PERSONALITY Flashcards

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1
Q

Personality

A

**–> ‘BENEATH THE MASK’
–> the authentic ‘TRUE SELF’, separate from social roles, linked to INDIVIDUALISM.
–> Enduring, broad differences btwn ppl that are PSYCHOLOGICAL but not cognitive abilities.

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2
Q

Individual differences

A
  • These ‘dispositions are fundamental;
  • personal identity,
  • social communications/gossips
  • persona perception,
  • stereotypes
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3
Q

Personality and self-concept study - “Describe yourself” (Prentice, 1990)

A
  • Likes, beliefs, values (33%)
  • Personality traits (25%)
  • Behaviours (9%)
  • Interpersonal attributes (9%)
  • Demographic attributes (9%)
  • Physical characteristics (8%)
  • Abilities (6%)
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4
Q

Personality and social communication

A
  • Much of our communication aims to learn what others are like
    (eg: thru personalities)
  • Robin Dunbar argues that human intelligence evolved to HANDLE COMPLEXITIES of group life
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5
Q

Person Perception (Personality)

A
  • Person perception is largely devoted to judging other people’s personalities
  • Rapid personality judgements
  • ‘DISPOSITIONAL INFERENCE’(integrated info to predict a person’s motives/intentions) and ‘correspondence bias’
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6
Q

Stereotypes

A

largely made up of personality
traits BELIEVED (rightly / wrongly) to be associated with social groups
- competence
- warmth

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7
Q

Personality Pscyhology

A

Dedicated to understanding the ‘WHOLE PERSON’
- Focus on study of differences btwn people
- Closely related to clinical psych
- Emphasis on INTRINSIC (essential) factors
* contrast with social psychology,
person vs the situation
* The PERSON vs the SITUATION

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8
Q

Every person is in certain
respects; (Murray & Kluckhohn, 1953)

A
  • like all other people (human nature)
  • like some other people (systematic variation)
  • like no other person (personal uniqueness)
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9
Q

Personality traits

A

A trait is a CONSISTENT PATTERN of behaviour, thinking or feeling.
- Relatively stable over time
- Relatively consistent across situations
- Varying between people
- Dispositional (integrating context into potential actions)

–> Trait vary in generality or ‘bandwidth’ : some are broad, others narrow

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10
Q

Hierarchy of traits

A

High-level trait: Extraversion
Mid-level trait: sociability, sensation-seeking
Low-level trait: physical sensation-seeking, sexual sensation-seeking
Illustrative behaviour: sky-diving, raunchy Tinder ad

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11
Q

Trait organisation

A
  • Basic dimensions or types of personality
  • One theory: poeple come in 4 types:
  • (pomegranate) = hard on outside, hard on inside
  • (walnut): hard-soft
  • (prune) = soft-hard
  • (grape) = soft-soft
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12
Q

Structure of personality traits

A

–> Survey the traits encoded in language - ‘lexical approach’
- It assumes that important distinctions for describing ppl are incorporated in everyday SPEECH

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13
Q

study of personality trait structure -
Allport and Odbert 1963

A
  • attempt to survey the ‘trait universe’
  • Searched large dictionary for words that could describe differences between people
  • 18,000 out of 550,000
  • These were then filtered
    *Remove physical attributes
    *Remove cognitive abilities and talents
    *Remove transient states
    *Remove highly evaluative terms
  • 4500 terms remained
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14
Q

Raymond Cattell study (further of Allport and Odbert’s)

A
  • 4500 trait words still too many
  • Mostly synonymous / related
  • Cattell progressively reduced the set
  • Sorted words into 171 groups of
    synonyms/antonyms
  • Reduced these to 16 ‘factors’ using
    a technique called ‘factor analysis’
  • These factors represented the basic
    dimensions of personality
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15
Q

Cattel’s 16 factors

A
  1. Reserved-outgoing
  2. Stable-neurotic
  3. Expedient-conscientious
  4. Shy-venturesome
  5. Tough-minded-tender-minded
  6. Trusting-suspicious
  7. Practical-imaginative
  8. Forthright-shrewd
  9. Less intelligent-more intelligent
  10. Humble-assertive
  11. Sober-happy-go-lucky
  12. Placid-apprehensive
  13. Conservative-experimenting
  14. Conforming-independent
  15. Undisciplined-controlled
  16. Relaxed-tense
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16
Q

Cattell’s 16 factors were still correlated

A
  • Different factors might both reflect a single underlying “super-factor”
  • Ideally, the dimensions of personality should be independent of one another
  • Donald Fiske showed that the 16 factors could be FURTHER REDUCED by factor analysis to 5
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17
Q

The Big Five

A
  1. Openness to Experience
  2. Conscientiousness
  3. Extraversion
  4. Agreeableness
  5. Neuroticism
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18
Q

Which of the following statements accurately reflects the idea that personality is “beneath the mask”?

