Personality Development 3

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What is personality?What is personality?

Personality is often defined in terms of traits orPersonality is often defined in terms of traits orindividualindividual differences.differences.

PersonalityPersonality should be defined from twoshould be defined from twoperspectives.perspectives.

First, there is personality from the inside, which isFirst, there is personality from the inside, which iscalledcalled identity.identity. This is the person you think youThis is the person you think youare and it is best defined by your hopes, dreams,are and it is best defined by your hopes, dreams,aspirations, goals, and intentions-i.e...., values.aspirations, goals, and intentions-i.e...., values.

Second, there is personality from the outside,Second, there is personality from the outside,

which is calledwhich is called reputationreputation. This is the person. This is the personothers think you are and is best defined by theothers think you are and is best defined by theFive-Factor Model-i.e.., in terms of self-Five-Factor Model-i.e.., in terms of self-confidence, sociability, integrity, charm, andconfidence, sociability, integrity, charm, andcreativity, or their oppositescreativity, or their opposites



PERSONALITY DEVELOPMENTPERSONALITY DEVELOPMENT

!"#$T$%& '&%&(!PM&#T!"#$T$%& '&%&(!PM&#T

M!)*( '&%&(!PM&#T+ ohlbergs stagesM!)*( '&%&(!PM&#T+ ohlbergs stages

of Moral developmentof Moral development

&M!T$!#*( '&%&(!PM&#T+ *ttachment&M!T$!#*( '&%&(!PM&#T+ *ttachment S!$*( '&%&(!PM&#TS!$*( '&%&(!PM&#T

Sociali/ation parents and peers as socialSociali/ation parents and peers as social

agentsagents &rickson0s stages of psychosocial&rickson0s stages of psychosocial

development.development.



COGNITIVECOGNITIVE

DEVELOPMENTDEVELOPMENTP$*"&TS ST*"&S !FP$*"&TS ST*"&S !F

!"#$T$%&!"#$T$%&'&%&(!PM&#T'&%&(!PM&#T



PIAGET’S THEORY OF COGNITIVEPIAGET’S THEORY OF COGNITIVE

DEVELOPMENTDEVELOPMENT

BASIC CONCEPTSBASIC CONCEPTS

SchemaSchemaassimilationassimilation

accommodationaccommodation



SCHEMASCHEMA

Cognitive or Mental STRUCTURES by !ic!Cognitive or Mental STRUCTURES by !ic!"eo"le intellect#ally ada"t and organi$e t!e"eo"le intellect#ally ada"t and organi$e t!eenviron%entenviron%ent

&Used to "rocess ' OR(ANI)E inco%ing&Used to "rocess ' OR(ANI)E inco%inginfor%ationinfor%ation

& Cards in t!e Brain*s inde+ file& Cards in t!e Brain*s inde+ file

& Beco%e increasingly COMP,E- and& Beco%e increasingly COMP,E- andinterrelatedinterrelated

as develo"%ent occ#rsas develo"%ent occ#rs



ASSIMILATION:

The cognitive process by which a personintegrates new information into existing

schema, or patterns of behavior.

O!ASSIMILATION



"#L$!!$

%&''( ANIMAL

ACCOMMODATION:ACCOMMODATION:

Occurs when new infr!"#in c"nn# $eOccurs when new infr!"#in c"nn# $e

"ssi!i%"#e& in# "n e'is#in( sche!"))"ssi!i%"#e& in# "n e'is#in( sche!"))

Mus# cre"#e "Mus# cre"#e " newnew sche!" rsche!" r !&if*!&if * "n"n

e'is#in( sche!"e'is#in( sche!"))



)*AT IS +O!NITI$ $$LO-M$NT

/ +*AN!$S IN T*IN0IN! -ATT$'NS T*'O&!* %O&'

STA!$S

Sensori#Motor Stage

1birth#2 years3

-reoperations

12#456 yrs3

+oncrete Operations

1456 yrs#77578 yrs3

%orma9 Operations

177578 yrs#a;9thoo3



Sensri+!#r s#"(e:Sensri+!#r s#"(e:

!irth"# yrs$!irth"# yrs$

'ifferentiates self from ob1ects'ifferentiates self from ob1ects

)ecogni/es self as agent of action and)ecogni/es self as agent of action and

begins to act intentionally e.g. pulls abegins to act intentionally e.g. pulls astring to set mobile in motion or shakes astring to set mobile in motion or shakes a

rattle to make a noiserattle to make a noise

*chieves*chieves obect "er%anenceobect "er%anence reali/es reali/es

that things continue to e2ist even when nothat things continue to e2ist even when no

longer present to the sense.longer present to the sense.



