AP Psych: Personality

1. PersonalityPersonality

2. Psychoanalytic Perspective Part 1
• Learning Goals:
– Students should be able to answer the following:
1. What was Freud’s view of personality and its development?
2
Rating Student Evidence
4.0
Expert
I can teach someone else about Freud’s view of
personality and it’s development In addition to
3.0 , I can demonstrate applications and
inferences beyond what was taught
3.0
Proficient
I can analyze Freud’s view of personality and it’s
development, and compare/contrast the Aspects
of the learning goal.
2.0
Developing
I can identify terms associated Freud’s view of
personality and it’s development, but need to
review this concept more.
1.0
Beginning
I don’t understand this concept and need help!

3. True or False
1. Freud believed that boys develop sexual desires for their mother when they are
between 3 and 6 years of age.
2. One of the most reliable and valid measures of personality is the Rorschach
inkblot test.
3. Dreams are disguised wish fulfillments that can be interpreted by skilled
analysts.
4. Psychologists generally agree that painful experiences commonly get pushed out
of awareness and into the unconscious.
5. Most Americans believe that self-esteem is very important for motivating a
person to work hard and succeed.
6. Personality differences among dogs are as evident and as consistently judged as
personality differences among humans.
7. Most people recognize that personality descriptions based on horoscopes are
invalid.
8. From a few minutes’ inspection of our living and working spaces, someone can,
with reasonable accuracy, assess our emotional stability.
9. Older people are happiest when they do not have to take responsibility for
everyday decisions that affect their lives.
10. The majority of people suffer from low self-esteem.

4. Unique
and
stable
ways
people
think,
feel,
and
behave
ersonality

5. Personality Profile: Sam Gamgee

6. Theories of Personality
• Temperament -
enduring
characteristics
each person
born with
• Character -
value
judgments of
morality and
ethics

7. Four Main Perspectives
Psychodynamic Behavioral Humanistic Trait
PERSONALITY

8. Sigmund Freud
• Founder psychoanalytic
movement
• Cultural background
– Victorian era
• sexual repression, sex for
procreation, mistresses
satisfied men’s
“uncontrollable”
sexual desires

9. Psychoanalytic Perspective of Personality
• Exploring the Unconscious
• Developed by Sigmund Freud after
analyzing his patients who had nervous
disorders
• Known as the first comprehensive
personality theory
• How can a psychotherapist enter the
client’s unconscious?
– Free Association
• Central process in Psychoanalysis
• A relaxed person says what ever comes to
mind.
– Dream interpretation
• Manifest vs. Latent Content
9
Sigmund Freud
(1856-1939)

10. Freud’s Psychoanalysis
• Psychoanalysis – Freud’s theory of
personality and therapy based on it

11. The Unconscious Mind

12. Divisions of The Personality
ID
Superego
Ego

13. Parapraxsis
More commonly called Freudian slips
Statements that are possible evidence for the unconscious…

15. Freud’s Personality Structure
• The id (it) unconsciously strives to satisfy basic
sexual and aggressive drives, operating on the
pleasure principle, demanding immediate
gratification.
– Present at birth
• The ego (I) functions as the “executive” and
mediates the demands of the id and superego.
It lives by the Reality Principle and delayed
gratification
– The Ego should be the strongest in healthy
people
• The superego (over I) provides standards for
judgment (the conscience) and for future
aspirations. It lives by the Moral Principle and
is concerned with social restraints
15

16. Freud’s Personality Structure

17. Section 1 Review of Id, Ego, Superego
• You wake up when your alarm goes off, but you
don’t want to get out of bed. Eventually, you get
out of bed and head out the door. Then, you start
to crave food from Dunkin Doughnuts, but you
realize you’ll be late to class. You stop anyway.
Then you arrive to school late, and think about
what your Mom would say about arriving late and
start to feel bad. You sleep through your first
period class. Your second period class has a test,
you think about skipping, but instead go. Since
your teacher isn’t looking, you start to cheat on
your test, but then you feel guilty and stop.
• For the id, ego and superego, identify ONE example of each
from the story above.
17

18. Learning Goal:
What was Freud’s view of personality and its development?
18
Rating Student Evidence
4.0
Expert
I can teach someone else about Freud’s view of
personality and it’s development In addition to
3.0 , I can demonstrate applications and
inferences beyond what was taught
3.0
Proficient
I can analyze Freud’s view of personality and it’s
development, and compare/contrast the Aspects
of the learning goal.
2.0
Developing
I can identify terms associated Freud’s view of
personality and it’s development, but need to
review this concept more.
1.0
Beginning
I don’t understand this concept and need help!

