4. Personality-ism
• The preference of one personality type over
another
• American (Western) Cultural Preference for:
>Leadership
>Competitiveness
>Extroversion
>Dominance
5. Impetus behind empirical study of
personality
People respond in different ways to the same
stimuli or events.
6. The Scary Mouse
• Can response to prank reveal anything about
personality?
7. 1. Eysenck’s Theory
• Eysenck viewed personality as a “hierarchy of traits”
(see Figure 2.19).
• He placed special emphasis on biological differences
that occur along the extraversion-introversion
dimension.
• Introverts have higher levels of physiological
arousal, causing them to avoid overly stimulating
social situations.
• Extroverts have lower baseline levels of arousal and,
thus, seek stimulation from social situations.
8.
9.
10. Biological Basis of
Extroversion/Introversion
ARAS system:
• Ascending Reticular Activation System
• Cortical excitation & inhibition
High ARAS arousal:
• Predisposes to introversion
Low ARAS arousal:
• Predisposes to extroversion
11. Extroverts:
Normal & Neurotic
Sanguine
Normal Extrovert
• Low ARAS arousal
• Low visceral brain activity
Choleric
Neurotic Extrovert
• Low ARAS arousal
• High visceral brain activity
12. Introverts:
Normal & Neurotic
Phlegmatic
Normal Introvert
• High ARAS arousal
• Low visceral brain activity
Melancholic
Neurotic Introvert
• High ARAS arousal
• High visceral brain activity
15. Information
•
•
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•
•
•
•
•
Introvert Energized during alone time
Extrovert Energized during social time
Intuitive-Gathers info from introspection
Sensing-Gathers info from senses
Feeling-Operates on info empathetically
Thinking-Operates on info by logic
Perceiver-Organize life spontaneously
Judging-Organize life deliberately
16. Norms
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
Breakdown by Type
ISTJ M - 16.4% F - 6.9%T - 11.6%
ISFJ M - 8.1% F - 19.4%T - 13.8%
INFJ M - 1.3% F - 1.6%T - 1.46%
INTJ M - 3.3% F - 0.8%T - 2.1%
ISTP M - 8.5% F - 2.4%T - 5.4%
ISFP M - 7.6% F - 9.9%T - 8.8%
INFP M - 4.1% F - 4.6T - 4.4%
INTP M - 4.8% F - 1.8%T - 3.3%
ESTP M - 5.6% F - 3.0%T - 4.3%
ESFP M - 6.9% F - 10.1%T - 8.5%
ENFP M - 6.4% F - 9.7%T - 8.1%
ENTP M - 4.0% F - 2.4%T - 3.2%
ESTJ M - 11.2% F - 6.3%T - 8.7%
ESFJ M - 7.5% F - 16.9%T - 12.3%
ENFJ M - 1.6% F - 3.3%T - 2.5%
ENTJ M - 2.7% F - 0.9%T - 1.8%
18. Psychodynamic
• Psychodynamic theories include a variety of
theoretical models derived from the work of
Sigmund Freud.
• All focus on unconscious mental forces that
shape our personalities.
• Well-known psychodynamic theorists
– Freud
– Jung
– Adler
– Erikson
19. Freud: The Sex Shrink
1. Freud’s Psychoanalytic Theory of personality is
somewhat controversial and is based on three main
assumptions
1. Personality is governed by unconscious forces
that we cannot control.
2. Childhood experiences play a significant role in
determining adult personality.
3. Personality is shaped by the manner in which
children cope with sexual urges.
20. Freud
• The id, ego and superego are distributed across
three layers of awareness
1. The conscious – “material we are fully aware of
at a particular time”.
2. The preconscious – “material just below the
surface of awareness”.
3. The unconscious – “material well below the
surface of conscious awareness, but that greatly
influences behavior” (see Figure 2.2).
21. Freud’s Psychoanalytic Theory
• Freud argued that personality is divided into three
structures
1. The id is “ the primitive, instinctive component
of personality that operates according to the
pleasure principle”.
2. The ego is “the decision-making component of
personality that operates according to the
reality principle”.
3. The superego is “the moral component of
personality that incorporates social standards
about what represents right and wrong”.
22. Figure 2.2 Freud’s model of personality structure. Freud theorized that we have three levels of awareness: the
conscious, the preconscious, and the unconscious. To dramatize the size of the unconscious, it has often been
compared to the portion of an iceberg that lies beneath the water’s surface. Freud also divided personality structure
into three components—id, ego, and superego—that operate according to different principles and exhibit different
modes of thinking. In Freud’s model, the id is entirely unconscious, but the ego and superego operate at all three
levels of awareness.
23.
24. Freud
• Freud believed that behavior is the result of
ongoing internal conflict among the id, ego, and
superego.
• Conflicts stemming from sexual and aggressive
urges are especially significant.
• Such conflicts arouse anxiety, so we use defense
mechanisms – “largely unconscious reactions that
protect a person from painful emotions such as
anxiety and guilt”.
25. Freud
• Personality development
– Freud believed that the basic elements of adult
personality are in place by age five and result
from the outcome of five psychosexual stages
(see Figure 2.6).
– In each stage, children must cope with distinct
immature sexual urges that influence adult
personality.
– Fixation results if the child fails to move
forward from one stage to another and is
usually caused by excessive gratification, or
frustration of needs at a particular stage.
26. Figure 2.6 Freud’s stages of psychosexual development. Freud theorized that people evolve through the series of
psychosexual stages summarized here. The manner in which certain key tasks and experiences are handled during
each stage is thought to leave a lasting imprint on one’s adult personality.
27. Adler
3. Adler’s Individual Psychology
• Adler believed that the most important human
drive is not sexuality, but our drive for
superiority.
• Adler stated that we use compensation “efforts to overcome imagined or real
inferiorities by developing one’s abilities”.
• If we are unsuccessful, we may develop an
inferiority complex – “exaggerated feelings of
weakness and inadequacy”.
• Adler also believed that birth order may
contribute to personality.
29. • Psychodynamic theory has also been criticized
1. Poor testability – it is too vague to subject to
scientific tests.
2. Inadequate evidence – the theories depend too
much on case studies of clients whose
recollections may have been distorted to fit the
theory.
3. Sexism – the theories have a male-oriented bias
and do not adequately address women’s issues.
30. 1. Rogers’s Person-Centered Theory
– Personality contains only one construct, the self,
or self-concept – “a collection of beliefs about
one’s own nature, unique qualities, and typical
behavior”.
– If our ideas about ourselves match our actual
experiences, our self-concept is congruent with
reality.
– However, if our ideas about ourselves do not
match reality, this disparity is called
incongruence, which undermines our well-being
(see Figure 2.13).
31. 2. Maslow’s Theory of Self-Actualization
– Human motives are organized into a hierarchy
of needs – “a systematic arrangement of needs,
according to priority, in which basic needs must
be met before less basic needs are aroused”
(see Figure 2.15).
– Humans have an innate drive toward personal
growth and the greatest need is the need for
self-actualization – the fulfillment of one’s
potential.
32. Figure 2.15 Maslow’s hierarchy of needs. According to Maslow, human needs are arranged in a hierarchy, and
individuals must satisfy their basic needs first, before they progress to higher needs. In the diagram, higher levels in
the pyramid represent progressively less basic needs. People progress upward in the hierarchy when lower needs are
satisfied reasonably well, but they may regress back to lower levels if basic needs cease to be satisfied.
33. • Maslow called people with extremely healthy
personalities “self-actualizing persons”.
• They have demonstrated significant personal
growth and tend to share certain ideal
characteristics, listed in Figure 2.16.
37. • behavioral theorists: personality =
collection of response tendencies that
are tied to various stimulus situations
• peoples’ response tendencies or learning
are shaped by
1. classical conditioning (Pavlov)
2. operant conditioning (Skinner)
3. observational learning
(Bandura)
45. Extinction
use classical conditioning:
continued exposure to conditioned stimulus
without terrifying results eventually results in
extinction of the conditioned response
Example: keep approaching tall buildings and
learn that explosions don’t happen
46. Operant conditioning
• B.F. Skinner = operants or responses that increase
or decrease the likelihood of behavior repetition.
• Behaviors are controlled by CONSEQUENCES
1. + reinforcers increase behavior: behavior is
rewarded by pleasantness
2. - reinforcers increase behavior: behavior is
rewarded by getting rid of unpleasantness
3. punishers decrease behavior
48. Operant conditioning
Which will increase whining behavior
after a parent has said “no”:
• Punishing it or negatively reinforcing it?
• PUNISH: If a child whines after a parent repeatedly
says “no” and has to go to his or her room(unpleasant)
he or she is punished –
• NEGATIVE REINFORCEMENT: If a child whines to get
what he wants and the parent gives in after saying “no”
because the whining continues– continued whining
gets rid of the unpleasant “no” and negative
reinforcement has taken place
49. use social learning: Bandura’s (1977-2004)
observational learning/ social learning theory
• disagreed with Pavlov and Skinner because they did
not allow for indirect or learning from modeled
behavior
• need to go beyond observable behavior to include
internal mental processes
memory and
cognition important
