1 Psychology 305A: Personality Psychology October 23 Lecture 14.

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Psychology 305A: Personality Psychology

October 23

Lecture 14

Exam 2: October 28, 2014

• The exam will be scored out of 50 points: 30 multiple choice questions (1 point each), 5 extended response questions (2-6 points each; totaling 20 points).

• The exam is worth one-third of your final grade if you do not write the optional paper and one-quarter of your final grade if you do write the optional paper.

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• Please arrive on time to facilitate rapid distribution of the exams.

• Bring a pencil, eraser, pen, and student ID to the exam.

• All electronic devices must be stored prior to the exam.

• Bags and backpacks should be left at the front of the room. Valuables may be placed under your seat.

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• Turn in extra copies of the exam at the start of the examination period; university policy requires that all exams be accounted for before students are permitted to leave the examination room.

• Bathroom breaks are not permitted.

• Students must write their exams in the section (i.e., section 002) in which they are registered. Students who write an exam in another section (e.g., section 001) of the course will receive a grade of “0” on the exam.

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• The exam will cover:

Chapters 6-9.All material discussed in class since September 30.

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• Reminder: In the case of a discrepancy between the material presented in the textbook and the material presented in class, please rely upon the material presented in class for the purpose of exam preparation.

• Please review the “exam preparation tips” provided in class on September 18.

1. I will hold additional office hours and a “Q&A” review session in preparation for the exam:

October 22: 12:00-1:30PM, Kenny 3102October 23: 2:30-4:30PM, Kenny 3102October 27: 9:00AM-12:00PM, Kenny 3102October 27: 4:30-5:30PM (Kenny 2101, “Q&A” review session)

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Reminders

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2. Tutorial 3 of the Peer Mentor Program is scheduled at the following times:

October 22, 4:30-€“5:30PM, SWING 122October 23, 1:00-“2:00PM, SWING 122

The discussion questions for Tutorial 3 will be posted on the course website (see Peer Mentor Program).

A little R&R ….(Review and Reflect)

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Analysis of the Personality of a Dictator: Adolf Hitler

Discussion Questions

1.Hitler used Darwin’s theory of evolution to justify his genocidal acts. Explain how Darwin’s theory could be used to justify genocide.

2. Can evolutionary psychology offer explanations for antisocial behaviour and/or psychopathy?

3. Speculate upon the physiological causes of antisocial personality disorder or psychopathy.

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Discussion Questions, continued

4. Do you think that Hitler was primarily driven by life instincts (eros) or death instincts (thanatos)?

5. Freud suggested that personality is comprised of 3 components—the id, ego, and superego. Which of these components do you think dominated Hitler’s personality?

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Discussion Questions, continued

6. Do you think that Hitler was fixated at an early stage of personality development? If so, at what stage

was he fixated? What experiences or personality characteristics lead you to believe that he was

fixated at this stage?

7. Do you think that Hitler used any defense mechanisms? If so, what defense mechanisms do you think he used?

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Discussion Questions, continued

8. Do you think that Hitler successfully resolved all of the crises identified in Erikson’s stages of psychosocial development?

9. Speculate upon Hitler’s attachment style as an adult.

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Psychology 305 14

• Heritability statistics (Blonigen et al., 2003; Bouchard et al., 1990; Tellegen et al., 1988):

Fearlessness ………………………………………… > .95

Carefree Nonplanfulness (i.e., impulsiveness)……... .94

Machiavellianism (i.e., enjoys manipulating others)... .74

Social potency (i.e., skilled at influencing others) …. .66

Aggressiveness ……………………………………….. .67

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Psychopathy

1. Oral Stage (0 – 18 months)

Freud’s stages of psychosexual development:

Main conflict occurs when the infant is weaned from the breast.

2. Anal Stage (18 months – 3 years)

Main conflict occurs when the child is toilet trained.

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3. Phallic Stage (3 – 5 years)

Fixation results in poor moral development in males and females.

Main conflict is referred to as the Oedipus Complex for boys and the Electra Complex for girls.

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Alois Hitler Klara Hitler

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4. Latency Stage (6 years – puberty)

There are no specific conflicts at this time. This stage is one of relative calm, with little psychological growth.

There are no specific conflicts. Freud described this stage as an ideal, as the stage of “psychosexual maturity.”

5. Genital Stage (puberty – adulthood)

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Defense Mechanism

Description Example

Denial Refuse to acknowledge threatening information. Failure to acknowledge evidence linking smoking to mortality.

Repression Shift threatening information to the unconscious; “motivated forgetting.”

Lack of memory of childhood sexual abuse.

Projection Attribute a threatening characteristic in oneself to other people.

Paranoid personality disorder.

Rationalization Create a seemingly logical explanation for shameful behaviour.

Justification for tax evasion.

Intellectualization Think about threatening information in a cold, analytical manner; “isolation of affect.”

Development of military strategy.

Displacement Redirect a threatening impulse to a relatively safe target.

Child abuse.

Reaction Formation*

React in a manner that is the opposite of a threatening impulse; often exaggerated in form.

Homophobia.

Regression* Use of an immature pattern of gratification/coping. Overeating in response to stress.

Sublimation Express a threatening impulse through a “noble” action.

The work of a surgeon.

19* Not discussed in Carver and Scheier (2012).

Common Defense Mechanisms

Age Stage Label Crisis Ego (Basic) Strength

0-1 Infancy Basic trust vs. mistrust Hope

2-3 Early childhood

Autonomy vs. shame and doubt

Will

3-5 Preschool Initiative vs. guilt Purpose

6-11 School age Industry vs. inferiority Competence

12-20 Adolescence Identity vs. role confusion Fidelity

21-35 Young adulthood

Intimacy vs. isolation Love

36-60 Adulthood Generativity vs. stagnation

Care

61-Death Old age Ego integrity vs. despair Wisdom

Erikson’s Theory of Psychosocial Development

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MODEL OF SELF

MODEL OF OTHER

Positive

Positive

Negative

Negative

SECURE

FEARFULPREOCCUPIED

DISMISSING

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Descriptions included in the RQ:

“It is easy for me to become emotionally close to others. I am comfortable depending on them and having them depend on me. I don’t worry about being alone or having others not accept me.” (Secure; 47% of university students)

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“I want to be completely emotionally intimate with others, but I often find that others are reluctant to get as close as I would like. I am uncomfortable being without close relationships, but I sometimes worry that others don’t value me as much as I value them.”(Preoccupied; 14% of university students)

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“I am uncomfortable getting close to others. I want emotionally close relationships, but I find it difficult to trust others completely, or to depend on them. I worry that I will be hurt if I allow myself to become too close to others.” (Fearful; 21% of university students)

“I am comfortable without close emotional relationships. It is very important to me to feel independent and self-sufficient, and I prefer not to depend on others or have others depend on me.” (Dismissing; 18% of university students)

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