Theories of Personality
8/28/2013 5:32:00 AM 8/28/13Chapter 1A
I am introverted, agreeable, conscientious, studious, loyal, motivated, caring, devoted, open-minded, stubborn, independent
What is personality?
Origin of “personality”
o Latin “persona” (mask) o Typical nature
Technical definition: “Psychological qualities that contribute to an individual‟s enduring and distinctive patterns of feeling, thinking and behaving”
o Enduing: somewhat consistent across time and situations o Distinctive- different individuals from each other
Issues addressed in the field
Human universals vs. cultural differences o Ex: basic emotions
Individual differences and uniqueness
Investigation based on personality theories Topics to be covered:
Scientific study of people
Personality studied and analyzed through numerous viewpoints o Psychodynamic, humanistic, trait, biological, behaviorism,
personal construct theory, social cognitive theory 9/9/13
What is a theory?
Related assumptions used by scientists for logical deductive reasoning to formulate testable hypothesis
Theories are not hypothesis
Reliable, coherent and parsimonious
Leads to hypothesis
1. Organize info
o Keep track of what we know
2. New knowledge
o Help scientists create new knowledge about field
3. New issues to study
o New areas that otherwise would not have been studied (Hypotheses- statements about predicted relationships between variables, should be clear and testable )
Theory Hypothesis Research Data reshape/build theory Theory (gives meaning to data)
Theory (general), Hypothesis (Specific) Why different theories?
Theory comes from o Scientific evidence o Theorist‟s perspective
Psychology of science- scientists‟ personality traits influence their theories
Theories as toolkits
No one complete, comprehensive theory
o Each separate theory provides unique insights Multiple theories not necessarily bad o Not question of right vs. wrong
Elements of different theories as different tools to help in understanding of personality
o Individual differences o Human motivation
o Development of self-concept o Causes of emotions
o Performance in work settings Five goals of personality theory
1. Scientific observation
o Systematic descriptions of people o 3 requirements
Large, diverse sample Objective observations Use of specialized tools
2. Systematic nature
o Provide understanding of people o Logical, coherent description
3. Testability
o Testable through objective scientific evidence
4. Comprehensiveness
o Significant factors related to human functioning Behaviors, cognitions, emotions
5. Applications
o Conversion of theoretical ideas to real world applications Clinical, educational, developmental, i/o psychology Understanding Personality
3 Questions about personality o 1. What? People‟s characteristics Organization o 2. How? Influences on development o 3. Why?
Reasons for behavior Important aspects of personality
Structure
o Building blocks o Stable and enduring
Body parts
o 5 factor model (openness to experience, conscientiousness, extraversion, agreeableness, neuroticism- we all have these 5 to varying degrees)
o Hierarchical nature
Analogous to organizations
Process
o Dynamic aspects of personality Motivation, emotion, action
o Emphasis on different motivational processes Biology, future, conscious vs. unconscious
Growth and development
o Patterns of development common across people Developmental stages
Individual differences o Nature vs. nurture
Psychopathology and behavior change o Change
How people change Resistance to change o Theorists as therapists
Systematic lessons from therapy
o Importance of applicability, practicality of theory Related issues in personality
1. Internal and external determinants o Internal
Temperament
Emotional, behavioral tendencies
Fearfulness
Evolutionary psychology
Predisposition toward certain behaviors
Human universals o External
Culture
Behaviors, rituals, beliefs Social class
Status, roles, duties, privileges Family
Role models
Shape behavior Peers
Varying levels of emphasis on internal vs. external Freud vs. Skinner
Now: both as essential aspects of behavior
2. Consistency
o Consistency vs. inconsistency in behaviors o Time and consistency
3. States of awareness and the unconscious
o Mental activities outside of conscious awareness Aspects of personality
Motivation Emotions
4. Influence of past, present and future
o Agreement regarding influence of present factors o Influence of past on present
o Influence of future on present
5. Personality as a science
o Other sciences mostly reductionist o Should personality be reductionist? Conclusion
Theories in personality o What is a theory?
o Key functions of theories o Theories as toolkits
o Goals of personality theory
Understanding personality
o Important aspects (personality structure)
Issues to consider
5-6 questions based on reading or assign own article to the class but it must be approved 2 weeks before presentation and include brief summary of article on how it relates to topic +3 bonus points
Do you demonstrate that you understand the reading?
How well the group facilitates class discussion- ask interesting follow up questions
How well prepared the group is? 9/11/13
Theory and Research
Theory without research o Speculation
Research without theory o Aimless fact gathering LOTS data
Life history or life record
o School records (test scores, report cards), Court records
Observed data
o Information from observers (teachers, parents, friends), Questionnaires
Tests and experiments
o Intelligence tests, Standardized tests, Experimental
manipulation (disgust makes judgment harsher, mood makes problem solving better, rejection and aggression)
Ayduk, Gyurak & Luerssen
Influence of rejection sensitivity (anticipate rejection) on participants after rejection
Anxious about rejection
Ambiguous situations- more likely to see rejection
Participants told they were involved in study about partner selection on dating websites
Wrote short bio sketches
Were told bio sketches would be sent to member of opposite sex
Waited at computer to see if other “participant” selected them
Control condition
“Technical difficulties”
Internet access cut off- no one rejected or liked you
Rejected condition
Email from “Beth” (actually experimenter) regarding rejection
Then- asked helped set up for second stage of experiment for Beth
Beth hates spicy food
Participant left alone with hot sauce Rejection increased aggression (hot sauce
placed on Beth‟s food) only in high RS participants
High rejection sensitivity more aggression after rejection
Self-report
o Questionnaires o Advantages
Convenient
Sometimes only way to get at topic Self-monitoring scale
Limitations
Response distortion
Social desirability/ faking Self-knowledge Match.com article Context Time of day Order of questions Wording Retrieval Schwarz
o How you phrase questions with scales can shape the answers
Attempts to get around limitations Situational judgment tests
Conditional tests (eye for an eye meaning) More than one method
Implicit measures Diary methods
Fixed vs. flexible measures Fixed
Same measures given to all participants
Advantages o Simple o Objective
Limitations
o Irrelevant to some o Not sufficient for some
Nomothetic approach o Scientific laws
o Fixed personality variables Flexible
Unstructured personality tests
Idiographic approach
o Tailored to individual participants o Unique individual
Assessment type and data Guided by theory Unit of analysis
Theory needed to collect, interpret data Conclusion
Theory and Research o LOTS data
Types Limitations
Fixed vs. flexible measures 9/16/13
Goals of research
Reliability
o Replicability, stability
Test- retest (you‟ll get the same scores if you take it twice)
o Factors affecting reliability Test takers (age...)
