Introducing Personality PDF

Introducing Personality ψ Overview    Definitions of “personality” Textbook’s organization of approaches to personality Brief historical overview of modern personality theory and research 2 Definitions  Consistent behavior patterns and intrapersonal processes originating within the ind...

Introducing Personality ψ Overview    Definitions of “personality” Textbook’s organization of approaches to personality Brief historical overview of modern personality theory and research 2 Definitions  Consistent behavior patterns and intrapersonal processes originating within the individual (Burger) 3 Definitions  The dynamic organization within the individual of those psychophysical systems that determine his unique adjustments to the environment (Allport) 4 Definitions  That which permits a prediction of what a person will do in a given situation (Cattell) 5 Burger’s Approaches to Personality       Psychoanalytic Trait Biological Humanistic Behavioral/social learning Cognitive 6 Psychoanalytic Approach     Sigmund Freud Alfred Adler Carl Jung Karen Horney 7 Trait Approach     Gordon Allport Henry Murray Raymond Cattell McCrae & Costa 8 Biological Approach   Hans Eysenck Temperament theory 9 Humanistic Approach   Carl Rogers Abraham Maslow 10 Behavioral/Social Learning Approach     John Watson BF Skinner Julian Rotter Albert Bandura 11 Cognitive Approach  George Kelly 12 13 History of Modern Personality Theory and Research  Winter & Barenbaum (1999)       Why study history? 19th century intellectual antecedents Two tasks of personality psychology Critical period: 1921 – 1946 Traits, Motives, Cognitions, Context Future directions 14 Uses of Historical Perspective    Origins are interesting Avoid same mistakes; understand early implications All science exists within social and political context 15 19th Century Intellectual Antecedents    Belief in individualism Concern with irrationality and the unconscious Emphasis on measurement 16 Individualism    Influence of Western philosophical-political climate: individuals as important and unique In Middle Ages, people thought of themselves as members of some general category (e.g., a race, party, family) After the Renaissance, people recognized themselves as “individuals” 17 The Unconscious     Movement arose as a revolt against 18th century “age of reason” {God created everything by number, weight and measure: Newton} Romantic movement: irrational emotions, spontaneity, and impulsivity were encouraged in literature, the arts, and philosophy Most obvious in psychoanalysis Modern notions of implicit or automatic processes 18 Emphasis on Measurement    “The character which shapes our conduct is a definite and durable ‘something’ and therefore…it is reasonable to attempt to measure it” (Sir Francis Galton, 1884) “If a thing exists, it exists in some amount; and if it exists in some amount it can be measured” (Thorndike, 1914) Fits with the imperative to be useful 19 Two Tasks 1) Study of individual differences, or the dimensions along which people differ from each other 2) Study of individual persons as unique, integrated wholes  Nomothetic vs. Idiographic 20 Critical Period, 1921 - 1946: Allport, Murray, Cattell     Allport advocates use of “personality” vs. “character” and teaches first course in 1924 Murray incorporates psychoanalytic theories Cattell asserts “it is on measurement that all further scientific advance depends” Journal of Abnormal Psychology expands to include Social Psychology; Journal of Personality established in 1932 21 Traits, Motives, Cognitions, Context    By the end of WWII, the main concepts of personality psychology were established For almost all psychologists, traits were viewed as a major element of personality Rating scales and questionnaires were the preferred method of measurement 22 Traits  Studied using:     factor analysis construction of typologies a priori theorizing Most frequently studied topic has been the number, nature, and organization of “basic” traits 23 Motives  Based on notion that most behavior:      is oriented toward a goal shows intelligent variation in moving toward the goal same action may serve multiple/varied goals Psychoanalysis Measuring motives 24 Cognitions  “Cognitive Revolution” 1950s – 1960s      Kelly Mischel Attributional Style Interest in “self” related variables Social-political context: Cold War 25 Social Context    Influence of Behaviorism Cultural influences “Personality & Assessment” Mischel (1968)  Usefulness of broad personality variables is overstated:   Do not show cross-situational or temporal consistency Not highly correlated with behavior 26 Lessons/Future Directions  Continued influence of social context    Immediate situational Larger contexts of age cohort, gender, family, institution Complexity of perspective   Earlier experience affects later behavior Result of many interacting forces from biology to history 27 Sources of Personality Theory and Research  Journal of Personality and Social Psychology (Personality Processes and Individual Differences section)     Journal of Personality Journal of Research in Personality Personality and Social Psychology Bulletin European Journal of Personality 28 Review Question   To which approach does the only personality theorist adhere? Name one intellectual antecedent from the 19th century. 