Chapter 10 Personality 2013 by Mc GrawHill Education

Chapter 10 Personality © 2013 by Mc. Graw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part. 1

Chapter Preview • Psychodynamic Perspectives • Humanistic Perspectives • Trait Perspectives • Personological and Life Story Perspectives • Social Cognitive Perspectives • Biological Perspectives • Personality Assessment © 2013 by Mc. Graw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part. 2

Personality • Pattern of enduring, distinctive: • Thoughts • Emotions • Behaviors • Characterize how an individual adapts to the world © 2013 by Mc. Graw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part. 3

Psychodynamic Perspectives • Emphasize that personality is primarily unconscious, or beyond awareness • Freud’s psychoanalytic theory • Sexual drive • Most important human motivator • Main determinant of personality • Hysteria • Physical symptoms that have no physical cause • Symptoms stemmed from unconscious psychological conflicts © 2013 by Mc. Graw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part. 4

Structures of Personality • Id • Consists of unconscious drives • Reservoir of sexual energy • Works according to pleasure principle • Ego • Deals with demands of reality • Abides by the reality principle • Superego • Evaluates morality of behavior • Reflected in “conscience” http: //www. youtube. com/watch? v=Mkin 1 Fhoj. Co © 2013 by Mc. Graw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part. 5

Defense Mechanisms • Tactics the ego uses to reduce anxiety by unconsciously distorting reality • Displacement • Directs unacceptable impulses at a less threatening target © 2013 by Mc. Graw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part. 6

Defense Mechanisms • Repression • Pushes unacceptable id impulses back into the unconscious mind • Foundation for all psychological defense mechanisms • Sublimation • Transforms unconscious impulses into beneficial activities • http: //www. youtube. com/watch? v=sphz. GUYOrj. M (8 min) • http: //www. youtube. com/watch? v=z. Cee. O 0 n. M 1 n. E (5 min) © 2013 by Mc. Graw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part. 7

Psychosexual Stages of Personality Development • Adult personality is determined by the way conflicts are resolved between early sources of pleasure and demands of reality © 2013 by Mc. Graw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part. 8

Psychosexual Stages of Personality Development • Oral stage (first 18 months) • Pleasure centers around mouth • Chewing, sucking, biting reduce tension • Anal stage (18 to 36 months) • Pleasure centers around anus and urethra and their functions • Toilet training • Phallic stage (3 to 6 years) • Pleasure focuses on genitals • Discovery that self-stimulation is enjoyable © 2013 by Mc. Graw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part. 9

Phallic Stage • Oedipus complex • Boy’s intense desire to replace father and enjoy affections of mother • Castration anxiety • Boy’s intense fear of being mutilated by father • Development of superego • Boy identifies with his father and adopts male gender role to reduce conflict • Without experience of castration anxiety, girls cannot develop superego like boys © 2013 by Mc. Graw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part. 10

Psychosexual Stages of Personality Development • Latency period (6 years to puberty) • Setting aside all interest in sexuality • No real development • Genital stage (adolescence to adulthood) • Sexual reawakening • Source of sexual pleasure shifts to someone outside the family © 2013 by Mc. Graw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part. 11

Psychosexual Stages of Personality Development • Fixation • Particular psychosexual stage colors an individual’s adult personality • For example an anal retentive person is fixated at the anal stage • http: //www. youtube. com/watch? v=cv. Oo. YX 45 G_0 © 2013 by Mc. Graw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part. 12

Defense Mechanisms & Freudian Stages © 2013 by Mc. Graw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part. 13

Critics & Revisionists • Freud had many critics who believed that his thoughts on sexuality, early experiences, social factors, and the unconscious mind were misguided. • Some of the chief criticisms of Freud were that sexuality is not the pervasive force behind personality, the first five years of life are not as powerful as he said in shaping adult personality, the ego and the conscious thought processes play dominant roles in the personality, and sociocultural factors are more important than Freud believed. © 2013 by Mc. Graw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part. 14

Horney’s Sociocultural Approach • Sociocultural influences on personality development • Both sexes envy attributes of other • Women Status bestowed upon men • Men Reproductive capabilities of women • Need for security, not sex, as prime motive © 2013 by Mc. Graw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part. 15

Jung’s Analytical Theory • Collective unconscious • Impersonal, deepest layer of the unconscious mind • Archetypes are emotionally laden ideas and images that have a rich, symbolic meaning for people. Two of the main archetypes are the anima, which is a woman, and the animus, a man © 2013 by Mc. Graw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part. 16

