Personality Test 2.pdf

Psychology 228 Neo-Analytic Theory New peoplerightafterFreudhad new ideas  Carl Jung – Analytic Psychology (1) yoong Swiss physician. First-generation student of Freud. Active early 1900s. 1900 WW2 h9n...

Psychology 228 Neo-Analytic Theory New peoplerightafterFreudhad new ideas  Carl Jung – Analytic Psychology (1) yoong Swiss physician. First-generation student of Freud. Active early 1900s. 1900 WW2 h9n n Initially Freud’s protégé and intellectual heir apparent. By 1913, they parted over theoretical disagreements. Freud vsJung Freud did not accept many of Jung’s emerging ideas. Freuddidn'tdowellwiththosewhodisagreed with him  Carl Jung – Analytic Psychology (2) Personality consists of three components: Ego.same way Freud thought consciousembodiessenseofself ouecteve.eeenoughwaterthatit'sdarkcold Personal unconscious. pers notpresently conscious 9m Collective unconscious. rEnt e ii ouffr Ego: Conscious aspect of personality. Embodies one’s sense of “Self.” Core of the personality. Personal Unconscious: Not presently within conscious awareness. Thoughts & urges that are unimportant at the time. Thoughts repressed due to their ego-threatening nature.  Carl Jung – Analytic Psychology (3) Collective Unconscious: Deeper level of the unconscious. Comprised of archetypes. Archetypes: Powerful emotional symbols, common to all people, present throughout the ages. Transpersonal (not unique to the individual). Derived from emotional reactions of ancestors to recurrent & culturally meaningful events. Represent cultural themes that impact the personality of the individual.  Carl Jung – Analytic Psychology (4) Important archetypes: hasallofthembutsomehavemorelessthanothers Everybody Animus: masculine aspect of a woman. If Anima: feminine aspect of a man.Yuffuring 7 119 howtosoloparent a learning Persona: Socially acceptable front presented to others. fifth Shadow: Dark, unacceptable side of the Self; shameful desires & motives often hidden from the world. 1h14am Mother: Generativity & fertility. Can be represented by a person or an institution.Birththechild.tk fnefngtfef Dualit Hero: Strong, good force that fights enemies and rescues others from harm.morallystrong Fundamental Demon: Cruelty and evil.  Carl Jung – Analytic Psychology (5) Four functions of the mind:wayswtehinkaboutthings Sensing: “Is something there?” (e.g., perception) Issomethinginmyhand Thinking: “What is it?” (e.g., identification and classification).what'sinmywall Feeling: “What is it worth?” (e.g., valuation).countthecash Intuiting: “Where did it come from … where is it going?” (e.g., understanding & predicting).theBankBeforebankyouworkfor Going notsuresinceitwasn'ther Extroversion vs. Introversion:1st personin psychology Originated w/ Jung, but different from our understanding of those concepts today. Extroversion: directing psychological energy toward things in the EYE external world.towardpeopleintheworld Introversion: directing psychological energy toward things internal to the Self.  Friends Alfred Adler – Individual Psychology (1) First-generation student of Freud. Active early 1900s. Emphasized motivations other than pleasure, sexuality, and aggression.thoughtFreudoverdidit placewhere fits s omething Each person’s perceived niche in society. Eventually parted w/ Freud over theoretical disagreements. Kicked out of the sandbox  Alfred Adler – Individual Psychology (2) AFundamentalmotivation Striving for superiority:notjustoverpeoplebutoverwhelmingcircumstances Person experiences overwhelming circumstances. Develops feelings of powerlessness – inferiority complex. Person struggles to maintain a sense of self-worth. Compensates by developing a pattern of arrogance – superiority complex. canceloutinferiorityw arrogance REACTIONFORMATION Aggression drive: Aggression results from efforts to overcome perceived helplessness & inferiority. Lashing out against the inability to master something.  Karen Horney (1)not directlyunderFreud German physician. Active early to mid-1900s. Agreed with Adler on the importance of: Childhood discovery of one’s own helplessness. Struggle to gain individuality and control.  