29 Personality Research Methods Chapter 2 Overview  Hypothesis-testing Approach      Criteria of “good” Theories Experiments Case Study Method Statistical Analysis of Data Assessment   Reliability Validity 31 Hypothesis-Testing   Theory: general statement about relationship between constructs (abstract) Hypothesis: formal prediction about relationship between variables derived from theory (concrete) 32 Criteria of a “good” theory:  Coherence   Comprehensiveness   Is the theory clear, logical and consistent? Does the theory encompass a wide array of phenomena, inclusively covering aspects of the subject it claims to encompass? Relevance  Does the theory deal with issues that are important and meaningful to us today? 33 Criteria of a “good” theory:  Verifiability   Compatibility   Is the theory based on empirical observation, and does it clearly specify how it can be confirmed and refuted? Does the theory build, and is it consistent with, other well-established information? Compellingness  Does the theory convince you? 34 Criteria of a “good” theory:  Predictive Power   Simplicity   Has the theory been successful in generating new ideas and research? Does the theory adequately account for the complexity of material in the most economical way? Is it parsimonious? Usefulness  Does the theory provide useful information to assist us in living in the everyday world? 35 Theory→Hypothesis→Experiment  Experimental variables      Independent variable Dependent variable Subject variable Random assignment Experimental groups   Experimental group Control group 36 Case Study Method  In-depth evaluation of a single case     Usually descriptive Allows investigation of rare cases & treatments Generates hypotheses Limitations    Generalizability Cause & effect Subjectivity 37 Statistical Analysis of Data  Examples of statistics revealing statistical significance (p<.05):    Analysis of variance (ANOVA) Chi-square test (χ2) Correlation coefficient (r) 38 Using ANOVA – F stat     Used for continuous (dependent) variables One (or more) independent variable; e.g., hours of sleep—5, 6, 7, 8 hours Compare levels of independent variable on dependent variable; e.g., differences in level of attention paid in class ANOVA would determine the effect of number of hours of sleep on attention level 39 Using χ2 Male # depressed # non-depressed   Female # depressed # non-depressed Used for categorical variables Example: what is the association between being female and having depression? 40 Using r     Variables are measured, not manipulated Are variables significantly related? Ranges from -1.00 to +1.00 Strength & direction of relationship 41 What stat to use?    Who does more texting—males or females? Is pet ownership associated with anxious personality type? What is the relationship between amount of exercise and positive mood? 42 Personality Assessment  How do we know we’re measuring what we want to measure?   Reliability Validity 43 Reliability Good reliability = measuring consistently  44 Reliability  Internal consistency coefficient  All test items measure the same construct 45 Reliability  Test-retest reliability coefficient  Test measures same construct over time 46 Validity Good validity = test measures the construct being measured  47 Validity  Face validity  Test items appear to measure construct 48 Validity  Congruent validity  Test correlates with other tests measuring the same construct 49 Validity  Discriminant validity  Test does not correlate with other unrelated tests 50 Exercise   Imagine you are a personality psychologist (lucky you). Outline and describe the procedure (i.e., identify the steps) to develop a measure of an aspect of personality.   e.g., aggression, introversion, anxious, selfmotivated, romantic, friendly Take 10 minutes in group and report back. 51 Questions:   Can a test be reliable, but not valid? Can a test be valid, but not reliable?  Discuss using an example. 52 Review Question  What does parsimonious mean?     