Aspects of test (wording...)
Validity
o Are you accurately describing/ measuring the psychological phenomenon you are interested in?
o Problems with pervious methods E.g. phrenology
Different parts of brain responsible for different functions, characteristics
Some parts underdeveloped, while other developed
Validity and Reliability
o Must be reliable to be valid
o Both necessary aspects of sound measures
Personality measurement now o Recent examples
Myers-Briggs Type Indicator (MBTI) Extraversion- Introversion Intuition- Sensing
Thinking- Feeling Judging- Perceiving NEO Personality Inventory
Openness to experience Conscientiousness Extraversion Agreeableness Neuroticism Ethical behavior
o APA‟s Ethical Principles
Treatment of participants Informed consent Confidentiality
Interpretation, presentation of results o Institutional Review Board
Risks/ benefits 3 Approaches to research
Case studies and clinical research o In-depth analysis of each case
Focus on:
Structures Processes
o More common in clinical psychology o Matthew- dependent personality disorder o Advantages
More in-depth
May be only way to study certain psychological variables
Takes individuals into account o Limitations
Not always generalizable No definite causal explanation High level of subjectivity
Verbal reports not always accurate
Correlational research
o Relationships among variables Positive vs. negative o Use of personality measures
How certain variables are correlated
E.g. tendency to experience positive emotions and life expectancy
o Correlation coefficient
Degree to which variables related -1 to 1
o Advantages
No need for manipulation
More info about variables that are impossible or unethical to manipulate
Childhood abuse and adult aggression o Limitations
Ambiguous interpretation of cause and effect Correlation does not equal causation
o Questionnaires Advantages
Large sample sizes can be studied relatively easy Reliability, validity
Limitations
Narrow range of info
Self-report not always accurate Response style
Acquiescence (more likely to check true)
Social desirability
Experimental studies
o Participants assigned randomly to conditions o Variables manipulated Alcohol consumption Rejection o Causal effects Random assignment Effect of manipulation o Advantages
More info regarding cause-effect o Limitations
Artificiality of lab setting
Applicability of finding to real world settings Extraneous influences
Demand characteristics Experimenter expectancy
Some things cannot be studied in a lab 9/18/13
Freud: Early history
7 siblings, 2 step-siblings o Mother‟s favorite
So felt like a conqueror and had confidence
1873: University of Vienna med student o Met Josef Breuer
Josef met Anna O
1880: Symptoms after father‟s death
Headaches
Paralysis of certain body parts
Multiple personalities
Visual disturbances
Difficulties with speech
Hallucinations
Inability to drink
o Woman with dog at a party (led to fear of drinking)
Treatment o Hypnosis
o Talking seemed to reduce symptoms o Catharsis method
Release of pent-up emotions
Ultimately recovered
True identity
o Bertha Pappenheim o Feminist, social worker Implications of catharsis for Freud
Mind as energy system o Release of energy
Energy of mental content that people are not aware of
o Different parts of mind “unconscious” Catalyst for psychoanalysis
Disagreement between Breuer and Freud
Freud- role of sexual interpretation
Considered cornerstone case for psychoanalysis Beginning of use of “talking treatment”
o 1885: Went to France to study with Jean-Martin Charcot Charcot known for :
Hypnosis
Hysteria treatment
Studies regarding traumatic paralysis Hysteria and genitals
Freud‟s subsequent theory regarding sexual issues and neurosis
o 1897: Father dies leading to depression Self-analysis
o 1900: The Interpretation of Dreams (Book) o Late 1900‟s: Gains recognition
o 1939: Dies in London Freud‟s view of the person
Architecture of mental life
Biological, mechanistic point of view o Mind and body are connected o Energy system
Active nature of mental contents o Instinctual drives
o Forces on mind
Limited amount of energy
o Energy used for one purpose less available for others
Energy doesn‟t simply disappear
Desire for state of balance, calmness
o Tension from bodily needs behavior balance/calmness E.g. no food hunger search for food satiation o Goal of all behavior
Common view in this time: tabula rasa
Freud‟s view
o Sex, aggression innate o Pleasure principle
Society to restrain natural tendencies Taboos
Freud‟s Personality theory
Reliance on case study evidence o No labs, no tests
o Importance of details
Structure of the mind
o 2 models of the mind
Levels of consciousness Conscious
Aware of at any moment Preconscious
Not currently conscious of but can be if asked to be
Unconscious
Drives, urges, instincts, not in awareness
Still motivate behaviors, thoughts
Anxiety- provoking
Influence on unconscious on conscious
“Freudian slip”
Manifest content (dreams)
Storyline Latent content
Unconscious ideas, emotions, instinct
High levels of symbolism
Unconscious wishes 3 Reasons we dream Wish fulfillment Release of tension Sleep protection Functional systems Id
Oldest, most primitive
Present in everyone
o Stays same over time
Pleasure principle
o Non-moral
Drive energy
o Life instincts+ death instincts
Completely unconscious Ego
Reality principle o Rational
o Mediator between id and external world
3 masters
o Desires of ID
o Constraints of external environment o Morals on superego
Changes over time Superego
Changes over time
o Life experiences, parents, culture
Moral compass
o Ideals, ethical standards o Control over behavior 9/23/13
Development of thinking