19. Psychoanalytic Perspective Part 2
• Learning Goals:
– Students should be able to answer the following:
1. What was Freud’s view of personality and its development?
19
Rating Student Evidence
4.0
Expert
I can teach someone else about Freud’s view of
personality and it’s development In addition to
3.0 , I can demonstrate applications and
inferences beyond what was taught
3.0
Proficient
I can analyze Freud’s view of personality and it’s
development, and compare/contrast the Aspects
of the learning goal.
2.0
Developing
I can identify terms associated Freud’s view of
personality and it’s development, but need to
review this concept more.
1.0
Beginning
I don’t understand this concept and need help!

20. Stages of Personality Development
• Fixation – unresolved
psychosexual stage
conflict
– “stuck” in stage relevant
personality traits and
behaviors
• Psychosexual stages -
five stages of
personality tied to
sexual development
Orally fixated people may need
to chain smoke or chew gum.
Or denying the dependence by
acting tough or being very
sarcastic.
Anally fixated people can either be
anal expulsive or anal retentive.

21. Stages of Personality Development
• Oral stage - first stage,
first year
– mouth - erogenous
zone
– weaning is primary
conflict
Oral
Phallic
Latent
Genital
Anal
Oral

22. Stages of Personality Development
• Anal stage – one to three
years, ego develops
– toilet training conflict
– expulsive vs. retentive
personalities
Oral
Phallic
Latent
Genital
Anal Ana
l

23. Stages of Personality Development
• Phallic stage – three to
six years, superego
develops
– sexual feelings
– Oedipus complex
Oral
Phallic
Latent
Genital
Anal
Phal
lic

24. Stages of Personality Development
• Latent stage – six to
puberty
– sexual feelings
repressed, same-sex
play, social skills
Oral
Phallic
Latent
Genital
Anal
Late
nt
Cooties!

25. Stages of Personality Development
• Genital stage – puberty
– sexual feelings
consciously expressed
Oral
Phallic
Latent
Genital
Anal
Genita
l

26. Freud’s Stages of Personality
Development
The Oedipus complex A boy’s sexual desire for his mother and feelings of
jealousy and hatred for the rival father. A girl’s desire for her father is
called the Electra complex. These take place during the Phallic Stage of
Development.
26
Libido: Sexual Energy that centers in on a part of the body in each stage

27. Oedipus Complex

29. Psycho Sexual Stages

30. Learning Goal:
What was Freud’s view of personality and its development?
30
Rating Student Evidence
4.0
Expert
I can teach someone else about Freud’s view of
personality and it’s development In addition to
3.0 , I can demonstrate applications and
inferences beyond what was taught
3.0
Proficient
I can analyze Freud’s view of personality and it’s
development, and compare/contrast the Aspects
of the learning goal.
2.0
Developing
I can identify terms associated Freud’s view of
personality and it’s development, but need to
review this concept more.
1.0
Beginning
I don’t understand this concept and need help!

31. Section 3: Defense Mechanisms
• Learning Goals:
– Students should be able to answer the following:
1. How did Freud think people defended themselves against anxiety?
31
Rating Student Evidence
4.0
Expert
I can teach someone else about Freud’s ideas
regarding the development of defense mechanisms.
In addition to 3.0 , I can demonstrate applications
and inferences beyond what was taught
3.0
Proficient
I can analyze Freud’s ideas regarding the
development of defense mechanisms, and
compare/contrast the Aspects of the learning goal.
2.0
Developing
I can identify terms associated Freud’s ideas
regarding the development of defense mechanisms,
but need to review this concept more.
1.0
Beginning
I have have a very basic understanding of this
learning goal

32. Defense Mechanisms
• The ego has a pretty
important job…and
that is to protect you
from threatening
thoughts in our
unconscious.
• One way it protects
us is through defense
mechanisms.
• You are usually
unaware that they are
even occurring.

33. Scenario
Quarterback of the high school football team,
Brandon, is dating Jasmine.
Jasmine dumps Brandon and starts dating Drew,
president of the chess club.
Drew Brandon
Jasmine

34. Repression
• The Mac Daddy
defense mechanism.
• Push or banish
anxiety driven
thought deep into
unconscious.
• Why we do not
remember lusting
after our parents.
•When asked about Jasmine,
Brandon may say “Who?, I
have not thought about her
for awhile.”

35. Regression
• When faced with
anxiety the person
retreats to a more
infantile stage.
• Thumb sucking on
the first day of
school.
• Brandon begins to
sleep with his
favorite childhood
stuffed animal.

36. Reaction Formation
• Ego switches
unacceptable
impulses into their
opposites.
• Being mean to
someone you have a
crush on. (cooties)
• Brandon claims he
hates Jasmine.

