1. Personality
AP Psychology:

2. AP students in psychology should be able to do the following:
Compare and contrast the major theories and approaches to explaining personality: psychoanalytic, humanist, cognitive, trait, social learning, and behavioral.
Describe and compare research methods (e.g., case studies and surveys) that psychologists use to investigate personality.
Identify frequently used assessment strategies (e.g., the Minnesota Multiphasic Personality Inventory [MMPI], the Thematic Apperception Test [TAT]), and evaluate relative test quality based on reliability and validity of the instruments.
Speculate how cultural context can facilitate or constrain personality development, especially as it relates to self-concept (e.g., collectivistic versus individualistic cultures).
Identify key contributors to personality theory (e.g., Alfred Adler, Albert Bandura, Sigmund Freud, Carl Jung, Abraham Maslow, Carl Rogers).

3. Lesson One: Objectives
By the end of this lesson, I will be able to:
Identify key contributors to personality theory (e.g., Alfred Adler, Albert Bandura, Paul Costa and Robert McCrae, Sigmund Freud, Carl Jung, Abraham Maslow, Carl Rogers).

4. Preview p.132
Freud called dreams “the royal road to the unconscious.” Do you believe that dreams on actually help us understand our hidden desires?
If so, explain.
If not, what other functions do dreams have?

5. Personality
Personality - A unique pattern of consistent feelings, thoughts, and behaviors that originate within the individual.

7. Freudian Classical Psychoanalytic Theory of Personality
Developed by Sigmund Freud in the late nineteenth century and continued until his death in 1939
Believed sex was a primary cause of emotional problems and was a critical component of his personality theory
Remains an important influence in Western culture – pop culture

9. The Id: (The Devil)
Is the original personality, the only part present at birth.
Resides in the unconscious mind
Includes our biological instinctual drives:
Life instincts for survival, reproduction, and pleasure
Death instincts, destructive and aggressive drives detrimental to survival
Operates on a pleasure principle -demands immediate gratification for these drives without the concern for the consequences of this gratification

10. The Superego: (The Angel)
Represents one’s conscience and idealized standards of behavior in their culture
Operates on a morality principle, threatening to overwhelm us with guilt and shame
To prevent being overcome with anxiety because of trying to satisfy the id and superego demands, the ego uses what Freud called…

11. The Ego: (The Result)
Starts developing during the first year or so of life to find realistic and socially-acceptable outlets for the id’s needs
Operates on the reality principle, finding gratification for instinctual drives within the constraints of reality (the norms and laws of society)
Defense mechanisms - processes that distort reality and protect us from anxiety

12. Freud’s Psychosexual Stage Theory
Was developed chiefly from his own childhood memories and from his interactions with his patients.
An erogenous zone is the area of the body where the id’s pleasure-seeking psychic energy is focused during a particular stage of psychosexual development
Fixation occurs when a portion of the id’s pleasure-seeking energy remains in a stage because of excessive gratification or frustration of our instinctual needs.

13. Freud’s Psychosexual States of Personality Development
Stage (age range)
Erogenous Zone
Activity Focus
Oral (birth - 1½ years)
Mouth, lips, and tongue
Sucking, biting, and chewing
Anal (1½ - 3 years)
Anus
Bowel retention and elimination
Phallic (3 - 6 years)
Genitals
Identifying with same-sex parent to learn gender role and sense of morality
Latency (6 years - puberty)
None
Cognitive and social development
Genital (puberty - adulthood)
Mature sexual orientation and experience of intimate relationships

14. Potty Training
Parents try to get the child to have self-control during toilet training
If the child reacts to harsh toilet training by trying to get even with the parents by withholding bowel movements, an anal-retentive personality with the traits of orderliness, neatness, stinginess, and obstinacy develops
The anal-expulsive personality develops when the child rebels against the harsh training and has bowel movements whenever and wherever he desires

15. Phallic Stage Conflicts
In the Oedipus conflict, the little boy becomes sexually attracted to his mother and fears the father (his rival) will find out and castrate him
In the Electra conflict, the little girl is attracted to her father because he has a penis; she wants one and feels inferior without one (penis envy)

16. Defense Mechanisms Repression
Unknowingly placing an unpleasant memory or thought in the unconscious so that we are not anxious about them; the primary defense mechanism
Not remembering a traumatic incident in which you witnessed a crime
Regression
Reverting back to immature behavior from an earlier stage of development
Throwing temper tantrums as an adult when you don’t get your way
Displacement
Redirecting unacceptable feelings from the original source to a safer substitute target
Taking your anger toward your boss out on your spouse or children by yelling at them and not your boss

