INTRODUCTORY PSYCHOLOGY Charles J. Long, Ph.D. Copyright © 1996. The University of Memphis Neuropsychology Program. All rights reserved. PERSONALITY Lesson Objectives Defining Personality Psychoanalytic Theory Stages of Personality Development Oral Stage Anal Stage Phalic Stage Latency Stage Genital Stage Unresolved Conflicts Defense Mechanisms Cultural Determinates of Personality Carl Jung Alfred Adler Humanistic Psychology Carl Rogers Trait Theories Gordon Allport Eysenck's Type Theories Big 5 Personality Traits Cognitive Approaches Personality Assessment Terms to know ++ Learning Objectives Discuss the similarities and differences between Id, Ego, and Super-ego. Discuss what Freud meant by unconscious and explain the extent to which you think this is a valid construct. Discuss Freud's stages of development. What are defense mechanisms and how do they work? Differentiate between the theories of Jung, Adler, and Freud. Explain Rogers theory of personality. Explain trait and type theories of personality Compare objective and projective personality tests. ++ What is Personality? Lay person defines in catch words such as shy, aggresive, etc. Definition: -Set of relatively enduring behavioral characteristics (including thoughts) and internal predispositions that describe how a person reacts to the environment. How much consistency Behavior Inner factors (learning, conflicts, needs) Social/Situational Biological Nature Vs Nurture Unconsciousness Processes Free will versus Determinism Situational specific Consistency in behavior? ++ Psychoanalytic Theory Sigmund Freud Austrian physician Used hypnosis Focused on unconscious motivations & sex Key Concepts Psychic determinism - all feelings & behaviors are determined by some past action or experience. Unconscious motivation - behavior determined by unconscious desires, goals, & internal states People constantly in conflict. Energized by 2 basic instinctual drives: Life - sex & sexual energy Libido Death -aggression. Structure of Consciousness & the Mind Consciousness consists of 3 levels: id - source of persons instinctual energy - works on pleasure principle ego -seeks to satisfy id - works on reality principle. super-ego - moral aspect of mental functioning - conscience (ethics). ++ Development of Personality Freud thought only by looking at past can one understand present behavior. 5 Stages of development Oral Anal Phallic Latency Genital ++ Oral Stage (0-2yr) Instincts of infants are focused on the mouth Includes feeding, thumb sucking, cooing, etc. Freud - adults who see the world as bitter had difficulty during this stage. ++ Anal Stage (2-3) Learn to control immediate gratification from defecation & become responsive to demands of society. Urination & defecation are pleasurable & child must learn to delay. During this stage develop personality characteristics related to control (neatness, orderliness etc, reflect toilet training). ++ Phalic Stage (4-7) Obtain gratification from genitals. Become aware of their sexuality & repress sexual urges. Oedipus complex - rivalry with same sex parent & love of opposite sex. Eventually accept close relationship between parents Learns to identify with same sex parent & model their behavior. Electra Complex - follows different course Penis envy - girls realizes she has none. Can symbolically acquire by attaching love to father. Adult trains associated with problems of this state involve sexuality (vanity, promiscuity, worry about chastity). Freud’s biases - saw women as weaker & less rational and believed they should be subservient to men. ++ Latency Stage (7-puberty) Sexual urges are inactive (latent). Sexual urges, fears, & frustrations are repressed. Energy channeled into social or achievement related activities. Think that this stage has disappeared from modern society. ++ Genital Stage Repressed feelings regarding sexuality are once again exhibited. Learn to decrease dependence on parents and focus on members of opposite sex. Many unresolved conflicts and repressed urges affect behavior during this stage. ++ Unresolved Conflicts Fixation - excessive attachment to person or object that was appropriate only at an early stage. Arrested at a particular stage of development. Parents who are too restrictive, punitive, overbearing, indifferent, smothering, or overindulgent produce emotionally disturbed children (fixated). Freud thought that defense mechanisms occur because person becomes fixated ++ Defense Mechanisms Largely unconscious way of reducing anxiety by distorting perceptions of reality. Allow ego to deal with feelings that anxiety