37. Projection
• Disguise your own
threatening impulses by
attributing them to others.
• Thinking that your spouse
wants to cheat on you when
it is you that really want to
cheat.
• Brandon insists that Jasmine
still cares for him.

38. Rationalization
• Offers self-adjusting
explanations in place of
real, more threatening
reasons for your actions.
• You don’t get into a college
and say, “I really did not
want to go there it was too
far away!!”
• Brandon thinks he will find
a better girlfriend.
“Jasmine was kind of
ratchet anyway!”

39. Displacement
• Shifts the
unacceptable impulses
towards a safer outlet
for himself/herself.
• Instead of yelling at a
teacher, you will take
anger out on a friend
by peeing on his car).
• Brandon may take his
anger on another kid
by bullying.

40. Sublimation
• Re-channel their
unacceptable impulses
towards more acceptable
or socially approved
activities.
•Brandon starts to learn
how to play the guitar and
writing songs (or maybe
starts to body build).

41. Denial
• Not accepting the
ego-threatening truth.
• Brandon may act like
he is still together
with Jasmine. He may
hang out by her locker
and plan dates with
her.

43. Section 4

44. Defense Mechanisms Worksheet:
Answers
1. E
2. A
3. C
4. G
5. F
6. D
7. E
8. F
9. B
10.A
11. C
12. E
13. G
14. D
15. B
16. F
17. A
18.C
19. D
20. B
21. E
22. A
23. F
24. G
25. D
26. C
27. G
28. F
29. C
30. B
31. D
32. G
33. B
34. E
35. A
44

45. Learning Goal:
How did Freud think people defended themselves against anxiety?
45
Rating Student Evidence
4.0
Expert
I can teach someone else about Freud’s ideas
regarding the development of defense mechanisms.
In addition to 3.0 , I can demonstrate applications
and inferences beyond what was taught
3.0
Proficient
I can analyze Freud’s ideas regarding the
development of defense mechanisms, and
compare/contrast the Aspects of the learning goal.
2.0
Developing
I can identify terms associated Freud’s ideas
regarding the development of defense mechanisms,
but need to review this concept more.
1.0
Beginning
I have have a very basic understanding of this
learning goal

46. Section 4: Neo-Freudians & Beyond
• Learning Goals:
– Students should be able to answer the following:
1. Which of Freud’s ideas did his followers accept or reject?
2. How do contemporary psychologists view Freud and the unconscious?
46
Rating Student Evidence
4.0
Expert
I can teach someone else about Freud’s followers and
their ideas as well as the contemporary view of Freudian
ideology In addition to 3.0 , I can demonstrate
applications and inferences beyond what was taught
3.0
Proficient
I can analyze about Freud’s followers and their ideas as
well as the contemporary view of Freudian ideology ,
and compare/contrast the Aspects of the learning goal.
2.0
Developing
I can identify terms associated about Freud’s followers
and their ideas as well as the contemporary view of
Freudian ideology , but need to review this concept
more.
1.0
Beginning
I have have a very basic understanding of this learning
goal

47. Neo-Freudians
• Neo-Freudians - developed
competing psychoanalysis theories
– Jung: personal and collective
unconscious, archetypes
– Adler: inferiority and compensation;
birth-order theory
– Horney: basic anxiety and neurotic
personalities
– Erikson: social relationships across
the lifespan
LO 11.3 How did Jung, Adler, Horney and Erikson modify Freud’s theory?

48. Other Psychoanalytic Perspectives on
Personality
• More about the major Neofreudians
– Carl Jung
• Jung believed in the collective unconscious, which contained a
common reservoir of images derived from our species’ past. This is
why many cultures share certain myths and images such as the
mother being a symbol of nurturance. He called these archetypes.
– Alfred Adler
• Like Freud, Adler believed in childhood tensions. However, these
tensions were social in nature and not sexual. A child struggles with
an inferiority complex during growth and strives for superiority and
power. People who cannot overcome their inferiority will have
trouble later in life.
– Karen Horney
• Like Adler, Horney believed in the social aspects of childhood
growth and development. She countered Freud’s assumption that
women have weak superegos and suffer from “penis envy.”
48

49. Other Psychoanalytic Perspectives on
Personality

50. Criticisms of Freud
• He really only studied
wealthy woman in
Austria.
• His results are not
empirically verifiable
(really hard to test).
• No predictive power.
• Karen Horney said he
was sexist with the
“penis envy” and there
is an actual “womb
envy”.