17. Defense Mechanisms Sublimation
Replacing socially unacceptable impulses with socially acceptable behavior
Channeling aggressive drives into playing football or inappropriate sexual desires into art
Reaction Formation
Acting in exactly the opposite way to one’s unacceptable impulses
Being overprotective of and lavishing attention on an unwanted child
Projection
Attributing one’s own unacceptable feelings and thoughts to others and not yourself
Accusing your boyfriend of cheating on you because you have felt like cheating on him
Rationalization
Creating false excuses for one’s unacceptable feelings, thoughts, or behavior
Justifying cheating on an exam by saying that everyone else cheats

18. Defense Mechanisms
Quiz – Quiz Trade: Read the definition or example & your partner should select the correct defense mechanism.
Rationalization Displacement Sublimation
Denial Reaction Formation
Projection Repression
Regression Intellectualization

19. Criticisms of Freud’s theory: (Neo-Freudian)
1. Rejected idea that adult personality is completely formed by 5- or 6-years old.
2. Argued that Freud’s focused too much on biological instincts (ignored social factors.)
3. The overall negative tone of Freud’s theories was not seen as effective by later clinical psychologists.

20. Neo-Freudian Theories of Personality
Agree with many of Freud’s basic ideas, but differ in one or more important ways
Carl Jung’s Collective Unconscious
Alfred Adler’s Striving for Superiority
Karen Horney and the Need for Security

21. Neo-Freudian thoughts
Many of Freud’s followers joined the Vienna Psychoanalytic Society. This society, led by Freud, focused on Freud’s view of personality.
Freud disagreed strongly with anyone who challenged his views.
Several members of the group, left to form their own views of personality (schools, associations).

22. Carl Jung ( )
Born in Switzerland, the son of a Protestant Minister, Jung was a quiet, introspective child who kept to himself.
Pondered the nature of dreams & visions he experienced.
Jung earned his M.D. degree in 1900 & went on to study schizophrenia, consciousness, & hypnosis.
He became interested in Freud after reading The Interpretation of Dreams.

23. More about Jung Jung & Freud met in 1907 & became close colleagues.
Jung formally left Freud’s group in 1913.
Jung spent the next 7 years in intense introspection—led to his theory of personality.

24. The Collective Unconscious
There are common themes & experiences that all people in all cultures experience.
Examples: (God(s))
1. Christianity– God
2. Islam-Allah
3. Hindu – Multiple Gods

25. The collective unconscious is made up of primordial images.
These images called archetypes, are the universal symbolic images of a particular person, object, or experience.
Example: the archetype of mother is in the child’s collective unconscious.

26. Mythology: Common themes across cultures (ancient, recent)
If you look throughout all human history you can identify these following themes:
Hero & heroine
(Luke or Leia)
Villain
(Darth Vader)
Naïve youth & wise old-sage
(Luke and Obi-Wan)

27. Shadow – Our dark side
This is the unconscious part of ourselves that is negative.
Jung argued you couldn’t have good without evil.
This concept is found throughout every culture.

28. Other common archetypes
Mother/Father
God/Devil
Hero/Heroine (Knight, Warrior)
Damsel (Princess)
Alchemist (Wizard, Magician, Scientist, Inventor)
(Fairy Godmother/Godfather)
Teacher (Instructor, Mentor)

29. Individuation:
Jung believed that the goal of personality development was to “realize the self”
Individuation – the process in which a person becomes an individual (unified whole)
Your opposing forces are in harmony

30. Carl Jung’s Other Terms:
Jung proposed two main personality attitudes, extraversion and introversion
Extraversion – Outgoing
and excitable.
Introversion – Quiet and
slower to warm up.

31. Alfred Adler’s Striving for Superiority
An Austrian physician, Adler was one of the first to break from Freud’s group (1911).
Rejected Freud’s notion of “penis envy,” argued that women really envy men’s power & status.
Main difference: Adler emphasized importance of conscious goal-directed behavior & down played unconscious influences.

32. More about Adler: All humans begin life with a sense of inferiority.
We are helpless as children & need adults to survive.
Adler argued we struggle the rest of our lives to overcome this feeling of inferiority.

33. We struggle to overcome inferiority.
Adler called this natural instinct striving for superiority.
“Striving for superiority” doesn’t mean being superior over others, rather to improve ourselves.
Our primary motivation is to improve ourselves.

34. What happens if we fail?
If we fail to overcome feelings of vulnerability & weakness, we develop an inferiority complex.
Here, an individual believes they are inferior & feel powerless, weak, & helpless.