produces. Repression was most important to Freud. Projection - attribute own undesirable traits to others. Denial - refuse to accept reality & true source of their anxiety. Reaction Formation - defend against anxiety by adopting behaviors opposite to their true feelings. Sublimation - Socially unacceptable impulses are redirected into acceptable ones. Rationalization - people reinterpret undesirable feelings or behavior to make them appear acceptable. Freud Today First proposed around 1900 - considerable unfavorable attention. Consider Austrian society with rigid standards and wealthy clients. Can see some elements of truth in his theory. His theories paved the way for others (Piaget, Eirkson, & Levinson). Criticized because: Emphasis on sexual urges Idea that human behavior is biologically determined. Ideas about women ++ Cultural Determinants of Personality Culture - refers to the norms, ideals, values, rules, patterns of communication, & beliefs adopted by a group of people. Culture influences how we raise our children, values we teach, & what family life is like. Since cultural values shape personality, personality theories must consider. Neo-Freudians - Dissent & Revision ++ Carl Jung’s Analytical Psychology Placed little emphasis on sex. Focused on people’s desire to blend basic drives with real-world demands. Jung referred to his an Analytic Approach rather than psychoanalytic. Believed we have past events in the unconscious Unconscious anticipates the future & redirects person. Collective Unconscious- storehouse of primitive ideas & images. Referred to inherited ideas & images as Archetypes TOP Genital Stage Repressed feelings regarding sexuality are once again exhibited. Learn to decrease dependence on parents and focus on members of opposite sex. Many unresolved conflicts and repressed urges affect behavior during this stage. ++ Alfred Adler’s Fulfillment Approach Viennese physician with unhappy childhood. Believed we strive to overcome inferiority’s rather than for pleasure. Structure of Personality - motivated by natural feelings of inferiority Lead them to strive for superiority. Stressed fulfillment through striving toward specific goals Fictional Finalism - unrealistic life goals But can be unconscious & motivating. Development of Personality Social interactions are important in determining personality characteristics Role in family is important ++ Humanistic Approaches More interested in peoples conceptions of themselves & their goals. Motivated by internal forces to achieve personal goals. Sometimes referred to as Phenomenological approaches because focus on unique experiences with & ways of interpreting the world. Abraham Maslow Motivation - described as a hierarchy of needs. TOP Carl Rogers & Self Theory Concluded from experiences with patients: Behavior is goal-directed & worthwhile People are innately good, tend to choose adaptive, enhancing, self-actualizing behaviors How people see the world determines how they will behave Key Concepts: Fulfillment - an inborn tendency directing toward self-actualization Structure of Personality Centered around concept of Self. Have concept of self, and ideal self. Satisfaction relates to the degree to which the two are similar. People tend to maximize their self-concept by self-actualization. Anxiety is useful because it motivates people toward self-actualization. Development of Personality Occurs continuously - not in stages as Freud. Children need to develop in an environment where they see both good & bad. Self-Concepts If rigid, people can’t fit new behaviors into existing self-concept. Maladaption relates more to rigidity and narrowness in self-concept. Individual Development Rogers focuses on individual development. Must evaluate behavior from own (inner) frame of reference. ++ Trait & Type Theories Trait Theories study specific traits. Trait - any readily identifiable stable behavioral characteristic Type Theories group together traits common to specific personalities Types - broad collections of traits that are interrelated. Allport A man can have a trait; but he cannot be said to have a type. Rather he fits a type. Allport’s Trait & Cattell’s Factor Theory Allport - leading trait theorist. Thought if traits are known, it is possible to predict hoe they will respond Founds thousands of traits but some are more dominant. Categorized into 3 kinds: Cardinal - ideas & behaviors that determine direction of life Central - control, apprehension, tension, self-assurdness, forthrightness, & practicality. Secondary - specific behaviors that occur in response to specific