51. Psychoanalytic Perspective: Other Considerations
Modern Research Show Freud was probably incorrect in that:
•Development is a lifelong process, not limited to five periods
•Gender identity does not develop with Oedipus complex, but
occurs much earlier
•Freudian slips are caused by competing word choice (two words
mashed together)
•Suppressed sexual feelings do not cause schizophrenia
•Repression is a rare concept (most people remember)
•The unconscious does not contain secret desires and forbidden
passions, but is simply a place to automatically process
information (Our autopilot)
•Defense mechanisms arise to protect our self-esteem and self-
image, not our forbidden impulses
•Freud’s theory is not scientific. It does not predict and is
untestable.
51
Freud made significant progress in the field of Psychology for not having
MRIs and Modern Scientific Explanations

52. Freud’s ideas give way to:
False consensus effect
-overestimating the extent to which others share our beliefs
and behaviors (very similar to projection)
•Terror Management Theory
– The idea that because we are unconsciously afraid of
death, we seek out to enhance our self-esteem.
– This explains why we:
• Reach out to loved one in times of crisis
• Death motivates self-esteem and contempt for
others we already dislike

53. Repression Debate:

54. Learning Goal:
1. Which of Freud’s ideas did his followers accept or reject?
2. How do contemporary psychologists view Freud and the unconscious?
54
Rating Student Evidence
4.0
Expert
I can teach someone else about Freud’s followers and
their ideas as well as the contemporary view of Freudian
ideology In addition to 3.0 , I can demonstrate
applications and inferences beyond what was taught
3.0
Proficient
I can analyze about Freud’s followers and their ideas as
well as the contemporary view of Freudian ideology ,
and compare/contrast the Aspects of the learning goal.
2.0
Developing
I can identify terms associated about Freud’s followers
and their ideas as well as the contemporary view of
Freudian ideology , but need to review this concept
more.
1.0
Beginning
I have have a very basic understanding of this learning
goal

55. Section 5: Projective Tests
• Learning Goals:
– Students should be able to answer the following:
1. What are projective tests, and how are they used?
55
Rating Student Evidence
4.0
Expert
I can teach someone else about projective tests and
their functionality. In addition to 3.0 , I can
demonstrate applications and inferences beyond
what was taught
3.0
Proficient
I can analyze projective tests and their functionality,
and compare/contrast the Aspects of the learning
goal.
2.0
Developing
I can identify terms associated with about projective
tests and their functionality, but need to review this
concept more.
1.0
Beginning
I don’t understand this concept and need help!

56. How do we assess the
unconscious?
We can use hypnosis or free
association.
But more often we use projective
tests.

57. How do we test personality?
• Projective Tests
– Tests that try to measure
the unconscious by
having people respond to
ambiguous designs
– Poor Inter-rater reliability
– No set standards
– Examples:
• Thematic Apperception
Test (TAT)
• Rorschach Inkblot Test
57

58. Rorschach Inkblot Test
• The most widely used projective
test
•A set of ten to twelve inkblots
designed to identify people’s
feelings when they are asked to
interpret what they see in the
inkblots.

59. Rorschach Inkblot Test

60. Rorschach Inkblot Test

61. Rorschach Inkblot Test

62. Rorschach Inkblot Test

63. Other Examples of Rorschach Test
63

64. TAT
Thematic Apperception Test
• A projective test which people
express their inner feelings through
stories they make about ambiguous
scenes

65. TAT

66. Other Examples of the TAT Pictures
66

67. Section 5: Test Your Knowledge
The rationale underlying the use projective
personality tests, such as the Rorschach Test and
the Thematic Apperception Test, is that they
A. can be efficiently administered in a short amount of
time
B. can be given by almost anyone, since they are simple
to administer and score
C. reveal the subjects’ personalities by eliciting
responses to vague, ambiguous stimuli
D. provide clues to subjects’ personalities based on
behavioral theory
E. reveal patterns of the subjects’ personality traits by
requiring response to a large number of objective
questions
67

68. Learning Goal:
What are projective tests, and how are they used?
68
Rating Student Evidence
4.0
Expert
I can teach someone else about projective tests and
their functionality. In addition to 3.0 , I can
demonstrate applications and inferences beyond
what was taught
3.0
Proficient
I can analyze projective tests and their functionality,
and compare/contrast the Aspects of the learning
goal.
2.0
Developing
I can identify terms associated with about projective
tests and their functionality, but need to review this
concept more.
1.0
Beginning
I don’t understand this concept and need help!

