1. Psychology 3051 Psychology 305: Theories of Personality Lecture 19

2. Psychology 3052 1. I will have additional office hours tomorrow for the purpose of exam preparation. I will be available in my office (Kenny, 2517) from 11:00-1:00. 2. Our third exam is scheduled for next class— Thursday, July 29 th (6:00-8:00 PM). Please note the following points for the exam: Announcements

3. Psychology 3053 Be sure to bring a pencil, eraser, pen, and your student ID to the exam. Note that hats (e.g., baseball caps) should not be worn during the exam. All electronic devices must be put away; the time will be monitored in 5 minute increments on the overhead projector.

4. Psychology 3054 The exam will include 30 multiple choice questions (1 point each) and several short answer questions (ranging in value from 2 – 4 points each). It will be scored out of 50 points. As noted in the course syllabus, Chapter 16 of the textbook will be included on the exam. Five multiple choice questions and one short answer question will be based on this chapter.

5. Psychology 3055 Lecture 19 Questions That Will Be Answered In Today’s Lecture Intelligence, continued 3. What are the primary criticisms of the dominant view of intelligence? (continued)

6. Psychology 3056 1. Linguistic intelligence 2. Logical mathematical intelligence  Gardener’s theory maintains that there are 8 types of intelligence: 3. Spatial intelligence 4. Musical intelligence 5. Bodily-kinesthetic intelligence 6. Intrapersonal intelligence 7. Interpersonal intelligence 8. Naturalist intelligence What are the primary criticisms of the dominant view of intelligence? (continued)

7. Psychology 3057  Gardner argued that the 8 intelligences are amoral in that they can be put to constructive or destructive use: “I want my children to understand the world, but not just because the world is fascinating and the human mind is curious. I want them to understand it so that they will be positioned to make it a better place. Knowledge is not the same as morality, but we need to understand if we are to avoid past mistakes and move in productive directions. An important part of that understanding is knowing who we are and what we can do …. The performance of understanding …we carry out as human beings in an imperfect world which we can affect for good or for ill.” (Gardner, 1999)

8. Psychology 3058  Gardener maintained that all 8 intelligences are neurologically represented. Consistent with his argument, research suggests that damage to specific areas of the brain impairs some types of intelligence while leaving other types of intelligence intact.

9. Psychology 3059 Examples: (a) Damage to the right parietal lobe results in the loss of intrapersonal intelligence. (b) Damage to the left parietal lobe results in the loss of bodily-kinesthetic intelligence. (c) Damage to the frontal and temporal lobes of the right hemisphere results in the loss of interpersonal intelligence

10. Psychology 30510  Gardner believed that each person has a unique blend of intelligences. He argued that the greatest challenge facing each of us is to determine “how to best take advantage of the uniqueness conferred on us as a species exhibiting … [multiple] intelligences.”

11. Psychology 30511 Analysis of the Personality of a Civil Rights Leader Malcolm X: Discussion Questions 1.What learning processes (e.g., classical conditioning, operant conditioning, observational learning) do you think shaped Malcolm X’s personality? Identify specific examples to illustrate how these learning processes shaped his personality. 2.Prior to imprisonment, Malcolm X did not adhere to a separatist view regarding race relations. However, after imprisonment, he did adhere to this view, ultimately joining the Nation of Islam. How can Dollard and Miller’s learning theory be used to explain this change in Malcolm X’s attitudes and behaviour?

12. Psychology 30512 3. Maslow maintained that, in the hierarchy of conative needs, lower-order needs have greater strength, potency, and priority than higher-order needs. Were Malcolm X’s actions consistent with this assertion? 4. How does Maslow’s notion of the self-actualizer differ from Rogers’ notion of the fully functioning person? Can both concepts be applied to Malcolm X? 5. Towards the end of his life, Maslow identified a subgroup of self-actualizers that he referred to as “transcendent self-actualizers.” Can Malcolm X be described as a transcendent self-actualizer? Explain.

13. Psychology 30513 7. Presumably, Malcolm X had an above average IQ. If we consider multifaceted theories of intelligence, which type(s) of intelligence would best characterize Malcolm X? 6. Mischel proposed 5 “cognitive-social learning person variables” to describe personality: competencies, personal constructs, expectancies, subjective values, and self-regulatory plans. Use these variables to describe Malcolm X’s personality when he was in Boston.

14. 14 Racism, social isolation (US) Negative emotions (UR; e.g., anxiety) Reflexive Presence at school (CS) Learned Repeatedly paired Highly similar Negative emotions (CR) Example of Classical (Emotional) Conditioning

15. 15 Death of father, burning of home (US) Negative emotions (UR; e.g., anger, fury) Reflexive Presence of “whites” (KKK) (CS) Learned Repeatedly paired Highly similar Negative emotions (CR) Example of Classical (Emotional) Conditioning

16. Psychology 30516 Factors that may account for self-actualization in the absence of lower-order need satisfaction (Heylighenl, 1991): 1.Prior need satisfaction (a temporal factor). 2. Perceived competence to satisfy lower-order needs (a cognitive factor). Perceived competence emerges from (a) material competence and (b) cognitive competence.

17. Psychology 30517 Transcendent self-actualizers: People whose actualization goes beyond the self to become universal in nature (Maslow, 1971).

18. Psychology 30518 Sternberg’s Triarchic Theory of Intelligence Maintains that there are 3 facets of intelligence: 1. Analytical facet 2. Creative facet 3. Practical facet

19. Psychology 30519 1. Linguistic intelligence 2. Logical mathematical intelligence 3. Spatial intelligence 4. Musical intelligence 5. Bodily-kinesthetic intelligence 6. Intrapersonal intelligence 7. Interpersonal intelligence 8. Naturalist intelligence Gardner’s Theory of Multiple Intelligences Maintains that there are 8 types of intelligence: