thinking about psychology: the science of mind and behavior...
TRANSCRIPT
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Thinking About Psychology:
The Science of Mind and
Behavior 2e
Charles T. Blair-Broeker
Randal M. Ernst
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Developmental Domain
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Personality Chapter
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Trait and
Social-Cognitive
Perspectives on
Personality
Module 18
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Trait
• Aspects of personality that are relatively
consistent
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Personality
• Individual’s characteristic pattern of
thinking, feeling, and acting
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Social-Cognitive Perspective
• Perspective stating that understanding
personality involves:
– considering how people are affected by a
particular situation,
– by what they have learned,
– by how they think and
– by how they interact socially
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The Trait Perspective
Module 18: Trait and Social-Cognitive Perspectives on Personality
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Ancient Greek Traits
• Ancient Greeks classified four
personality traits
– Sanguine (cheerful)
– Melancholic (depressed)
– Choleric (irritable)
– Phlegmatic (unemotional)
• Felt these were caused by humor (body
fluids)
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The Trait Perspective:
Identifying Traits
Module 18: Trait and Social-Cognitive Perspectives on Personality
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Gordon Allport (1897-1967)• American psychologist
and trait theorist who researched the idea that individual personalities are unique
• Stressed importance of studying mentally healthy people
• Resisted the idea of finding “personality law” that would apply to everyone
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Raymond Cattell (1905-1998)
• English psychologist who
researched whether some
traits predicted others
• Proposed 16 key
personality dimensions or
factors to describe
personality
• Each factor was measured
on a continuum
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Cattell’s 16 Personality Factors
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Hans Eysenck (1916-1997)
• German psychologist who
researched the genetically-
influenced dimensions of
personality
• Two major dimensions:
– Introversion/Extraversion
– Emotionally
Unstable/Stable
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Eysencks’ Personality Factors
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Eysencks’ Personality Factors
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Eysencks’ Personality Factors
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Eysencks’ Personality Factors
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Eysencks’ Personality Factors
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Eysencks’ Personality Factors
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The Trait Perspective:
The “Big Five” Traits
Module 18: Trait and Social-Cognitive Perspectives on Personality
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The “Big Five” Traits
• Conscientiousness
• Agreeableness
• Neuroticism (emotional stability vs.
instability)
• Openness
• Extraversion
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The “Big Five” Traits
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The “Big Five” Traits
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The “Big Five” Traits
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The “Big Five” Traits
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The “Big Five” Traits
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The “Big Five” Traits
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The Trait Perspective:
Testing for Traits
Module 18: Trait and Social-Cognitive Perspectives on Personality
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Personality Inventories
• Questionnaires on which people respond
to items designed to gauge a wide range
of feelings and behaviors
• Used to assess selected personality traits
• Often true-false, agree-disagree, etc.
types of questions
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Validity
• Extent to which a test measures or
predicts what it is suppose to test
• Personality inventories offer greater
validity than do projective tests (e.g.
Rorschach; used by proponents of the
humanistic perspective).
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Reliability
• Extent to which a test yields consistent
results, regardless of who gives the test
or when or where it is given
• Personality inventories are more reliable
than projective tests.
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MMPI
• Minnesota Multiphasic Personality
Inventory (MMPI)
• Most clinically-used personality test
• Originally designed to assess emotional
disorders
• Use for many screening purposes
• 500 total questions
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MMPI Scoring Profile
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MMPI-2
• Revised and updated version of the MMPI
• Assesses test takers on 10 clinical scales
and 15 content scales
• Sometimes the MMPI-2 is not used as it
was intended.
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The Trait Perspective:
Evaluating the Trait
Perspective
Module 18: Trait and Social-Cognitive Perspectives on Personality
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Evaluating the Trait Perspective
• Does not take into account how the
situation influences a person’s behavior
• Doesn’t explain why the person behaves
as they do--just how they behave
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The Social-Cognitive
Perspective
Module 18: Trait and Social-Cognitive Perspectives on Personality
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Albert Bandura (1925- )
• Canadian-American psychologist who developed the social-cognitive perspective
• Believed that to understand personality one must consider the situation and the person’s thoughts before, during, and after an event
• People learn by observing and modeling others or through reinforcement
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The Social-Cognitive
Perspective:
Interacting with Our
Environment
Module 18: Trait and Social-Cognitive Perspectives on Personality
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Reciprocal Determinism: Three
Factors Shape Personality
• The mutual influences between
personality and environmental factors
• An interaction of three factors:
– Thoughts or cognitions
– The environment
– A person’s behaviors
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Reciprocal Determinism
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The Social-Cognitive
Perspective:
Personal Control
Module 18: Trait and Social-Cognitive Perspectives on Personality
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External Locus of Control
• Perception that chance, or forces beyond
a your control, control your fate
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Internal Locus of Control
• Perception that you control your own
fate
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Learned Helplessness
• Hopeless feelings when an animal or
human can’t avoid repeated bad events
• Martin Seligman studied dogs that were
unable to escape a painful stimulus and
eventually stopped trying to escape.
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Learned Helplessness
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Optimistic Explanatory Style
• When something goes wrong the person
explains the problem as:
– Temporary
– Not their fault
– Something limited to this situation
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Pessimistic Explanatory Style
• When something goes wrong the person
tends to:
– Blame themselves
– Catastrophize the event
– See the problem as beyond their
control
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Positive Psychology
• Movement in psychology that focuses on the
study of optimal human functioning and the
factors that allow individuals and
communities to thrive
• Lead by Martin Seligman
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The Social-Cognitive
Perspective:
Assessing Behavior in
Situations
Module 18: Trait and Social-Cognitive Perspectives on Personality
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Assessing Personality
• Social-cognitive perspective would
stress putting people into simulated
actual conditions to determine how they
would behave
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The Social-Cognitive
Perspective:
Evaluating the
Perspective
Module 18: Trait and Social-Cognitive Perspectives on Personality
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Social-Cognitive View
• Draws on learning and cognitive
research
• Fails to consider the influence of
emotions and motivation on behavior
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The End