69. Section 6: Humanistic Perspective
• Learning Goals:
– Students should be able to answer the following:
1. How did humanistic psychologists view personality, and what was their goal in
studying personality?
2. How did humanistic psychologists assess a person’s sense of self?
3. How has humanistic perspective influenced psychology? What criticisms has it
faced?
69
Rating Student Evidence
4.0
Expert
I can teach someone else about the philosophy of humanism
and the criticisms associated with it. In addition to 3.0 , I can
demonstrate applications and inferences beyond what was
taught
3.0
Proficient
I can analyze about the philosophy of humanism and the
criticisms associated with it., and compare/contrast the
Aspects of the learning goal.
2.0
Developing
I can identify terms associated about the philosophy of
humanism and the criticisms associated with it.), but need to
review this concept more.
1.0
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70. 70
Humanistic Perspective
By the 1960s, psychologists became discontent
with Freud’s negativity and the mechanistic
psychology of the behaviorists.
Abraham Maslow
(1908-1970)
Carl Rogers
(1902-1987)
http://www.ship.edu

71. Humanistic Theory of Personality
• They do not believe in
Determinism (your actions
are dictated by your
past).
• They believe that humans
have free will (our ability
to choose your own
destiny).
• We are innately good and
as long as our self-esteem
and self-concept are
positive we will be happy.

72. A Humanistic Approach to Personality
• Abraham Maslow
– Personality is determined by our quest to
reach Self Actualization (fulfilling one’s
potential)
– Found Self-Actualized people tend to be:
• Self-Aware and Self-Accepting of their own
faults
• Seeking out best experiences
• Open and spontaneous
• Not paralyzed by other’s opinions
• Non-Hostile sense of humor
72

73. Rogers and Self-Concept
• Self-actualizing tendency – striving to
fulfill innate capabilities
– self-concept – image of oneself;
interactions with significant people

74. Rogers and Self-Concept
• Sense of self is reflected in the words
and actions of important people in
one’s life

75. Rogers and Self-Concept
• Real self - one’s perception of actual
characteristics, traits, and abilities
• Ideal self – what one should or
would like to be
IDEAL
SELF
REAL
SELF
Match = Harmony
IDEAL
SELF
REAL
SELF
Mismatch = Anxiety

76. 76
Assessing the Self
All of our thoughts and feelings about ourselves, in an
answer to the question, “Who am I?” refers to Self-
Concept.
In an effort to assess personality, Rogers asked
people to describe themselves as they would like
to be (ideal) and as they actually are (real). If the
two descriptions were close the individual had a
positive self-concept.

77. • Positive
regard -
warmth,
affection,
love, and
respect
• Unconditional positive
regard - positive
regard given
without conditions
• Conditional positive
regard - positive
regard given when
providers’ wishes
fulfilled
What kind of people
are considered to be
fully functioning?
Rogers and Self-Concept

78. A Humanistic Approach to Personality
• Carl Rogers & The Self
– Believes that personality is determined by free will
and self-determinism
– Believes that people are naturally good
– Congruence: The consistency between one’s self-
concept and one’s experience (ideal vs. actual self)
– Unconditional Positive Regard: not judging people;
if parents don’t judge their children, but love them
for who they are, they will develop a positive self-
concept
– Person-centered Approach: Personal growth is
determined by being genuine, accepting and
empathic others
78

79. Criticisms of the Humanistic Perspective
1. Poor Testability
– How do you test congruence,
unconditional positive regard?
2. Unrealistic view of human nature
– Are humans really innately good?
3. Inadequate evidence
– Who is self-actualized?
– Maslow has trouble finding self-actualized
people.
79

80. Learning Goal:
1. How did humanistic psychologists view personality, and what was their goal in
studying personality?
2. How did humanistic psychologists assess a person’s sense of self?
3. How has humanistic perspective influenced psychology? What criticisms has it
faced?
80
Rating Student Evidence
4.0
Expert
I can teach someone else about the philosophy of humanism
and the criticisms associated with it. In addition to 3.0 , I can
demonstrate applications and inferences beyond what was
taught
3.0
Proficient
I can analyze about the philosophy of humanism and the
criticisms associated with it., and compare/contrast the
Aspects of the learning goal.
2.0
Developing
I can identify terms associated about the philosophy of
humanism and the criticisms associated with it.), but need to
review this concept more.
1.0
Beginning
I don’t understand this concept and need help!

81. Section 7: Trait Perspective
• Learning Goals:
– Students should be able to answer the following:
1. How do psychologist use traits to describe personality?
2. What are personality inventories, and what are their strengths and weaknesses as assessment
tools?
3. Which traits seem to provide the most useful information about personality variation?
4. Does research support the consistency of personality traits over time and across situations?
81
Rating Student Evidence
4.0
Expert
I can teach someone else about how psychologists use the
trait perspective to describe and assess personality. In
addition to 3.0 , I can demonstrate applications and
inferences beyond what was taught
3.0
Proficient
I can analyze how psychologists use the trait perspective to
describe and assess personality. ), and compare/contrast the
Aspects of the learning goal.
2.0
Developing
I can identify terms associated how psychologists use the
trait perspective to describe and assess personality. , but
need to review this concept more.
1.0
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82. Trait Theories of Personality
• describe people’s
personalities by
specifying their main
characteristics.
• Traits like honestly,
laziness, ambition,
outgoing are thought
to be stable over the
course of your lives.