Karen Horney (2) Rejection of “penis envy.” Horney agreed w/ Freud that women often feel inferior to men. She disagreed that it was due to differences in genitalia. More due to being raised in a society that overly-emphasized securing the love of a man. Also due to cultural valuation of masculinity and devaluation of femininity. “Basic anxiety”: Child’s fear of being alone & insecure. Develops from problems in relations w/ parents. forsomepeople e.g., lack of warmth, stability, respect, or involvement.1 Later impacts relations w/ others. withBOTHparents isideal tablerelationships  Karen Horney (3) PAW Person adopts one of three styles of coping with “basic everyonemustlearnthese at an earlyage anxiety” and dealing w/ the world: Passive style: being compliant.ie agreement Aggressive style: fighting.iearguing everything Withdrawn style: not engaging emotionally. Three different aspects of the Self: hasallthree everyone Real Self: inner core of the personality. How we perceive ourselves. Can be damaged by poor parental relations.howweseeourselves Despised Self: perceived inferiority & shortcomings, based on negative evaluation by others.whatweperceive Ideal Self: the perfect self one hopes to achieve. Based on the “tyranny of the should.”everythingyoucouldbebutaren't resultofall theinfluenceswehave  Karen Horney (4) Neurotic coping strategies: ILaid ep p on Unhealthy ways of dealing w/ others. Maladaptive extensions of three basic coping styles. “Moving toward” people: always attempting to make others happy, to gain love, and approval (passive style). if “Moving against” people: striving for power, recognition and admiration (aggressive style). googa “Moving away” from people: withdrawal from emotional investment in relationships to avoid being hurt (withdrawn style). WE  Erik Erikson (1) Active mid-1900s. Germany, then US. Disagreed w/ Freud that identity (i.e., personality) is formed within first 5-6 years of life. Personality develops throughout the lifespan. Emphasized social rather than sexual motivations. Eight stages of psychosocial development. Each requires successful negotiation of a developmental task. otherpeople Howwelearnto dealwith  Erik Erikson (2) 8 44 other 0 2 establishing trust and hope. Trust vs. Mistrust (infancy): 34 Autonomy vs. Shame & Doubt (early childhood): control over own body; ability to do for oneself. 58Initiative vs. Guilt (early to mid-childhood): plan & execute actions; getting along w/ peers. abletogetshoeson shouldbe ieakid graft Industry vs. Inferiority (mid- to late childhood): solving problems; taking pride in one’s own accomplishments. as a personalitytrait hard getthingsdone industriouswork  Erik Erikson (3) Identity vs. Role Confusion (adolescence): forming a clear sense of self that is one’s own. Intimacy vs. Isolation (early adulthood): develop startdeveloping companionship w/ others and a love relationship. lasting meaningful waiters Generativity vs. Stagnation (mid-adulthood): being productive; giving of oneself to others (family, tofamily relyonyouearningalivingliving others community, institution). people goes to PEP giving yourself and Grief 1 Ego Integrity vs. Despair (late adulthood): derivation of a elderlywisdom & integrity; view one’s life as meaningful and worthwhile.  Criticism of Neo-Analytic Theory Advantages: Emphasizes the “Self” as the aspect of the person that copes w/ emotions, drives, & demands of others. Acknowledges impact of others, society, & culture. Assumes development continues throughout life cycle. Disadvantages: Unscientific. Difficult to test empirically. Relies upon constructs that cannot be seen, measured, or verified. Unparsimonious. A hodgepodge of different ideas. parsimony theoriesarebetterwhen simple elegant End Psychology 228 Neuroticism Extroversion Introversion Biological Aspects of Personality  n Evolutionary Psychology DarwinThi Posits that natural selection has led to the development of certain identifiable, genetically-based characteristics that affect personality and social behavior. Natural selection: Some characteristics lead to increased reproductive success of the organism. Hence, greater probability of survival of the species. Over successive generations, more adaptive characteristics are favored. Less adaptive characteristics are weeded-out. Based on the theory of evolution by Charles Darwin.  Heritability not identical Heritability: a measure of the proportion of variability of a trait, within a population, that is associated with genetic variability. Howmuchof introversionextroversionis genetic Typically estimated from studies of twins and family studies. Leneaperbutnotas reliable Lexpensive Most personality traits have substantial heritable components. neuroticism ie intelligence or On average, about h = 0.50 for most traits. That also suggests about 50% of variability in most traits is not heritable (i.e., due to other factors). Learning. t.info ne Environment. on Learned monozygotic mz dizygotic dz Inherited andor ovulationwith 0 two eggs 1cellsplits 0  Trait implies genetic Temperament and learning history Stable individual differences in emotional reactivity. Typically apparent early in life, even in infancy. Underlying differences in nervous system response to environmental stimuli. Four basic dimensions of temperament. Activity: active and in motion vs. passive. Emotionality: easily aroused to anger, fear, or other emotions vs. more emotionally calm. Sociability: tendency to approach and enjoy others vs. being off withdrawn. redecent Aggression/Impulsivity: aggressive & cold vs. conscientious & friendly. correlated similar early in life but not highly if fi iaiiression when older  Isaac Eysenck’s CNS Model of Temperament (1) Introversion-Extraversion: Introverts: quiet, reserved, thoughtful. normaldistribution Extraverts: active, sociable, outgoing. Most people are somewhere in-between. Combines elements of activity & sociability. 