University of Makati

College of Arts, Sciences and Education Department of Psychology, Philosophy and the Humanities J.P. Rizal Extension. West Rembo, Makati City

Theories of Personality Summary of chapters Four to Six

Prepared by: Abram Angelo Tolosa Cagalingan II-B Psychology Submitted to: Ms. Roxanne Belisario

Chapter four

Trait Paradigm
1. Psychology of Individual-Gordon W. Allport 2. Factor Analysis-Raymond B. Cattell 3. Biological Typology-Hans J. Eysenck

Chapter five

Existential Humanistic Paradigm

1. Personal Construct theory-George Kelly 2. Self Theory or Person-Centered theory-Carl Rogers 3. Humanistic Psychology-Abraham Maslow 4. Existential Psychology-Ludwig Binswanger

Chapter six

LearningParadigm
1. Operant Reinforcement Learning Paradigm-Burrhus Frederic Skinner 2. Social Learning Theory-Albert Bandura 3. Learning Theory-Neal Miller and John Dollard 4. Expectancy Reinforcement Value Model-Julian Rotter

Psychology of Individual
Gordon W. Allport (1897-1967) Gordon Allport was born on November 11, 1897 in Montezuma, Indiana, USA. His father was a physician and his mother was a teacher. He is the youngest of four brothers. He undertook volunteer work for the boys club at Harvard University and attained his MA in 1921 and his Ph.D. in Psychology in 1922 from the said university. His dissertation was An Experimental Study of the Traits of Personality. Allport was elected president of the American Psychological Association. He was the first personality theorist to study the psychologically healthy individual. Together with Leo Postman, Allport wrote the following books: Personality: A Psychological interpretation (1937), Reaction study and study of Values, Pattern and Growth in Personality (1961), and Psychology of Rumors (1967) Gordon Allport Taught at Harvard University until his death on October 9, 1967. Allports theory is known as the trait theory because he emphasize d the nature and evolution of personality traits. Structure of Personality Personal Dispositions-the concept of individual traits, divided into three kinds according to its scope and importance to individual. a. Cardinal disposition-traits that dominate the personality, influencing almost everything a person does. b. Central disposition-characteristics that signifies a persons behavior. c. Secondary disposition-responses to particular stimuli which may occur on rare occasions. Traits Eight criteria of traits: 1. 2. 3. 4. 5. 6. 7. 8. Have more than nominal existence Are more generalized than a habit Are dynamic, or at least determinative May establish empirically or statistically Are only relatively independent of each other Are not the same as moral quality Acts and habits inconsistent with a trait are not proof of the non existence of trait Are present within the personality that contains it or within a population at large

Allport used the idiographic and the nomathenic approaches in studying personality, Borrowing terms from philosopher W. Hindelband. Ideograph Method-intensive study of a simple case. It emphasizes the uniqueness of the individual. Nomethenic Method-studies and analyze group of individuals

Criteria of a Mature Personality: Self-extension has diverse interests Warm human interaction respects and appreciates the rights of others Self-acceptance or emotional security accepts frustrating situations and has an optimistic point of view Realistic perception looks at situation in an objective manner and solves practical problems of everyday life Self-objectification has insights or awareness of ones strengths and weaknesses, and has a good sense of humor Unifying principle of life has a sense of purpose, belief, or goal in life Ten possible units of the study of personality 1. 2. 3. 4. 5. Intellectual capacity Syndromes of temperament Unconscious motives Social attitudes Ideational schemata 6. Expressive traits 7. Stylistic traits 8. Pathologic trends 9. Factorial clusters 10. Character and attitude

Functional autonomy Functional autonomy represents the go of interest and tendencies that initiates and sustain the current behavior. The following are the two type of functional autonomy namely: 1. Preservative functional autonomy closed or almost closed system that continues primarily under its own power with little or no outside reinforcement 2. Propionate functional autonomy an open system which propose that the individual is constantly bombarded with stimuli Right processes that are not functionally autonomous 1. 2. 3. 4. Biological drives Reflex action Constitutional equipment Habits 5. 6. 7. 8. Primary reinforcement Infantilism and fixations Some neuroses sublimation