%Learns to &se lan'&a'e an( to represent o)*e+ts )yi,a'es an( -or(s.

%Classi/ies o)*e+ts )y a sin'le /eat&re0 e.'. 'ro&ps

to'ether all the re( )lo+1s re'ar(less o/ shape or all

the s2&are )lo+1s re'ar(less o/ +olo&r

Pre+,er"#in"%Pre+,er"#in"%

#"3 years$#"3 years$



Thinking is still egocentric has difficultyThinking is still egocentric has difficulty

taking the viewpoint of otherstaking the viewpoint of others



Cncre#e ,er"#in"%Cncre#e ,er"#in"%

3"44 years$3"44 years$ The wordThe word o"erationso"erations refers to logical operationsrefers to logical operations

or principles we use when solving problems.or principles we use when solving problems. 3y si2 or seven, most children develop the ability3y si2 or seven, most children develop the ability

toto conserveconserve number, length, and li4uid volume.number, length, and li4uid volume.

ConservationConservation refers to the idea that a 4uantityrefers to the idea that a 4uantityremains the same despite changes in appearanceremains the same despite changes in appearance

*chieves conservation of number 5age 67*chieves conservation of number 5age 67



%Conser5ation o/ 5ol&,e0

%Conser5ation o/ s&)stan+e is a+hie5e( )y the a'e o/ 6 yrs.% a+hie5es +on+ept o/ re-ersi$i%i#*

%Classi/ies o)*e+ts a++or(in' to se5eral /eat&res an( +an

or(er the, in series alon' a sin'le (i,ension s&+h as

si7e.



Fr!"% ,er"#in"%Fr!"% ,er"#in"%

44 years an( &p$44 years an( &p$ an think logically about abstractan think logically about abstract

propositions and test hypothesespropositions and test hypotheses

systematicallysystematically

3ecomes concerned with the3ecomes concerned with the

hypothetical, the future, andhypothetical, the future, and

ideological problemsideological problems





MORALMORAL

DEVELOPMENTDEVELOPMENTohlbergs stages of moralohlbergs stages of moral

developmentdevelopment



MORAL DEVELOPMENTMORAL DEVELOPMENT

T!e /ein$ 0ile%%aT!e /ein$ 0ile%%a

Scenario 1Scenario 1 * woman was near death from a* woman was near death from auni4ue kind of cancer. There is a drug that mightuni4ue kind of cancer. There is a drug that mightsave her. The drug costs 89,::: per dosage. Thesave her. The drug costs 89,::: per dosage. Thesick woman0s husband, ;ein/, went to everyonesick woman0s husband, ;ein/, went to everyonehe knew to borrow the money and tried everyhe knew to borrow the money and tried everylegal means, but he could only get together aboutlegal means, but he could only get together about8<,:::. ;e asked the doctor scientist who8<,:::. ;e asked the doctor scientist whodiscovered the drug for a discount or let him paydiscovered the drug for a discount or let him pay

later. 3ut the doctor scientist refused.later. 3ut the doctor scientist refused.

Should Heinz break into the laboratory to stealShould Heinz break into the laboratory to stealthe drug for his wife? Why or why not? the drug for his wife? Why or why not?



