Personality: Personality Chapter 12


Overview: Overview What is personality? Approaches: Trait approach Psychodynamic Approach Humanistic Approach Cognitive-Behavioral Approach How do we assess personality?


What is Personality?: What is Personality? Relatively stable and distinctive patterns of behavior that characterize an individual and his or her reactions to the environment


What is Personality?: What is Personality? Three basic assumptions: 1) PTs relatively stable and therefore predictable 2) PTs are relatively stable across situations 3) People differ in how much of a particular trait they possess; no two people exactly alike on all traits


Part I: The Trait Approach: Part I: The Trait Approach Factor Analysis Mathematical procedure used to analyze correlations among a large number of variables Goal is simplification; Terms that go together likely reflect some general personality characteristics Cattell Eysenck Big Five Interpersonal Circle Allport


Cattell’s 16 Factors: Cattell’s 16 Factors First to conduct factor analysis early 1960s Identified 16 factors E.g., Reserved -- Outgoing, Trusting -- Suspicious 16 Personality Factor Questionnaire These factors are source traits Means that they represent the underlying causes of behavior


Eysenck’s Three Dimensions: Eysenck’s Three Dimensions Resulted in three clear dimensions Major complaint Cattell’s factors  overlapping Used type FA produces non-overlapping factors


Eysenck’s Three Dimensions: Eysenck’s Three Dimensions


Big Five Model: Big Five Model Believes that personality is organized around only five basic factors: Openness to Experience Conscientious ness Extraversion Agreeableness Neuroticism


Five Factor Model: Five Factor Model


Interpersonal Circle: Interpersonal Circle Identifies two main dimensions Agency andamp; Communion AKA Control andamp; Affiliation All interpersonal traits form a circle Closer two traits are, more highly correlated they are


Slide12: Warm Dominant Warm Submissive Hostile Submissive Hostile Dominant


Allport’s Theory: Allport’s Theory Cardinal Trait Dominant trait that characterizes nearly all of a person’s behavior Central Trait Prominent, general dispositions found in anyone Secondary traits Dispositions that surface in some situations but not others


Part II: Freud’s Theory: Part II: Freud’s Theory Structure Mind View of Personality Psychosexual Stages Criticisms Neoanalytic/Object Relations Approaches


Freud’s Psychodynamic Appraoch: Freud’s Psychodynamic Appraoch Structure of the mind has 3 levels of awareness: Conscious Contents of current awareness Preconscious Inactive but accessible thoughts and memories Unconscious All memories, urges, conflicts beyond awareness


Freud’s View of Personality: Freud’s View of Personality Personality is influenced by three forces: Id Governed by inborn instinctual drives, especially those related to sex and aggression Obeys the pleasure principle Superego Motivates people to act in an ideal fashion, according to moral customs of parents and culture Obeys the idealistic principle Ego Induces people to act with reason and deliberation, and to conform to the requirements of the outside world Obeys the reality principle


Slide17: Preconcious mind


Defense Mechanisms: Defense Mechanisms


Psychosexual Development: Psychosexual Development Freud proposed children pass through a series of psychosexual stages During these stages, IDs pleasure-seeking tendencies are focused on specific pleasure-sensitive areas Can become fixated at a stage Excessive gratification or excessive frustration


Psychosexual Stages: Psychosexual Stages


Summary Psychodynamic Concepts: Summary Psychodynamic Concepts Psychodynamic theory suggests: 1) Unconscious forces can influence behavior 2) Internal conflict often plays a key role in generating psychological distress 3) Early childhood experiences can influence adult personality


Criticisms of Psychodynamic Formulations: Criticisms of Psychodynamic Formulations Poor Testability Inadequate evidence 'science fiction' versus 'science' Sexism


Neoanalytic & Object Relations Theories: Neoanalytic andamp; Object Relations Theories Some disagreed with Freud’s thinking: Did not give enough emphasis to social and cultural factors Believed he stressed infantile sexuality too much Too much emphasis on childhood as determinant of adult personality


Neoanalytic & Object Relations Theories: Neoanalytic andamp; Object Relations Theories After 1939, new psychodynamic emphasis called object relations: Focus on images or mental representations that people form of themselves or other people based on early experiences with caregivers These become working models through which later social interactions are viewed Attachment theory!!!


Part III: Humanistic Perspective: Part III: Humanistic Perspective Humanistic psychologists speak of growth and potential Gestalt: people are more than a sum of predictable parts. Each person is a unique and individual whole Key figure: Carl Rogers


Carl Rogers: Carl Rogers The Self An organized, consistent set of perceptions of and beliefs about oneself Mental picture of yourself Once our self-concept is established, we have a need to maintain it


Humanistic Perspective: Humanistic Perspective Because we have a need to maintain our self concept, we have two kinds of needs: Self-Consistency An absence of conflict among self perceptions Congruence Consistency between self-perceptions and experience Any experience inconsistent with our self concept evokes threat and anxiety


Carl Rogers: Carl Rogers Need for positive regard Acceptance, sympathy, love from others Essential for healthy development Unconditional positive regard Communicates that the child is inherently worthy of love Conditional positive regard Depends on how child behaviors. Love and acceptance only given when child behaves as parents want


Carl Rogers: Carl Rogers Need for positive self-regard People need positive regard from themselves as well Lack of unconditional positive regard from others teaching people they are worthy of approval and love only sometimes Conditions of worth Dictate when we approve or disapprove of ourselves


Carl Rogers: Carl Rogers Our self-concept gradually stabilizes We’re very loyal to our self-concept which produces two effects: Self Fulfilling Prophecy: Person tends to behave in ways that are consistent with self-concept Resistance to information that contradicts their self concept


