelings of intimacy towards others
• forming important loving and caring relationships outside of the family
• finding interests and activities related to being productive and altruistic
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FREUD• “Fixation” - caused by unresolved conflicts during one
of the first 3 stages (0-6 years)
• anal retentive (overly neat)
• hoarders (messy, disorganized)
• bedwetting
• issues with relationships (dominant or submissive in a relationship)
• oral fixation (thumb sucking, overeating)
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FREUD • Defense Mechanisms
• ways to reduce or redirect stress, anxiety, and deficiencies
• we do these subconsciously
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DEFENSE MECHANISMS• denial - to refuse to accept the reality of something
that makes you anxious/upset
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DEFENSE MECHANISMS• denial - to refuse to accept the reality of something
that makes you anxious/upset
• refuse to admit an addiction or see the signs of a cheating partner
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DEFENSE MECHANISMS• *projection - when we see our own undesirable traits
or motives in other people
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• *projection - when we see our own undesirable traits or motives in other people
• an impolite person may accuse someone else of being rude
• the feeling “I can’t trust her” may be a projection of the actual feeling “I haven’t been completely trustworthy either”
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DEFENSE MECHANISMS• compensation - an attempt to make up for a lack in
one area by putting forth extra effort and energy in another area
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• compensation - an attempt to make up for a lack in one area by putting forth extra effort and energy in another area
• not good at academics, so try extra hard at sports or art
• someone who is illiterate becomes expert at avoiding reading
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DEFENSE MECHANISMS• overcompensation - when people go even further than
just balancing their feelings of inferiority or inadequacy into unhealthy or destructive behaviors
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• overcompensation - when people go even further than just balancing their feelings of inferiority or inadequacy into unhealthy or destructive behaviors
• shy student only studies and gives up what little social life she had
• working out or dieting too much
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DEFENSE MECHANISMS• *regression - to return to earlier ways of behaving to
avoid present problems
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• *regression - to return to earlier ways of behaving to avoid present problems
• temper tantrums from a 4 year old
• slamming a door
• saying mean things like an immature child
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DEFENSE MECHANISMS• *repression - selective forgetting
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• *repression - selective forgetting
• childhood abuse (according to Freud)
• forgetting to set your alarm the night before the ACT
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DEFENSE MECHANISMS• procrastination - putting off a task due to stress/
anxiety
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• procrastination - putting off a task due to stress/anxiety
• not telling your parents bad news
• avoiding doing a big assignment for school
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DEFENSE MECHANISMS• stereotyped behavior - behavior that is not changed
by circumstances
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• stereotyped behavior - behavior that is not changed by circumstances
• the “silent treatment” when you’re mad at your boyfriend/girlfriend
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DEFENSE MECHANISMS• displaced aggression/*displacement - transfer of anger
from the source of the frustration to some innocent person or object
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• displaced aggression/*displacement - transfer of anger from the source of the frustration to some innocent person or object
• yelling at your younger sibling when you are mad at your mom
• punching a wall
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DEFENSE MECHANISMS• *rationalization - to use socially approved reasons
instead of real reasons to explain behavior
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• *rationalization - to use self-justifying reasons instead of the real reasons to explain behavior
• shoplift because the store overcharges
• I can have one more drink before I drive because I had a really stressful day at work
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DEFENSE MECHANISMS• *reaction formation - the ego unconsciously switches
unacceptable impulses into their opposites
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• *reaction formation - switching unacceptable feelings and impulses into their opposites
• feeling low self-esteem leads to bragging
• feel afraid so you do something daring like drive 100 miles an hour or jump off a bridge
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PSYCHOANALYTIC ASSESSMENTS
• projective - personality test that provides ambiguous stimuli designed to trigger projection of one’s inner dynamics
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PSYCHOANALYTIC ASSESSMENTS
• Thematic Apperception Test (TAT)
• Test that asks individuals to make up a story from an ambiguous picture. It is assumed that their story projects their innermost feelings, thoughts and goals.
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PSYCHOANALYTIC ASSESSMENTS
• Rorschach Inkblot Test
• Test that asks individuals what they see in 10 different inkblots. Again, it is assumed that their interpretations of the inkblots project their innermost feelings, thoughts and goals.
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PSYCHOANALYTIC ASSESSMENTS
• miscellaneous tests
• have people draw pictures, finish a sentence or do free association
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THE DE-BUNKING OF FREUD• development is a lifelong process
• he overestimated parental influence
• children don’t need a same-sex parent to form gender identity
• not scientific
• repression is highly controversial today
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THE NEO-FREUDIANS...• they learned from Freud’s teachings and followed the
psychoanalytic perspective, but branched out and changed some of Freud’s ideas
• Karen Horney (1885-1952)
• Alfred Adler (1870-1937)
• Carl Jung (1875-1961)
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HORNEY PERSONALITY ASSESSMENT
• It’s quiz time! I am going to ask you 9 multiple choice questions. Write your answers in the margin of your notes or on a scratch sheet of paper. Answer as honestly as you can.