Primary vs. secondary
o How the mind processes information
Primary process- language of unconscious Unconscious
Illogical
No distinction between reality, fantasy Young children
Dreams
Secondary process- language of conscious Conscious
Logical
Personality process
Motivation
o Instincts, drives Energy
Questions to be addressed
o Basic human instinctual drives Life and death instincts
Part of id
Energy driving human lives Life instinct (eros)
Preserve self
Reproduce
Libido
Primarily sexual in motivation Death instinct (thanatos)
Death
Self-destruction
Aggression
Search for calmness Expression of instincts Blocked Modified expression Expressed directly Object of gratification Change Displacement
Anxiety in psychodynamic theory o Painful emotional experience
Information regarding potential threat Signal of danger to ego
Previous trauma
Conflict between id‟s desires and threat of punishment o Defense mechanisms
Repression- avoiding anxiety by not allowing painful or dangerous thoughts to become conscious
Isolation of affect/ Intellectualization- Avoiding painful feelings by focusing only on ideas, separate emotions from thoughts
Projection- Attributing own unacceptable impulses, motives, desires to others Undoing- Person tries to make up for
unacceptable desires or acts through “magical” ritualistic behavior
Displacement- Feelings toward dangerous object switched onto safer substitute
Reaction formation- Express opposite of unacceptable impulse
Sublimation- Expression of impulse or desire in socially acceptable manner, funneling energy into higher order goal
Growth and Development
All people develop in stages
o Significant events and development of personality styles Influence on personality
o Development of instinct
Erogenous zones through development Psychosexual stages
Oral (infancy)- oral pleasures oral fixation
Anal (2-3 yrs)- pleasure from excretion, retention of feces anal fixation; first conflict between individual (pleasure principle)and society
Phallic (4-5 yrs)- pleasure from genitals, castration anxiety in boys, penis envy in girls, oedipal complex/ electra complex
Latency (6-puberty)- sex drive dormant, repression of desires, energy funneled to other pursuits
Genital (puberty-adult)- refocus on genitals, “normal” heterosexual relationship, energy focused on opposite sex
“Maturity”- never fully conceptualized, ultimately psychologically healthy person (rare)
o Erikson- personality develops throughout life, personality determined by psychosocial development
Trust vs. mistrust (1 yr) (Oral)- Trust, optimism or mistrust, pessimism
Autonomy vs. shame and doubt (2-2 yrs) (Anal)- Self control, can make choices or rigid, doubtful, self conscious
Initiative vs. guilt (4-5 yrs) (Phallic)- happy with
accomplishments, purpose or guilt about goal-directed behaviors
Industry vs. Inferiority (6- adolescence) (Latency)- productivity, pride in completed work vs. cannot work Identity vs. Role Confusion (Adolescence) (Genital)-
Confidence in consistent personality or unsure of self, no consistent standards
Intimacy vs. Isolation (early adolescence)- sharing of thoughts, feelings work or avoid intimacy, superficial relationships
Generativity vs. stagnation (adulthood)- can lose
oneself in work, relationships or loss of interest in work, relationships
Integrity vs. Despair- order and meaning, content with self or fear of death, bitterness
o Marcia
Identity achievement- exploration then sense of identity, high functioning, independent thought and
resistance to group pressure, intimacy in relationships, moral reasoning
Identity moratorium- identity crisis, can be high functioning, struggle with “who they are”
Identity foreclosure- commitment to identity without exploration, rigidity, conforming, conventional, reject deviation from norm
Identity diffusion- no strong sense of identity, self-esteem very sensitive, problems with intimacy Cultural differences
Self and group o Individualist
The self should be independent of the group o Collectivist
The self should be dependent on the group
Self- concept o Individualist
Self-concept primarily defined by internal attributes o Collectivist
Self- concept primarily defined by social roles and relationships
Socialization
o Individualistic
People socialized to be unique, to validate internal attributes
o Collectivists
People socialized to belong occupy their proper place
Self- esteem
o Individualistic
Based on ability to engage in self- expression and ability to validate internal attributes
o Collectivists
Based on ability to adjust to the group, restrain his or her own desires, and maintain social harmony
Assessment in psychoanalysis
Should be: o Valid o Efficient
Problem with assessment in psychoanalysis o Unconscious content o Client‟s hesitation o Free association Projective tests o Ambiguous items o Client‟s interpretation
o Personality, unconscious content revealed in indirect ways
Rorschach Test
o Symmetrical inkblots on paper o Shown to hospital patients o 10 cards selected
Based on responses from different psychiatric groups o Patients asked: Interpretation of inkblot Reasons o Interpretation Response formation Match to inkblot Content
Interpretation based on content details Behavior during session
Hypothesis formed
Thematic Apperception Test
o Cards with ambiguous scenes o Patient creates story
o Unconscious content thought to be exposed in story
Sentence Completion tests o “I regret...”
Word completion test o CH_ _R
Draw a person test
Evaluation
o Are these tests valid? Multiple outcomes
Different scoring procedures, testing systems Test scope
Long term research, scholars suggest no o Are these tests reliable?
