Kalat_IntroPsychology_12e_PPT_CH14_Personality.pptx

EDUCATION

1. Introduction to Psychology, 12e Chapter 14: Personality

2. Icebreaker: Pair–Share Move into groups of two or three and discuss the following: Do you think personality is something we are born with (nature) or something we developed based on the influence of others (nurture)? Why? How might you explain sibling who grow up in the same house with wildly different personalities? How might you explain siblings who grow up in different environments, perhaps because of adoption, but have similar personalities?

3. Chapter Objectives (1 of 4) By the end of this chapter, you should be able to: 14.01 Discuss and evaluate Sigmund Freud’s theories. 14.02 List Freud’s stages of psychosexual pleasure. 14.03 Define and give examples of Freud’s defense mechanisms against anxiety. 14.04 Explain what Carl Jung meant by the collective unconscious. 14.05 Discuss how Alfred Adler advanced the idea that mental health is more than the absence of mental illness.

4. Chapter Objectives (2 of 4) By the end of this chapter, you should be able to: 14.06 Explain how the learning approach deals with apparent inconsistencies in anyone’s personality. 14.07 State the distinctive features of humanistic psychology. 14.08 Distinguish the nomothetic approach from the idiographic approach. 14.09 Distinguish states from traits. 14.10 Use self-esteem as an example to illustrate the difficulty of measuring personality.

5. Chapter Objectives (3 of 4) By the end of this chapter, you should be able to: 14.11 Describe how psychologists identified the Big Five personality factors. 14.12 List and describe the Big Five personality factors. 14.13 Discuss the roles of heredity, age, culture, and cohort in personality development. 14.14 Explain why we should not trust people’s testimonials that a personality test described them accurately.

6. Chapter Objectives (4 of 4) By the end of this chapter, you should be able to: 14.15 Describe several objective personality tests. 14.16 Explain how the MMPI detects lying. 14.17 Describe the pros and cons of projective personality tests. 14.18 Discuss the difficulty of using a personality test to diagnose an uncommon psychological disorder. 14.19 Evaluate the usefulness of criminal profiling.

7. Unit 1 Personality Theories

8. Personality Personality involves the consistent ways people differ in their attitudes, interests, and social behaviors. Personality theories have stressed the destructive side (Hobbes and Freud) OR the more favorable aspects (Rousseau and Rogers).

9. Sigmund Freud and the Psychodynamic Approach Psychodynamic theory relates personality to the interplay of conflicting forces, including unconscious ones, within the individual. Freud’s search for the unconscious: Catharsis, or release of pent-up emotional tension. Psychoanalysis as the method attempting to bring unconscious thoughts and emotions to consciousness. Unconscious is the repository of memories, emotions, and thoughts that affect our behavior, even though we cannot talk about them.

10. Changes in Freud’s Theory Freud first pointed to childhood sexual abuse as the cause of personality problems. Freud late said the problem was childhood sexual fantasies, such as the Oedipus complex. Oedipus complex is the period when a boy develops a sexual interest in his mother, and competitive aggression toward his father. Freud's only evidence: his belief that he inferred these childhood events from his patients’ dreams and symptoms.

11. Stages of Psychosexual Development in Freud’s Theory of Personality (1 of 2) Oral Stage Birth to 1 ½ years Sexual interests: Sucking, swallowing, biting Effects: Concerns with dependence and independence, pleasure from eating, drinking, and other activities Anal Stage Ages 1 ½ to 3 years Sexual interests: Expelling feces, retaining feces Effects: Orderliness or sloppiness, stinginess or wastefulness, stubbornness

12. Stages of Psychosexual Development in Freud’s Theory of Personality (2 of 2) Phallic Stage Ages 3 to 5 or 6 Sexual interests: Touching penis or clitoris, Oedipus complex Effects: Difficulty feeling closeness, penis envy, fear of castration Latent period Ages 5 or 6 to puberty Sexual interests are suppressed Does not appear in all societies Genital Stage Puberty onward Sexual interest: Sexual contact with other people

13. Knowledge Activity Check 1 During which stage of Freud’s psychosexual development might a child suppress their psychosexual interest, and play mostly with peers of their own sex? Oral Anal Phallic Latent

14. Knowledge Activity Check 1: Answer During which stage of Freud’s psychosexual development might a child suppress their psychosexual interest, and play mostly with peers of their own sex? d. Latent From about age 5 or 6 until adolescence, Freud said, most children enter a latent period in which they suppress their psychosexual interest. At this time they play mostly with peers of their own sex. This period of suppressed sexual interest does not appear in all societies.