A

Personality is part of our true self, behind the social roles we enact

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19
Q

Extraversion

A

HIGH- sociable, energetic, enthusiastic, assertive
LOW- shy, reserved, quiet, retiring

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20
Q

Agreeableness

A

HIGH- highly warm, modest, kind, helpful, trusting
LOW- cold, unfriendly, quarrelsome

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21
Q

conscientiousness

A

HIGH- highly efficient, organised, thorough, self-controlled
LOW- careless, irresponsible, frivolous

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22
Q

Neuroticism

A

HIGH- highly tense, irritable, moody, nervous, high-strung
LOW- stable, calm, unemotional, content

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23
Q

Openness to experience

A

HIGH- higly imaginative, intelligent, original, sophisticated
LOW- simple, shallow, conventional, narrow

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24
Q

Value of the Big Five

A

–> suggest that there are 5 fundamental ways in which ppl differ in personality.
considering all 5 values helps …

  • Assessment of personality
  • Investigation of personality correlates
  • Explanation of the underpinnings of personality
  • Provides a way to map specific personality traits
  • EG: shyness is a combination of (low) Extraversion and (high) Neuroticism
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25
Q

BEHAVIOUR correlates of the Big Five

A

Extraversion:
- Preference for stimulant drugs
- Quicker reaction time
- positive emotionally

Agreeableness:
- Trustingness
- cooperation in experimental games
- Altruistic behaviour

Conscientiousness: (organized, dependable)
- longevity
- work performance
- low rates of substance use

Neuroticism: (emotionally unstable)
- low self-esteem
- vulnerable to depression
- negative emotionality

Openness to experience:
- artistic interests
- more education
- less prejudice

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26
Q

Big Five Prediction of Outcomes

A

Mortality
–> significant high mortality in poeple w
- high SES (socio-economic status), extraversion, agreebleness,
- low conscientiousness, IQ

Divorce
–> higher divorce rate in
- high SES, neuroticism
- low conscientiousness, agreeableness

  • bedroom: organised environment
  • photos: no human (less extraverted)
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27
Q

Other evidence for the “Big
Five”

A
  • Big 5-like factors have been found in studies of many languages
  • OTHER SPECIES
    ◦ Piglet extraversion = frequency of snout-touching
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28
Q

Flaws of Big 5

A
  • “Questionnaire approach” DOES NOT assume that all important personality variation is captured by everyday language
  • Uses personality test items to derive basic factors
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29
Q

Hans Eysenck

A
  • Major proponent of the questionnaire method
  • Developed TWO-factor model
  • Extraversion
  • Neuroticism
  • Subsequently proposes 3RD factor
  • Psychoticism: aggressiveness, coldness, antisocial tendencies, egocentricity, vulnerability to psychotic disorders
    (eg: schizophrenia)
  • Proposed BIOLOGICAL bases for these factors
  • Others have developed similar 3-factor models
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30
Q

Eysenck re-discovers
Hippocrates

A

“The human body contains
blood, phlegm, yellow bile
and black bile. These are
the things that make up its
constitution and cause tis
pains and health. Health is
primarily that state in which
these constituent
substances are in the
correct proportion to each
other, both in strength and
quantity, and are well
mixed.”

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31
Q

Controversies in trait
psychology

A
  1. Are individual differences consistent?
  2. Is the structure of traits universal?
  3. Traits or types?
  4. Are traits sufficient for describing personality?
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32
Q

Situationism (Mischel 1968)

A
  • Behaviour expressing a trait in diff
    SITUATIONS often correlates WEAKLY
  • The SITUATION is the main determinant of behaviour (i.e., social psychological factors)
  • Traits are weak predictors of behaviour
  • Therefore personality tests lack validity

–> Evidence Examples: Hartshorn and May (1928), Studies in deceit
Gave thousands of 10- to 13-year children multiple behavioural tests of dishonesty
* Lying
* Cheating
* Stealing
- Dishonesty varied widely across situations, with little consistency
Average correlation among tests = 0.26

Responses to Mischel’s critique:
- ‘Weak’ correlations are still important
- Consistency is greater for aggregate
behaviour vs single behaviours
- Situational influences are just as weak as dispositional influences
- We need an interactionist view that
recognizes traits, situations & their
combined effects

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33
Q

How to think about inconsistency

A
  • We can think about a person as having a distribution of behaviours along a trait dimension, from low to high
  • People high on a trait just engage in trait-related behaviour more
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34
Q

Evidence for moderate universality of personality structure

A

–> approach 1: translating English language personality tests can be a way to assess consistency of personality structure across cultures