83. Trait Theories of Personality
• Trait theories – describe characteristics
for purpose of prediction
– trait - a consistent, enduring way of
thinking, feeling, or behaving
• Allport - listed 200 traits believed to be
part of nervous system
• Cattell reduced number of traits to
between 16 and 23
LO 11.7 What are the history and current views of the trait perspective?

84. What is Trait Personality?
84
Trait Theory of Personality: a
characteristic pattern of behavior
or a disposition to feel and act, as
assessed by self-report
inventories or observations.
Assumptions of Trait Theory
1.Traits are relatively stable and
predictable throughout a lifetime
2.Personality traits are stable
predictable across situations
3.People are different and possess
different traits

85. History of Trait Theory
• Hippocrates
– Four Humors in the Blood
• Carl Jung
– Different personalities based on archetypes
– Myers-Briggs Personality
85
Hippocrates
Yellow Bile (Angry and Quick-tempered)
Blood (Optimistic and cheerful)
Phlegm (Slow and Lazy)
Black Bile (Thoughtful and depressed)

86. Trait Theory & Factor Analysis
86
Factor Analysis: A statistical procedure
that clusters items together from different
tests or inventories that are related to one
another.
IntroversionIntroversion
Extraversio
n
Extraversio
n
AnxiousAnxious
QuietQuiet
PassivePassive
Aggressiv
e
Aggressiv
e
OptimisticOptimistic
TalkativeTalkative

87. Eysenck’s Trait Theory
• Hans and Sybil Eysenck (1963) suggested that personality
could be reduced down to two dimensions, extraversion-
introversion and emotional stability-instability.
• Highly reliable, uses factor analysis
• Stable at all ages from birth through death
87

88. How do we test personality?
• Objective Tests (Empirically Derived)
– The California Psychological Inventory (CPI) and Minnesota
Multiphasic Personality Inventory (MMPI-2) are the most widely
researched and clinically used of all personality tests. It was
originally developed to identify emotional disorders.
88

89. Assessing Personality
• Most common way is
self-report inventories.
• MMPI- Minnesota
Multiphasic Personality
Inventory
Test must be
• Reliable- does it yield
the same results over
time.
• Valid- does it measure
what it is supposed to
measure.

90. How do we test personality?
Myers-Briggs
Type Indicator
based on
personality
types
developed by
Carl Jung
Higher
reliability and
lower validity
http://www.humanmetrics.com/cgi-win/JTypes2.asp
90

91. Big Five
• The same traits can be used to
describe all peoples personalities.
• Introversion-Extroversion scale
• BIG FIVE personality traits:
1. Extraversion
2. Agreeableness
3. Conscientiousness
4. Openness to experience
5. Neuroticism- Emotional Stability
Factor Analysis is used to see the
clusters and score these tests.
Vinnie and The Situation from the Jersey
Shore provide some nice,
introvert/extrovert examples.

92. McCrae and Costa’s Big Five Trait Theory
(1986)
• Contains five different dimensions of personality traits
• Valid and reliable, uses factor analysis
• Becomes more stable as we age
92

93. The Big Five Dimensions

94. The Big Five Dimensions

95. Evaluation of Trait Theory
• Support of Trait Theory
– Moderate correlations exists between personal spaces and
some personality traits
– People can accurately tell someone’s personality from a simple
two-second video clips
– Moderate correlations of traits between parents and offspring
• Criticisms of Trait Theory
– Traits are too subjective
– Walter Mischel’s Person-Situation Controversy
– People’s behavior is not always consistent and predictable in
every situation
• People are honest in one situation and dishonest in
another
• People can have an anger trait, but not get angry in
every situation.
• Extroverted people will sometimes be very quiet in
situations where they know very little.-We are not always
going to ask the same!
Stanford
Professor
who also
conducted
the
marshmallow
experiment
95

96. Section 7: Test Your Knowledge
1. A statistical technique that would allow a research to cluster
such traits as being talkative, social and adventurous with
extroversion is called
A. a case study
B. meta-analysis
C. statistical significance
D. factor analysis
E. z score
2. The five-factor theory of personality (The Big Five) does NOT
include which of the following characteristics?
A. Intelligence
B. Conscientiousness
C. Extraversion
D. Agreeableness
E. Neuroticism
96

