1. What is Personality 2. Lawrence Kholberg Theory & Carl Jung Theory 3. Measurement of Personality

1. PERSONALITY

2. CONTENTS
What is
Personality ?
Kholberg’s
Theory of
Personality
Carl Jung
Theory of
Personality
Measurement
of Personality
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3. What is Personality ?
Personality describes the unique
patterns of thoughts, feelings, and
behaviors that distinguish a person from
others. A product of both biology and
environment, it remains fairly consistent
throughout life.
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4. Example of Personality
It can be found in how we describe other people's traits. For instance,
"he is generous, caring" or "They are loyal and protective of their
friends."
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5. Integrated Personality
Integrated personality is one in whom various aspects of personality are working in a
harmonious effective manner.
• According to Guilford, Integrated personality emerges from the synthesis of seven traits
– psychology, needs, interests, attitude, temperament, aptitude and morphology.
• In wood worth's opinion, an integrated personality is one in which the several traits,
interests, and desires are combined in an effective harmonious unity.
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6. Kohlberg's theory of moral development is a theory
that focuses on how children develop morality and
moral reasoning.
Kohlberg’s Theory of Personality
Stages of Moral Development
• Kohlberg's theory is broken down into three primary levels. At each level of
moral development, there are two stages.
• Similar to how Piaget believed that not all people reach the highest levels of
cognitive development,
• Kohlberg believed not everyone progresses to the highest stages of moral
development
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7. Level 1. Preconventional Morality
Preconventional morality is the earliest period of moral development. It lasts until around
the age of 4-9. At this age, children's decisions are primarily shaped by the expectations
of adults and the consequences for breaking the rules. There are two stages within this
level:
• Stage 1 (Obedience and Punishment): According to Kohlberg, people at this stage see
rules as fixed and absolute. Obeying the rules is important because it is a way to avoid
punishment.
• Stage 2 (Individualism and Exchange): At the individualism and exchange stage of
moral development, children for individual points of view and judge actions based on
how they serve individual needs.
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8. Level 2. Conventional Morality
Age: 10-13 (Adolescent, young adolescent)
During this time, adolescents and adults internalize the moral standards they have learned
from their role models and from society. There are two stages at this level of morality:
Stage 3 (Developing Good Interpersonal Relationships): Often referred to as the "good
boy-good girl" orientation, this stage of the interpersonal relationship of moral development
is focused on living up to social expectations and roles.
Stage 4 (Maintaining Social Order): This stage is focused on ensuring that social order is
maintained. At this stage of moral development, people begin to consider society as a whole
when making judgments.
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9. Level 3. Postconventional Morality
(Age: 13 or not until middle or later adulthood)
At this level of moral development, people develop an understanding of abstract principles of
morality.
Stage 5 (Social Contract and Individual Rights): The ideas of a social contract and
individual rights cause people in the next stage to begin to account for the differing values,
opinions, and beliefs of other people. Rules of law are important for maintaining a society.
Stage 6 (Universal Principles): Kohlberg’s final level of moral reasoning is based on
universal ethical principles and abstract reasoning.
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10. Carl Jung is developed a theory of
psychological types designed to
categorize people in terms of various
personality patterns.
Types Jung’s theory focuses on four basic psychological functions:
1. Extraversion vs. Introversion
2. Sensation vs. Intuition
3. Thinking vs. Feeling
4. Judging vs. Perceiving
Jung's Theory of Personality 10