  • UNIVERSAL:
    Multiple tests across many translations of the NEO-PI-R test (revised Big Five) suggest STRONG CONSISTENCY
  • NOT UNIVERSAL:
    factors sometimes have minor differences of content
    *Extraversion and agreeableness BETTER DESCRIBED as Dominance and Love in Filipino, Korean and Japanese samples

–> approach 2: Indigenous’ personality systems
- Another approach is to start from OTHER cultures’ personality lexicon (vocab)

UNIVERSAL: Among several European languages (i.e., English, French, German, Polish, Hungarian, Dutch, Italian, Czech) strong congruence for most Big Five factors, EXCEPT OPENNESS
NOT UNIVERSAL: Occasionally apparent culture-specific factors emerge
* ‘CHINESE tradition’ factor (Harmony, Ren Qing
[relationship orientation], Thrift, Face, low Adventurousness)

Other evidences: Filipino
- 6900 person-descriptive terms extracted from a Filipino dictionary, reduced to 1297 by expert judge
- Factor analyses of ratings yield 7 dimensions
- Family resemblance between some of these factors and the Big Five, even if they don’t perfectly correspond

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35
Q

Cross cultural variabilities

A
  • 6900 person-descriptive terms extracted from a Filipino dictionary, reduced to 1297 by expert judge
  • Factor analyses of ratings yield 7 dimensions
  • Family resemblance between some of these factors and the Big Five, even if they don’t perfectly correspond
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36
Q

Personality traits vs types

A

–> Traits vary by degress: they are dimensions

–> ‘Type’ concept proposed by Jung
* Extraversion - introversion
* Sensation - intuition
* Perception - judgement
* Thinking - feeling
- Common in popular psychology (eg: MBTI)
- there is no persuasive evidence for any personality type
- Jungian “types” appear to be dimensional

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37
Q

Are traits enough?

A

Traits are behavioural dispositions
- Other aspects of personality might not be reducible to such behavioural tendencies
◦ Values
◦ Interests
◦ Character strengths

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38
Q

Values

A
  • beliefs about desirable end states / behaviours that transcend specific situations and guide selection / evaluation of behaviour and events
  • Cognitive, linked to motives and desires, intrinsically desirable and learned
  • Schwartz developed a model of 10 value types, replicated in about 60 countries

–> Value examples:
* UNIVERSALISM - broad-minded, environmentalism, social justice, wisdom
* BENEVOLENCE (kind) - forgiving, helpful, honest, loyal, friendship
* CONFORMITY - obedient, honouring parents, self-discipline
* TRADITION - devout, humble, respect for tradition
* SECURITY - safety, harmony, national security
* POWER - authority, social power, wealth
* ACHIEVEMENT - ambitious, capable, influential, successful
* HEDONISM - enjoying life, pleasure
* STIMULATION - an exciting life, a varied life, daring
* SELF-DRIVEN - independence, creativity, curiosity, freedom

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39
Q

Vocational (career related) interests

A

realistic, investigative, artistic, social, enterprising, conventional

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40
Q

Character strengths

A
  • ‘positive psychology’ aims to study and promote human character strengths
  • Created in opposition to traditional focus on ABNORMALITY and CONFLICT
  • The VIA (values in action) taxonomy aims to classify character strengths that:
  • Are environmentally shaped
  • Contribute to fulfilment in life
  • Are valued in their own right
  • Do not diminish anyone in society when exercised
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41
Q

Personality description

A
  • traits are important but other alternatives are also essential in describing personality
  • Motives, needs, goals
  • Schemas, personal constructs
  • Life narratives
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42
Q

VIA classification

A
  • Wisdom
  • Courage
  • Humanity
  • Justice
  • Temperance
  • Transcendence
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43
Q

Levels of personality

A

McAdams’ personality levels
1. Dispositional traits - Traits - General nature - Low depth - Short time to perceive
2. Characteristic adaptations - goals, values, vocational interests - contextual nature - medium depth - medium time to perceive
3. Life stories - identities, self-narratives - temporal and unique nature - high depth - long time to perceive

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44
Q

Genetics of personality

A
  • DNA as source of our similarities and differences
  • About 20,000 protein-coding genes
  • About 3,000,000,000 DNA base pairs
  • Most DNA is shared between people
  • Genetic variation accounts for
    *99.6% is identical between any two people
  • Most influenced trait by genetics = conscientiousness > neuroticism > extraversion
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45
Q

Biological Approaches to Personality

A
  • Efforts to explain the biological bases of personality differences
  • These operate at several levels, from ‘distal’ to ‘proximal’
  • Genetics
  • Brain functioning
  • Neural systems
  • Neurostructures
  • Neurochemicals
  • Hormonal factors
46
Q