15. Structure of Personality Freud’s three aspects of personality: Id is sexual and other biological drives that demand immediate gratification. Ego is the rational, decision-making aspect of the personality. Superego is the memory of rules and prohibitions we learned from our parents and others.

16. Defense Mechanisms against Anxiety (1 of 2) Defense mechanisms are methods used by ego to defend itself against anxiety. Repression: The motivated removal of something to the unconscious. Denial: The refusal to believe unpleasant information. Rationalization: Attempt to demonstrate that one’s actions are justifiable. Displacement: Diversion of a behavior or thought away from its natural target toward a less-threatening target.

17. Defense Mechanisms against Anxiety (2 of 2) Regression: Return to a more immature level of functioning. Projection: Attributing one’s own undesirable characteristics to other people. Reaction formation: Presenting oneself as the opposite of what one really is in an effort to reduce anxiety. Sublimation: The transformation of sexual or aggressive energies into culturally acceptable, even admirable, behaviors.

18. Knowledge Check Activity 2 Which of the following situations is an example of the Freudian defense mechanism of projection? An adult cries after losing an argument Someone who cheats on taxes claims everyone does it Someone who is wasteful claims it helps the economy A girl who is angry throws her yells at her stuffed animals

19. Knowledge Check Activity 2: Answer Which of the following situations is an example of the Freudian defense mechanism of projection? b. Someone who cheats on taxes claims everyone does it Attributing one’s own undesirable characteristics to other people is known as projection. Suggesting that other people have your faults might make the faults seem less threatening.

20. Neo-Freudians Karen Horney Kept Freud’s concept of repression Emphasized determinantal effects a child might feel when neglected. Focused on contrast between ideal self and real self. Carl Jung Collective unconscious comprises of the inborn thoughts and images related to cumulative experience of preceding generations. Archetypes are vague images that have always been part of the human experience.

21. Alfred Adler and Individual Psychology Individual psychology: Psychology of the person as a whole rather than parts. Striving for superiority is a natural desire to seek personal excellence and fulfillment. According to Adler, the healthiest style of life is one that emphasizes social interest. Social interest: A sense of solidarity and identification with other people that leads to constructive action.

22. Knowledge Check Activity 3 Which Neo-Freudian felt that all people share an unconscious that is the same, based on the experience of our ancestors? Karen Horney Carl Jung Alfred Adler Carl Rogers

23. Knowledge Check Activity 3: Answer Which Neo-Freudian felt that all people share an unconscious that is the same, based on the experience of our ancestors? b. Carl Jung According to Jung, people have not only a conscious mind and a “personal unconscious” (similar to the unconscious that Freud described) but also a collective unconscious mind. The collective unconscious, present at birth, relates to the cumulative experience of preceding generations. Whereas the conscious mind and the personal unconscious vary from one person to another, the collective unconscious is a constant.

24. Humanistic Psychology Most of what we call personality is learned through individual experience, imitation, or vicarious reinforcement and punishment. Humanistic psychology: Deals with consciousness, values, and abstract beliefs, including spiritual experiences and the beliefs that people live and die for. Personality depends on people’s beliefs and perceptions of the world. People are essentially good and strive to achieve their potential. People are free to make deliberate, conscious decisions.

25. Carl Rogers and Unconditional Positive Regard Regards human nature as basically good. It is natural for people to strive for excellence. Self-concept: Image of what we really are. Ideal self: Image of what we would like to be. Unconditional positive regard is the complete, unqualified acceptance of another person as he or she is.

26. Abraham Maslow and the Self-Actualized Personality Self-actualization is the achievement of one’s full potential. Maslow identified a series of characteristics that people with a self-actualized personality would have. Critics claimed Maslow's description is based on his own choice of examples, which is circular reasoning. Maslow emphasized the idea of a healthy personality as something more than the absence of disorder.