Interrater reliability Psychoanalysis and psychopathology
Freud: Neuroses found in everyone
Personality types
o Influence on developmental stages
o Psychopathology based on fixations from development o Stages of psychosexual development
Too little, too much gratification
Seeking similar satisfaction later in life o 3 types:
Oral
Narcissistic
View of others related to what they might provide Envious, jealous
Quick to anger Depressed
Always asking for something Success= “I get”
Anal
Struggle with power Anal triad
Cleanliness
Stinginess
Obstinacy (stubborn) Seek power, control
Concern with duty, responsible Avoid waste, loss of control
Conflict between submitting and rebelling Success= “I control”
Phallic
Gender differences
Men
o Hyper masculine
o Excessively demonstrates masculinity Convince others that he has not
been castrated o Competitive
o Success= “I am a man”
Women
o Overly feminine
o Seductive, flirtatious but deny sexuality
o Naïve
o Idealization of partners, love o Conflict and defense
Fixation at developmental stages Problem Want gratification Past trauma Conflict Anxiety Defense mechanisms
Successful: anxiety reduced
Less successful: pathological symptoms
Repressed impulse being expressed o Therapeutic process
Psychopathology: fixation, conflict, anxiety Freud‟s therapeutic process
Free association
Dream interpretation
Patient must gain insight regarding wishes, anxiety Transference
Attitudes, conflicts towards parental figures directed toward therapist
Oral patients: concern with “feeding” and receiving
Anal patients: control
Phallic patients: competition Transferences encouraged
Patient on couch
Frequent appointments
Therapist as blank screen Transference neurosis
Play out old conflicts
o Understand nature of conflicts
o Gain satisfaction that was previously denied
Freedom to gratify desires in more healthy manner
Deal with conflicts in safe environment “Corrective emotional experience” from:
Less intense conflict
Analyst does not behave like parents
Patients more mature (ego more developed) 9/30/13
Evolution of psychoanalysis
Freud devoted entire life to psychoanalysis
Had numerous “disciples”
Authoritarian nature
o Cut off those who strayed from his ideas Alfred Adler
1870: Born in Vienna Sickly child
Desire to prove doctor wrong
Read Interpretation of Dreams and went into psychiatry
First to break from Freud
Libido as more general life force
Influence of inferiority complex and compensation
o Inherent inferiority of infants/ obstacles from environment
Emphasis on social factors
Role of conscious planning for the future Presented ideas to Vienna Psychoanalytic society
Hostile response
Left with 8 members Individual psychology
Society for individual psychology
Emphasis on social urges, conscious thoughts
Compared to Freud‟s focus on sexual instincts, unconscious
Striving for future (rather than result of past) Feelings of inferiority compensation
Will to power
Striving for superiority o Neurotic form o Healthy from Carl Jung
1875: Born in Switzerland Religious and troubled family
In childhood, noticed Personality 1 and 2
1: school boy
2: man in touch with past 1900: Medical degree
1906: Published article get‟s Freud‟s attention
Very close to Freud: “crown prince” of psychoanalysis
1909: Deterioration begins
Resigns as president of APA Disagreement with Freud:
Libido as life energy
o Jung‟s vs. Freud‟s reason for breakup (Jung was going through oedipal complex)
Emphasis on reasons for current behavior o Instinctual urges vs. meaning in life Evolutionary foundations of mind
Unconscious
Collective unconscious
o Experience from past generations o Universal
o Shared by everyone o Archetypes
Across cultures
E.g. “mother” archetypes Opposing forces in humans
Face (private self) vs. mask (persona)
Masculine (animus) vs. feminine (anima) o Man rejecting feminine
o Woman rejecting masculine The self= most important archetype
Fundamental goal of people: find unity Introversion vs. extraversion
Introvert: inward orientation o Hesitant, reflective
Extravert: outward orientation o Active, adventuresome Additional theories
Mid 1900s: Motivational forces and personality
Role on interpersonal interactions Freud:
Biological urges personality structures social relationships
Social relationships personality structures Karen Horney
Cultural influences on individual development
Culture and gender identity
European vs. American culture
1922: Presentation at psychoanalytic congress in Berlin
o Womb envy
Explanation for consistent discrimination against women Feelings on inferiority
Basic anxiety
Influence of social factors
Feeling of being lonely, helpless in hostile world
Coping with basic anxiety in neurotic form
Move toward
o Want to be accepted, approved of o Dependent
o Unselfish, undemanding
Moving against
o Assumption that world is hostile o Struggle against others
o Deny need for others
Moving away
o Detachment, including emotional detachment
Object Relations theory
Developmental processes before oedipal period Object= person
Drive toward object that can reduce tension
E.g. object= mother
Influence of early relationships on:
Self
Relationship with others
Attachment theory John Bowlby
Influence of separation from parents
Attachment Behavior System (ABS) o Present from birth
o Motivation
Formation of mental representations o Self
o Parents Mary Ainsworth
Strange situation
Role in interpersonal relationship o Secure
Feel comfortable in relationships From secure attachment to
caregiver o Anxious
Want to be close to others, but others do not reciprocate
Seek approval
From insecure attachment to caregiver
o Avoidant
Little to no desire to for close relationships with others Wish to remain independent From insecure attachment to
caregiver
Relationship Rating From o Viability Acceptance Respect Trust o Intimacy Confiding o Understanding
o Passion Fascination Exclusiveness Sexual intimacy o Care Giving Assistance o Global satisfaction Success Enjoyment Reciprocity Esteem o Commitment Time 1
o Avoidant men- lowest levels of:
Commitment, satisfaction, trust, acceptance, intimacy, caring, commitment
o Women with avoidant men- less negative ratings
o Anxious and avoidant women
Less satisfaction, intimacy and caring
o Men with anxious partner
More conflict, less commitment, less satisfaction and intimacy o Thus: men and women both less
satisfied when a woman is anxious
Time 2
o Stability
Anxious men- lowest
Time 3
o Stability
Anxious women- highest
Highest stability o Avoidant men
o Anxious women
Expectations for romantic partner based on attachment style
o Problems with
Avoidant- avoidant Anxious- anxious
Lowest stability for: o Anxious men o Avoidant women
Not set in stone o Time
o Relationships
Limitations of studying relying on self-report Psychodynamic theory: evaluation
5 criteria
o 1. Basis in scientific observations No objective data
Freud and free- association Limitations
Lack of diversity in patients Subjectivity
Suggestion in therapy o 2. Systematic
Logical, interconnected nature of theory Connection of process and structure
Id, ego, superego (structure) Gratification of instincts (process) o 3. Testability
Impossible to prove wrong Can explain any outcome o 4. Comprehensive
Extremely comprehensive Issues addressed
Mind
Dreams Sexuality Development Therapies o 5. Applications
Therapy for clients who need change Other therapies also beneficial
No emphasis on underlying drives TEST #1 10/9/13 Carl Rogers 4th of 6 children Close to mother Religious household
o Early focus on moral, ethical issues o Hard work
Studied agriculture, seminary, then clinical psychology
1931: PhD from Columbia
View of the individual
o Subjectivity of experience Perceptions of “reality” Phenomenal field Subjective construction Make up “reality” Influenced by Outer world Inner world
Subjective needs, goals, beliefs o Authenticity vs. alienation
Psychological distress from psychological detachment Approval vs. adhering to one‟s own values Path to alienation
Society vs. adhering to one‟s own values Well adjusted individual
o Human nature
Fundamentally positive Desire for growth
Destructive, evil behaviors result of: Fear
Defensiveness Freedom= positivity o Phenomenological perspective
Emphasis on conscious, subjective experiences How does individual experience the world? o Humanistic
Person as whole Self-perceptions Potential for growth o Structure
The self
Part of phenomenological experience
Conscious
Organized pattern that is pervasive Idea of “me” or „I”
Actual self vs. ideal self o Measuring self-concept
Two methods used Q- Sort Technique
Set of cards with personality characteristics on each
o “Has high aspiration level for self” o Expresses hostile feelings directly” o Values own independence and
autonomy”
Cards sorted
o 7- “Most descriptive of _me/idea self__ “
Forced distribution Semantic Differential
Rate concepts on each polar opposite adjective scale (bad-good, clean-dirty, beautiful-ugly, strong-weak, active-passive, cruel-kind)
o “My self” o “My ideal self” o “Father”
o “My college” o Personality Process
Self-actualization
Fundamental motivational principle Simplicity to complexity
Dependence to independence Self consistency and Congruence
Maintain consistent notion of self
Value system
Organization of values, behaviors
Consistency of behaviors
Congruence vs. incongruence o Congruence
Self and experience Values and behaviors o Incongruence Untrue to self Distress Anxiety Defensive processes Denial
Distortion- “I am a bad student” self-concept and good grade
Need for positive regard
Own values, own actualization vs. other‟s acceptance Detachment Alienation In childhood Unconditional love Conditions of worth
o Natural tendencies vs. parents‟ positive regard
o Denying aspects of self o Growth and Development
Is the child free to self-actualize?
