Upload
phamxuyen
View
226
Download
0
Embed Size (px)
Citation preview
Personality, 9eJerry M. Burger
© 2016 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website for classroom use.
Chapter OutlineHans Eysenck’s theory of personality
TemperamentEvolutionary personality psychology
Application: Children’s temperaments and school
© 2016 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website for classroom use. 9 - 3
Chapter OutlineAssessment: Brain electrical activity and cerebral asymmetry
Strengths and criticisms of the biological approach
© 2016 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website for classroom use. 9 - 4
Hans Eysenck’s Theory of PersonalityStructure of personality
Eysenck employed factor analysis to identify supertraits
All traits can be subsumed within three basic personality dimensionsExtraversion–introversionNeuroticismPsychoticism
© 2016 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website for classroom use. 9 - 5
Figure 9.1 - Eysenck’s Hierarchical Model of Personality
© 2016 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website for classroom use. 9 - 6
Hans Eysenck’s Theory of Personality
Eysenck divided the elements of personality into units that can be arranged hierarchicallyBasic structure - Specific response level
Initial factor analytic research yielded in two basic dimensionsExtraversion–introversionNeuroticism
Personality dimensions are independent of one another
© 2016 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website for classroom use. 9 - 7
Figure 9.2 - Traits Associated with Eysenck’s Two Major Personality Dimensions
Source: From Eysenck, H. J., and Eysenck, B. G. (1968), Manual for the Eysenck Personality Inventory, San Diego: EDITS. Reprinted by permission of Educational and Industrial Testing Service.
© 2016 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website for classroom use. 9 - 8
Hans Eysenck’s Theory of Personality
Extraverts are outgoing, impulsive, uninhibited, and sociable
Introverts are quiet, introspective, reserved, and distant except to intimate friends
People high on neuroticism are unstable or highly emotional, easily upset, and angered
Individuals low on neuroticism are less prone to emotional swings
© 2016 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website for classroom use. 9 - 9
Hans Eysenck’s Theory of Personality
Psychoticism - Third supertrait found by EysenckPeople on the high end of
psychoticism are egocentric, aggressive, and impersonal
© 2016 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website for classroom use. 9 - 10
Biological Basis for PersonalityEysenck’s arguments
Consistency of extraversion–introversion over time
Cross-cultural researches indicate the three dimensions of personality
Genetics play a vital role in determining a person’s placement on the personality dimensions
© 2016 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website for classroom use. 9 - 11
Physiological Differences: Stimulation Sensitivity and Behavioral Activation/Inhibition SystemsSensitivity to stimulation
Introverts and extraverts differ in how their brains respond to emotional stimuli
Introverts are quickly aroused when exposed to external stimulation
© 2016 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website for classroom use. 9 - 12
Physiological Differences: Stimulation Sensitivity and Behavioral Activation/Inhibition SystemsSensitivity to reinforcement
Reinforcement sensitivity theoryHuman brain has a behavioral
approach system (BAS) and a behavioral inhibition system (BIS)
Individuals differ in the strength of these systems, and differences are stable over time
© 2016 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website for classroom use. 9 - 13
Physiological Differences: Stimulation Sensitivity and Behavioral Activation/Inhibition Systems
People with a high BAS seek out and achieve pleasurable goalsExperience more anger and frustration
Individuals low on BAS get pleasure out of rewards and anticipating those rewards
People with a high BIS are apprehensive and quick to retreat from problematic situationsExperience more anxiety
© 2016 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website for classroom use. 9 - 14
TemperamentGeneral behavioral dispositions that can be expressed in different ways depending on an individual’s experiences
Development into stable personality traits depends on complex interplay of genetic predispositions and environment
© 2016 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website for classroom use. 9 - 15
Temperament and PersonalityDimensions in temperament
Emotionality - Intensity of emotional reactionsChildren high on emotionality
frequently express angerAs adults, they are easily upset and
have quick temper
© 2016 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website for classroom use. 9 - 16
Temperament and Personality
Activity - Person’s general level of energyHighly active children move around a lot and
prefer games that require running and jumpingAs grown-ups, they are always on the go and
prefer high-energy activitiesSociability - General tendency to affiliate and interact with others
Sociable children seek out other children to play
As adults, they have a lot of friends and enjoy social gatherings
© 2016 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website for classroom use. 9 - 17
Temperament and PersonalityGender differences in temperamentGirls exhibit a higher level of effortful control than boys
Boys are identified with an increased level of surgency than girls
© 2016 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website for classroom use. 9 - 18
Temperament and PersonalityAdult personalities are determined by both inherited temperament and the environment Temperament influences the environment which in turn influences the way temperament develops into stable personality traits
© 2016 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website for classroom use. 9 - 19
Inhibited and Uninhibited ChildrenInhibited children: Controlled and gentle onesAttached to their parentsSlow to explore new environmentsAnxiety to novelty
Uninhibited children: Excited and rough onesQuick to explore new environments
© 2016 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website for classroom use. 9 - 20
Inhibited and Uninhibited ChildrenInhibited and uninhibited styles represent inherited biological temperamentsInhibited children run the risk of developing social anxiety disorder
Uninhibited children are likely to exhibit disruptive behavior disorders
© 2016 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website for classroom use. 9 - 21
Table 9.1 - Correlations Between Inhibition Measures at 21 Months and Behaviors at Age 5 1/2 Years
Source: From “Inhibited and uninhibited children: A follow-up study,” by J. S. Reznick et al., Child Development, 1986, 57, 660–680. Reprinted by permission of the Society for Research in Child Development, Inc.