27. Discussion Activity 1 In groups of two or three, discuss the following and be prepared to share with the class: What do you consider to be aspects of a healthy personality? Can a healthy personality include Rogers’ concept of unconditional positive regard and Maslow’s elements of self-actualization? Why or why not? Which of Maslow’s characteristics of a self-actualized personality do you think you already have? Which do you think you might want to

28. Unit 2 Personality Traits

29. Nomothetic and Idiographic Research Nomothetic approach to personality study seeks broad, general principles of personality. Idiographic approach to personality study concentrates on intensive studies of individuals. Personality Traits and States: A trait is a consistent tendency in behavior. A state is a temporary activation of a certain behavior.

30. The Search for Broad Personality Traits Trait approach to personality is the study and measure of consistent personality characteristics. Belief in a just world is an example; it maintains that life is fair, and people get what they deserve. An issue in Personality Measurement is that researchers rely mostly on self-reports, which are not entirely accurate.

31. An Example of Measurement Problems: Self-Esteem Self-esteem is the evaluation of one’s own abilities, performance, and worth. Researchers have a difficult time measuring self-esteem. Depending on the questionnaire items, what appears to be low self-esteem might indicate high goals and therefore lack of satisfaction with one’s current performance. It could also mean modesty (reluctance to brag).

32. The Big Five Model of Personality Began with an examination of language. Allport and Odbert found almost 18,000 that can be used to describe personality. Cattell narrow original list to 35 traits, some of which overlap. These traits would be clustered and researchers found what they call the big five personality traits. Can also be referred to as the five-factor model.

33. Big Five Personality Traits Emotional stability: Resistance to unpleasant emotions Extraversion: Seeking excitement and social contact Agreeableness: Compassionate and trusting Conscientiousness: Self-disciplined and dutiful Openness: Stimulated by new ideas

34. Discussion Activity 2 In small groups, discuss the following: Do you agree that personality can be narrowed down to five personality traits? Why or why not? What are the opposite traits to emotional stability, extraversion, agreeableness, conscientiousness, and openness? Which of these do you think is more common? Why? What strengths and limitations do you see in this model and what could be done to correct those?

35. Heredity and Environment (1 of 3) Studies of twins and adopted children indicate that heredity contributes to the observed differences in personality. However, no single gene controls much of the variance. Family environment evidently contributes little. Some personality variation relates to unshared environment. Unshared environment: The aspects of environment that differ from one individual to another, even within a family

36. Heredity and Environment (2 of 3) Greater similarities in extraversion exist between monozygotic twins than dizygotic twins, according to studies.

37. Heredity and Environment (3 of 3) A parent’s level of extroversion correlates moderately with biological children, but not adopted children.

38. Influences of Age, Culture, and Cohort The older people get, the more slowly they change. Older people tend to stay in the same environment, doing the same things year after year. Self-ratings from one country are not easily comparable to those from another. The best way to compare personalities across cultures is to observe actual behavior. Researchers have found generational differences in personality. The era in which you live exerts a major influence on personality development.

39. Changes in Personality Based on Age

40. Discussion Activity 3 Move to small groups to discuss the following: After reviewing information on twin studies and personality, do you think personality is an issue of nature, nurture, or both? How does this compare with your thoughts at the beginning of the lesson? What new information has helped to shape your thoughts? In what areas have you experienced a change in your personality, if any? What do you think contributed to this?

41. Unit 3 Personality Assessment

42. Standardized Personality Tests Barnum effect is the tendency to accept vague descriptions of personality and apply them to one’s own personality. Standardized test: A method of examination that is administered according to rules that specify how to interpret the results. An important step for standardizing a test is to determine the distribution of scores. This helps determines whether a particular score on a personality test is within the normal range or whether it is more typical of people with a disorder.

43. The Minnesota Multiphasic Personality Inventory (MMPI) A standardized test based on a series of true–false questions intended to measure certain personality dimensions, especially for identifying clinical conditions. Devised empirically MMPI–2 – second edition of MMPI, added new items, eliminated obsolete items. The MMPI guards against lying by including items about common faults and rare virtues. Anyone who denies common faults or claims rare virtues is probably lying.