11. Extraverted Learning Style
The first component of the Jungian indicates how learners interact with the outside world.
Learning activities that benefit extraverted learners include teaching others how to solve a
problem, collaborative work, and problem-based learning
Approximately 60% of learners are extraverted learners.
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12. Characteristics of Extravert Learners
• Learn best through direct experience
• Enjoy working with others in groups
• Often gather ideas from outside sources
• Jump right in without guidance from others
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13. Introverted Learning Style
They prefer to solve problems on their own. inside and prefer reflection, dreaming and
vision.
These learners prefer to think about things before attempting to try a new skill.
Approximately 40% of learners are introverted learners.
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14. Characteristics of Introvert Learners
• Prefer to work alone
• Enjoy quiet, solitary work
• Often generate ideas from internal sources Prefer to listen, watch and reflect
• Like to observe others before attempting a new skill
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15. Sensing Learning Style
Sensing learners are focused on aspects of the physical environment. Jung described
these individuals as being interested in the external world.
They tend to be realistic and practical, preferring to rely on information gained
through experience.
Approximately 65% of learners have a sensing learning style.
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16. Characteristics of Sensate Learners
• Focus on the present
• Practical and reasonable
• Use experience and common sense to solve problems
• Keenly observe the surrounding world
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17. Intuitive Learning Style
Intuitive learners tend to focus more on the world of possibility.
Unlike sensing learners, who are interested in the here and now, intuitive learners
enjoy considering ideas, possibilities, and potential outcomes.
Approximately 35% of learners are intuitive learners.
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18. Characteristics of Intuitive Learners
• Enjoy new challenges, experiences, and situations
• More likely to look at the big picture rather than the details
• Like theories and abstract ideas
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19. Thinking Learning Style
Individuals with a thinking learning style tend to focus more on the structure and
function of information and objects.
Thinking learners use rationality and logic when dealing with problems and decisions.
These learners often base decisions on personal ideas of right, wrong.
Approximately 55% of males and 35% of females have a thinking learning style.
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20. Characteristics of Thinking Learners
• Interested in logic and patterns
• Dislike basing decisions on emotions
• Make decisions based on reason and logic
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21. Feeling Learning Style
People with a feeling style manage information based on the initial emotions it
generates.
They are interested in personal relationships, feelings, and social harmony .
Approximately 45% of males and 65% of females are feeling learners.
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22. Characteristics of Feeling Learners
• Interested in people and their feelings
• In tune with their own emotions and those of other people
• Base decisions on immediate feelings
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23. Judging Learning Style
Judging learners tend to be very decisive. In some cases, these learners may make decisions
too quickly, before learning everything they need to know about a situation.
Approximately 45% of people are judging learners.
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24. Characteristics of Judging Learners
• Do not like ambiguity or mystery
• Tend to be firm in their decisions
• Very organized and structured
• Have strong opinions
• Generally follow the rules
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25. Perceiving Learning Style
Perceiving learners tend to make decisions impulsively in response to new
information and changing situations.
perceiving learners prefer to keep their options open.
Approximately 55% of people are perceiving learners.
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26. Characteristics of Perceiving Learners
• Often make impulsive decisions
• Change decisions based on new information
• Dislike structure and organization
• Tend to be very flexible and adaptable
• Sometimes have trouble making decisions
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27. Objective tests are psychological tests which are different in nature from projective
tests. Conversely, objective tests generally explore an individual's conscious
thoughts and feelings.
Objective tests tend to be more reliable and valid than projective tests.
Objective Tests
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Measurement of Personality

28. An objective test is following steps:
• Making decisions on nature, goal, target population, power.
• Creating a bank of questions.
• Estimating the validity of the questions, by means of statistical procedures and/or
judgement of experts in the field.
• Designing a format of application (a clear, easy-to-answer questionnaire, etc.).
• Applying a revised questionnaire or interview to a sample.
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29. A projective test is a type of personality test in which you offer responses to
ambiguous scenes, words, or images.
The goal of such tests is to uncover the hidden conflicts or emotions that project onto
the test with the hope
Projective Test
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30. Types of Projective Tests
There are a number of different types of projective tests.
• The Rorschach Inkblot Test
This test was one of the first projective tests developed and continues to be one of the
best-known and most widely used. Developed by Swiss psychiatrist Hermann Rorschach in
1921, this test consider a card that depict an ambiguous inkblot. People are shown one card
at a time and asked to describe what they see in the image.
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31. • The Thematic Apperception Test (TAT)
In the TAT test, people are asked to look at a series of ambiguous scenes and then to
tell a story describing the scene.
This includes describing what is happening,
how the characters are feeling, and how the story
will end.
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32. Non Projective
We can conclude that personality is total action of mind-body system determine by the
interaction of heredity, explicit in the behavioral patterns integrating
The physique structural system and mental attributes of interests and feelings.
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33. Non Projective Technique makes use of the Following
* Interview
* Questionnaire
• Interview:
During which subjects behavior are observed may be structured or unstructured.
The examiner may ask standardized set of questions in convectional interchange with
the subject..
• Questionnaires
Questionnaires is a written test consisting of a list of questions and the subjects
under test has to tick the appropriate answer 'yes' or 'no'. As the subject gives
information about his own personalities in the questionnaires.
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34. The Implicit Test is a psychological test designed to measure “implicit attitudes”. These are
the underlying by-products of past experience that influence how we feel about something.
These factors may include cognitive processes such as self-esteem, memory, perception and
attitudes among others.
Implicit Test
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35. Behavioural assessment is a tool from the field of psychology that is used for observing,
describing, explaining and predicting behaviour.
Behavioural assessments are now being used outside the clinical settings too, especially in
educational and corporate sectors, considering their predictive nature.
Behavioural Assessment 35

36. THANK YOU