situations more easily modified & not revealed in all situations. Every person is unique - has different combinations of traits. Cattell - used factor analysis to show that traits are clustered together ++ Eysenck’s Type Theory Argued that all personality traits can be reduced to 3 basic types Emotional Stability - extent to which have control over feelings can be controlled, calm, flat, unresponsive, stilted, or spontaneous, genuine, warm. Introversion or Extroversion - extent are withdrawn or open. Psychotocism - tender or tough-mindedness. Thought personality has biological basis but learning also shapes. Extroverts & introverts - different levels of cortical activation. Each seek their preferred level of arousal. ++ The Big Five Categories of Personality Traits. Extroversion-Introversion Agreeableness-antagonism Conscientiousness-Undirectedness Neuroticism-Stability Openness to experience-Closed Minded ++ Criticism of Trait & Type Theories Do not make predictions about behavior or explain & are not personality theories. Don’t tell which traits are transient and which are relatively permanent. Since behavior depends on context, traits can’t predict behavior. Do not account for changing cultural norms. Do not explain why people develop traits. ++ Behavioral Approaches Logical Constructs - Inner drives, psychic urges, need for self-actualization Hard to define Behavioral theorists assert - not the proper subject matter of psychology. Behaviorists - personality is equivalent to the sum of a series of responses Key Behavioral Concepts Learning! - personality is the sum of learned tendencies. Center on precisely defined elements. Development of personality is simply a change in response characteristics. Responses to Stimuli - structural unit of personality. Behavior Patterns - can be investigated by behavioral analysis. Classical Conditioning - Associative learning Operant Conditioning - Reinforcement Observational Learning - Modeling People can learn acceptable or abnormal behavior. Assume that new response can occur without reinforcement. ++ Cognitive Approaches Emphasis on the interaction of a persons thoughts & behavior. Brings thoughts into the picture. Key Cognitive Concepts Association not enough - must include thought processes. Assume develop a schema(conceptual framework to make sense of world). Microtheories - smaller scope that global theories. Locus of Control - Julian Rotter & Herbert Lefcourt Extent to which they believe that reinforcement is contingent on their own behavior versus luck, chance, or fate or is simply unpredictable. Internal - more likely to engage in preventive measures. External - little control over their lives. Expectancies - based on beliefs about source of reinforcement. Locus of control integrates personality, expectancy, and reinforcement theories. Self Efficacy - Albert Bandura Ho: we learn by observation. Expectations -determine behavior and amount of risk. Self-Efficacy - describes belief about whether can be successful in our responses. Development: Boys - group competetive activities. Girls -small groups with greater interpersonal awareness. Adult males - focus on independence & distinctiveness Adult Females - focus on interdependence & good relations. Cognitive Social Learning - Mischel Thought is important but also past experiences and current reinforcement Self-regulation -modifying response to situation based on assessment & experience. Personality & responses are determined by: Competencies - what they know & can do Encoding strategies - way they process, attend, & select information. Personal values - importance they attatch to situations. Self-regulatory systems - systems of rules established from past experience. ++ Psychological Assessment Assessment - evaluation of individual differences by using tests, interviews, observations, & physiological recordings. Intelligence Tests: Objective Personality Tests: (Personality Inventories) MMPI 16PF MMPI-2 Projective Tests: Rorschack Inkblot Test: - 10 cards. Thematic Apperception Test: Behavioral Assessment: Behavioral Assessment Interviews - systematic & structured. Naturalistic Observation: -record behavior in their environment. Self-Monitoring - person counts & records behaviors. Neuropsychological Assessment: Terms to Know Psychic Determinism neo-freudian neuroticism Libido acrhetypes extroversion Oedipus Complex collective unconscious locus of control projection fictional finalism TAT rationalization ideal self MMPI reaction formation secondary traits behavioral assessment repression cardinal traits neuropsychological assessment