1960s: Hans Eysenck proposed that CNS differences account pitish for introversion-extraversion. overallactivity Introverts: Have greater CNS arousal. Hence, they seek less stimulation. Extraverts: Have less CNS arousal. Hence, they seek more stimulation.  Eysenck’s CNS Model of Temperament (2) Reticular Activating System (RAS) years later introverts in activeextroverts more in active less  Eysenck’s CNS Model of Temperament (3) Extroverts show less arousal on measures of electrodermal activity. GSR Electrical activity on surface of skin. Extroverts show less CNS arousal on electroencephalograph (EEG). Introverts slower to habituate to (get used to) sensory stimuli (e.g., loud noises). Tffice More easily bothered by intense stimuli. no swallowing just tasting spent 10 years this Studying theory  Gray’s Reinforcement Sensitivity Theory (1) Jeffrey Gray (80s & 90s): Two bio-learning systems. Behavioral Activation System (BAS): Regulates person’s response to rewards & pleasurable stimuli. Overactive BAS: Impulsive, reward-seeking, sensation-seeking. (Ex: more prone to drug addiction & overeating). Behavioral Inhibition System (BIS): Orients person to novel situations. Responds to things that are punishing or aversive. Overactive BIS: Anxious, alert, worrying. Conceptualization: Impulsive ppl more motivated by reward. Anxious ppl more motivated by unknown or aversive stimuli. Gray’s Reinforcement Sensitivity Theory (2) BAS BIS Neurotransmitter (NT) Dopamine Norepinephrine Implications for learning Sensitivity to reward Sensitivity to punishment theory Psychological Impulsivity Anxiety implications Positive affect (in Attention response to reward) Arousal  Cloninger’s Tridimensional Model (1) C.R. Cloninger (1980s). Three biologically-based personality traits. Each related to functioning of a specific neurotransmitter (NT) in the central nervous system (CNS). Novelty seeking: Related to tendencies to: Become excited in response to novel stimuli. Explore one’s environment. Trying new things for thrill or excitement. Inversely related to dopamine. Related to the Behavioral Activation System (BAS). Higher among substance abusers.  Cloninger’s Tridimensional Model (2) Harm avoidance: Tendency to worry and feel tense. Related to the Behavioral Inhibition System (BIS). Influenced by aversive stimuli and signals of punishment. Low HA is related to impulsivity & aggression. Positively related to serotonin. Reward dependence: Behavioral maintenance system. Tendency to continue behavior that produces reward. Tendency to be persistent or hard-working. Inversely related to norepinephrine.  Criticism of the Biological Viewpoint Advantages: Acknowledges biological factors. Appropriately scientific. Can be combined w/ other approaches. Complex, yet parsimonious. Disadvantages: Difficult to account for consciousness. Poor accounting for various psychological phenomena. Prone to serious over-simplification of behavioral complexities. Risk of misuse by people, governments, & societies. End Psychology 228 Behaviorism & Learning Theory  Behaviorism & Learning Theory De-emphasizes (or rejects) the importance of unobservable hypothetical constructs: Traits, defense mechanisms, unconscious conflicts, etc. Grew out of the empirical tradition. Emphasizes scientific approaches to the study of observable behavior. Behavior develops primarily through experience and interaction with the environment (i.e., “learning”). Associationism: S – S associations (stimulus – stimulus). S – R associations(stimulus – response).  Classical Conditioning (1) Ivan Pavlov. 1890s. Russian physiologist. Studied digestive responses of dogs. Developed the classical conditioning model of learning theory. aka., respondent conditioning.  Classical Conditioning (2) Pavlov’s initial experiment: Presented food to dog, which naturally elicited salivation. The sound of a bell does not naturally elicit salivation. Repeatedly paired the presentation of food with sound of a bell – elicited salivation. Eventually, presented the sound of a bell alone, which then elicited salivation.  