Psychology 305A: Theories of Personality Lecture 22

Psychology 305 1

Psychology 305A: Theories of Personality

Lecture 22

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• The exam will be scored out of 50 points: 30 multiple choice questions (1 point each), 5-7 extended response questions (2-6 points; 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.

• The exam will assess your learning of the content of chapters 10, 11, 12 (p. 287-298, 304-314), 13, and 14 (p. 354-357) and related lecture material.

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Exam: April 16, 12:00-2:30, SRC

• 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.

• 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.

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Office Hours

I will hold the following office hours in April to assist students with exam preparation:

Thursday, April 11, 1:30-2:30Friday, April 12, 11:30-1:30Monday, April 15: 1:00-3:00

Reminder: Your Peer Mentors

Austin Lee: [email protected]

Derek Zhenxinyu Zhang: [email protected]

Contact for study support or to coordinate study groups.5

have created a survey to assess your experiences with their mentorship. Please complete the survey at: http://www.surveymonkey.com/s/5BVCYZR.

will hold office hours on Friday, April 12, 12:00-2:00, room 2405.

• Your peer mentors:

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Analysis of the Personality of a Civil Rights Leader: Malcolm X

Discussion Questions

1. What learning processes (e.g., classical conditioning, operant conditioning, observational learning) do you think shaped Malcolm X’s personality? Identify specific examples to illustrate how these learning processes shaped his personality.

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2. Prior to imprisonment, Malcolm X did not adhere to a separatist view regarding race relations. However, after imprisonment, he did adhere to this view, ultimately joining the Nation of Islam. How can Dollard and Miller’s learning theory be used to explain this change in Malcolm X’s attitudes and behaviour?

3. Mischel proposed 5 “cognitive-social learning person variables” to describe personality: competencies, encoding strategies/personal constructs, expectancies, subjective values, and self-regulatory systems/plans. Use these variables to describe Malcolm X’s personality when he was in Boston.

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4. Grouzet et al. represent goals in a two-dimensional circumplex in which adjacent goals are compatible and distant goals are incompatible. Using this circumplex, explain how Malcolm X’s goals changed across time.

5. Powers proposed the notions of system concepts, principles, and programs in discussing feedback hierarchies. Describe Malcolm X’s system concepts, principles, and programs after his return from Mecca.

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6. Maslow maintained that, in the hierarchy of conative needs, lower-order needs have greater strength, potency, and priority than higher-order needs. Were Malcolm X’s actions consistent with this assertion?

7. Would Maslow’s hierarchy of conative needs adequately explain motivation among collectivists?

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8. How does Maslow’s notion of the self-actualizer differ from Rogers’ notion of the fully functioning person? Can both concepts be applied to Malcolm X?

9. Deci and Ryan emphasized the importance of “self-determination” in determining well-being. At what point in his life do you believe that Malcolm X achieved self-determination?

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• Classical conditioning• Operant conditioning• Observational learning• Extrinsic reinforcement• Intrinsic reinforcement• Vicarious reinforcement• Self-reinforcement

Some learning concepts:

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Racism, social isolation (US)

Negative emotions (UR; e.g., anxiety)

Reflexive

Presenceat school (CS) Learned

Repeatedly paired

Highly similar

Negative emotions(CR)

Example of Classical (Emotional) Conditioning

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Death of father, burning of home (US)

Negative emotions (UR; e.g., anger, fury)Reflexive

Presence of “whites” (KKK) (CS) Learned

Repeatedly paired

Highly similar

Negative emotions(CR)

Example of Classical (Emotional) Conditioning

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Dollard and Miller’s Social-Cognitive Learning Theory

1. Drive

2. Cue

3. Response

4. Reinforcement

5. Habit Hierarchy

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(b) Encoding strategies and personal constructs (i.e., schemas).

(a) Competencies.

(c) Expectancies.

(d) Subjective values.

(e) Self-regulatory systems and plans (this variable is central to the self-regulation perspective on personality).

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Mischel’s Cognitive-Social Learning Person Variables

Sample Schema17

Theft

Drug Dealing

Pimping

Injustice

Death of father

Violence

Love

Belonging

Poverty

“Money”

Friends

Happiness

Social Acceptance

Self Acceptance

Circumplex of Goals (Grouzet et al., 2005)

Self-Transcendence

Physical Self

Extrinsic Intrinsic

Conformity

Popularity

Spirituality

Community

Affiliation

Self-Acceptance

Hedonic PleasureFinancial Success

●

●

●●

●

●

●

●

Years in Boston

Prior to death

As member of Nation of Islam

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Ideal Self-Image or System Concept: Fulfillment contributes to self-actualization, personal wholeness, or personal integration.

Trait/Value or Principle : Broad qualities, can be expressed in multiple ways.

Behaviour or Program: Strategies or scripts, specifies a course of action.

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Highestlevel

Goal 1

Input 1

C1Output 1

andGoal 2

Input 2

C2 Output 2and

Goal 3

Input 3

C3

Ideal Self-Image (System Concept):

Socially usefulTrait (Principle):

Dedicated

Output

Behaviour (Program):

Participate in speaking

engagements to promote cause

Hierarchical Feedback Loops20

Highestlevel

Goal 1

Input 1

C1Output 1

andGoal 2

Input 2

C2 Output 2and

Goal 3

Input 3

C3

Ideal Self-Image (System Concept):

Man of integrityTrait (Principle):

Honest

Output

Behaviour (Program):

Always tell the truth

Hierarchical Feedback Loops21

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Factors that may account for self-actualization in the absence of lower-order need satisfaction (Heylighenl, 1991):

1. Prior need satisfaction (a temporal factor).

2. Perceived competence to satisfy lower-order needs (a cognitive factor).

Perceived competence emerges from (a) material competence (in due time) and (b) cognitive competence.

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Physiological Needs

Safety Needs

Belonging Needs

Esteem Needs

Self- Actualization

Needs

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Maslow’s Hierarchy of Conative Needs

Belonging Needs

Physiological Needs

Safety Needs

Self- Actualization Needs (in the

service of society)

A Hierarchy of Conative Needs for Collectivistic Cultures(see Cianci & Gambrel, 2003; Nevis, 1983)

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Psychology 305A: Theories of Personality

• Definitions• Research Methods• Personality Assessment• Trait Perspective• Motive Perspective• Biological Perspective

• Psychoanalytic Perspective• Psychosocial Perspective• Learning Perspective• Cognitive Perspective• Self Regulation Perspective• Organismic Perspective

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What is personality?