97. • 3. What is your highest score on the
Big 5 test? What does this say about
you?
• 4. What is your lowest score? What
does this say about you?
• 5. What is one difference between the
following perspectives:
Psychoanalytic/Psychodynamic,
Humanist, Trait

98. Learning Goal:
1. How do psychologist use traits to describe personality?
2. What are personality inventories, and what are their strengths and weaknesses as
assessment tools?
3. Which traits seem to provide the most useful information about personality variation?
4. Does research support the consistency of personality traits over time and across
situations?
98
Rating Student Evidence
4.0
Expert
I can teach someone else about how psychologists use the
trait perspective to describe and assess personality. In
addition to 3.0 , I can demonstrate applications and
inferences beyond what was taught
3.0
Proficient
I can analyze how psychologists use the trait perspective to
describe and assess personality. ), and compare/contrast the
Aspects of the learning goal.
2.0
Developing
I can identify terms associated how psychologists use the
trait perspective to describe and assess personality. , but
need to review this concept more.
1.0
Beginning
I don’t understand this concept and need help!

99. Section 8: Social-Cognitive Perspective
• Learning Goals:
– Students should be able to answer the following:
1. In the view of social-cognitive psychologists, what mutual influences shape an
individual’s personality?
2. What are the causes and consequences of personal control?
99
Rating Student Evidence
4.0
Expert
I can teach someone else about the social-cognitive’s view of
personality shaping and personal control. In addition to 3.0 , I
can demonstrate applications and inferences beyond what
was taught
3.0
Proficient
I can analyze the social-cognitive’s view of personality shaping
and personal control. and compare/contrast the Aspects of
the learning goal.
2.0
Developing
I can identify terms associated the social-cognitive’s view of
personality shaping and personal control., but need to review
this concept more.
1.0
Beginning
I don’t understand this concept and need help!

100. Social-Cognitive Theories on Personality
• Focus on how we
interact with our
culture and
environment!
• Reciprocal
Determinism (traits,
environment and
behavior all interact
and influence each
other.)
• Albert Bandura (bobo gu
is back!!!

101. Social-Cognitive Perspective of Personality
• Albert Bandura’s Reciprocal Determinism
– Personality traits influences environmental
situations and environment influences
personality.
101
Danny feels
angry about
people in the
long line
People give
Danny dirty
looks
Danny makes
comment
about people
buying too
much stuff in
express
checkout

102. Social-Cognitive and Personal Control
• Locus of Control (Rotter, 1966)
– Internal: The perception that we control our own fate
(Why we like I-pods and Cable TV/Tivo)
• Belief that we have control over our environment
and destiny
– Achieve more at school
– Act more independently
– Enjoy better health
– Feel less depressed
– Able to delay gratification
– Cope with stress better
– Survive storms
– External: The perception that chance determines
what happens in our lives (80% of college students
report being more external)
• Belief that one’s success is determined by luck
– Greater satisfaction in situations that are uncontrollable
(Characteristic can be helpful in dealing with stress in
situations like disaster but damaging in that you can
feel helpless and out of control.
102

103. Internal Locus of Control
103

104. External Locus of Control

105. Optimism vs. Pessimism: Research Findings
• Attributional style (how you explain successes & failures)
– The best indicator of a person’s optimism or pessimism
– Positive Attributional Style: “I will do better next time”
– Negative Attributional Style: “I can’t do this, it is too hard”
• Optimism (Glass half-full)
– Optimists live healthier and longer than pessimist
– Those who are optimistic, but also realistic in their abilities tend to
be the most successful
• Excessive Optimism
– Increase risk for STDs
– Cigarette smokers believe their brands is less harmful than the
next
– People often are most overconfident when they are most
incompetent
• Pessimism (Glass half-empty)
– Small amounts of pessimism can help in academic endeavors
• Asian students tend to be more pessimistic in academics compared to
Americans
– Tend to be more susceptible to illness
105

106. Social-Cognitive and Learned Helplessness
• Learned Helplessness (Seligman)
– To become hopeless and passive after repeated bad event
– Dog Experiment
• Is choice always a good thing?
– One study indicates that when given a choice
between 30 types of chocolate, people feel
less satisfied with their choice rather than
when only given six choices
– Called the Tyranny of choice
– Leaves us with regret, wishing we chose
something else
– Small amounts of choices still allow us
personal control which increase happiness
and reduces stress
106
Martin Seligman is now the
founder of the positive
psychology movement which
studies how to be more
optimistic in your thinking

107. Section 8: Test Your Knowledge
1. Individuals who believe that an unpleasant experience is
unavoidable and therefore do nothing to change the course of
events are exhibiting
A. self-actualization attributes
B. the fight-or-flight response
C. attributional deficits
D. cognitive dissonance
E. learned helplessness
2. Psychologists from which of he following perspectives of
personality are most interested in assessing a person’s locus
of control?
A. Psychoanalytic
B. Cognitive
C. Evolutionary
D. Humanistic
E. Gestalt
107