Useful Predictive Simple Coherent 53 Psychoanalytic Approach Chapters 3 & 4 Write down what you think when you hear the word ‘Psychoanalysis’:        Freud Unconscious Oedipus complex Repression Id Ego Superego        Libido Defense mechanism Castration anxiety Penis envy Dreams Couch Cigar 55 SEX 56 Overview  Sigmund Freud (1856 – 1939)   Key contributions      Biographical information Models of personality Psychosexual stages Dream interpretation Defense mechanisms Strengths & Limitations 57 Young Dr. Freud      Born May 6, 1856 in Czech Republic to Jacob & Amalie – Jewish background 1860: Family moves to Vienna 12 years old: Father tells him story of assault by gentile Top student Mother’s favorite  “My golden Sigi” 58 “A man who has been the indisputable favourite of his mother keeps for life the feeling of a Conqueror, that confidence of success that often induces real success” 59 Dr. Freud: Evolving Professional       1873: begins medical studies, U of Vienna 1881: pioneering work on nerve cells 1882: meets Martha Bernays, future wife 1882-1885: clinical internship, specializing in nervous diseases (e.g., hysteria) 1885-1886: studies with Charcot in Paris 1884-1887: studies effects of cocaine 60 Development of Psychoanalysis  1895: Studies of Hysteria with Breuer   1892-1896:    Uses pressure technique Develops “seduction theory” 1896: coins term “Psychoanalysis”   Case of Anna O. Aims to turn neurotic misery into common unhappiness 23 Oct 1896: Jacob Freud dies 61 Breakthrough!  1900: Interpretation of Dreams   Launched the psychoanalytic movement 1901: Psychopathology of Everyday Life   Parapraxis (Freudian slip) 1909 trip to America 62 Psychoanalytic Movement: 1902-1910     Wednesday Society meets regularly at Freud’s home – 19 Berggasse Society includes Alfred Adler Begins correspondence with Carl Jung Trip to America with Jung & Ferenczi 63 1910 - 1938      Death instinct, narcissism Civilization & religion Development of therapy Dynamic model of the mind Burning of books in Berlin (1933)   “What progress! In the middle ages they would have burned me.” 33 surgeries on his mouth; family losses 64 1939   Emigrates to England with help of powerful friends September 23: Dies of mouth cancer – physician assisted suicide 65 Question  Who co-wrote Studies in Hysteria?  What was Freud’s address? 66 Pictorial Interlude  … 67 Key Contributions     Deterministic theme Dynamic theme Organizational theme Developmental theme 68 Key Contributions  Deterministic theme  All behavior is determined   Even simplest behavior can be traced to complicated psychological (unconscious) factors Parapraxis (Freudian slips) 69 Key Contributions  Dynamic theme  Psychic energy is the source of human motivation   Energy is fixed, moves from one object to another Plays important role in personality (e.g., fixation) 70 Fixation   The failure to progress from an earlier stage of psychosexual development Caused by: frustration/threat to child’s ego (i.e., flooded with anxiety)  excessive indulgence by parent   Examples discussed in psychosexual stages 71 Key Contributions  Organizational theme  Topographic Model    Unconscious Preconscious Conscious 72 Key Contributions  Organizational theme - continued  Structural Model     Id = pleasure principle Ego = reality principle Superego = internalized societal values Example: surviving being stranded on desert island 73 Key Contributions  Developmental theme  Adult personality was established by age 4 or 5  Psychosexual stages      Oral Anal Phallic Latency Genital 74 Oral Stage    PEZ = mouth, tongue, lips, cheeks Weaning is conflict 1st six months – incorporative period   Fixation = dependency, gullibility, passivity Oral sadistic period – biting, spitting, etc.  Fixation = using, exploiting people; use of biting sarcasm, verbal abuse, hostility 75 Anal Stage    PEZ = anus, ano-genital region Toilet training is conflict Anal expulsive period   Fixation = cruelty, wanton destructiveness, temper tantrums, messy disorderliness Anal retentive period  Fixation = miserly, obstinate, unable to love, obsessed by amassing possessions 76 Phallic Stage    PEZ = genitals Oedipus is conflict Successful conflict resolution (normal development)    Repressed castration anxiety Identification with father “The superego…is the heir of the Oedipus complex” 77 Origins of Oedipus Complex    A patient, an obsessional neurotic, describes fear of killing people; ruminates on an alibi Freud diagnoses this as a defense against a murder he has already wished to commit (i.e., against his father in childhood) Freud is reminded of the Greek tragedy of Oedipus 78 Penis Envy     Girls discover their lack of a protruding sexual organ compared to brothers/father Leads to anger & disappointment; blames mother Less anxiety and repression involved to reestablish cathexis for mother Results in more gradual and less severe superego 79 Question   What does Oedipus do when he discovers his unconscious crime? What does his mother do? Who wrote the play? 80 What happens when Id impulses seek expression? ANXIETY! 