Le-e% I: Pre+cn-en#in"%Le-e% I: Pre+cn-en#in"%

!r"%i#*)!r"%i#*) ))Stage =. >e can call this theStage =. >e can call this the reardreard

and "#nis!%entand "#nis!%ent stage. "ood orstage. "ood or

bad depends on the physicalbad depends on the physical

conse4uencesconse4uencesStage <. This we can call theStage <. This we can call the

e+c!ange stagee+c!ange stage. ?@ou scratch my. ?@ou scratch my

back, $0ll scratch yours?. @ouback, $0ll scratch yours?. @ourecogni/e that others can help you,recogni/e that others can help you,

and that you must return the favorAand that you must return the favorA



Le5el II0Le5el II0 Cn-en#in"% !r"%i#*Cn-en#in"% !r"%i#*

Stage B. This stage is often called theStage B. This stage is often called the goodgood

boy2good girlboy2good girl stage. The child tries to livestage. The child tries to live

up to the e2pectations of others, and toup to the e2pectations of others, and to

seek their approval.seek their approval. Stage 9. This is called theStage 9. This is called the la3and3orderla3and3order

stage. hildren now take the point of viewstage. hildren now take the point of view

that includes the social system as a whole.that includes the social system as a whole.

The rules of the society are the bases forThe rules of the society are the bases forright and wrong, and doing one0s duty andright and wrong, and doing one0s duty and

showing respect for authority are important.showing respect for authority are important.



Le5el III0Le5el III0 Ps#+cn-en#in"%Ps#+cn-en#in"%

!r"%i#*!r"%i#*.. Stage 4. 5ift! stage6 T!e Social Contract.Stage 4. 5ift! stage6 T!e Social Contract.

Recognition t!at las e+ists for t!e co%%onRecognition t!at las e+ists for t!e co%%ongood7 b#t t!at t!ese las %#st not begood7 b#t t!at t!ese las %#st not bevieed as a""lying in every case. T!ere is avieed as a""lying in every case. T!ere is agen#ine interest in t!e elfare of ot!ers andgen#ine interest in t!e elfare of ot!ers and

t!e conce"t of #stice.t!e conce"t of #stice. Stage 8. T!is stage is referred to as t!eStage 8. T!is stage is referred to as t!e

stage of #niversal "rinci"les. At t!is "oint7stage of #niversal "rinci"les. At t!is "oint7t!e "erson %a9es a "ersonal co%%it%ent tot!e "erson %a9es a "ersonal co%%it%ent to#niversal "rinci"les of e:#al rig!ts and#niversal "rinci"les of e:#al rig!ts and

res"ect7 and social contract ta9es a clearres"ect7 and social contract ta9es a clearbac93seat6 If t!ere is a conflict beteen abac93seat6 If t!ere is a conflict beteen asocial la or c#sto% and #niversal "rinci"les7social la or c#sto% and #niversal "rinci"les7t!e #niversal "rinci"les ta9e "recedence.t!e #niversal "rinci"les ta9e "recedence.



EMOTIONALEMOTIONAL

DEVELOPMENTDEVELOPMENT*TT*;M&#T*TT*;M&#T



EMOTIONAL DEVELOPMENTEMOTIONAL DEVELOPMENT*TT*;M&#T*TT*;M&#T

The positive bond that develops between a childThe positive bond that develops between a childand a particular individual.and a particular individual.

Strange Situation e2perimentStrange Situation e2periment

C Mother leaves her child 5=<-=D months ofMother leaves her child 5=<-=D months of

age7 alone in a room of toysage7 alone in a room of toysC * stranger enters the room for a while* stranger enters the room for a while

C Mother re1oins her childMother re1oins her child

Mary *insworth used this paradigm to assessMary *insworth used this paradigm to assess

attachment in the childattachment in the child $ssue was the reaction of the child to the$ssue was the reaction of the child to the

mother upon her leaving and returnmother upon her leaving and return



T*,es f A##"ch!en#:T*,es f A##"ch!en#:

Sec#re infants eit!er see9 "ro+i%itySec#re infants eit!er see9 "ro+i%ityor contact or else greet t!e "arent ator contact or else greet t!e "arent at

a distance it! a s%ile or ave.a distance it! a s%ile or ave. Avoidant infants avoid t!e "arent.Avoidant infants avoid t!e "arent.

Resistant 2 a%bivalent infants eit!erResistant 2 a%bivalent infants eit!er

"assively or actively s!o !ostility"assively or actively s!o !ostilitytoard t!e "arent.toard t!e "arent.