Three ways to examine genetic contributions

A
  1. FAMILY studies
    –> Examine resemblance between family members as a function of genetic relatedness
    - 50%: child, parents, sibling
    - 25%: grandparent, uncle, aunt, nephew, niece
    –> Greater resemblance for closer relations implies genetic contribution
    –> BUT: genetic contributions are confounded with shared environmental contributions
  2. TWIN studies
    - Compare resemblance between monozygotic (MZ) and dizygotic (DZ) twins
    - MZ twins = 100% related,
    DZ twins= 50% related
    –> Greater resemblance for MZ twins implies genetic contribution
    –> Environments are same for both kinds of twin so environmental factors are not confounded
    –> BUT: possibility of more similar environments for MZ twins, and perhaps twins are unrepresentative
  3. ADOPTION studies
    - Compare resemblance of adopted children to adoptive parents (APs) and biological parents (BPs)
    *APs are 0% related but supply environment, BPs are 50% related
    –> Degree of resemblance to APs and BPs shows environmental and genetic contributions
    -> BUT adoption must occur early, the problem of selective placement, biological mother provides prenatal environment as well as genes
47
Q

Correlation

A

a statistical index of the relationship between two things (from -1 to +1)
- resemblance is indexed by the correlation coefficient
- perfect correlation = straight line

48
Q

Heritability in Personality

A
  • Behavioural genetic studies yield estimates of heritability = proportion of population variance in the trait accounted for by genes
    (Eg .8 for height and weight, .4 for maths ability)
  • Most personality attributes show heritabilities from .3 to .5
  • This is even true for apparently purely learned attributes (e.g., political attitudes, vocational interests)
49
Q

Important caveats re.
heritability

A

Even if personality is substantially heritable …
- This does not entail strong resemblance between parents and children on personality traits
- Heritability relates to variation within a population: it says nothing ab genetic contribution to any individual’s personality
- Heritability does not imply that personality is fixed
- Heritability is consistent with substantial environmental contributions to personality
* A 0.40 heritability = substantial environmental contribution to personality

50
Q

The role of the environment

A

One outcome of behavioural genetic research –> awareness of the role of the environment ‘SHARED’ environmental influences tend to be
WEAK
- e.g., parental education, class, ethnicity, diet
–> ‘Non-shared’ environment is more influential
- e.g., illnesses, friends, differential treatment by parents
–> Environmental factors CAN also be genetically influenced
- e.g., susceptibility to accidents & other life events

51
Q

Specific personality-related
genes

A
  • Heritability says nothing ab specific genes / genetic mechanisms
  • Several specific genes have been identified in candidate gene studies, but DO NOT REPLICATE
  • Novelty-seeking and dopamine sensitivity
  • Neuroticism/shyness and serotonergic functioning
  • More recent research, surveying the entire genome in huge samples, finds few replicable personality genes
  • Most traits are INFLUENCED BY 100/1000 of genes, each with very small effect
52
Q

Brain functioning: Systems
(Eysenck’s theory)

A

–> Extraversion & low brain arousal leads to desire for stimulation (eg novelty, excitement)
–> Neuroticism and limbic system reactivity (highly reactive - more neurotic behaviour)
- Leads to greater autonomic NS arousal to threat and stress

53
Q

Brain functioning: Systems
(Gary’s theory)

A

–> impulsivity and ‘behavioural activation system’ (BAS)
- linked to sensitivity to reward and pleasure
- associated with a tendency to approach rewards
- like being extraverted with neuroticism

–> Anxiety and ‘behavioural inhibition system’ (BIS)
- Linked to sensitivity to punishment & pain
- Associated with a tendency to avoid punishments
- Like neuroticism but introverted version

54
Q

Brain functioning: structures

A

–> Some links have between found
between Big 5 & brain structure
volumes
- Extraversion w a region involved in processing reward info
- Agreeableness with regions that process
information about other people’s
intentions and mental states

–> However, a recent meta-analysis
suggests these links are
questionable
- A more promising direction is Big 5
correlates of functional connectivity
in the brain

55
Q

Brain functioning: ChemicalsBrain functioning: Chemicals

A
  • Personality factors may be associated with neurotransmitter activity in the brain.

–> Extraversion & dopamine levels
* Exploration, approach & incentive motivation

–> Neuroticism & norepinephrine levels
* Negative emotion, vigilance for threat, cautiousness: ‘neurobehavioural warning system’

–> Agreeableness & opioids
* Attachment processes

–. Constraint & serotonin levels
* Inhibition of emotional response, low
impulsiveness; low serotonin → aggression &
emotional instability