81 Types of Adult Anxiety:     Objective (realistic external threat) Neurotic (id-ego conflict) Moral (id-superego conflict) Must be coped with by internal methods called:  DEFENSE MECHANISMS 82 Defense Mechanisms:  Denial:   Person does not acknowledge a threatening experience Repression:  Actively and totally excluding threatening thoughts from consciousness 83 Defense Mechanisms:  Regression:   Person repeats a behavior that led to satisfaction in an early stage of development Reaction formation:  Overemphasis on acting or thinking in ways opposite to a threatening impulse 84 Defense Mechanisms:  Projection:   Person unconsciously attributes own unacceptable impulses onto someone or something else Displacement:  Shifting an impulse from a threatening event or person to something less threatening 85 Defense Mechanisms:  Rationalization:   Person unconsciously finds a sensible reason or excuse for performing or thinking about an unacceptable behavior Sublimation:  Unacceptable desires are channeled into socially acceptable outlets 86 Group Exercise  Identify an example of each defense mechanism 87 More about Dreams…   “royal road to the unconscious” Dreams = dynamic interaction of:    Unconscious wishes Censoring mechanisms of the ego Events in waking life 88 Why do we dream?  Wish fulfillment Release unconscious tension Preserve sleep  Likened dreams to fireworks display:    Takes hours to prepare, but goes off in a moment 89 Levels of Dream Content  Manifest   Latent   What a person can remember about a dream Set of underlying intrapsychic events that lead to manifest content Symbols   Many symbols, few concepts Universal meaning in all dreams 90 Sample of Dream Symbols     Elongated objects capable of causing harm: reptiles, knives, the number 3, represent male genitalia Receptacles: houses, rooms, enclosed spaces, landscapes (female body) represent female genitalia Kings & queens—authority figures = parents Princes & princesses, animals = children 91 Example of Freud’s dreams    Freud, in disguise, accompanies elderly partially blind man in train station Hands man a glass urinal; assumes he is man’s nurse Freud awakens with urge to urinate 92 Interpretation:     Recalls embarrassing event in parents bedroom (urinates on floor at age 7), where father chastises his ambition Ambition & bed-wetting are linked in neuroses cases Blind old man is Freud’s father Dream represents Freud’s wish to shame him and display his accomplishments 93 Example (2) of Freud’s dreams   As a young child, Freud witnesses his mother naked during a train ride Later in his childhood, he dreams of mother in peaceful sleep as she is carried by bird-headed people and laid in bed 94 Interpretation:     Freud recognized bird-gods from Phillippson’s Bible Boy called Phillipp told him slang word for sex; vögeln, German slang for sex, = birds Anxiety over mother’s death disguises wish directed against father = typical childhood wish: death wish for father; sexual one for mother 95 Mr. Whiskers continues his search for an understanding therapist Eat and sleep…eat and sleep. Sheesh! What more can I possibly do? 96 Psychoanalysis – the treatment   Goal: to make what is unconscious, conscious Four processes involved:     Free association Resistance Interpretation Insight 97 Free Association (of dreams)  Patient says whatever comes to mind regardless of:     Social convention Logic & order Seeming importance Feelings of embarrassment 98 Resistance    Anything that impedes progress Can be conscious or unconscious Provides source of information about the patient 99 Resistance (example)  Transference    Inappropriate feelings toward analyst Distorted displacements from significant figures in patient’s (past) life Countertransference  Therapist displaces feelings onto patients 100 Interpretation     Analyst discovers hidden meanings and forms of resistance Communicates these to patient, waiting until patient is ready to hear interpretation Helps patient to reconstruct childhood experiences that led to neuroses Likened this process to excavation & reconstruction of archaeological ruin 101 Insight  Insight involves:   Intellectual understanding Emotional acceptance  Can bring about “cure” 102 Question  For Freud, dreams are like: a) b) c) d) Symbols Fireworks Houses Archaeology 103 Thinking about Freud …    Do you agree that the cardinal motives in personality are sex and aggression? If so, why? If not, what other motives might be equally significant? 