EMOTIONAL DEVELOPMENT

Ln(+#er! Crre%"#es f A##"ch!en# .u"%i#*

Se+&rely atta+he( to((lers an( pres+hoolers ten( to )e0

4. !etter pro)le, sol5ers at a'e #

#. More +reati5e

8. More attra+ti5e play,ates

9. Initiate play a+ti5ities

:. Sensiti5e to others

;. C&rio&s

3. Sel/"(ire+te(

6. Ea'er to learn



Care'i5er +hara+teristi+s hin(erin'Care'i5er +hara+teristi+s hin(erin'

atta+h,ent0atta+h,ent0 Maternal depressionMaternal depression

*bused mother*bused mother

Mother doesnt want babyMother doesnt want baby Mother unable to take leadMother unable to take lead

Mother insensitive to infantMother insensitive to infant

Maternal deprivation or adoption.Maternal deprivation or adoption.



SOCIALSOCIAL

DEVELOPMENTDEVELOPMENT&ricksons stages of psychosocial&ricksons stages of psychosocial

development.development.

Sociali/ation parents and peersSociali/ation parents and peersas social agentsas social agents



ERI<SON=S 6 STAGES O>ERI<SON=S 6 STAGES O>

PSYCOSOCIAL DEVELOPMENTPSYCOSOCIAL DEVELOPMENT Stage 7: Infancy ## Age < to 7Stage 7: Infancy ## Age < to 7

+risis:+risis: Trust vs. MistrustTrust vs. Mistrust

escription:escription: In the first year of life, infants depend on othersIn the first year of life, infants depend on othersfor food, warmth, and affection, and therefore must be able tofor food, warmth, and affection, and therefore must be able to

blindly trust the parents (or caregivers) for providing those. blindly trust the parents (or caregivers) for providing those. -ositive o;tcome:-ositive o;tcome: If their needs are met consistently andIf their needs are met consistently and

responsively by the parents, infants not only will develop aresponsively by the parents, infants not only will develop asecure attachment with the parents, but will learn to trust theirsecure attachment with the parents, but will learn to trust their

environment in general as well.environment in general as well. Negative o;tcome:Negative o;tcome: If not, infant will develop mistrustIf not, infant will develop mistrust

towards people and things in their environment, even towardstowards people and things in their environment, even towardsthemselves.themselves.



Stage ;6 Toddler 33 Age 1 to ;Stage ;6 Toddler 33 Age 1 to ;

Crisis6Crisis6 *utonomy 5$ndependence7 vs. 'oubt 5or*utonomy 5$ndependence7 vs. 'oubt 5orShame7Shame7

0escri"tion60escri"tion6 Toddlers learn to walk, talk, use toilets,Toddlers learn to walk, talk, use toilets,and do things for themselves. Their self-control andand do things for themselves. Their self-control andself-confidence begin to develop at this stage.self-confidence begin to develop at this stage.

Positive o#tco%e6Positive o#tco%e6 $f parents encourage their child0s$f parents encourage their child0s

use of initiative and reassure her when she makesuse of initiative and reassure her when she makesmistakes, the child will develop the confidence neededmistakes, the child will develop the confidence neededto cope with future situations that re4uire choice,to cope with future situations that re4uire choice,control, and independence.control, and independence.

Negative o#tco%e6Negative o#tco%e6 $f parents are overprotective, or$f parents are overprotective, ordisapproving of the child0s acts of independence, shedisapproving of the child0s acts of independence, shemay begin to feel ashamed of her behavior, or havemay begin to feel ashamed of her behavior, or havetoo much doubt of her abilitiestoo much doubt of her abilities..



Stage <6 Early C!ild!ood 33 Age ; to 8Stage <6 Early C!ild!ood 33 Age ; to 8

Crisis6Crisis6 $nitiative vs. "uilt$nitiative vs. "uilt

0escri"tion60escri"tion6 School is the important event atSchool is the important event atthis stage. hildren learn to make things, usethis stage. hildren learn to make things, usetools, and ac4uire the skills to be a worker and atools, and ac4uire the skills to be a worker and apotential provider. *nd they do all these whilepotential provider. *nd they do all these while

making the transition from the world of home intomaking the transition from the world of home intothe world of peers.the world of peers.

Positive o#tco%e6Positive o#tco%e6 $f children can discover$f children can discoverpleasure in intellectual stimulation, beingpleasure in intellectual stimulation, being

productive, seeking success, they will develop aproductive, seeking success, they will develop asense of competence.sense of competence.