108. Learning Goal:
1. In the view of social-cognitive psychologists, what mutual influences shape an
individual’s personality?
2. What are the causes and consequences of personal control?
108
Rating Student Evidence
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109. Section 9: The Self and Personality
• Learning Goals:
– Students should be able to answer the following:
1. Are we helped or hindered by high self-esteem?
109
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110. The Self & Self Esteem
• The Self
– An organizer of our thoughts,
feelings, and actions
• Possible Selves
– The self you hope to be
– The self you are to your friends
– The self you are to your family
– The self you are at school
110
Playing Pretend
Allows young
children to develop
emotional, social and
cognitive roles and
esteem

111. Other Terms to Know About the Self
• Spotlight Effect
– Overestimating the extent to which others notice
and evaluate our appearance and performance
– Example: Wearing a dorky shirt (few actually
notice)
• Self-Reference Effect
– Relating new material to yourself makes it easier
to recall later.
• Self-Handicapping
– Unconsciously performing a behavior that will
result in lower performance
– Example: partying the night before a test
111

112. The Self & Self Esteem
• Self-Esteem Findings
– Low self-esteem leads people to:
• Become more prejudice
• Become critical of and make fun of others
– High Self esteem is correlated with:
• Persistent at difficult tasks
• Less anxiety, shyness, loneliness
• Job security and salary
• Happiness
• Defense Self-Esteem
– Protects the ego from critical evaluations
– Leads to aggressiveness and antisocial behavior
• Secure Self-Esteem
– Feeling accepted for who we are (the good and the bad)
– Comes from internal evaluation; similar to self-actualization
112

113. Self-Efficacy
• Self-Efficacy: One’s belief in one’s ability to
succeed in a specific situation. (Albert Bandura)
• People with a strong sense of self-efficacy:
– View challenging problems as tasks to be mastered.
– Develop deeper interest in the activities in which they
participate.
– Form a stronger sense of commitment to their
interests and activities.
– Recover quickly from setbacks and disappointments.
• People with a weak sense of self-efficacy:
– Avoid challenging tasks.
– Believe that difficult tasks and situations are beyond
their capabilities.
– Focus on personal failings and negative outcomes.
– Quickly lose confidence in personal abilities
(Bandura, 1994).
113
Where do you
fall in your self-
efficacy?

114. Self-Serving Bias
• Self-Serving Bias
– The readiness to perceive oneself
favorably
– Example: Athletes attributing their loss to
bad calls by the referees, not to their poor
performance
• Other Research Findings:
– We remember our past actions in self-
enhancing ways
– We exhibit inflated confidence in our
beliefs and judgments
– We overestimate how often we would help
someone
– We seek out self-enhancing information
– We are quicker to believe flattery
– We exhibit group pride
114
Bingo BiasBingo Bias

115. Learning Goal:
1. Are we helped or hindered by high self-esteem?
115
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116. Section 9: Cultural Influences
• Learning Goals:
– Students should be able to answer the following:
1. How do individualist and collectivist cultural influences affect people?
116
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and In addition to 3.0 , I can demonstrate
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117. Other Considerations of Culture
• Individualism
– Value privacy
– Value achievements and
uniqueness
– Higher rates of divorce
• Collectivism
– More Modesty
– Promote Family Loyalty
– More Respectful of Elderly
– Less Likely to embarrass
others
117
Collectivistic cultures are less
likely to embarrass others, but
more likely to promote social
harmony.

118. Collectivism vs Individualism: Antz

119. Culture and Self
119

120. 1. Which culture is likely to promote
social harmony?
2. Which culture is likely to emphasize
higher self-esteem in children?
3. Which culture is likely to show little
outward emotion?
120
Comprehension CheckComprehension Check

121. How does culture influence the self?
121
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122. Review: Mini FRQ
Jeremy has had a pain in his abdomen for a few
weeks and has a strong fear of going to the
doctor’s office. But through the encouragement
of his wife, he decides to go see the doctor.
Discuss how each of the following contributes to
his actions or fears.
•Psychoanalytic Perspective
•Behavioral Perspective
•External Locus of Control
•Humanistic Perspective
122

123. Learning Goal:
How do individualist and collectivist cultural influences affect people?
123
Rating Student Evidence
4.0
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individualism and collectivism influence people
and In addition to 3.0 , I can demonstrate
applications and inferences beyond what was
taught
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influence people , and compare/contrast the
Aspects of the learning goal.
2.0
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and collectivism influence people , but need to
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1.0
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