Self actualization process throughout the life Developmental factors
Parent-child relationships
Unconditional positive regard
Acceptant, democratic attitudes Internal psychological structures
Congruence vs. incongruence and defense Healthy development Unconditional acceptance o Self-esteem Self-evaluation Influencing factors Parental:
Acceptance, affection, interest, warmth, permissiveness and punishment, style (democratic vs. dictatorial)
Roger‟s view of the client o Power of client
Capable agent (rather than dependent patient) o Inborn drive toward health, growth
o No differentiation between pathology types o Pathological functioning
Discrepancy between self and experiences Defense against incongruent experiences
Distress from ideal self vs. actual self discrepancy o Healthy functioning
Congruence between self and experience Incorporate experiences into self-concept o Psychological change
Main focus psychotherapy
Conditions necessary for change 1. Reflection of feeling
Therapist as a mirror 2. Client-centered therapy
Actively understanding client 3. Therapeutic climate
Nature of relationship, interactions between therapist and client
o Conditions
1. Genuineness
Comfortable relationship between therapist and client
2. Unconditional positive regard Caring, respect for client 3. Empathic understanding
Active listening, understanding o Efficacy of client-centered therapy
Distress from incongruence, feelings of inadequacy Evidence for therapeutic change from Roger‟s methods
1. Reflection of felling 2. Client-centered therapy 3. Therapeutic change Types of changes
Decrease in defensiveness More congruent self
More positive feelings toward others Human potential movement
Emphasis on self-growth
Self-actualization
Maslow
o Focus of positive factors
o Individuals fundamentally good Desire for good
o Psychopathology Frustration
Stifling of potential
o Improvement from freedom to express oneself o Motivation
Biological vs. psychological needs (physiological, safety, love/belongingness. Esteem, actualization)
Higher level motivational processes o Focus on self-actualizing individuals
Einstein, Mother Teresa, Nelson Mandela Common characteristics
Acceptance of self, others Care for self, others
Intimate relationships Resist conformity Remain realistic Positive psychology movement
Other schools of thought
o Overemphasis on psychopathology, problems with human condition
E.g. Freud
o Classification of human strengths Criteria used
Enduring
Beneficial across numerous domains
Encouraged by parents, society as a whole Seligman and Peterson
Six categories of qualities
Wisdom, Courage, Love, Justice, Temperance, Transcendence
Importance of listing qualities
Different focus of positive psychology Shimai Et Al
Kindness, love, humor, gratitude, open-mindedness, fairness Evaluation of humanistic theories
5 criteria
o Scientific observation
Objectivity in data collection Objective methods Q sort Limitations Explicit measures Lack of diversity o Systematic nature
Integrated propositions regarding individual personality Parent-child interactions
Types of self-concept
Psychological distress vs. well-bring Limitation
Not enough information in theory o Testability
Certain elements testable, while others now Testable elements
Actual self vs. ideal self
Q sort
Conditions of therapeutic change Limitations
No evidence of universal nature of self actualization motive
No clear construct
No objective assessment tool o Comprehensiveness
Not enough info regarding the influence of:
o Applications
Importance of client-therapist relationships Techniques for building relationships Client as person
Capable of improving selves 10/15/13
Overview: Freud, Rogers Vs. Trait Theorists
Freud
o No objective collection o Case studies
Rogers
o More focused on measurement
o Still no way of measuring some key concepts
Trait theorists
o Emphasis on measurement
o Approach personality much like a physical science Trait Concept
Personality trait o Colloquial use
o Definition: consistent patterns in how people Behave, feel, think
o Connotations of “traits” Consistency
Across roles, time Distinctiveness
View of personality
o Focus on measurement Reliable and valid
o Theory based on collected data (not speculation) Contrast to Freud and Rogers
o Purpose of trait constructs Description
Basic descriptive facts Taxonomy
Personality scheme
Aid in classification based on traits Prediction
Predict everyday behavior Important applications
E.g. selection for job o Myers-Briggs type o OCEAN
Explanation
Scientific understanding of causes
NOT the same as prediction
Not pursued by all trait theorists Includes:
Traits explaining behavior
Figuring out possible biological factors o Shared assumptions across theories
People have predispositions to behave in certain ways There exists a relationship between having a certain
trait and trait-related behaviors Direct relationship
Extraverted behaviors related to higher levels of extraversion
Contrast to psychoanalysis Behavior, personality in hierarchy Trait theorists
Allport, Cattell, Eysenck o Allport
Youngest of 4 children Protestant upbringing
Strict
Purity of thoughts, behaviors 1919: Graduated from Harvard
Emphasis on healthy, organized parts of human behavior
Criticism of psychoanalysis
Too much focus on unconscious Traits as building blocks of personality Three properties of traits
Frequency Intensity
Range of situations Personality structure
Focus on traits as units
Consistent, stable tendencies
Separate from temporary states, activities Types of traits
Cardinal traits
o Extremely influential in every behavior o Rare
Central traits
o More limited in influence o More common
Secondary dispositions
o Least generalized, least consistent (across situations)
Influence of situation
Traits not expressed in all situations
o E.g. extraversion at party vs. first day at job
o Trait: general tendencies across many sitautions
Limitations to Allport‟s theory
Not enough research conducted
“Trait” idea
No research on influence of heredity No model to explain psychological processes behind
behavior
Problem with use of case studies, idiographic methods
Traits: factor analysis
How do we know that certain behaviors are related to a certain underlying trait?
