Psychology 305 1
Psychology 305A: Theories of Personality
Lecture 22
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• The exam will be scored out of 50 points: 30 multiple choice questions (1 point each), 5-7 extended response questions (2-6 points; totaling 20 points).
• The exam is worth one-third of your final grade if you do not write the optional paper and one-quarter of your final grade if you do write the optional paper.
• The exam will assess your learning of the content of chapters 10, 11, 12 (p. 287-298, 304-314), 13, and 14 (p. 354-357) and related lecture material.
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Exam: April 16, 12:00-2:30, SRC
• Please arrive on time to facilitate rapid distribution of the exams.
• Bring a pencil, eraser, pen, and student ID to the exam.
• All electronic devices must be stored prior to the exam.
• Bags and backpacks should be left at the front of the room. Valuables may be placed under your seat.
• Turn in extra copies of the exam at the start of the examination period; university policy requires that all exams be accounted for before students are permitted to leave the examination room.
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Office Hours
I will hold the following office hours in April to assist students with exam preparation:
Thursday, April 11, 1:30-2:30Friday, April 12, 11:30-1:30Monday, April 15: 1:00-3:00
Reminder: Your Peer Mentors
Austin Lee: [email protected]
Derek Zhenxinyu Zhang: [email protected]
Contact for study support or to coordinate study groups.5
have created a survey to assess your experiences with their mentorship. Please complete the survey at: http://www.surveymonkey.com/s/5BVCYZR.
will hold office hours on Friday, April 12, 12:00-2:00, room 2405.
• Your peer mentors:
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Psychology 305 7
Analysis of the Personality of a Civil Rights Leader: Malcolm X
Discussion Questions
1. What learning processes (e.g., classical conditioning, operant conditioning, observational learning) do you think shaped Malcolm X’s personality? Identify specific examples to illustrate how these learning processes shaped his personality.
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Psychology 305 8
2. Prior to imprisonment, Malcolm X did not adhere to a separatist view regarding race relations. However, after imprisonment, he did adhere to this view, ultimately joining the Nation of Islam. How can Dollard and Miller’s learning theory be used to explain this change in Malcolm X’s attitudes and behaviour?
3. Mischel proposed 5 “cognitive-social learning person variables” to describe personality: competencies, encoding strategies/personal constructs, expectancies, subjective values, and self-regulatory systems/plans. Use these variables to describe Malcolm X’s personality when he was in Boston.
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4. Grouzet et al. represent goals in a two-dimensional circumplex in which adjacent goals are compatible and distant goals are incompatible. Using this circumplex, explain how Malcolm X’s goals changed across time.
5. Powers proposed the notions of system concepts, principles, and programs in discussing feedback hierarchies. Describe Malcolm X’s system concepts, principles, and programs after his return from Mecca.
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6. Maslow maintained that, in the hierarchy of conative needs, lower-order needs have greater strength, potency, and priority than higher-order needs. Were Malcolm X’s actions consistent with this assertion?
7. Would Maslow’s hierarchy of conative needs adequately explain motivation among collectivists?
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8. How does Maslow’s notion of the self-actualizer differ from Rogers’ notion of the fully functioning person? Can both concepts be applied to Malcolm X?
9. Deci and Ryan emphasized the importance of “self-determination” in determining well-being. At what point in his life do you believe that Malcolm X achieved self-determination?
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• Classical conditioning• Operant conditioning• Observational learning• Extrinsic reinforcement• Intrinsic reinforcement• Vicarious reinforcement• Self-reinforcement
Some learning concepts:
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Racism, social isolation (US)
Negative emotions (UR; e.g., anxiety)
Reflexive
Presenceat school (CS) Learned
Repeatedly paired
Highly similar
Negative emotions(CR)
Example of Classical (Emotional) Conditioning
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Death of father, burning of home (US)
Negative emotions (UR; e.g., anger, fury)Reflexive
Presence of “whites” (KKK) (CS) Learned
Repeatedly paired
Highly similar
Negative emotions(CR)
Example of Classical (Emotional) Conditioning
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Dollard and Miller’s Social-Cognitive Learning Theory
1. Drive
2. Cue
3. Response
4. Reinforcement
5. Habit Hierarchy
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(b) Encoding strategies and personal constructs (i.e., schemas).
(a) Competencies.
(c) Expectancies.
(d) Subjective values.
(e) Self-regulatory systems and plans (this variable is central to the self-regulation perspective on personality).
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Mischel’s Cognitive-Social Learning Person Variables
Sample Schema17
Theft
Drug Dealing
Pimping
Injustice
Death of father
Violence
Love
Belonging
Poverty
“Money”
Friends
Happiness
Social Acceptance
Self Acceptance
Circumplex of Goals (Grouzet et al., 2005)
Self-Transcendence
Physical Self
Extrinsic Intrinsic
Conformity
Popularity
Spirituality
Community
Affiliation
Self-Acceptance
Hedonic PleasureFinancial Success
●
●
●●
●
●
●
●
Years in Boston
Prior to death
As member of Nation of Islam
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Ideal Self-Image or System Concept: Fulfillment contributes to self-actualization, personal wholeness, or personal integration.
Trait/Value or Principle : Broad qualities, can be expressed in multiple ways.
Behaviour or Program: Strategies or scripts, specifies a course of action.
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Highestlevel
Goal 1
Input 1
C1Output 1
andGoal 2
Input 2
C2 Output 2and
Goal 3
Input 3
C3
Ideal Self-Image (System Concept):
Socially usefulTrait (Principle):
Dedicated
Output
Behaviour (Program):
Participate in speaking
engagements to promote cause
Hierarchical Feedback Loops20
Highestlevel
Goal 1
Input 1
C1Output 1
andGoal 2
Input 2
C2 Output 2and
Goal 3
Input 3
C3
Ideal Self-Image (System Concept):
Man of integrityTrait (Principle):
Honest
Output
Behaviour (Program):
Always tell the truth
Hierarchical Feedback Loops21
Psychology 305 22
Factors that may account for self-actualization in the absence of lower-order need satisfaction (Heylighenl, 1991):
1. Prior need satisfaction (a temporal factor).
2. Perceived competence to satisfy lower-order needs (a cognitive factor).
Perceived competence emerges from (a) material competence (in due time) and (b) cognitive competence.
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Physiological Needs
Safety Needs
Belonging Needs
Esteem Needs
Self- Actualization
Needs
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Maslow’s Hierarchy of Conative Needs
Belonging Needs
Physiological Needs
Safety Needs
Self- Actualization Needs (in the
service of society)
A Hierarchy of Conative Needs for Collectivistic Cultures(see Cianci & Gambrel, 2003; Nevis, 1983)
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Psychology 305A: Theories of Personality
• Definitions• Research Methods• Personality Assessment• Trait Perspective• Motive Perspective• Biological Perspective
• Psychoanalytic Perspective• Psychosocial Perspective• Learning Perspective• Cognitive Perspective• Self Regulation Perspective• Organismic Perspective
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What is personality?