© 2016 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website for classroom use. 9 - 22
Evolutionary Personality PsychologyInherited tendencies to become nervous and upset in certain situations that allows our species to survive
Natural selection - Inherited characteristics of a species that help them meet, survive and reproduceResponsible for psychological mechanisms
© 2016 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website for classroom use. 9 - 23
Evolutionary Personality PsychologyAnxiety and social exclusion
Anxiety - Unpleasant emotional state, a normally functioning person would avoid
Primary cause - Social exclusionPrimitive people avoided behaviors
that lead to social exclusion in order to survive and reproduce
© 2016 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website for classroom use. 9 - 24
Children’s Temperaments and SchoolEasy child
Eagerly approaches new situations, adaptive, and experiences a positive mood
Difficult childTough to adapt to new environments and are often in a negative mood
Slow-to-warm-up childTend to withdraw from unfamiliar situations and are slow to adapt to new tasks and activities
© 2016 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website for classroom use. 9 - 25
Children’s Temperaments and SchoolTemperament and academic performanceChildren with either the difficult or slow-to-warm-up pattern perform poorly
Children with an easy temperament get higher grades
© 2016 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website for classroom use. 9 - 26
Children’s Temperaments and School
Studies indicate that temperament is not related to intelligence
Certain temperaments are compatible with the requirements of the classroom
Student’s behavior evokes responses from the teacherTeachers misinterpret temperamental
differences in students
© 2016 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website for classroom use. 9 - 27
Children’s Temperaments and SchoolMatching temperament and teaching
Goodness of fit modelCreation of environment and procedures
conducive to learning based on the temperament of the student
Teachers who match teaching style with temperament:Increase child’s chances of academic success Contribute to the child’s feelings of self-worth
© 2016 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website for classroom use. 9 - 28
Brain Electrical Activity and Cerebral AsymmetryMeasuring brain activity
Electroencephalograph (EEG) - Measures electrical activity in different parts of the human brainEasy and does not harm the individualRecords brain activity in quick
intervalsAlpha wave is useful for research on
personality and emotion
© 2016 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website for classroom use. 9 - 29
Brain Electrical Activity and Cerebral AsymmetryCerebral asymmetry
Difference in the activity level between the anterior region of a person’s right and left cerebral hemisphere
Different patterns are associated with differences in emotional experience
Higher activation in the:Left hemisphere is associated with positive
moodsRight hemisphere is indicative of negative
moods
© 2016 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website for classroom use. 9 - 30
Brain Electrical Activity and Cerebral AsymmetryIndividual differences in cerebral symmetryHemisphere which displays the higher activity level differs among people
Differences in cerebral asymmetry tend to be stable over time
Left hemisphere activity is related to movement toward the source of the emotion
© 2016 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website for classroom use. 9 - 31
Brain Electrical Activity and Cerebral Asymmetry
Right hemisphere activity is related to movement away from the source of emotion
Anxiety sufferers have higher right side activation than nonanxious individuals
Measures of cerebral asymmetry are useful to predict bipolar disorder
© 2016 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website for classroom use. 9 - 32
Strengths of the Biological ApproachProvides a bridge between the study of personality and discipline of biology
Identified realistic parameters for psychologists interested in behavior change
Researchers have generated empirical support for hypotheses advanced from this perspective
© 2016 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website for classroom use. 9 - 33
Criticisms of the Biological ApproachBiologists face limits on their ability to test their ideas
Assumption that every human characteristic serves a survival function
Lack of an agreed-upon model on temperament
No schools of psychotherapy based on biological approach
© 2016 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website for classroom use. 9 - 34