104 Strengths      Freud’s significance in psychology’s history cannot be underestimated Influence on subsequent theorists 1st comprehensive theory of human behavior 1st system of psychotherapy Popularized psychological concepts 105 Criticisms  His “revolutionary” ideas existed elsewhere     However, he developed a comprehensive model Lack of verifiability Reliance on case studies Disagreements of successors 106 Psychoanalytic Approach Neo-Freudians Chapters 5 & 6 Overview – Chapter 5  Alfred Adler   Carl Jung   Biographical information/key contributions Biographical information/key contributions Karen Horney  Biographical information/key contributions 108 Freud’s Legacy    “Giant oak” drops acorns that sprout into their own trees (neo-Freudians) Many followers left and formed their own schools of psychology (viewed as blasphemous) Most agreed with influence of unconscious and early childhood experiences 109 Common Deviations from Freud    Personality not formed by early age Emphasis on social and cultural influences on personality Highlight more positive forces 110 Alfred Adler (1870 – 1937)     The 1st dissident Early childhood marked by illness, awareness of death, jealousy of older brother Illness led to desire to be a doctor, but was not a top student Specialized in ophthalmology, general practice and finally psychiatry 111 Involvement in Psychoanalysis    1/4 initial invitees to the Wednesday Society (1902). Invited due to his defense of the Interpretation of Dreams Was close to his father – dismissed Oedipal complex and disagreed with other core psychoanalytic ideas (unconscious, infantile sexuality, primacy of the sexual motive) Broke with Freud and founded “Society for Individual Psychology” 112 Alfred Adler – relationship with SF  Several commonalities:     U of Vienna Ethnicity Profession Marked difference in marital relationship and level of conservatism 113 Relationship with SF – continued    1910 – expunged from Psychoanalytic Society in an acrimonious parting with Freud Adler about Freud: Why should I always work under your shadow? Likened Freudian theory with the pampered child—who feels his instincts must never be denied 114 Adler after Freud …     Served as psychiatrist to Austrian soldiers in WWI Understanding Human Nature (1927) Emigrated to the US, taught at Long Island College of Medicine Died of massive heart attack while on a walk in Aberdeen, Scotland 115 Adler – Key Contributions     Striving for superiority Individual uniqueness Parental influence on personality Birth order 116 Striving for Superiority   “the goal of the human soul is conquest, perfection, security, superiority. Every child is faced with so many obstacles in life that no child ever grows up without striving for some form of significance” “To be human is to feel oneself inferior” 117 Feelings of inferiority - example    Three children taken to the zoo for the first time. At the lions’ cage… One child shrank behind his mother’s skirts and said “I want to go home.” Second child stood where he was, very pale and trembling, and said, “I’m not a bit frightened.” 118 Inferiority – continued     The third child glared at the lion fiercely and asked his mother, “Shall I spit at it?” Which child(ren) display inferiority? ALL THREE, according to Adler Each expressed his feelings in his own way, consonant with his style of life. 119 Inferiority Complex   A neurotic pattern manifesting pervasive feelings of inadequacy, worthlessness, and helplessness Best way to compensate for inferior feelings and avoid this complex is to cooperate with others and make a contribution to life 120 Striving for Superiority    More important than the sexual instinct Aggressive in nature, then becomes a will to power and equated with masculinity Being or feeling powerless likely to overcompensate by expressing “masculine protest” 121 Masculine Protest   Beliefs and attitudes in either sex that represent an overcompensation for feelings of inferiority arising from perceived lack of masculine attributes May take a variety of forms: e.g., rebellion, defiance, extreme submission, failing to try 122 Striving for Superiority – recap    Innate and dominant goal Not striving to be better, hold power or achieve distinction (neurotic pursuits) The constant struggle to meet life’s problems and do one’s part in making life better for all 123 Individual Uniqueness     Our physical and intellectual makeup Kinds of experiences as young children Each person develops a distinctively individual approach to living & pursuing goals: “the style of life” This idea influenced several subsequent theorists 124 Parental Influence    Family constellation: roles of various family members Relationship between parents: democratic vs. one-sided What kinds of models do parents provide? 