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KAREN HORNEY• influenced by Freud---emphasis on parent/child
relationship
• Horney’s ideas:
• children seek security
• if child does not feel secure, it leads to hostility against parents which must be repressed
• child feels anxiety due to lack of security
• by trial and error, child tries to resolve hostility and anxiety through 3 coping strategies
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HORNEY’S 3 COPING STRATEGIES
• “moving towards people”
• extreme compliance
• “moving against people”
• aggression and domination
• “moving away from people”
• detachment and withdrawal
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HORNEY’S 3 COPING STRATEGIES
• habitual use of only one of the strategies leads to neurotic tendencies and/or insecurity
• a healthy person will balance the 3 strategies and recognize which is appropriate for each situation
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ALFRED ADLER• feelings of inferiority--normal feelings of inadequacy
brought on by childhood dependence, which set off the striving for superiority
• striving for superiority--the basic motivation in human life, a drive for perfection and power
• this leads to a “style of life”
• style of life is the unique way each individual expresses the striving for superiority
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ADLER’S “STYLE OF LIFE”
• social interest
• contribution to society that the normal individual makes in the personal striving for superiority
• inferiority/superiority complex
• the inability to overcome feelings of inferiority; leads to self-centered and selfish goals
*you are basically a “giver” or a “taker”
OR
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CARL JUNG• collective unconscious
• shared inherited memory traced from our species’ history
• archetypes
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• archetype
• unlearned--we are born with them (babies are not a “blank slate”)
• universal thought - forms or mental images that influence an individual’s feelings and action
• help to organize how we experience certain things
• see them over and over in literature (mother figure, “trickster”, wise old man)
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HUMANISTIC PERSPECTIVE• Abraham Maslow
• hierarchy of needs
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HIERARCHY OF NEEDS7. self-actualization+
6. aesthetic* 5. need to know and understand
4. self-esteem 3. love and belongingness
2. safety 1. physiological (food and water)
---a need must be met before moving up to the next one
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*truth, perfection, justice, art
+accept themselves and others as they are +good sense of humor +creative +concerned for the welfare of others +problem-centered rather than self-centered +objective
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• Activity Time!
• What would you want if you were on a deserted island?
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HUMANISTIC PERSPECTIVE• Carl Rogers:
• people will grow and achieve if nurtured by the proper environment which includes--
• genuineness
• acceptance (unconditional positive regard)
• empathy
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CARL ROGERS• self-concept is key
• real vs. ideal self (need congruence)
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HUMANISTIC CRITICS:• too subjective
• psychologists’ viewpoint of how people “should” be (are you interested in being self-actualized?)
• too much focus on how everyone is basically good and strives to achieve (is everyone really like that?)
• self-centered -- people worrying about themselves
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TRAIT PERSPECTIVE• created by looking at clusters -- factor analysis
• personality is defined by looking at stable and enduring behavior patterns
• anti-Freudian; anti-humanistic
• similar to when BF Skinner started behaviorism
• place people in categories based on their common traits
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THE BIG 5 (TRAIT THEORY)•openness
• imaginative, preference for variety, independent, curious
•conscientiousness
• organized, careful, disciplined, punctual
•extraversion
• sociable, fun-loving, outgoing, affectionate
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THE BIG 5•agreeableness
• soft-hearted, trusting, easy-going, helpful
•neuroticism/emotional stability
• anxious, insecure, moody, high anxiety level
*based on observable behaviors that are consistent over time
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PERSONALITY TRAIT ASSESSMENTS:
• Myers-Briggs Type Indicator (4 letter code)
• “feeling” or “thinking” type
personality inventory: a questionnaire used to assess selected personality traits
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• Eysenck Personality Questionnaire
• introvert/extrovert and stable/unstable
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• Minnesota Multiphasic Personality Inventory (MMPI) (most widely used and researched)
• looked at traits of people with psych. disorders vs. “normal” people
• empirically derived test - use a pool of items and then figured out which responses are common for specific groups (derived from or guided by experience or experiment — dictionary.com)
• i.e. people who answered “true” to “ my favorite ice cream is vanilla” also reported being shy
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WHAT’S WRONG WITH THE TRAIT PERSPECTIVE?
• people’s behavior changes situationally (a shy person is not always shy)
• simply describes behavior, does not explain
• only 5 traits
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SOCIAL-COGNITIVE PERSPECTIVE
• Albert Bandura:
• behavior occurs largely from modeling and conditioning
• we also think about each situation and that affects how we behave
• *reciprocal determinism - interaction between person and their environment
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• Albert Bandura (cont’d)
• *research on link between violence on TV and aggressive behavior (and sharing candy)
• *Bobo doll (video)
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• Big Ideas of S-C Perspective:
• Personal Control
• internal vs. external locus of control
• being ready for opportunities and acting upon them versus fate and destiny
• learned helplessness (shocked dogs) -- can come from a strong feeling of external locus of control
• *these are big factors in stress, health and morale (internals have less stress)
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• Big Ideas of S-C Perspective (cont’d):
• Attributional Style
• how you explain why things happen the way they do
• optimism versus pessimism
• students with positive attribution (I know I can do well on this test if I study hard) get better grades than students with negative attribution (it’s just too difficult for me)
• BUT excessive optimism can lead to a feeling of invincibility and may move someone too far from reality
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• focuses too much on the situation, not enough on a person’s individual traits
SOCIAL-COGNITIVE CRITICISM:
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• We overestimate to what degree people are paying attention to (and judging) us.
1. Give a descriptive, personal example of the spotlight effect.
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• We remember things better if they have to do with ourself—so we remember those “spotlight” moments more vividly.
2. Use question #1 to explain the self-reference phenomenon.
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• better sleep
• less peer pressure
• more persistent
• less shy and lonely
• happier
3. List some of the benefits of high self-esteem that your textbook cites.
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4. List some of the effects of low self-esteem found on p. 633.
• more likely to say something mean to someone else
• more likely to express racial prejudice
• more likely to be judgmental and critical of others
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5. What does the research show about culture and self-esteem?
•People who are traditionally discriminated against do not suffer low self-esteem. They tend to compare themselves with people within their group.
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6. What does the research show about self-esteem and aggression?
• People who have overly high self-esteem are much more likely to be aggressive when criticized…defensive self-esteem.
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7. In a 1997 Galllup poll, white Americans estimated 44% of their fellow white Americans to be high in prejudice. Just 14% rated themselves similarly high in prejudice. What phenomenon does this illustrate?
• self-serving bias
• most people tend to see themselves in a positive light