Intuitive correlation- sea monsters
o By looking at the correlations between all the parts we can see (observable behaviors), we can infer something about their underlying nature (theoretical constructs)
o Factor analysis- statistical method that looks at how lots of different observations correlate and determines how many theoretical constructs could most simply explain what you see
Patterns in correlations
Set of factors that summarize how different variables are inter-correlated
Factor analytic study
Test items given to participants
Certain items will correlate with others
E.g. Do you often go to loud and noisy parties? And Do you enjoy spending time with large groups of people?
Clusters of correlated items may be influenced by underlying factors
Relatively objective
Can only show patterns of co-variation No explanation of why
Different explanations from different psychologists Some subjectivity
Number, nature of factors 10/16/13
Trait theorists
Cattell
o Extremely prolific 200 articles 15 books
o Huge influence on 20th century psychology o Need for taxonomy of traits
o Use of factor analysis o Personality structure
Surface traits
Observable behavioral tendencies Source traits
Underlying structures
Responsible for relationship between surface traits o Cattell‟s 16 personality traits
o Behavior: stability vs. variability People not same all the time Behavior depends on traits and:
State
Emotion at a particular point in time
E.g. anxiety, fatigue, arousal Role
Social roles one has to play o Influence of setting o Strengths and limitations
Strengths
Systematic approach
Foundation for future trait based research Development of 16 PF measure
Limitations
16 PF not parsimonious
Structure based solely on factor analysis
May not cover all of personality
Hans J. Eysenck
o Fled to England to escape Nazis o Work influenced by
Factor Analysis
Research on heredity and psychology Pavlov‟s work on classical conditioning
o Founded journal- Personality and Individual Differences Personality traits
Temperament
Biological foundations
o Measures of individual differences Importance of underlying biology o Personality structure
Superfactors
Higher order factors than initial factors Continuous dimensions
Initially two:
Introversion-extraversion (sociability, liveliness, excitability)
Neuroticism (anxiety, feelings of guilt, shyness)
Used Ancient Greek‟s chart Later added third superfactor
Psychoticism
o “Abnormal” traits (aggressive, cold, egocentric, antisocial, unsympathetic) More objective measures
Lemon drop test
Lemon juice placed on tongue
Difference in amount of saliva produced
Introverts vs. extraverts: who produced more? Introverts
o Biological bases- introversion vs. extraversion
Differences in arousal level in brain
Introverts
Over- aroused by intense environmental stimuli Extraverts
Less aroused by
environmental stimuli Need more stimulus from
environment Necker cube experiment
Extraverts switched viewing of cube more than introverts
Research in brain activity
Support for Eysenck‟s ideas Twin studies
Support notion of hereditary influence Other biological functions
o Social context Introverts
Higher pain sensitivity More easily fatigued
Performance inhibited by excitement More careful, slower
Higher school performance Seek solitary jobs
Lower need for novelty Intellectual humor Study habits
Quiet, solitary locations Extraverts
Performance enhanced by excitement Seek jobs that involve working with others Like diversion from routine
Enjoy more explicit, sexual humor Study habits
Library
Frequent study breaks o Neuroticism
Influence of autonomic nervous system
High neuroticism had overly active autonomic nervous system
o Psychoticism
Much less known compared to others Genetic influence
Gender
Testosterone o Psychopathology
Psychopathology related to traits (and other biological roots) + environmental factors
Neurotic patients
High neuroticism, low extraversion Criminals, antisocial people
High neuroticism, high extraversion, high psychoticism
Limitations to Eysenck‟s theory
o Alternate models provide better fit Influence of impulsivity, anxiety
o Lack of consistent support for biological bases
o Personality and Individual Differences as isolating factor o Model not comprehensive enough
Honesty, reliability, creativity 10/21/13
Five factor model
Need for taxonomy
Individual differences into 5 dimensions o The “big five”
Factor analytic trait approach
Supported by research evidence
Description vs. explanation
Each factor present in everyone
Biological basis on factors o Genetic influence
o Downplay influence of “nurture” o Causal influence on development
Research evidence for the “big five” o Three sets of data
1. Traits described in natural, everyday language Traits selected from dictionary
Big five
Openness- curious, broad interests, creative, original, imaginative
o Conventional, down to earth, inartistic Conscientiousness- organized, reliable, hard
working, self disciplined, punctual, neat, ambitious
Aimless, unreliable, lazy, careless, negligent Extraversion- sociable, active, talkative, person
oriented, affectionate
Reserved, sober, aloof, task oriented, quiet Agreeable- soft hearted, good natured, trusting,
helpful, forgiving, gullible
Cynical, rude, suspicious, uncooperative, vengeful
Neuroticism- worrying, nervous, emotional, hypochondriac
Calm, relaxed, unemotional, secure
2. Cross-cultural
o Search for personality factors in different countries, languages “Big 3” in Italy
Extraversion, Agreeableness, Conscientiousness o Research across 11 languages
o “Big 3” found across cultures o Biological basis
o Uniqueness in expression o Gender differences
Women- neuroticism, agreeableness (more in modern cultures than traditional cultures)
. Individuals rate selves
o Factor analysis to see which go together
o High reliability, high validity
o Relative stability throughout adulthood
3. Relationship to other questions o NEO-PI-R
Five factors
Six narrower facets Format Self report Observer report Relationship with: Eysenck‟s inventories E & N
P: low agreeableness, low conscientiousness Cattell‟s 16 factors
Temperament
Big five facets
o Hierarchical organization Extraversion
Gregariousness, activity level, assertiveness, excitement seeking, positive emotions, warmth
Bill Clinton Agreeableness
Straightforwardness, trust, altruism, modesty, tender mindedness, compliance
Conscientiousness
Self-discipline, dutifulness, competence, order, deliberation, achievement striving
Neuroticism
Anxiety, self consciousness, depression, vulnerability, impulsiveness, angry hostility Openness to experience