56
Q

Hormonal factors

A
  • There is evidence that personality is influenced by prenatal exposure to sex
    hormones
  • Ratio of 2nd (index) to 4th (ring)
    finger (2D:4D) is associated
    with testosterone exposure
  • Lower ratio in men than women,
    especially on right hand
    i.e., men tend to have longer
    ring finger than pointer finger
  • Among men, lower 2D:4D ratio correlates with:
  • Physical aggression
  • More stereotypically ‘masculine’ career interests (realistic & enterprising)
  • Less stereotypically feminine gender role
  • In women, lower 2D:4D ratio correlates with:
  • More indirect aggression (spreading rumours, malicious
    humour, excluding people)
  • More stereotypically ‘masculine’ interests (enterprising,
    less social)
57
Q

Hormonal factors: study

A

–> Examined reactive aggression in women
- Participants asked to raise money for fictitious charity by making calls
- Calls went to kind but nondonating or hostile confederates
- Hostility assessed by how hard phone was put down & by tone of follow-up letter
- Women with lower 2D:4D were more hostile

58
Q

Risks of biological explanation

A
  • Reductionism: Belief that if something has a biological explanation than higher level (psychological) expl anations are unnecessary
  • Immutability (natural fallacy) : belief that if something is ‘natural’, it can’t be altered
  • Determinism: if something has a biological cause, it’s the way it is
59
Q

Personal constructs

A
  • Theory by George Kelly
  • Proposes that humans are primarily driven to UNDERSTAND, PREDICT and CONTROL their environment
  • we develop ‘theories’ to assist in this process
  • these theories are ‘personal constructs’
  • ‘personal’ –> idiosyncratic (peculaiar, individual) to constructs
  • we construct a sense of the world form these theories
  • we use them to construe (interpret) the world
  • To Kelly, human cognition is constrastive: BIPOLAR & CATEGORICAL (eg: warm vs cold, honest vs untrustworthy)
  • each person has a system of constructs in terms of which they perceive the world
  • this is a radical approach
    *focus on PERCEPTION vs BEHAVIOUR
  • ‘idiographic focus on one’s uniqueness
60
Q

Construct systems

A

each person’s constructs can be analysed in several ways:
- simplicity vs complexity
- rigidity
- internal conflict

61
Q

Attributions

A

(Constructs are about how we PERCEIVE the world)
–> attributions are about how we EXPLAIN it
- People aim to determine the CAUSES of events and experiences
- Attributions differ on several DIMENSIONS:–> (GIS) (SEN)
*internal vs external (ie. dispositional vs situational)
*stable vs unstable (ie. lasting vs transient)
*global vs specific (ie. broad vs narrow)
- Causes can vary along these dimensions

62
Q

Attributional style

A
  • attributional style is focused on NEGATIVE events
  • ‘PESSIMISM’ = the disposition to explain such events with internal, stable and global (GIS) causes
  • this sense of pessimism differs from standard sense (ie. negative expectations for the future)
  • pessimists may also explain positive events as external, unstable and specific (SEN) (eg, due to chance)
  • both pessimism and optimism may be IRRATIONAL

*dispositional: leaning toward a particular way of thinking or acting

63
Q

Pessimistic attributional style predicts:

A
  • vulnerability to depression
  • poorer academic performance
  • worse physical health
  • shorten life-span
  • worsen sales performance among sportspeople
  • losing US presidential elections
  • pessimistic song lyrics precede weak economic performance
64
Q

Emotional Intelligence (EI)

A

–> ability to understand and manage our own feelings and of others
- emotional and social abilities
- It is measured not by self-ratings but by PERFORMANCE on tests with correct & incorrect answers
- Correlates with Openness & Agreeableness

  • Has many correlates
    *Academic performance
  • Job performance
    *social sensitivity
  • Less ANTISOCIAL behaviour
65
Q

EI components

A
  • perceiving emotion
  • using emotion
  • managing emotion
  • understanding emotion
66
Q

The self

A

–> The self is a mental representation of one’s PERSONAL ATTRIBUTES
1. self-complexity
2. self-esteem

67
Q

Self-complexity

A

(degree to which the self’s structure is complex)
–> defined as NUMBER of ‘self aspects’ and their level of DISTINCTNESS
- EARLY RESEARCH suggested that greater complexity buffers people AGAINST NEGATIVE life events
- However it is also associated with GREATER depression
- if ‘complexity’ implies a fragmented, incoherent or confused self, it may have NEGATIVE consequences

  • ‘Self-concept clarity’ may be MORE
    IMPORTANT than self-complexity
68
Q

Self-concept clarity test items

A
  • My beliefs about myself often conflict with one another
  • I spend a lot of time wondering what sort of person I am
  • Sometimes I feel that I am not really the person that I appear to be
  • My beliefs about myself seem to
    CHANGE very frequently
69
Q

Self-esteem

A

(degree to which the self is valued)
- POSITIVE global evaluation of the self
- Frequently claimed to have many benefits, but …
* need for positive self view may NOT be universal
* Little evidence it PROMOTES (rather than results from) academic achievement
* Little evidence that it promotes work performance
* Little evidence it promotes health
* Not associated with less antisocial behaviour
* Not associated with greater social sensitivity
* May promote aggression in response to insults and when
self-esteem is threatened