Classical Conditioning (3) Labeling the parts: Neutral stimulus (NS): does not naturally elicit a response. Unconditioned stimulus (UCS): naturally elicits a response. Unconditioned response (UCR): the response that is naturally elicited by the UCS. Conditioned stimulus (CS): the formerly NS, which now (after conditioning) elicits the response. Conditioned response (CR): the formerly unconditioned response, which is now elicited by the conditioned stimulus. Classical Conditioning (4) Prior to conditioning: Bell – a Neutral Stimulus (NS) Does not naturally elicit any response. Food – an Unconditioned Stimulus (UCS) Naturally elicits salivation – Unconditioned Response (UCR) During conditioning: Learning trials = repeated pairings of Bell (NS) and Food (UCS) Elicits salivation (still a UCR) After conditioning: Bell (alone) Elicits salivation – now a Conditioned Stimulus (CS) – now a Conditioned Response (CR)  Classical Conditioning (5) After classical conditioning has occurred: Stimulus generalization: Occurs when the CR is elicited by other stimuli, similar to the CS. The power to elicit the CR has “generalized” from the CS to other, similar stimuli. Ex) A boy is repeatedly stung by bees develops a fear reaction to all flying insects. Stimulus discrimination: Occurs when the organism learns to not respond to stimuli similar to the CS. The person has learned to discriminate (“tell the difference”) btw stimuli. Ex) The same boy is fearful only of flying insects, not all insects. He fears mosquitoes but not ants.  Classical Conditioning (6) Extinction: If the CS is later presented repeatedly, without the UCS, the CS will eventually lose the power to elicit the CR. Ex) if the bell is presented repeatedly without presenting food, the bell loses the power to elicit salivation. The association has been “extinguished.” Classical Conditioning explains: Likes & dislikes. Emotional reactions. Anxiety & fear responses. Many responses with a physiological basis.  Origins of Behaviorism (1) John Watson (US, 1920s). Rejected introspection. Founder of behaviorism: Approach that focused on scientific study of observable behavior. “Little Albert” experiment. 11 month-old boy, not naturally afraid of white rat, dog, rabbit, or monkey. When loud noise (hammer on steel rod) paired w/ white rat, Albert developed fear of white rat alone. Conditioned fear reaction. Generalized to similar objects (e.g., white rabbit, dog, fur coat). Watson’s “Little Albert” Experiment Prior to conditioning: White rat (NS) Does not naturally elicit any response. Loud noise (UCS) Naturally elicits fear (UCR) During conditioning: Learning trials = repeated pairings of White rat (NS) and loud noise (UCS) Elicits fear (still a UCR) After conditioning: White rat (alone) – (now a CS) Elicits fear – (now a CR)  Radical Behaviorism B.F. Skinner: active 1940s-1960s. Influenced by the pioneering experimental psychologist, Edward Thorndike. “Law of effect”: the consequences of a behavior will either strengthen or weaken that behavior. Skinner developed operant conditioning, as a model to explain how consequences influence behavior. aka., instrumental conditioning. Based on work with animal training.  Operant Conditioning (1) Reinforcer: consequence that increases probability of behavior recurring in future. Punisher: consequence that decreases probability of behavior recurring in future. Operant Conditioning (2) Full Operant Increases behavior probability Decreases behavior probability Model Positive Reinforcement Positive Punishment Add pleasant stimulus. Add unpleasant stimulus. Additive Ex: Child whines, then receives what s/he Ex: Child is spanked for misbehavior. consequence wants. Includes corporal punishment. “Reward.” Negative Reinforcement Negative Punishment Remove unpleasant stimulus. Remove pleasant stimulus. Subtractive Ex: Person anxious in stores; hence, Ex: Child misbehaves; hence, toy taken consequence escapes/avoids stores. away. “Escape & avoidance learning.” “Response cost.”  Operant Conditioning (4) Escape and avoidance learning: Learning to perform a certain behavior in order to remove an aversive stimulus. Ex) shielding one’s eyes from the sun. Ex) avoiding (or escaping) crowds, to reduce fear of crowds. Fundamental to most anxiety-based conditions. Based on the process of negative RFT. Extinction: When a previously reinforced behavior no longer reliably results in a consequence, the behavior gradually decreases in frequency. Ex) Child’s whining no longer results in getting his/her way. Whining gradually decreases.  Criticism of the Behaviorism Advantages: Highly scientific and open to empirical study. Recognizes environmental influences. Delineates well-established principles of learning & conditioning. Disadvantages: Sometimes ignores insights from other areas: cognitive, social, & physiological psychology. Minimizes any notion of enduring dispositions. Tends to deemphasize human potential by comparison to laboratory animals. End