Personality development Allport believed that, at birth, an individual lacks the unique distinctiveness that will make up his or her personality. The formation of personality develops with growth and maturation. Stages of Proprium or Stages of the Self 1. Bodily senses (03 years old) awareness of bodily sensation and physiological systems 2. Self-identity (infant to death) awareness of who am I and with relationship with others 3. Self-esteem (adolescence to adulthood) exploration of his/her world. This state often takes the form of negativism. It is the fulfillment of a sense of pride 4. Extension of self (4-6 years old) concerned with the importance of possessions; experiences deeper level of contact with things and people 5. Self-image (4-6 years old) awareness of social expectations 6. Self as rational coper (6-12 years old)ability to find various solutions to problems 7. Propiate striving focuses on life goals and intentions (adolescence). At this point, the persons hopes, wishes and aspirations are called intentions ***end***

Factor analysis
Raymond B. Cattell (1905-1998) Raymond Cattell was born in Staffordshire, England in 1905. At the age of sixteen Cattell entered the university of London to study physics and chemistry, after three years he graduated with honors. In 1926, he began graduate school at the same university working with psychologist and statistician Charles Spearman. He finished his doctorate degree in psychology in 1929. Cattell work full-time as psychologist at Columbia University, New York, USA, under the American Psychologist Edward Thorndike. He was already forty when he transferred to the University of Illinois as a research professor. Raymond B. Cattell died on February 2, 1998 at the age of 93. Cattell believed that a persons traits vary from one situation to other. Such a specification is called trial loading. Temporary conditions such as boredom , illness and fatigue are called situation madulators.

Methods used by Cattell 1. L-data life record method 2. Q-data questionnaire data method or self rating questionnaire 3. T-data objective test given to elicit responses from subjects Personality, according to Cattell, is that which permits prediction of what a person will do in a given situation. Hence, behavior, whether overt or hidden, must be properly evaluated. Structure of Personality 1. Surface traits traits that are observable 2. Source traits traits that are underlying causes of overt behavior a. Constitutional source traits-generally determined traits b. Environmental mold traits-source traits that are shaped by ones culture and experience Categories of modality of expressions 1. Ability traits source traits that determines how a person works toward a desire goal a. Crystallize intelligence-cumulated knowledge learned in school b. Fluid intelligence-knowledge gained from experiences 2. Dynamic traits sets the personality in motion towards un goal a. Ergs-instinctual, biological or primary needs b. Meta ergs-learned drives Sentiments-predisposition to act in a certain way toward classes of objects or events Attitude-specific responses to specific objects or events ***end***

Biological Typology
Hans J. Eysenck (1916-1997) Hans Eysenck was born in Berlin, Germany on March 4, 1916. His parents were actors who divorce when he was only two years old. Eysenck was 18 when the Nazis came to power. He fled to France and then to England where he continued his education under Sir Cyril Burt and receives his Ph.D. in psychology from the university of London in 1940. During world war two, he serve as a psychologist in an emergency hospital where he did the research on the reliability of psychological diagnoses. Eysenck was greatly influenced by Jung, Kretschner and Spearman. He taught at the University of London after the war. He was made professor of psychology in 1955. Hans J. Eysenck retired in 1983 and continues to write until his death on September 4, 1997 at the age of 81.

Eysenck focused on personality types. For him, types are not categories that people fit, as Allport emphasized. Instead they are dimensions along which people differ. Identification of Personality Structure 1. 2. 3. 4. Type/Super traits exerts the highest influence, comprised of a set of correlated traits Trait level composed of habitual responses Habitual responses frequently repeated behavior Specific response level those behavior or elements from which the individual forms a habit

Eysenck defined personality as a more or less stable and enduring organization of a Persons character; temperament, intellect and, physique, which determines his or her unique adjustment to the environment. Character a persons more or less stable and enduring system of cognitive behavior (will) Temperament more or less stable and enduring system of affective behavior (emotion) Intellect more or less stable and enduring system of cognitive behavior Physique more or less stable and enduring system of bodily con figuration and neuroendocrine endowment ***end***