Adler’s Individual Psychology • People motivated by purposes, goals • Perfection, not pleasure, as key motivator • Compensation • Attempt to overcome inferiorities by developing abilities • Birth order • Could influence the success of striving for superiority © 2013 by Mc. Graw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part. 17

Psychodynamic Perspectives • Personality determined by current and early life experiences • Examining personality as a series of stages • Mental transformation of experiences for meaning • Unconscious motives lie behind some of our puzzling behavior © 2013 by Mc. Graw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part. 18

Psychodynamic Perspectives • Inner world conflicts with outer demands of reality, creating anxiety • Personality and adjustment as topics for psychological enquiry • Criticisms • Too much faith in the unconscious mind • Too much importance on sexuality • Cannot be tested empirically © 2013 by Mc. Graw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part. 19

Psychodynamic Perspectives • Contributions • Childhood as crucial to later functioning • Development understood in terms of stages • Unconscious processes playing a significant role © 2013 by Mc. Graw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part. 20

Psychodynamic Perspectives • End Part I. © 2013 by Mc. Graw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part. 21

Humanistic Perspectives • Person’s capacity for personal growth • Positive human qualities • Ability to: • control our lives • achieve what we desire • Abraham Maslow (1908 -1870) • Carl Rogers (1902 -1987) © 2013 by Mc. Graw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part. 22

Maslow’s Approach • Described self-actualizers as spontaneous, creative, and possessing a childlike capacity for awe • Is clearly biased © 2013 by Mc. Graw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part. 23

Rogers’ Approach • Unconditional positive regard • Being accepted, valued, and treated positively • Conditions of worth • Standards to receive positive regard from others • Self-concept • Representation of who we are and who we wish to be © 2013 by Mc. Graw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part. 24

Rogers’ Approach • Healthy human relations • Unconditional positive regard • Empathy • Genuineness © 2013 by Mc. Graw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part. 25

Evaluating Humanistic Perspectives • Perceiving self and world as essential element of personality • Consider whole person and positive bent of human nature • Emphasis on conscious experience © 2013 by Mc. Graw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part. 26

Criticisms of Humanistic Perspectives • Too optimistic, overestimating freedom and rationality • Promoting excessive self-love and narcissism • Not holding individuals accountable for their behaviors © 2013 by Mc. Graw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part. 27

Trait Perspectives • Gordon Allport (1897 -1967) • Focus on healthy, well-adjusted individuals • Uniqueness of each person and capacity to adapt • Traits • Mental structures that make different situations the same for the person • Lexical approach & factor analysis • If a trait is important to people in real life, it ought to be represented in the natural language people use to talk about one another © 2013 by Mc. Graw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part. 28

Five-Factor Model • • • Neuroticism (emotional instability) Extraversion Openness to experience Agreeableness Conscientiousness © 2013 by Mc. Graw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part. 29

Five-Factor Model • Evidence of five factors of personality in: • Different cultures • Animals • Strong relationship between personality traits and well-being • Extraversion • Neuroticism Higher levels of well-being Lower levels of well-being © 2013 by Mc. Graw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part. 30

Five-Factor Model • Subjective well-being • Person’s assessment of his/her own level of positive affect • Traits as enduring characteristics • States are briefer experiences, such as mood © 2013 by Mc. Graw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part. 31

Trait Perspectives • Practical value of personality traits • Connections between personality traits and: • • Health Ways Career success Relations with others • Criticisms • Missing the importance of situational factors • Painting personality with very broad strokes © 2013 by Mc. Graw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part. 32

Personological Approach • Henry Murray (1893 -1988) • Personology • Study of the whole person • History of the organism is the organism • Analysis of Hitler was the first “offender profile” • Thematic Apperception Test (TAT) • Measure of motives that are largely unknown © 2013 by Mc. Graw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part. 33

Life Story Approach • Dan Mc. Adams • Our life stories are our identities • Life story interviews • Coded for themes relevant to life stages and transitions • Intimacy motive • Enduring concern for warm interpersonal encounters • Psychobiography • Means of inquiry that applies personality theory to a single person’s life © 2013 by Mc. Graw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part. 34

Life Story Approach • Extraordinarily rich opportunity for the researcher • Criticisms • Difficult and time-consuming • Collecting interviews and narratives • Extensive coding and content analysis • Psychobiographical inquiries: • More prone to biases • May not serve scientific goal of generalizability © 2013 by Mc. Graw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part. 35

Social Cognitive Perspectives • Emphasize: • • conscious awareness beliefs expectations goals • Incorporate principles from behaviorism • Explore ability to: • reason • think about past, present, and future • reflect on the self © 2013 by Mc. Graw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part. 36

Bandura’s Social Cognitive Theory • Reciprocal determinism • Interaction of behavior, environment, and person/cognitive factors to create personality • Observational learning • Personal control • Internal locus of control • External locus of control • Self-efficacy • Belief that one can master situation and produce positive change © 2013 by Mc. Graw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part. 37

Mischel’s Contributions • Critique of consistency in behavior • No evidence of cross-situational consistency • Situationism • Personality and behavior vary from one context to another © 2013 by Mc. Graw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part. 38

Mischel’s Contributions • CAPS theory • Cognitive affective processing systems • Thoughts and emotions about self/world affect behavior • Concerned with how personality works © 2013 by Mc. Graw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part. 39

Evaluation of Social Cognitive Perspectives • Focuses on interactions of person with environment • Highlights observation of behavior • Emphasizes influence of cognitive processes © 2013 by Mc. Graw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part. 40

Social Cognitive Perspective • Criticisms • Concerned with change and situational influences • Ignores role of biology in personality • Makes generalizations impossible © 2013 by Mc. Graw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part. 41

Biological Perspectives • Hippocrates • Personality based on bodily fluids, or humours • Freud • Connection between the mind and body • Allport • Traits as neuropsychic, personality as psychophysical • Murray • No brain, no personality © 2013 by Mc. Graw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part. 42

Eysenck’s RAS Theory • Reticular activating system (RAS) • Located in the brain stem • Plays role in wakefulness or arousal • Eysenck’s theory • All share optimal arousal level • RAS of extraverts and introverts may differ in baseline levels of arousal © 2013 by Mc. Graw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part. 43

Gray’s Reinforcement Sensitivity • Behavior approach system (BAS) • Sensitive to rewards • Predisposition to positive emotion • Underlies extraversion • Behavioral inhibition system (BIS) • Sensitive to punishers • Predisposition to fear • Underlies neuroticism © 2013 by Mc. Graw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part. 44

Role of Neurotransmitters • Dopamine • Function in experience of reward • Factor in BAS or extraversion • Serotonin • Related to neuroticism • Less serotonin More negative mood • Inhibition of serotonin reuptake • Decreases negative mood • Enhances feelings of sociability • Does not tell us about potential causal pathways © 2013 by Mc. Graw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part. 45

Behavior Genetics • Study of inherited underpinnings of behavioral characteristics • Twin studies • Genetic factors explain differences in big five traits • Autobiographical memories influenced by genetics • Role of genetic factors enormously complex • Genes and environments intertwined • Traits influenced by multiple genes © 2013 by Mc. Graw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part. 46

Biological Perspectives • Tie personality to : • Animal learning models • Advances in brain imaging • Evolutionary theory • Cautions • Biology can be effect, not cause, of personality • Issue of whether personality can change throughout life © 2013 by Mc. Graw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part. 47

Personality Assessment • Rigorous methods for measuring mental processes • Assess personality for different reasons • Self-report tests • Projective tests • Other assessment methods © 2013 by Mc. Graw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part. 48

Self-Report Tests • Directly ask people whether different items describe their personality traits • Social desirability • Motivates individuals to respond in ways that make them look better © 2013 by Mc. Graw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part. 49

Self-Report Tests • To address social desirability • Give questionnaire designed to tap into tendency • Design scales so it is impossible to tell what is being measured • Use empirically-keyed test to distinguish known groups © 2013 by Mc. Graw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part. 50

Self-Report Tests • MMPI • Most widely used and researched empiricallykeyed self-report personality test • Used to assess personality and predict outcomes • NEO-PI-R • Geared toward assessing the five-factor model • Includes items with face validity © 2013 by Mc. Graw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part. 51

Projective Tests • Present individuals with ambiguous stimulus • Ask them to describe it, or tell a story about it • Especially designed to elicit unconscious feelings and conflicts • Theoretically aligned with psychodynamic perspectives on personality © 2013 by Mc. Graw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part. 52

Projective Tests • Rorschach inkblot test • Responses are scored based on indications of various underlying psychological characteristics • Reliability and validity criticized • Thematic Apperception Test (TAT) • Designed to elicit stories that reveal personality • Greater reliability and validity © 2013 by Mc. Graw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part. 53

Type of Stimulus Used in the Rorschach Inkblot Test © 2013 by Mc. Graw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part. 54

Picture from the Thematic Apperception Test (TAT) © 2013 by Mc. Graw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part. 55

Other Assessment Methods • Measuring behavior directly • Cognitive assessments • Friend or peer ratings • Psychophysiological measures © 2013 by Mc. Graw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part. 56