Negative o#tco%e6Negative o#tco%e6 $f not, they will develop a$f not, they will develop asense of inferiority.sense of inferiority.



Stage =6 Ele%entary and Middle Sc!oolStage =6 Ele%entary and Middle Sc!ool>ears 33 Age 8 to 1;>ears 33 Age 8 to 1;

Crisis6Crisis6 ompetence, ?$ndustryE vs. $nferiorityompetence, ?$ndustryE vs. $nferiority

0escri"tion6Sc!ool is t!e i%"ortant event at0escri"tion6Sc!ool is t!e i%"ortant event att!is stage. C!ildren learn to %a9e t!ings7t!is stage. C!ildren learn to %a9e t!ings7#se tools7 and ac:#ire t!e s9ills to be a#se tools7 and ac:#ire t!e s9ills to be a

or9er and a "otential "rovider. And t!ey door9er and a "otential "rovider. And t!ey doall t!ese !ile %a9ing t!e transition fro%all t!ese !ile %a9ing t!e transition fro%t!e orld of !o%e into t!e orld of "eers.t!e orld of !o%e into t!e orld of "eers.

Positive o#tco%e6 If c!ildren can discoverPositive o#tco%e6 If c!ildren can discover"leas#re in intellect#al sti%#lation7 being"leas#re in intellect#al sti%#lation7 being"rod#ctive7 see9ing s#ccess7 t!ey ill"rod#ctive7 see9ing s#ccess7 t!ey illdevelo" a sense of co%"etence.develo" a sense of co%"etence.

Negative o#tco%e6 If not7 t!ey ill develo"Negative o#tco%e6 If not7 t!ey ill develo"a sense of inferioritya sense of inferiority.. ..



Stage 46 Adolescence 33 Age 1; to 1?Stage 46 Adolescence 33 Age 1; to 1?

Crisis6Crisis6 $dentity vs. )ole onfusion$dentity vs. )ole onfusion

0escri"tion60escri"tion6 This is the time when we ask theThis is the time when we ask the4uestion ?>ho am $? To successfully answer this4uestion ?>ho am $? To successfully answer this4uestion, &rikson suggests, the adolescent must4uestion, &rikson suggests, the adolescent mustintegrate the healthy resolution of all earlierintegrate the healthy resolution of all earlierconflicts. 'id we develop the basic sense of trustconflicts. 'id we develop the basic sense of trust'o we have a strong sense of independence,'o we have a strong sense of independence,competence, and feel in control of our livescompetence, and feel in control of our lives*dolescents who have successfully dealt with*dolescents who have successfully dealt withearlier conflicts are ready for the ?$dentity risis?,earlier conflicts are ready for the ?$dentity risis?,

which is considered by &rikson as the single mostwhich is considered by &rikson as the single mostsignificant conflict a person must face.significant conflict a person must face.



Positive o#tco%e6Positive o#tco%e6 $f the adolescent$f the adolescentsolves this conflict successfully, he willsolves this conflict successfully, he willcome out of this stage with a strongcome out of this stage with a strongidentity, and ready to plan for the future.identity, and ready to plan for the future.

Negative o#tco%e6Negative o#tco%e6 $f not, the$f not, theadolescent will sink into confusion, unableadolescent will sink into confusion, unable

to make decisions and choices, especiallyto make decisions and choices, especiallyabout vocation, se2ual orientation, and hisabout vocation, se2ual orientation, and hisrole in life in general.role in life in general.



Stage 86 >o#ng Ad#lt!ood 33 Age 1@ to =Stage 86 >o#ng Ad#lt!ood 33 Age 1@ to = Crisis6Crisis6 $ntimacy vs. $solation$ntimacy vs. $solation

0escri"tion60escri"tion6 $n this stage, the most important$n this stage, the most importantevents are love relationships. #o matter howevents are love relationships. #o matter howsuccessful you are with your work, said &rikson, yousuccessful you are with your work, said &rikson, youare not developmentally complete until you areare not developmentally complete until you arecapable of intimacy. *n individual who has notcapable of intimacy. *n individual who has not

developed a sense of identity usually will fear adeveloped a sense of identity usually will fear acommitted relationship and may retreat into isolation.committed relationship and may retreat into isolation.