Personal Construct theory

George Kelly (1905-1967) George Kelly was born in a farm in Berth, Kansas, USA on April 28, 1905. He was the only child of Theodore and Elfleda Kelly. He was tutored by his parents; his early education was in a one-room schoolhouse. In 1926 he receives his baccalaureate degree in physics and math from Park College and MA in sociology from university of Kansas. In 1929 he was awarded at the University of Edinburgh in Scotland where he earned his BS in education in 1930. In 1930 Kelly returned to America and studied Psychology at Iowa state university. Kellys clinical experiences influenced the nature of his personal construct theory. He joined the navy during the World War II as a psychologist. When the war ended he taught for a year at the University of Maryland before joining the faculty of Ohio State University where he became director of clinical psychology. In 1955, his two volume book was released, in 1965, George Kelly moved to Brandeis University. Two years later, on March 6, 1967, he died at the age of 62.

Development of Personality Kelly emphasized all human beings can develop their own theory that will allow them to anticipate future events accurately. Summary Kellys theory can be categorized as phenomenological bec. It is the studies intact subjective experiences. This theory encompasses five of the eleven postulates. Personality is adaptive and unique. It determines selection and permits prediction of responses, even the specific function of the responses in overall context. ***end***

Self Theory or Person-Centered theory

Carl Rogers (1902-1987) Carl Rogers was born on January 8, 1902 in Oak Park, Illinois. Rogers studied at the University of Wisconsin, majoring in agriculture and switches to religion. In 1924, he married Helen Elliot and move to New York. Carl transferred to clinical program of Columbia University and received his doctorate degree in 1931. In 1964, he accepted a research position in La Jolla, California. Carl Rogers died of heart attack in 1987 at the age of 85.

Structures of personality The principal conceptual framework of Rogerss theory revolves around: 1. Organism-the focus of experience that includes everything potentially available to awareness. 2. Phenomenological field-the totality of experience. It is perpetual 3. The Self-differentiated portion of the phenomenological field. It is the I or me. Characteristics of a fully functioning person; 1. 2. 3. 4. 5. Openness to experiences Existential living Self-trust Sense of freedom Creativity

All organisms possess the following properties; a) It reacts as an organized whole to the phenomenal field in order to satisfy its needs b) It has one basic motive; to strive, to actualize, maintain, and enhance itself c) It may symbolize its experiences so that it becomes conscious; it may deny symbolization so that it remains unconscious; or it may ignore its experiences ***end***

Humanistic Psychology
Abraham Maslow (1908-1970) Abraham Maslow was born on April 1, 1908 in Brooklyn, New York, USA. He was the eldest of the seven children of uneducated Jewish immigrants from Russia. Maslow married Bertha Goodman. They live happily and raised seven children. They moved to Wisconsin because he wanted to study at the University of the Wisconsin. There he became interested in psychology and attained his academic degrees at the said university; BA in 1930, MA in 1931, and Ph.D. in 1934, all in psychology. He returned to New York to work with Edward Thorndike, where he became interested on human sexuality. Abraham Maslow spent his final years in semi retirement in California. On June 5, 1970, he died of a heart attack at the age of 78.

Hierarchy of Needs Growth toward self actualization requires the satisfaction of the hierarchy of needs. At the base of the hierarchy are more basic needs relative to those above them

1. Physiological needs food, shelter, clothing and sleep 2. Safety needs security, protection, stability, freedom from fear and anxiety 3. Love and belonging need for family and friends, relationships, and being part of a group 4. Esteem needs refers to the reaction of others to us as individuals, how we view ourselves, and the need for a favorable judgment 5. Need for self-actualization the tendency to feel restless unless we are doing what we think we are capable of doing Self-actualizing people exhibits the following characteristics 1. 2. 3. 4. 5. 6. They perceive reality accurately and fully They demonstrate a greater acceptance of themselves, others and nature in general They exhibit spontaneity, simplicity, and naturalness They tend to be concerned with problem rather than themselves They have a quality detachment and a need for privacy They are autonomous and therefore, tend to be independent of the environment and the culture ***end***

Existential Psychology
Ludwig Binswanger (1881-1966) Ludwig Binswanger was born in Kreuzlingen, Switzerland on April 3, 1881. He earned his medical degree at the University of Zurich in 1907. He studied under Carl Jung and Eugen Bleure, a leader in Swiss psychiatry. He was also a follower of Freud and maintained their friendship throughout their lives. Binswanger succeeded his father and grandfather as chief medical director of Belleveu Sanatorium in Kreuzlingen. He diedin 1966