70
Q

Complexities of self-esteem

A
  • The stability / consistency of self-esteem may matter MORE than its level
  • ‘FRAGILE’ self-esteem fluctuates in response to life events
  • ‘DEFENSIVE’ self-esteem
    *High explicit + low implicit self-
    esteem
  • NARCISSISM:
  • Sense of superiority & arrogance
  • Entitlement to special treatment
  • Need for admiration
  • Sensitivity to criticism
71
Q

Narcissism &
social media

A

–> Arguably, social networking sites are ideal playgrounds for NARCISSITS, with opportunities to
create self-promoting content
- Display personal appearance
- Pursue many shallow relationships
- Davenport (2014) study:

72
Q

Davenport (2014) study:

A
  • how Facebook & Twitter use correlates with narcissism
  • “my body is nothing special” vs. “I like to look at my body”
  • “I am more capable than other people” vs. “There is a lot
    that I can learn from other people”

–> More narcissistic people …
- Were more active on Facebook & had more FB friends
- Tweeted more & had more Twitter followers
- Wanted their profiles to attract friends/followers more
- Believed it was more important that friends/followers admired them
- Research on Instagram shows similar findings: narcissism goes with more selfies, more time & more frequent profile picture updates
- Associations with narcissism may be larger for social media with a strong visual component

73
Q

Cognitive approach to explaining personality

A

–> Explains personality with ref
to cognitive processes & structures
–> Thoughts, plans, memories, beliefs, strategies
- Focus on ways of thinking & the
construction of meaning
- Having vs doing
- People as active sense-makers
- Emphasis on ‘experience-near’
phenomena
- Motivation to understand & predict
- Person-as-scientist model

74
Q

Domains pf personality assessment

A

FOCCE

  • Forensic psychology
  • Organisational psychology
  • Clinical psychology
  • Counselling psychology
  • Educational psychology
75
Q

Personality assessment challenges

A
  • Assessment appears to be subjective
  • There is no infallible (unfailing) source of info about the person
  • the ‘object’ being measured KNOWS it is being measured
  • personality traits are NOT directly observable
76
Q

Measurement quality &
confidence

A

–> Degree to which personality is measured well is captured by 2 main concepts:

  • RELIABILITY: does the measurement yield CONSISTENT, DEPENDABLE & ERROR-FREE information ?
  • VALIDITY: does the measurement assess what it is INTENDED to assess & is USEFUL?
77
Q

Reliability (personality test)

A

–> INTERNAL consistency
- Do the components of the test all cohere?
- All test items should correlate with one another ?

–> INTER-rater reliability
- does the test provide the SAME info about the person when different people administer it?

–> RE-TEST reliability
- does the test yield similar scores when it is administered to the SAME person on diff OCCASIONS

HIGHT RELIABILITY = HIGH CONSISTENCY = LOW measurement error

78
Q

Validity (personality tests)

A

–> 2 components
- Does the test measure what it is intended to measure? (CCD)
* CONTENT validity
* CONVERGENT validity
* DISCRIMINANT validity

  • Does the test provide practically useful information? - predictive validity
79
Q

For a good test of trait X

A
  • all items should intercorrelate
  • the same score should occur whoever gives it
  • ppl should get similar scores when they do it twice
  • all items should clearly relate with other measures of Y & Z
  • it should correlate with things that X related to

–> reliability & validity are both essential. but if reliability is LOW, validity CANNOT be high

80
Q

Unreliability

A

exists when there is inconsistency in what tests measure

81
Q

Invalidity

A

exists when the test does not measure what it should (targeting the bullseye)

82
Q

Kinds of personality
measurement

A

(IPPI)
- Interviews
- Personality inventories
- Projective tests
- Implicit personality tests

83
Q

Interviews

A

–> Interviews are RARELY used in personality assessment
- Time-consuming & labour-intensive
- Subjective (i.e., poor inter-rater (inter-interviewer) reliability)
- Interview interactions are prone biases
*Halo effect, self-fulfilling prophecy, confirmation bias

  • Sometimes used for assessing attributes where the person may NOT BE be a RELIABLE
    INFORMANT, and/or where INTERPERSONAL & NONVERBAL behaviour may be revealing
  • EG: Personality disorders
84
Q

Types of interviews

A
  • structured
  • unstructured
  • semi-structured (structure + flexibility)
  • ‘provocative’ (connecting w 2 parties)
  • (Type A personality)
85
Q

Inventories (test)

A
  • self-report personality tests
  • composed of multiple items
  • items form scales:
  • omnibus (combined test, looks at the big picture) tests with many scales
  • single-scale tests
  • generally at least 10 items / scale
  • variety of response scales
  • true/false
  • likert scales (strongly disagree <–> strongly agree)
86
Q