35. Birth Order shapes personality
First-Born- are often pampered & showered with attention.
Are likely to have problems later
Middle-Born-not pampered, must share attention with siblings.
Last-Born- pampered through out life.
Big Idea: Pampering leads to problems

36. Karen Horney and The Need for Security
Focused on dealing with our need for security, rather than a sense of inferiority
Three neurotic personality patterns
Feelings of security with result in:
Moving toward people A compliant, submissive person
Feelings of helplessness and insecurity will result in:
Moving against people An aggressive, domineering person
Moving away from people A detached, aloof person

37. Humanistic Approach:
Humanistic theories developed in the 1960s as a part of a response to the psychoanalytic and behavioral psychological approaches that then dominated psychology and the study of personality
The humanistic approach emphasizes conscious free will in one’s actions, the uniqueness of the individual person, and personal growth

38. Maslow Quotes:
”If you plan on being anything less than you are capable of being, you will probably be unhappy all the days of your life.”
“The ability to be in the present moment is a major component of mental wellness.”
“The story of the human race is the story of men and women selling themselves short.”

39. The Humanistic Approach to Personality
Abraham Maslow is considered the father of the humanistic movement
Maslow’s hierarchy of needs is an arrangement of the innate needs that motivate our behavior, from the strongest needs at the bottom of the pyramid to the weakest needs at the top of the pyramid
Self Actualization – To develop or achieve one’s true potential.

41. What do you think? - Discussion
What do you think about this whole concept of self-actualization?
Do you believe that all subsequent needs must be met before you can be self-actualized?
Do people have self-actualized moments in life?
If you achieve self-actualization, can you regress?
I have seen Maslow in almost every college class I took (even outside of psychology and sociology). Do you agree that it should be taught?

42. Roger’s Self Theory
Big Idea: We want acceptance by others and ourselves
Self – Organized, consistent set of beliefs and perceptions about ourselves
1. Develop in response to our life experiences
2. We modify our “self” in response to the exp’s.
BIG Theory: Unconditional Positive Regard – We are born with the need to be accepted by others and ourselves – when we aren’t accepted, we disapprove of ourselves and have low self-esteem.

43. Rogers
If we don’t accept who we are OR are not accepted by others, then we have develop problems.
Real Self – Who we are
Ideal Self- Who we want to be (society can influence this)
Fully Functioning – Roger’s term for self-actualization

44. Process p.132
Have you had someone in your life who accepted you unconditionally?
Do you think this person helped you to know yourself better and to develop a better image of yourself?

45. Preview p.134
With the popularity of online social networking forums, such as Facebook and Twitter, relationships have become even more complicated.
Do you start or maintain relationships (friendly or otherwise) with people you don’t know in “real” life? Why or why not?
How can you tell if someone is being genuine online? What are some of your own criteria for determining someone’s personality?

46. George Kelly: The Social-Cognitive Approach to Personality:
Big Idea: We constantly are assessing who we are based on what we know and learn
George Kelly – Personal Construct Theory
We use personal constructs (labels to help us categorize our world) to understand the world around us
We assess similarities and differences and then identify with what we like/don’t like.

47. Bandura’s Self-System
Big Idea: We learn who we are by observational learning
Reciprocal determinism – We are who we are because of:
1. A person’s characteristics – how we think
2. A person’s behavior – how we act
3. The environment – society
Self Efficacy – We want to accomplish tasks so we feel competent.
Individualism – We want to get better as individuals (American/Western European viewpoint)
Collectivism – We want to get better as a group (Japan, China, India.)

48. Social-Cognitive Perspective
Reciprocal determinism
Interacting influences between personality and environmental factors

49. Social-Cognitive Perspective
Personal Control
our sense of controlling our environments rather than feeling helpless
External Locus of Control
the perception that chance or outside forces beyond one’s personal control determine one’s fate

50. Social-Cognitive Perspective
Internal Locus of Control
the perception that one controls one’s own fate
Learned Helplessness
the hopelessness and passive resignation an animal or human learns when unable to avoid repeated aversive events

51. Social-Cognitive Perspective
Learned Helplessness
Uncontrollable
bad events
Perceived
lack of control
Generalized
helpless behavior

52. Julian Rotter’s Locus of Control
Big Idea: Our sense of control makes us who were are
Locus of control is a person’s perception of the extent to which he/she controls what happens to him/her
External locus of control refers to the perception that chance or external forces beyond your control determine your fate (learned helplessness)
Internal locus of control refers to the perception that you control your own fate (efficacy)