Positive o#tco%e6Positive o#tco%e6 *dult individuals can form close*dult individuals can form closerelationships and share with others if they haverelationships and share with others if they have

achieved a sense of identity.achieved a sense of identity.

Negative o#tco%e6Negative o#tco%e6 $f not, they will fear$f not, they will fearcommitment, feel isolated and unable to depend oncommitment, feel isolated and unable to depend onanybody in the world.anybody in the world.



Stage 6 Middle Ad#lt!ood 33 Age = to 84Stage 6 Middle Ad#lt!ood 33 Age = to 84 Crisis6Crisis6 "enerativity vs. Stagnation"enerativity vs. Stagnation

0escri"tion60escri"tion6 3y ?generativity? &rikson refers to3y ?generativity? &rikson refers tothe adult0s ability to look outside oneself and carethe adult0s ability to look outside oneself and carefor others, through parenting, for instance.for others, through parenting, for instance.&rikson suggested that adults need children as&rikson suggested that adults need children asmuch as children need adults, and that this stagemuch as children need adults, and that this stagereflects the need to create a living legacy.reflects the need to create a living legacy.

Positive o#tco%e6Positive o#tco%e6 People can solve this crisisPeople can solve this crisisby having and nurturing children, or helping theby having and nurturing children, or helping thene2t generation in other ways.ne2t generation in other ways.

Negative o#tco%e6Negative o#tco%e6 $f this crisis is not$f this crisis is notsuccessfully resolved, the person will remain self-successfully resolved, the person will remain self-centered and e2perience stagnation later in life.centered and e2perience stagnation later in life.



Stage ?6 ,ate Ad#lt!ood 33 Age 84 to deat!Stage ?6 ,ate Ad#lt!ood 33 Age 84 to deat!

Crisis6Crisis6 $ntegrity vs. 'espair $mportant$ntegrity vs. 'espair $mportant 0escri"tion60escri"tion6 !ld age is a time for reflecting upon!ld age is a time for reflecting uponone0s own life and its role in the big scheme ofone0s own life and its role in the big scheme ofthings, and seeing it filled with pleasure andthings, and seeing it filled with pleasure andsatisfaction or disappointments and failures.satisfaction or disappointments and failures.

Positive o#tco%e6Positive o#tco%e6$f the adult has achieved a sense$f the adult has achieved a senseof fulfillment about life and a sense of unity withinof fulfillment about life and a sense of unity withinhimself and with others, he will accept death with ahimself and with others, he will accept death with asense of integrity. Gust as the healthy child will notsense of integrity. Gust as the healthy child will notfear life, said &rikson, the healthy adult will not fearfear life, said &rikson, the healthy adult will not fear

death.death.

Negative o#tco%e6Negative o#tco%e6 $f not, the individual will$f not, the individual willdespair and fear death.despair and fear death.



TE PROCESS O>TE PROCESS O>

SOCIALI@ATIONSOCIALI@ATION Sociali/ation refers to the process bySociali/ation refers to the process by

which children learn the beliefs, values,which children learn the beliefs, values,

skills, and behavior patterns of theirskills, and behavior patterns of their

cultureculture $ssues in sociali/ation$ssues in sociali/ation

C Sociali/ation isSociali/ation is interactiveinteractive

C Sociali/ation is a life-long processSociali/ation is a life-long process

C hildren arehildren are biologically preparedbiologically prepared forfor

sociali/ationsociali/ation

C Sociali/ation is both e2plicit andSociali/ation is both e2plicit and implicitimplicit



Parents as So+iali7ation A'ents0Parents as So+iali7ation A'ents0

Styles of parentingStyles of parenting

C *uthoritarian Place a high value on*uthoritarian Place a high value on

obedience and respect for authorityobedience and respect for authority

C Permissive $mpose minimal controls onPermissive $mpose minimal controls on

their childrentheir children

C *uthoritative &nforce standards, but*uthoritative &nforce standards, butencourage verbal give-and-takeencourage verbal give-and-take



Peers as So+iali7in' A'entsPeers as So+iali7in' A'ents

hildhood friendship is mostly with same-hildhood friendship is mostly with same-se2 personse2 person

Meaning of friendship changes with ageMeaning of friendship changes with age

"ratification from friends is important for"ratification from friends is important foryoung childrenyoung children