Inventory (test) development

A
  • Item generation
  • pilot testing
  • item analysis
  • check internal CONSISTENCY
  • factor analysis
  • select OPTIMAL items for final scales
  • RETEST on new sample
  • CORRELATE w other tests & prediction criteria
  • develop NORMS
87
Q

Assessment Example: the MMPI

A
  • developed in 1940s for comprehensive clinical personality assessment
  • 10 clinical scales, 3 validity scales; 566 items
  • scale development via CRITERION GROUPS METHOD
  • items that best differentiated known CLINICAL groups selected fr LARGE ORIGINAL item set
  • scales converted to T-scores (m=50, sd=10)
  • interpretation of scale profiles
88
Q

Problems with self report

A
  • Inventories are vulnerable to response BIASES & limitations of SELF-KNOWLEDGE
  • Longer tests include validity scales to check for this:
  • Lie scales (faking good)
  • infrequency scales (faking bad, random responding)
    *defensiveness scales (subtle guardedness)
  • inconsistency scales (carelessness, random responding)
89
Q

Thematic Apperception Test

A
  • Developed by Henry Murray
  • Idiographic approach
  • Series of monochromatic images
  • Person tells EXTENDED STORY about what is happening in the picture
  • Responses coded for REPEATED THEMES in the stories: motives attributed to protagonists,
    interpersonal conflict, ways of handling conflict etc
90
Q

Projective tests

A
  • Developed to bypass PROBLEMS of self-report
  • Aim to penetrate to DEEPER levels of personality
  • Dynamics, object relations, core motives
  • Allied with psychoanalytic approach
  • Involve deliberate ambiguity & OPEN-ENDEDNESS
  • Ambiguous stimuli
  • Unstructured responses
  • ASSUMPTION: personality will be ‘projected’ onto stimuli without defensive distortions operating
91
Q

Thematic Apperception (based on past experiences) Test

A
  • only FEW widely accepted scoring conventions––>inter-scorer unreliability
  • BUT… Rigorous scoring systems for defense mechanisms
  • Denial & projection (Cramer)
  • System for scoring motives
  • Need for ACHIEVEMENT (McClelland); DOES NOT
    correlate with self-reported achievement striving
92
Q

Rorshach Test

A
  • presents a series of ambiguous, symmetrical inkblots
  • person says what objects are seen and on what basis they’re seen (beetle, bat, pelvis, vertebrae, fish, etc)
  • responses are scored on many dimensions
  • psychologist then classifies their answers and uses those classifications to make judgements about the person’s personality
93
Q

Rorshach testing dimensions

A
  • number of distinct percepts
  • complexity/integration of percepts
  • content themes
  • plausibility of percepts (ie. are they recognisable)
  • response to COLOUR
  • use of SHADING/blank space
94
Q

Critiques of projective tests (like Rorshach)

A
  • time consuming
  • encourages ‘wild’ interpretation
  • low inter-scorer reliability
  • predictive validity generally weak compared to self-report tests
  • often little ‘incremental (small gradual increase) validity’ beyond self report tests
95
Q

Implicit tests

A
  • forms of testing based on RAPID, AUTOMATIC responses
  • in principle difficult to fake & less susceptible to response bias
96
Q

Implicit Test Example - Implicit Association Test (IAT)

A
  • Four sets of words
  • Self: me, my, mine
  • not-self: they, them, their
  • extraversion: active, confident, outgoing
  • introversion: aloof, reserved, serious
  • Two blocks of traits where person must RAPIDLY classify words (in red in figure) into diff pairings of words (top corners)
  • Quicker classification for the LEFT BLOCK if ‘self’ is associated w ‘introversion’ (self introvert, not-self extravert)
  • Quicker classification for the RIGHT block if ‘self’ is associated w ‘extraversion’ (self extravert, not-self introvert)
97
Q

conclusions of personality assessments

A
  • challenging but CAN be done
  • requires attention to validity & reliability
  • modes of assessment that doesn’t check of attention to validity AND reliability: such as interviews and projective tests
98
Q

Implications of theories for personality change

A

–> according to many theorists, personality essentially IS FIXED in adulthood.
–> Trait theory: traits are stable by definition
–> Biological approaches: heritability may imply stablility,
but. MATHEMATICAL change can also be genetically programmed
–> psychoanalysis: childhood determinism
–> Cognitive approaches: if personality is made up of COGNITIONS and cognitions can change, them personality is MALLEABLE

*cognition - mental action/process acquiring knowledge and understanding through thought, experience and sense.