53. DO NOW Take a worksheet from the front of the room.
Complete the Locus of Control Scale

54. Trait Theory: Gordon Allport
Big Idea: Traits make us who we are
Trait – A relatively permanent characteristic of our personality that can be used to predict our behavior.
Central Trait – A general characteristic about us : (shy, happy, etc.)
Cardinal Trait – A defining characteristic of a person (dominates and shapes our behavior)

55. Hans Eysenck: Personality Dimensions
Big Idea: We express three main dimensions (at varying levels) to make us who we are
Factor Analysis – Statistical procedure that identifies common factors to simplify a long list of traits
Extraversion – How social or withdrawn you are
Neuroticism – How moody or calm we can be
Psychoticism – How ruthless or tender we can be

56. Hans Eysenck UNSTABLE INTROVERTED EXTRAVERTED STABLE choleric
melancholic
phlegmatic
sanguine
INTROVERTED
EXTRAVERTED
Moody
Anxious
Rigid
Sober
Pessimistic
Reserved
Unsociable
Quiet
Sociable
Outgoing
Talkative
Responsive
Easygoing
Lively
Carefree
Leadership
Passive
Careful
Thoughtful
Peaceful
Controlled
Reliable
Even-tempered
Calm
Touchy
Restless
Aggressive
Excitable
Changeable
Impulsive
Optimistic
Active

57. Raymond Cattell: 16 Personality Factors
Big Idea: How are traits organized and how are they linked?
Made list of 16 basic traits that most people exhibit
Surface traits – Visible areas of personality (general traits)
Source traits – Underlying personality characteristics (more specific)

59. Big Five Personality Factors:
Big Idea: Five factors make up who we are
O – peness
C – onscienctiousness
E – xtraversion
A – greeableness
N - euroticism
New research

60. Five-Factor Model of Personality
Dimension
High End
Low End
Openness
Imaginative, independent, having broad interests, receptive to new ideas
Conforming, practical, narrow interests, closed to new ideas
Conscientiousness
Well-organized, dependable, careful, disciplined
Disorganized, undependable, careless, impulsive
Extraversion
Sociable, talkative, friendly, adventurous
Reclusive, quiet, aloof, cautious
Agreeableness
Sympathetic, polite, good-natured, soft-hearted
Tough-minded, rude, irritable, ruthless
Neuroticism
Emotional, insecure, nervous, self-pitying
Calm, secure, relaxed, self-satisfied

61. Personality Inventories
Are designed to measure multiple traits of personality, and in some cases, disorders
Are a series of questions or statements for which the test taker must indicate whether they apply to him or not
The MMPI (the Minnesota Multiphasic Personality Inventory) is the most widely used, translated into more than 100 languages

62. Personality Inventories
Empirically Derived Test
a test developed by testing a pool of items and then selecting those that discriminate between groups
such as the MMPI

63. Projective Tests
Contain a series of ambiguous stimuli, such as inkblots, to which the test taker must respond about his perceptions of the stimuli
Sample tests
Rorschach Inkblots Test
Thematic Apperception Tests (TAT)

64. Rorschach Inkblots Test
Contains 10 symmetric inkblots used in the test, in which the examiner then goes through the cards and asks the test taker to clarify her responses by identifying the various parts of the inkblot that led to the response
Assumes the test taker’s responses are projections of their personal conflicts and personality dynamics
Widely used but not demonstrated to be reliable and valid

68. Thematic Apperception Tests (TAT)
Consists of 19 cards with black and white pictures of ambiguous settings and one blank card
Test taker has to make up a story for each card he sees (what happened before, is happening now, what the people are feeling and thinking, and how things will turn out)
Looks for recurring themes in the responses
Scoring has yet to be demonstrated to be either reliable or valid

69. Process p.128 Explore your possible selves:
The self you hope to become
The self you fear you will become
The self you think you are to your friends
The self you think you are with your family
The self you are at school

70. Which quote do you like best?
Survival of the fittest
Success is a conditioned response
And yes…I’ve already analyzed you
You’ve got to be a little crazy to take this class
If Freud analyzed me, he’d be scared
Let’s get PSYCHED!!
Who let Pavlov’s dogs out?
Are you self-actualized?

71. FRQ Practice
Jessica has been acting out in school. She gets into fights and is failing many of her classes. Her parents are in the middle of a divorce and she is shuttling between their houses. Explain each of the concepts below. How would each apply to her behavior? id
locus of control
trait theory
displacement
humanistic theory