Fantasy, aesthetics, feelings, ideas, actions, values
o Stronger relationship with School performance
Job performance and attitudes
Organizational citizenship behaviors
Growth and development
o Over time, people become less neurotic, extraverted and openness
More agreeable, conscientious
Personality in childhood
o More complex in childhood o 7 personality factors in children o Instead of extraversion: Sociability Activity o Instead of neuroticism: Fearfulness Irritability o Merging in adolescence
Five factor limitations o Main problems:
1. Link between personality structures and processes Not enough info on processes
No clear link between psychological 2. (Lack of) influence of social factors
Traits said to be unaffected by external factors Twenge
Changes in US in 20th century
o Increase in anxiety, extraversion 10/23/13
A 6th factor
Person A vs. Person B o Person B-honesty
HEXACO model
Research suggests there may be one more factor o Honesty/humility
o Genuineness
Findings from 7 languages
Relation to type of religious orientation
o Intrinsic orientation: truly believe in religious teachings and live life according to religious beliefs
Significantly correlated with honesty-humility, conscientiousness
o Extrinsic-personal orientation: focused on what religion can give you (ex: comfort during difficult times)
Significantly correlated with agreeableness, conscientiousness
o Extrinsic- social orientation: religiousness based on forming social connections
Not strongly correlated with any Big Five or HEXACO traits
Applications of 5 factor model
Conscientiousness and life expectancy o Sample followed for 70 years o Conscientious children
Significantly longer lives
30% less likely to die each year o Reasons:
Less likely to:
Face violent death Less likely to smoke
Less likely to drink heavily More likely to:
Exercise regularly Eat well
Have physicals
Follow medication schedule Avoid toxins
Predicting job performance
o Openness to experience- artistic, investigative (e.g. filmmaking)
o Conscientiousness- various roles
Predicting academic performance Conscientiousness (higher) Neuroticism (lower)
Personality type and therapy options o High openness to experience
Exploration (free association) o Low openness
Directive Medication
o No one specific therapy for all patients
Related trait measures o MMPI
567 True/False questions General pattern of responding 10 clinical scales
Paranoia, psychasthenia (Ocd), hypomania, social introversion
Validity scales o 16 PF
16 primary personality traits Personality profile is created Person-situation controversy
How much consistency do people demonstrate in their behaviors? o Enough consistency to support the notion of traits?
Walter Mischel
o Behavior varies based on situation o Ability to examine situations and adapt
o May explain why people do not always act in accordance with their traits
Consistency over time vs. situations
o Skepticism about cross-situational consistency
Evidence for trait consistency
Research on conscientiousness
o Measures twice in one semester
o Highest for class-related behaviors and lower for other domains
Trait theories evaluation
Scientific observation
o Strong foundation of data Emphasis on:
Statistical analyses of objective personality tests Diversity of subjects
Age, ethnicity, sociocultural factors Different sources of data
Self reports, observer reports, life data, physiological measures
o Limitations
Lack of in-depth methods
Focus on traits, general qualities Surface characteristics
Not enough focus on individual uniqueness
Systematic nature o Cattell
Systematic theorizing about:
Traits, states, roles, motivation Problem: not enough influence
o Eysenck
Relationship between trait and biological factors Structures (traits) and processes (nervous
system) Problem
Other than extraversion-introversion, not much evidence
o McCrae and Costa (5 traits)
No explanations of dynamic processes that influence behavior
Not enough systematic explanation regarding personality
Testability
o Testable through objective methods o Many aspects that can be tested
Comprehensiveness o Strengths
Incorporations of important individual differences Factor analysis methods
o Limitations
Focused primarily on taxonomy of traits and influence of traits on behaviors, leading to deficits in other areas Not enough info regarding:
Interaction between conscious and unconscious Influence of sexuality
Dreams
Relationship between therapist and client Role of parents
Not enough focus of personality processes
Theories more about structures Not enough focus on individual
Traits across populations
Cannot conclude that identified traits exist in everyone
Applications
o Helpful in prediction
Accepted set of traits Used to predict behaviors o Limitations
Not very useful in clinical setting
No therapy for psychological change TEST #2
Phineas Gage
Construction foreman
o Accident involving explosion o Iron bar shot through his face
Left check, front of brain, top of head o Results
Damage to left frontal lobe
Maintained ability to walk, speak, remember Changes in:
Disposition, preferences, goals, personality Implications:
Frontal brain and personality Temperament
Individual differences
o Mood, emotional response, activity level
Inherited (for the most part)
Biologically based
Early views (from ancient Greeks) o Melancholic
o Phlegmatic o Choleric
o Sanguine- outgoing, sociable
19th century o Darwin
The Origin of Species
The Expression of Emotions in Man and Animals Emotional expression in humans and other
mammals are similar Contribution to
Study of temperament, evolutionary psychology
o Gregor Mendel
Experiments on plant hybrids
Modern genetics on personality development o Ernst Kretschmer
Physique and character Pyknic
Plum, rounder body
Extraversion Athletic Muscular Vigorous Aesthenic Frail Introversion
Temperament longitudinal studies o NY Longitudinal study
Over 100 subjects followed from birth to adolescence Parental reports regarding infants:
Activity level, mood, attention span, persistence Infant temperament types
Easy
Playful, adaptable Difficult
Negative, unadaptable Slow to warm up
Low reactivity, mild responding o Buss and Plomin: 4 Dimensions of temperament
Emotionality- arousal in upsetting situations, level of general distress
Activity- vigor of movement, fidgety nature
Sociability- responsiveness to other people, ease of making friends
Impulsivity- ability to control behavior, later dropped o Kagan
Neural bases of differences in: Emotions
Behavioral tendencies Research
Observe behaviors in lab settings Infants (4 months)
Presented infants with novel stimuli o Voice of stranger talking o Balloon popping
