Psyc 2004- Personality Theory

Question 1

Erikson & his lifespan approach

Answer 1

One of the main elements of Erikson’s
psychosocial stage theory is the development of ego identity.

Unlike Freud, Erikson emphasized the ego over the id as the key to personality development and this is because he views the ego as the center of personality.

Question 2

The Ego (Erikson)

Answer 2

The ego is more than just a mediator between the demands of the superego and the relentless forces of the id.

It is a positive force that establishes self-identity and adapts to conflicts and crises.

It strengthens as we mature and it unifies personality and guards indivisibility.

There are 3 facets: body ego (physical perception of self), ego ideal (perception of self in comparison with an established ideal) and ego identity (perception of self in varying social roles).

Question 3

Freud vs. Erikson

Answer 3

1. Freud’s psychosexual theory emphasises biological drives and sexual conflicts as central to adolescence with 5 stages ending in adolescence.
2. Erikson’s psychosocial thoery focuses on social and cultural influences proposing 8 stages that span across one’s entire life.
3. Both theories highlight early experiences but Erikson gives more weight to ego development whereas frued focuses on unconscious drives.

Question 4

Ego development & the epigenetic principle

Answer 4

The epigenetic principle suggests that each stage builds on the outcomes of the previous ones.

Erikson believed that personality development follows a predetermined sequence with each of the 8 stages adresssing a particularpsychosocial conflict.

Success in each stage in regards to resolving the conflicts leads to developments of a basic strength that supports a healthy personality while failure can hinder future stages.

Question 5

Basic Strength

Answer 5

After esolving a stage’s psychosocial conflict we derive a new basic strength eg. hope, wisdom etc.

These strengths equip us with the skills and attitiudes to handle future challenges. They enable people to adapt and thrive throughtout life.

Question 6

1ST 4 STAGES VS LAST 4 STAGES (ERIKSON)

Answer 6

• the 1st four stages focus on childhood and foundational personal development with conflicts such as trust vs mistrust. These stages build basic strengths such as hope and competence.
• the last four stages occur in adulthood, adressing conflicts such as generativity vs. stagnation. These stages involve self relfection and culminating a perspective on life and death.

Question 7

Maslow’s Hierarchy of Needs

Answer 7

Maslow’s Hierarchy of Needs concept assumes that basic needs or lower level needs must be satisfied or at least relatively satisfied before higher level needs become motivators.

Lower level needs have prepotency over higher level needs

prepotency - predominant

Question 8

Please Soph, Love Everyone Safely

The Hierarchy

Answer 8

• physiological needs
• safety needs
• love and belongingness
• esteem needs
• self actualization

These needs are instinctoid (hereditary) components.

Question 9

Lower vs Higher Needs

Answer 9

Lower needs are deficiency needs - essential for survival and must be satisfied beofre achieving higher needs.

Higher needs are growth needs - focused on personal development and fulfillment.

Lower needs are more urgent and tied to immediate survival whereas higher needs involve long term self improvement.

Question 10

Deficiency vs. Growth Needs

Answer 10

Deficiency needs- motivated by a lack or deprivation of something (eg. hunger, security or belongingness). Fulfilling these needs eliminates discomfort and restores balance.

Growth needs- arrive from a desire to grow and fulfill potential (eg. pursuit of knowledge).

Unlike deficiency needs, growth needs do not diminish once satisfied; instead, they continue to inspire further development.

Question 11

why do such few people self actualize?

Answer 11

1. This requires fulfilling all preceeding needs which can be challenging due to life circumstances such as poverty etc.
2. Demands consistent effort, self-awareness and overcoming fears (eg. fear of social judgement or failure).
3. Hindered by distractions, personal limitations and societal pressures making it a rare achievement.

Question 12

Name some traits of self actualized people

Answer 12

• discrimination between good and evil
• higher autonomy
• acceptance of oneself and our shortcomings

Question 13

Positive and Negative Punishment

Answer 13

Positive - adding aversive stimuli to decrease behaviour. Eg. Being yelled at for drawing on the walls

Negative - removing something pleasant to decrease behaviour. Eg. Taking away a toy if a child misbehaves.

Question 14

Positive and Negative Reinforcement

Thorndike & Law of Effect

Answer 14

Positive - when desirable behaviour is rewarded with pleasurable simuli so as to increase its frequency. Eg. Being rewarded with ice-cream after achieving good grades.

Negative - when desirable behaviour is rewarded with the removal of aversive stimuli so as to increase its frequency. Eg. Having less chores to do after achieveing good grades.

Question 15

What is the cognitive behavioural approach?

Answer 15

Emphasis on the interaction between thoughts, behaviour and environmental factors in shaping learning and personality.

Question 16

Social Learning Theory

Answer 16

Not only do we learn directly by being rewarded or punished ourselves (enactive learning) but we also learn through vicarious reinforment; watching someone else be rewarded or punished (observational learning).

Eg. a child learns to tie their shoes by watching their siblings do it (observational) or a child learns not to touch the stove after burning their hand (enactive).

Question 17

Bandura’s Triadic model of reciprocal determinism

Answer 17

Explains human behaviour as a result of the dynamic interactions between cognitive/personal factors (eg. emotions or self efficacy), behaviour (eg. skills) and environmental factors (eg. scial norms).

For example, a student who believes they are good at math (personal/cognitive factors) will be more likely to attend lectures and participate (behaviour). Their teacher’s encouragement (environmental factors) of their behaviours will further enhance said behaviour.

Demonstrates how these factors continuosusly interact to shape behaviour.

Question 18

Bandura’s Triadic model of reciprocal determinism & Agression in children

Answer 18

This model explains agression as the result of interactions between the three factors.

For example, a child who plays violent video games (external factors) may develop the belief that agression is acceptable (personal) and begin mimicking the behaviour they see (behaviour). If this violence is rewarded by hus peers this cycle strengthens.

Question 19

What is trait theory?

Answer 19

Suggests that individual personalities are composed of broad dispositions. We are defined by several traits.

Question 20

Cattell’s Trait Theory

Answer 20

Categorized traits through emperical research and statistical methods (factor analysis)..

Surface traits (observable behaviour) vs. Source traits (underlying, stable traits that drive surface traits).

He identified 16 source traits which form the foundation of his 16 personality factor questionnaire.

Traits also vary in dimension: common vs unique, dynamic (motivational) vs. ability traits (skills) and temperament traits (emotional tone).

EG. Introversion and extroversion are source traits that influence surface traits such as shyness or talkativeness.

Question 21

P.E.N. MODEL

Eysenick’s Trait Theory

Answer 21

Believed that triats were biologically rooted and influenced by genetic factors.

Proposed a more concise model of personality based on 3 dimensions:
1. Psychoticism- linked to agressiveness
2. Extraversion- related to sociability
3. Neuroticism- refers to emtional instability

Eg. High neuroticism & intraversion may result in being anxious or reserved.

Question 22

Cattell vs. Eysenck

Answer 22

1. Both used factor analysis but Cattell identified many traits whereas Eysenck focused on braider, biologically-influenced dimensions.
2. Cattell emphasized the interaction of triats while eysenck aimed at explaining triats through biology
3. both remain foundational in modern personality psychology.

Question 23

Ergs vs. Sentiments

Answer 23

These are dynamic traits (motivational related) under Cattell’s theory.

Ergs- innate, biological drives that motivate behaviour. Universal and unlearned. Eg. a child’s curiosity drives them to explore

Sentiments- learned motivations that arise from experiences. Developed over time and shaped by our environment. Eg. a person’s love for family