!lder children focus on intimacy with!lder children focus on intimacy withfriendsfriendsC Self-disclosure and mutual understandingSelf-disclosure and mutual understanding

Time spent with peers increases with ageTime spent with peers increases with agewhile time spent with parents decreaseswhile time spent with parents decreasesinto the teen yearsinto the teen years



ASSESSMENT O> PERSONALITY ASSESSMENT O> PERSONALITY

PS@;!(!"$*(( T&STSPS@;!(!"$*(( T&STS

Psychological tests are written, visual, orPsychological tests are written, visual, orverbal evaluations administered to assessverbal evaluations administered to assess

the cognitive and emotional functioning ofthe cognitive and emotional functioning ofchildren and adults.children and adults.

P#r"oseP#r"ose Psychological tests are used to assess aPsychological tests are used to assess a

variety of mental abilities and attributes,variety of mental abilities and attributes,including achievement and ability,including achievement and ability,personality, and neurological functioning.personality, and neurological functioning.



TYPES O> PSYCOLOGICALTYPES O> PSYCOLOGICAL

TESTS0TESTS0Ac!ieve%ent test.Ac!ieve%ent test. * measure of* measure of

knowledge or proficiency. The term isknowledge or proficiency. The term isusually applied to an e2amination onusually applied to an e2amination on

outcomes of school instruction.outcomes of school instruction.A"tit#de test.A"tit#de test. * measure of the* measure of the

ability to profit from additionalability to profit from additional

training or e2perience, that is,training or e2perience, that is,become proficient in a skill or otherbecome proficient in a skill or otherability.ability.



Hw we !e"sure ,ersn"%i#*/Hw we !e"sure ,ersn"%i#*/ T!ere are a n#%ber of %et!ods to assessT!ere are a n#%ber of %et!ods to assess

ones "ersonality. T!e %aor categories areones "ersonality. T!e %aor categories areinterviews, observations, objective tests,interviews, observations, objective tests,and projective tests.and projective tests.

Intervies6 5irst as9 abo#t t!eir lifestyle7Intervies6 5irst as9 abo#t t!eir lifestyle7incl#ding ob7 fa%ily7 and !obbies. Used forincl#ding ob7 fa%ily7 and !obbies. Used fordiagnosing "syc!ological "roble%s anddiagnosing "syc!ological "roble%s anddisclose "ersonality c!aracteristics.disclose "ersonality c!aracteristics.

Observation6 Its not #st Datc!ingObservation6 Its not #st Datc!ing"eo"leD7 act#ally it is e+tre%ely"eo"leD7 act#ally it is e+tre%elyso"!isticated. T!e "syc!ologists are loo9ingso"!isticated. T!e "syc!ologists are loo9ingfor very s"ecific e+a%"les t!at follo strictfor very s"ecific e+a%"les t!at follo strictg#idlines. 5ro% a "syc!ologistsg#idlines. 5ro% a "syc!ologistsobservations7 t!ey can gat!er %#c!observations7 t!ey can gat!er %#c!infor%ation abo#t ones "ersonality.infor%ation abo#t ones "ersonality.



PERSONALITY TESTS0PERSONALITY TESTS0

Obective testsObective tests They are also known as They are also known asinventories, that are standardi/edinventories, that are standardi/ed4uestionnaires that re4uire written4uestionnaires that re4uire writtenresponses, usually true-false or multipleresponses, usually true-false or multiple

choice. an be administered to a largechoice. an be administered to a largegroup of people. They are the most widelygroup of people. They are the most widelyused method.used method.

Proective testsProective tests They use ambiguous, They use ambiguous,

unstructured stimuli, such as inkblots orunstructured stimuli, such as inkblots orpictures. These pro1ective tests arepictures. These pro1ective tests aresuppossed to reveal one0s unconscioussuppossed to reveal one0s unconsciousconflicts.conflicts.



PERSONALITY DISORDERSPERSONALITY DISORDERS A persona9ity isorer is ientifie by a pervasive patternA persona9ity isorer is ientifie by a pervasive pattern

of experience an behavior that is abnorma9 with respectof experience an behavior that is abnorma9 with respect

to any two of the fo99owing:to any two of the fo99owing: thinking thinking ,, mood mood ,, personal personal

relationsrelations, an, an the control of impulses.the control of impulses.