Results
o Low reactivity: calm, laid back o High reactivity: strong negative
reactions to novel stimuli Children (4.5, 8 yrs old)
Presented with novel stimuli
o Flashing lights, stranger in costume High reactive infants greater
fear responses at ages 4.5 & 8 Some changes: role of
environment Temperament profiles
Inhibited temperament (high reactive)- react to novel stimuli with
Restraint, avoidance, distress
More time needed to relax in new situations
More unusual fears
Timid, cautious
Uninhibited temperament (low reactivity)
Likes unfamiliar situations
Responds with laughter, smiling to novelty Temperament in adulthood
Adults categorized as inhibited vs. uninhibited children
Presented with novel stimuli
fMRI to note active brain activity (amgydala)
Inhibited children have much more active amygdala compared to uninhibited
Evolutionary psychology
Need to belong
Chances for survival, reproduction o Social ostracism
Akin to physical pain Evolutionary alarm
Evolved psychological mechanisms
o Help solve problems important to reproductive success Social behaviors
o Domain specific
Fear for certain stimuli
Specific adaptive emotions (jealousy)
Participants asked to predict distress from sexual vs. emotional infidelity
60% of male sample: greater distress from sexual infidelity
83% of female sample: greater distress from emotional infidelity
Proposed evolutionary explanations
Woman‟s “mate value” o Reproductive capacity
Youth
Markers of fertility Chastity
Paternal probability
Man‟s “mate value” o Resources
Earning capacity Ambition
o Causes of jealousy: counterevidence Question format unrealistic
Participants asked to rate reaction to: Sexual infidelity
Not at all upset.... Extremely upset Emotional infidelity
Sex differences no longer present
Evolutionary theory and the big five
Goldberg: Lexical hypothesis
o “OCEAN” from desire to categorize important behaviors o Value of recognizing people who are
Responsive, dependable (vs. unreliable) Agreeable (vs. disagreeable)
Emotionally stable (vs. unstable)
o Consistent focus on certain traits Trait terms in lexicon
Sex differences in the big five
o Big five traits in men and women across 55 nations More and less developed, egalitarian
o Findings
Women higher on: neuroticism, extraversion, agreeableness, conscientiousness
Male-female differences greater in:
More developed countries, more egalitarian countries Evolutionary theory Strengths o Explanation for: Behaviors Social structures Culture Limitations
o Humans not bound by evolutionary influences o Not enough focus on environment
11/4/13 Genetics
Behavioral genetics
o Influence on genes on:
Cognitive ability, personality, interests o Interaction between genes and environment o Cognitive ability
Most inherited Males in Denmark
Correlations for full siblings
Reared apart: .47
Reared together: .52
Correlations for adoptive siblings
Reared together: .02
Strong influence of environment in children o Specific mental abilities
Evidence for less influence of heredity for:
Verbal ability, spatial ability, perceptual speed, memory
o Interests
Occupational interests
Realistic, Investigative, Artistic, Social, Enterprising, Conventional
Somewhat weaker genetic influence and stronger environmental influence compared to personality o Gene- Environment interactions
Shared vs. non-shared environments Shared environment
Shared by siblings in the same family Non-shared environments
Unique experiences not shared by members in the same family
Differential treatment from parents Which is more important in personality
development? Non-shared
Indications that non-shared environmental influences much stronger than shared Variance explained
Genetic factors 40%
Non-shared environments 35%
Shared environments 5%
Does not mean within family experiences unimportant
Focus on experience of individual Environmental effects
Significant differential treatment of siblings o Much of this due to genetic
characteristics of child
Again, importance of unique experiences of child
o Phenomenological experience rather than objective events
Difficulty in measurement o Measurement error Three nature-nurture interactions
1. Environment affects individuals differently based on genetic makeup (passive)
E.g. conscientious vs. lazy child and intelligent parents
2. People with certain genetic makeup bring forth different responses from environment (evocative)
E.g. “difficult” baby may cause different reactions in parent compared to “easy” baby 3. People choose, create different environments
based on genetic makeup
E.g. extravert‟s choice of hobbies, friends compared to introvert‟s
Research methods
3 main research methods in genetics
1. Selective breeding studies
o Animals with desired trait mated Create separate strain
Study behavior Manipulate environmental experiences Separate genetic vs. environmental influences on behavior 2. Twin studies
o Monozygotic (MZ0 vs. Dizygotic (DZ) twins
MZ twins genetically identical DZ twins share 50% of genes o Genetic influence
High: MZ twins more similar than DZ twins
Low: MZ and DZ twins similar o MZ twins reared apart
Evidence of genetic influence MZ twins raised together
not more similar with regard to personality traits
3. Adoption studies
o Individual raised by adoptive parents o Genetic influence
Biological siblings
Neuroscience o Influence of
Specific parts of the brain Neurotransmitters
Hormones
o Hemispheric dominance
Depressed people: decreased left brain activity
Inhibited children: greater activity in right hemisphere Uninhibited children: greater activity in left hemisphere o Role of neurotransmitter
Dopamine
“Feel good” chemical Associated with pleasure Cocaine as imitation Serotonin
SSRIs and depression o Neurotransmitters and emotionality
1. Negative emotionality
High NE individuals
o Higher levels of negative emotions o Environment seen as:
Threatening, problematic, distressing
o Report feelings of:
Fear, sadness, anger, guilt, disgust
Low NE individuals
o Calm, emotionally stable, self-satisfied
Neurobiology
o Low levels of serotonin in high NE Depression, anxiety, OCD
behaviors, negative view of environment
2. Positive Emotionality
High PE individuals
o Higher levels of positive emotions, sociable, energetic, cheerful,
enthusiastic
o Report feelings of
Joy, interest, attentiveness, excitement, pride
Low PE individuals
o Reserved, low energy, low confidence
Neurobiology
o Association with dopamine o Relationship to left hemispheric
dominance
3. Disinhibition vs. Constraint
Manner of regulating emotions
High DvC individuals
o Impulsive, reckless, focus on feelings in the moment