99
Q

Delayed gratification study…

A

–> Mischel (1990)
- 4yo participants completed a delay of gratification task
- 11-14 years they were re-examined
- RESULTS: delay as child associated w
* greater planfulness (carefully goal oriented)
* greater stress tolerance
* better SAT scores

  • SELF-CONTROL 40 years later
  • BMI 30 years later

–> explains stability of personality

100
Q

Evidence for personality stability

A
  • LONGITUDINAL studies for personality
  • Correlating personality scales across time allows a measure of ‘rank order stability’
  • Costa and McCrae report correlations of ~0.65 for the Big Five over a 20-year period after age 30
  • If someone is above average on a factor at 30 they have an 83% chance of being above average at 50 (Odds 5:1)
  • stability increases with AGE
  • Rank-order stability increases over TIME
  • Meta-analysis by calculated test correlations over a 7-year period at different ages
101
Q

Causes of stability

A

FEGPIE
- Genetic influences
- Environmental channelling
- Environmental selection
- Freedom from disruptive life changes
- Psychological resources
- Identity formation

102
Q

Another sense of stability

A
  • rank-order stability relates to people’s position relative to their PEERS
  • it is compatible with ‘mean-level change’
103
Q

Stability & change meanings

A

–> Correlational (rank-order) meaning
= people’s personality is/isn’t highly CORRELATED over time

–> Mean-level meaning
= people’s AVERAGE level of personality is/isn’t stable over time

–> these 2 kinds of change/stability can occur in any combination, and answers WIlliam James question (that we have set character like plaster by age of 30)

104
Q

Evidence for mean-level change (ave personality)

A
  • numerous longitudinal studies of Big 5 personalities factors have been carried out
  • these find reliable evidence of personality change on ALL factors:
  • Neuroticism declines
  • Extraversion declines
  • Openness declines
  • Conscientiousness declines
    ** Agreeableness = STABLE
  • some of these findings CONTRADICT earlier ones based on cross-sectional surveys
105
Q

Causes of mean-level change

A
  • such change may reflect changing life circumstances and social roles & expectations
  • longitudinal study:
  • young mothers (btwn uni-27yo) became more responsible, tolerant and feminine, less sociable and self-accepting than childless peers
  • average aged mothers (21-43) became homemakers showed SMALLER increases in independence than childless peers
106
Q

Personality change in early adulthood transition

A
  • Young people typically become
  • more agreeable and conscientious
  • less neurotic during the transition to adulthood
  • Educational challenges in the transition from school –> uni are associated with growth in Conscientiousness

-work attainment 18-26yo associated w
* increased self-confidence & sociability,
* decreased anxiety

  • Transition to first intimate partner relationship is associated with lasting
  • reductions in neuroticism and shyness
  • International sojourns (stay temporarily) for uni students raise agreeableness and openness
107
Q

Historical personality change

A

–> how personality has changed over time in society
–> Cross-temporal meta-analysis: comparing mean levels of attributes across time
- In uni samples, Jean Twenge has found:
* Self-esteem increases
* Extraversion rises
* Neuroticism/anxiousness rises
* External attribution rises
* Women’s assertiveness rises 1930s-50, falls 1950s-70s, rises 1970s-present

–> Personality trait levels respond to cultural changes

108
Q

Erikson’s life stages

A

–> these psychosical stages extend and broaded Freud’s psychosexual stages (each stage has a central theme/challenge)
1. Basic trust vs mistrust (eg infancy)
2. Autonomy vs shame and doubt (eg toddler-hood)
3. Initiative vs guilt (eg pre-school)
4. Industry vs inferiority (eg school years)
5. Identity vs identity vs identity confusion (eg uni years), ‘psychological moratorium’; trying on of identities, risk of ‘foreclosing’
6. Intimacy vs isolation (eg young adulthood, close relationships)
7. Generativity vs stagnation (eg mid-life)
*Sense of meaningful contribution
8. Integrity vs despair (eg old age)
*Wisdom and transcendent satisfaction with one’s life

Key message: How traits are EXPRESSED will DIFFER depending on the central themes of particular life stages

109
Q

Why how we think about
personality change matters

A
  • Wellbeing & self-improvement
  • Optimism about psychological treatment
  • Attitudes towards rehabilitation
  • Our view of human nature
110
Q

Life narratives

A
  • Life narratives express SEQUENCES of personal change
  • They have been likened to personal myths
  • Seeing one’s life as a ‘hero’s journey’ correlates w greater meaning in life & wellbeing
  • A ‘re-storying’ intervention increased life M & RESILIENCE
111
Q

‘Lay theories’ of personality

A
  1. ENTITY theory: personality is fixed
    (you cant teach an old dog new tricks)

ENTITY theorists:
- Are more likely to endorse social stereotypes
- More likely to make rapid judgements about others based on minimal evidence
- Are less likely to resolve conflicts

  1. INCREMENTAL theory: personality is malleable