Criticisms of Humanistic Approach: Criticisms of Humanistic Approach Adopts too positive a view of human nature Concepts are vague Difficult to test scientifically Inadequate evdience Rely too much on reports of personal experiences Take what people say at face value


Part IV: Cognitive Behavioral Approaches: Part IV: Cognitive Behavioral Approaches Summary view Bandura Rotter


Cognitive Behavioral Approaches: Cognitive Behavioral Approaches Explain personality in terms of learning Behavioral: Emphasizes the actual experiences delivered by the environment Cognitive: Emphasizes how interpretations and expectations about events play significant role in determining what we learn


Bandura: Bandura Social Learning Theory Bandura believes personality largely shaped through learning Contends conditioning is not a mechanical process in which people are passive participants


Bandura- Reciprocal Determinism: Bandura- Reciprocal Determinism Reciprocal Determinism Internal mental events, external environmental events, and overt behavior all influence one another Humans neither masters own destiny nor hapless victims: truth lies between


Reciprocal Determinism: Reciprocal Determinism Behavior Environment Personal/Cognitive factors (expectations, beliefs, self-efficacy)


Bandura - Observational Learning: Bandura - Observational Learning Observational Learning Occurs when an organism’s responding is influenced by the observation of others, who are called models People’s characteristic patterns of behavior are shaped by the models that they’re exposed to


Characteristics of “Models”: Characteristics of 'Models' More likely to imitate people like and respect Imitation more likely when see similarity between self and model (same sex role models) Children learn to be assertive, self-sufficient, dependable, etc., by observing others behaving in these ways


Bandura – Self-Efficacy: Bandura – Self-Efficacy Self-efficacy One’s belief about one’s ability to perform behaviors that should lead to expected outcomes How to foster self-efficacy? Parenting Styles Four determinants


Four Determinants of Self-Efficacy: Four Determinants of Self-Efficacy Observation of the behaviors and consequences of similar models in similar situations Arousal that can be interpreted as enthusiasm or anxiety Previous success and failure experiences on similar tasks Encouraging or discouraging messages from others Performance Experiences Observational Learning Verbal persuasion Emotional Arousal Self-efficacy beliefs


Rotter: Rotter Expectancy Theory Likelihood engage in a behavior depends on two factors: (1)Expectancies (2)Positive Reinforcers


Rotter - Locus of Control : Rotter - Locus of Control How much control people feel they exert over environment Internal Locus of Control Life outcomes are largely under personal control and depend on own behavior External Locus of Control Expect events to be determined by external forces over which have no control (e.g., luck)


Rotter – Locus of Control: Rotter – Locus of Control Compared to Externals, Internals show: More resistance to social influence More likely engage in health promoting behaviors (e.g., exercise, healthy diet) Higher self esteem Cope with stress in active and problem focused manner Tend to have higher academic performance


Criticisms of Cognitive-Behavioral Approach: Criticisms of Cognitive-Behavioral Approach Neglect individual as whole Concentrates on responses in specific situations Ignores biological/genetic factors Miss considering importance of motivational factors controlled by biological processes


Part V: Assessing Personality: Part V: Assessing Personality Self Report Questionnaires Projective Tests


Self-Report Questionnaires: Self-Report Questionnaires Self Report Questionnaires: Provide a list of statements and require participants to respond to each, such as marking T or F Responses scored objectively Scores compared to norms (thousands of other test takers) Often called the objective or structured method of personality assessment


MMPI - 2: MMPI - 2 Minnesota Multiphasic Personality Inventory Inferences about typical ways of behaving and thinking Designed to aid in diagnosis / assessment of psychological disorders Developed empirically Originally developed 1943


MMPI - 2: MMPI - 2 567 item T/F self report questionnaire E.g., 'I never have trouble falling asleep' 'I certainly feel worthless sometimes' Intended for use with adults over 18 years MMPI – A for adolescents


MMPI - 2: MMPI - 2 Two main kinds of scales: Validity Scales Information concerning person’s approach to testing Clinical Scales 10 clinical scales


MMPI – 2 Validity Scales: MMPI – 2 Validity Scales


MMPI – 2 Clinical Scales: MMPI – 2 Clinical Scales


Projective Tests: Projective Tests Projective Hypothesis When people attempt to understand vague stimuli, their interpretation reflects their needs, feelings, experiences, thought processes, etc. What see in stimulus thought to reflect personal qualities or characteristics


Rorschach Inkblot Test: Rorschach Inkblot Test Early 1900s Dropped ink onto piece of paper and folded it: Five black and gray Two black, gray and red Three pastel colors of various shades 10 cards are presented to person with minimal structure


Sample of Inkblot: Sample of Inkblot


Rorschach Inkblot Test: Rorschach Inkblot Test 'What might this be' Examiner is vague Responses are scored a variety of dimensions including location and content Rorschach scoring is difficult and complex


Criticisms of Rorschach: Criticisms of Rorschach Lacks universal approach to administration, scoring, interpretation Evaluations of data are subjective Results unstable over time? Is unscientific Is inadequate by traditional standards


TAT: TAT Thermatic Apperception Test 1935 30 pictures and one blank card Specific cards for males and females Some cards appropriate for all


Sample TAT card: Sample TAT card


TAT: TAT What led up to the story, what is happening, what characters are thinking and feeling and what outcome will be Storyteller typically identifies with one person in the drama. The wishes, conflicts of this person may reflect those of the story teller Look for recurrent themes As per Rorschach, some problems with standardized administration and scoring