Modes of existence 1. Umwelt the world around or non personal: it includes the biological drives, needs, and instincts of an individual. 2. Mitwelt with the world; includes the meaning of the world of fellow human beings or the meaning of a persons relationship with others; social relationship 3. Eigenwelt own world the mode of relationship with ones self identity. Existential psychology views people as ongoing, changing and continually striving toward the future state of fulfillment. Binswanger used German word Dasein, meaning being there. For existential psychologist, Dasein means dynamic state or continual process. It employs the phenomenological method of analyzing human existence. ***end***

Operant Reinforcement Learning Paradigm

Burrhus Frederic Skinner (1904-1990) Burrhus Skinner was born on March 20 1904 in Susquehanna, Pennsylvania, USA. He studied at Hamilton College and the Harvard University. On August 10 1990, he was awarded a citation for outstanding life time contribution to psychology by the American psychological association. Eight days later he died of leukemia at the age of 86. Operant conditioning Skinner emphasizes the study of overt behavior, wherein he categorize in two major categories of behavior: 1) respondent behavior, which is elicited by a known stimulus, and 2) operant behavior, which appears to be emitted rather than elicited. Skinners work was mainly on operant behavior that can be changed. The development of personality is considered the result of an individuals history of reinforcement ***end***

Social Learning Theory

Albert Bandura (1925-____) Albert Bandura was born in Mundure, Alberta, Canada, on December 4, 1925. He studied at the University of Columbia and received his BS degree in psychology in 1949, his Ph.D. in1952 at the University of Iowa. Bandura transferred to Stanford University and produce his first book in 1959. In 1973, Bandura was elected president of the American Psychology Association and receive award for distinguish scientific contribution in 1980.

Social learning theory Albert Bandura focuses on conditions that affect the acquisition, performance, and maintenance of behavior. Through observational learning or modeling, people may acquire complex pattern of behavior even without being rewarded. Three effects are possible: modeling, disinhibitory, and eliciting.

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Learning Theory
Neal Miller (1909-2002) Neal Miller was born in Milwaukee, Wisconsin on August 3, 1909. He attained his BS degree from the University of Washington and his Masters from the University of Stanford in 1932 and his Ph.D. from Yale in 1935.Miller is known for his theoretical work on the nature of reinforcement, acquisition of drives, and study of conflicts. His latter works centered on behavioral medicine (1983) and neuroscience (1995) John Dollard (1900-1980) John Dollard was born in Menasha, Wisconsin on August 29, 1900. He receives his BA degree in 1922 at the University of Wisconsin and his masters at University of Chicago in 1930. His Ph.D. an sociology from the same university in 1931. Together with Neal Miller they developed the learning theory and publish many books. John Dollard died in 1980 at the age of 80.

Learning theory Dollard and Miller combined the learning theorist of Hull and Freud. Hulls theory of learning equated reinforcement with drive reduction and defined a habit as a strong association of a stimuli and a response. Central to Dollards and Millers theory are the concepts of drive cue, responses and reinforcement. Drive impels the organism to action; cue directs its behavior; responses is what the organism does either overtly or internally; and reinforcement occurs when the motivational drive is either reduce or terminated. In other words, in order to learn, the organism must want something, notice something, do something and get something. ***end***

Expectancy Reinforcement Value Model

Julian Rotter (1916-____) Julian Rotter was born in Brooklyn, New York in October 1916. In 1937, he received his BA at Brooklyn College, and his MA at the University of Iowa. He earned his Ph.D. in Psychology at the University of Indiana in 1941. In 1989, Rotter received the American Psychological associations Distinguish Scientist Award. Although, he retired as a professor in 1987. Expectancy Reinforce Value Model Summary Rotters theory is based on the assumption that the most of our behaviors are learned and acquired through experiences. This is unlike the Freudians view that focuses heavily on experiences during the psychosexual development. Rotter focuses on past events only to extent that this could help us predict current behavior. For instance, painful experiences during childhood may be not important to predict success in college; low academic performance in high school may be sufficient. ***end***