TYP! "# P$!"%&I'TY I!"$$!TYP! "# P$!"%&I'TY I!"$$!

Antisocia9 -ersona9ity isorer:Antisocia9 -ersona9ity isorer: 'ac* of regard for the'ac* of regard for themoral or legal standards in the local culture, mar*ed inabilitymoral or legal standards in the local culture, mar*ed inabilityto get along with others or abide by societal rules. !ometimesto get along with others or abide by societal rules. !ometimes

called psychopaths or sociopaths.called psychopaths or sociopaths.

Avoiant -ersona9ity isorer:Avoiant -ersona9ity isorer: Mar*ed social inhibition,Mar*ed social inhibition,feelings of inade+uacy, and etremely sensitive to criticism.feelings of inade+uacy, and etremely sensitive to criticism.



=orer9ine -ersona9ity isorer:=orer9ine -ersona9ity isorer: 'ac* of one-s own identity,'ac* of one-s own identity,with rapid changes in mood, intense unstable interpersonalwith rapid changes in mood, intense unstable interpersonalrelationships, mar*ed impulsively, instability in affect and in selfrelationships, mar*ed impulsively, instability in affect and in selfimage.image.

epenent -ersona9ity isorer:epenent -ersona9ity isorer: treme need of other people,treme need of other people,to a point where the person is unable to ma*e any decisions orto a point where the person is unable to ma*e any decisions orta*e an independent stand on his or her own. #ear of separationta*e an independent stand on his or her own. #ear of separationand submissive behavior. Mar*ed lac* of decisiveness and selfand submissive behavior. Mar*ed lac* of decisiveness and self

confidence.confidence.

*istrionic -ersona9ity isorer:*istrionic -ersona9ity isorer: aggerated and oftenaggerated and ofteninappropriate displays of emotional reactions, approachinginappropriate displays of emotional reactions, approachingtheatricality, in everyday behavior. !udden and rapidly shiftingtheatricality, in everyday behavior. !udden and rapidly shiftingemotion epressions.emotion epressions.

Narcissistic -ersona9ity isorer:Narcissistic -ersona9ity isorer: /ehavior or a fantasy of/ehavior or a fantasy ofgrandiosity, a lac* of empathy, a need to be admired by others, angrandiosity, a lac* of empathy, a need to be admired by others, aninability to see the viewpoints of others, and hypersensitive to theinability to see the viewpoints of others, and hypersensitive to theopinions of others.opinions of others.



Obsessive#+omp;9sive -ersona9ity isorer:Obsessive#+omp;9sive -ersona9ity isorer: 0haracteri1ed by0haracteri1ed by perfectionism and infleibility2 preoccupation with uncontrollable perfectionism and infleibility2 preoccupation with uncontrollable patterns of thought and action. patterns of thought and action.

-aranoi -ersona9ity isorer:-aranoi -ersona9ity isorer: Mar*ed distrust of others,Mar*ed distrust of others,including the belief, without reason, that others are eploiting,including the belief, without reason, that others are eploiting,harming, or trying to deceive him or her2 lac* of trust2 belief ofharming, or trying to deceive him or her2 lac* of trust2 belief ofothers- betrayal2 belief in hidden meanings2 unforgiving andothers- betrayal2 belief in hidden meanings2 unforgiving andgrudge holding.grudge holding.

Schi>oi -ersona9ity isorer:Schi>oi -ersona9ity isorer: Primarily characteri1ed by aPrimarily characteri1ed by avery limited range of emotion, both in epression of andvery limited range of emotion, both in epression of andeperiencing2 indifferent to social relationships.eperiencing2 indifferent to social relationships.

Schi>otypa9 -ersona9ity isorer:Schi>otypa9 -ersona9ity isorer: Peculiarities of thin*ing, oddPeculiarities of thin*ing, odd beliefs, and eccentricities of appearance, behavior, interpersonal beliefs, and eccentricities of appearance, behavior, interpersonalstyle, and thought (e.g., belief in psychic phenomena and havingstyle, and thought (e.g., belief in psychic phenomena and havingmagical powers).magical powers).

Personality Development 3

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