SECTION 3 THE LEARNING APPROACH

BEHAVIORISM Watson-external forces or influences largely shape people’s Preferences and behaviors  Not internal forces Skinner-look to how they behavior not their minds Effects of reinforcement on behavior  We are shaped into wanting what is good for society at an early age  Utopian society ( happy/content/contributes)

The environment influences (parents approval, social customs)  condition or shape us into wanting some things and not others Socialization  the process by which people learn the socially desirable behaviors of their particular culture and adopt them as part of their personalities Every one contributes to society

SOCIAL-LEARNING THEORY Importance of learning by observation and on the role of the cognitive processes that produce individual differences People can act intentionally to influence the environment

People engage in purposeful learning People seek to learn about their environment, and have some control over reinforcement observational learning extends to reading, about others or watching them (TV or movies)

INTERNAL FACTORS THAT INFLUENCE HOW WE ACT skills-  person’s physical and social abilities values-  value we put on the certain outcomes of behaviors (good grades, studying) Goals-  setting goals plan +effective way to achieve them Expectations-  predictions of what will happen Expectation-  belief in yourself

EVALUATION OF THE LEARNING APPROACH Behaviorism-  limited  does not explain the richness of inner human experience. Does not deal with thoughts, feelings and inner map Social-learning theory  Deal with issues  Not enough attention to how the role of genetic variation plays in determining individual differences in behavior.

SECTION 4 HUMANISTIC

ABRAHAM MASLOW People need to Recognize their desire to achieve self-actualization- To reach their full potential Must follow your own path Take some risks

CARL ROGERS - SELF THEORY METHOD OF PSYCHOTHERAPY: PERSON-CENTERED People shape their personalities through free choice and actions Self concept- view of oneself as an individual  The self is at the center of each person’s experience  An ongoing sense of who and what one is  Guiding principle behind both personality and behavior

Congruence  consistency between one’s self concept and one’s experiences Out going people - have good relationships – feel happy

ABRAHAM MASLOW HIERARCHY OF NEEDS

SELF-ESTEEM AND POSITIVE REGARD Belief in oneself  first-esteem reflects the esteem of other for you  parents help develop self-esteem by showing unconditional positive regard.  Unconditional positive regard-accepting children as they are  Conditional regard-accept children only when they behavior is in a desired manner.  may lead children into thinking they are worthwhile only if they behave in a certain way

EVALUATION OF THE HUMANISTIC APPROACH People are not only animals Focus on the conscious experience Stress human freedom Weakness  Conscious experience is private and subjective 

SECTION 5 THE SOCIO-CULTURAL APPROACH

focus on the role of ethnicity, gender and culture in the formation of personality Individualism versus collectivism Individualism is valued in many cultures the united states) but not in others (Japan, India) Individualism -define themselves in terms of their personal identities and personal goals (given priority)

COLLECTIVISTS define themselves in terms of the groups to which they belong priority given to the groups goals Socio-cultural factors and self  self concepts can reflect what others think of us  Teens= appearance, weight, height discrimination and poverty have an affect on self concepts  Remember Kenneth Clarks study

EVALUATION OF THE SOCIO-CULTURAL APPROACH Strengths  Provides valuable insights into the roles of ethnicity, gender, culture, and socioeconomic statues in personality formation.  Enhances our sensitivity to cultural differences  Deeply affects many different aspects of the personality.  Sociocultural Factors are external forces that are internalized and affect us all.

SEC. 1  Eysenck 2 personality dimensions  5 factors model of personality Sec 2  Freud’s  ID< EGO< SUPEREGO  Defense mechanisms  Stages of development Sec 3 Watson’s social learning theory Sec 4 Abraham Maslow’s Hierarchy of needs Self concept Sec 5 Individualism verses Collectivism STUDY CHAPTER 14