125 Parental Influence  Pampering, indulgence, “spoiling”    Negatively affects child’s level of independence Expects to be cared for and indulged Neglect, rejection   Children incapable of warm relationships Concludes others are hostile and keeps others out 126 Birth Order     Situations of oldest, middle, youngest & only child are unique and have regular & predicable characteristics influencing style of life 1st born enjoys pampering until he is dethroned by 2nd born Fear competition from those younger; show conservatism and subservience to parental authority “problem children, neurotics, criminals, drunkards, perverts” 127 Birth Order     Middle child in family of 3 or more has problem of competitiveness Dethronement is not as painful Typical 2nd born behaves like in a race Middle borns develop strong S4S 128 Birth Order     Last borns are in danger of becoming dependent due to pampering May develop unrealistic goals and have a life of disappointing relationships Similar issues for only child, except isn’t spoiled as youngest in family Only child can develop ‘mother complex’ 129 Exercise   Record the birth order in your group What is your view on the effects of birth order on personality? Is Adler right about birth order?  Draw on your experience and the experience in your group. 130 Birth Order Research      Some evidence of dethronement 1st borns generally higher achievers than 2nd borns Overall effects are weak and inconsistent Cultural considerations are important Sulloway (1996) – history of science influenced by birth order 131 Carl Jung (1875 – 1961)      Born in Kesswil, Switzerland Son of a country pastor who had lost his faith One younger sister Awkward introverted boy, indifferent student Faked illness and spent 6 months at home 132 Carl Jung (1875 – 1961)  Determined he had two personalities: 1) The dull schoolboy 2) A “wise old man”   Studied at U of Basel, obtained MD @ age 25 “Here at last was the place where collision of nature and spirit became a reality” 133 Carl Jung (1875 – 1961)    Became a psychiatrist, studied with Eugen Bleuler, Pierre Janet Prior to Freud, had gained an outstanding reputation on his own Freud’s “crown prince” and supposed successor 134 Carl Jung – relationship with SF    Began correspondence in 1906 Alleged 13 hour first meeting in 1907 (religious crush) Became 1st president of International Psychoanalytic Association & editor of its journal 135 Jung re: Freud “Freud was the first man of real importance I had encountered; in my experience up to that time, no one else could compare with him. There was nothing the least trivial in his attitude. I found him extremely intelligent, shrewd, and altogether remarkable. And yet my first impression of him remained somewhat tangled; I could not make him out” 136 Jung the split with SF   Freud: “my dear Jung, promise me never to abandon the sexual theory. That is the most essential thing of all. You see, we must make a dogma of it, an unshakeable bulwark” Parted in 1914 after increasingly acrimonious and accusatory correspondence (quote Breger, 2000) 137 Jung after Freud…      ‘Creative illness’ until 1919 Spent the remainder of his long life in a house on Lake Zürich Had wealthy international clientele and his own psychological association Collected works = 20 volumes Wife, Emma; 5 children; mistress, Toni 138 Jung – Key Contributions   Teleology Collective unconscious   archetypes Functions of psychic energy  8 types 139 Teleology: explanation by purpose rather than cause    Events of the past are insufficient to explain present behavior Purpose and future orientation give hope and meaning to life “Life has also a tomorrow, and today is only understood if we are able to add the indications of tomorrow to our knowledge of what was yesterday” 140 Jung:  “My life is a story of the self-realization of the unconscious. Everything in the unconscious seeks outward manifestation, and the personality too desires to evolve out of its unconscious conditions” 141 The Unconscious    Personal unconscious = the unconscious the develops due to person’s unique experiences Collective unconscious = deepest level of the human psyche Contains the accumulation of inherited experiences of human and prehuman species 142 Archetypes    Manifestation of recurring themes or patterns of ancient experiences Repetition through generations has left them imprinted on our psyches Expressed in dreams and fantasies 143 Archetypes: examples     Persona: public role a person presents to others Anima: feminine aspects of the male psyche Animus: masculine aspects of the female psyche Shadow: dark/primitive side of personality 144 Projection of Anima/Animus     Projected onto people of the opposite sex, including parents & lovers Example: criticism of opposite sex is rejection of own qualities Healthy projection is experience of falling in love Love relationship results in more accurate knowledge of the other 145 Functions of Psychic Energy  Principle of opposites   Principle of equivalence   Conflict between opposing processes is necessary Energy continues to redistribute Principle of entropy  Tendency toward balance or equilibrium 146 Psychological Types  Characteristic pattern of major personality dimensions   introversion/extroversion Four functions   thinking/feeling sensation/intuition 147 