44. The NEO PI-R NEO PI-R (NEO Personality Inventory – Revised) is a personality test that measures neuroticism, extraversion, openness, agreeableness, and conscientiousness. Based on Big Five personality model Measures items based on a continuum

45. The Myers-Briggs Type Indicator Myers-Briggs Type Indicator (MBTI) is a test of normal personality, loosely based on Carl Jung’s theories. The MBTI classifies people as: Extraverted or introverted Sensing or intuitive Thinking or feeling Judging or perceiving MBTI is very popular with businesses, organizations, and job counselors, but not well-regarded by psychological researchers.

46. Discussion Activity 4 Move to small groups and discuss the following: Have you ever taken a personality test? If so, which type of personality test do you think it was? MMPI? NEO? Myers-Briggs? How accurate did you think the test was in measuring your personality? Was there an area that you felt was not correct? What might contribute to that?

47. Projective Techniques Projective techniques are designed to encourage people to project their personality characteristics onto ambiguous stimuli. Rorschach inkblots is a technique based on people’s interpretations of 10 ambiguous inkblots. Critics claim an unrealistically high percentage of results that indicate someone is disturbed. Provides little information that cannot be obtained from other sources.

48. Thematic Apperception Test Thematic Apperception Test (TAT) is a projective personality technique in which someone is asked to make up a story for each picture describing what events led up to the scene what is happening now what will happen in the future

49. Implicit Personality Tests Implicit personality tests are procedures that measure some aspect of your personality without your awareness. The implicit association test and affective priming paradigm are attempts to measure personality traits that people do not or cannot describe about themselves. So far, such tests are useful for research but not for decisions about an individual.

50. Uses and Misuses of Personality Tests Personality tests can help assess personality, but the results should be interpreted cautiously. A score that seems characteristic of a psychological disorder may occur in many people without that disorder.

51. Personality Tests in Action: Offender Profiling Some psychologists try to aid police investigations by constructing personality profiles of the kind of person who would commit a certain crime. Research suggests low accuracy of personality profiles.

52. Discussion Activity 5 As a class, discuss the following: Do you believe personality is stable and governs our behavior? Why or why not? Which theories of personality support your viewpoint? Do you believe we should use elements of personality to profile a potential offender? Why or why not? Are there any advantages or disadvantages to this process?

53. Self- Assessment Define personality. Outline Freud’s psychosexual stages and how they affect personality. Contrast the Neo-Freudian theories of personality with the learning and humanistic approaches. Can you name the Big Five personality traits, and their opposite trait? What are the determinants of personality? Compare and contrast commonly used personality tests and their accuracy.

54. Summary (1 of 4) Now that the lesson has ended, you should have learned how to: Discuss and evaluate Sigmund Freud’s theories. List Freud’s stages of psychosexual pleasure. Define and give examples of Freud’s defense mechanisms against anxiety. Explain what Carl Jung meant by the collective unconscious. Discuss how Alfred Adler advanced the idea that mental health is more than the absence of mental illness.

55. Summary (2 of 4) Now that the lesson has ended, you should have learned how to: Explain how the learning approach deals with apparent inconsistencies in anyone’s personality. State the distinctive features of humanistic psychology. Distinguish the nomothetic approach from the idiographic approach. Distinguish states from traits. Use self-esteem as an example to illustrate the difficulty of measuring personality.

56. Summary (3 of 4) Now that the lesson has ended, you should have learned how to: Describe how psychologists identified the Big Five personality factors. List and describe the Big Five personality factors. Discuss the roles of heredity, age, culture, and cohort in personality development. Explain why we should not trust people’s testimonials that a personality test described them accurately.

57. Summary (4 of 4) Now that the lesson has ended, you should have learned how to: Describe several objective personality tests. Explain how the MMPI detects lying. Describe the pros and cons of projective personality tests. Discuss the difficulty of using a personality test to diagnose an uncommon psychological disorder. Evaluate the usefulness of criminal profiling.