Introversion/Extraversion     Introverts turn their attention & their libido inward, to their own thoughts & inner states Extraverts direct their energy & attention outward to people & experiences in the world Two types are so fundamentally different they often do not understand each other Jung attributed his split with Freud to difference in type 148 The Four Functions  Thinking/feeling    Alternative ways of making value decisions or judgments Thinking: decisions are based on logic Feeling: decisions are based on the emotions they arouse 149 The Four Functions  Sensation/intuition    How we get information about the world Sensation: pay attention to details through the five senses, concerned with concrete details Intuition: material is perceived through broad perspective, emphasizing future possibilities rather than current details 150 8 psychological types: Extravert  Extravert thinking:    Objective, repress feeling, cold, distant Neglects friends and relationships Extravert feeling:   Sensitive to emotional tone, socially adaptive, thinking repressed Especially frequent among women 151 8 psychological types: Extravert  Extravert sensation:    Captivated by sensory experience, outgoing Concerned with facts and details Extravert intuitive:   Creative visionaries, adventurers Concerned with possibilities for change in the external world 152 8 psychological types: Introvert  Introvert thinking:    Rational, preoccupied with abstract, cold, inflexible Pays little attention to other people Introvert feeling:   Loving but not demonstrative Superficially reserved 153 8 psychological types: Introvert  Introvert sensation:    Strongly affected by sensory experience (subjectively), passive Example: musicians/artists Introvert intuitive:   Inner dominated, ‘strange’ dreamer In touch with the unconscious 154 Karen Horney (1885 – 1952)     German physician Emigrated to America, 1932 – joined Chicago Psychoanalytic Institute 1934 - New York Psychoanalytic Institute Expelled due to conflict with traditional Freudian views 155 Karen Horney (1885 – 1952)    Formed Association for Advancement of Psychoanalysis & American Institute of Psychoanalysis Underwent psychoanalysis herself for depression Had an unhappy childhood 156 Karen Horney – relationship with SF    Critical of “penis envy” Countered with “womb envy” Freud: “we shall not be very greatly surprised if a woman analyst, who has not been sufficiently convinced of the intensity of her own wish for a penis, also fails to attach proper importance to that factor in her patients” 157 Horney – Key Contributions    Anxiety Neurosis – neurotic trends/needs Feminine psychology 158 Basic evil/anxiety   Basic evil: is engendered by insensitive parents who are neglectful, hostile, rejecting and who lack warmth and affection Basic anxiety: “a feeling of being small, insignificant, helpless, deserted, endangered, in a world that is out to abuse, cheat, attack, humiliate, betray, envy” 159 Basic anxiety   An insidiously increasing, all-pervading feeling of being lonely and helpless in a hostile world Protect ourselves by:    Securing love and affection Being submissive/withdrawing Attaining power 160 Safety devices:    Developed in childhood as coping strategies Intended to contend with chronic and severe threat Are neurotic, incite the search for security 161 Neurotic trends:     Evolve from self protective mechanisms and become permanent parts of personality Movement toward people (compliant personality) Movement against people (aggressive personality) Movement away from people (detached personality) 162 Overview – Chapter 6 Coping & anxiety  Frustration & aggression  Attachment style & adult relationships  163 Coping and Anxiety   Anxiety elicits coping efforts Individual differences in coping strategies      Problem-focused (I made a plan) Emotion-focused (I looked on the bright side) Avoidance (I won’t think about the exam) General approach to coping known as coping style Coping flexibility may be key 164 Frustration & Aggression    Dollard (1939): suggests that every instance of frustration produces some tendency toward aggression, and every instance of aggression is preceded by some form of frustration Frustration defined as interference with goaldirected behavior Cognitive processes lead to expression or nullification of anger leading to aggression 165 Attachment Styles:  Based in object-relations theory    Originally the idea that people serve as objects to satisfy libidinal drives Term in psychoanalysis for relationships with people Types:    Secure Avoidant Anxious/ambivalent 166 Attachment Styles     Result in working models or schemas which regulate and influence all close adult relationships Secure style likely to have mutual intimacy Avoidant may lack ability to offer care Anxious/ambivalent tend to be needy, untrusting 167