ࡱ> 4( / 0DTimes New Roman\v 0( 0DArialNew Roman\v 0( 0" DWingdingsRoman\v 0( 0c0.  @n?" dd@  @@``   pC      HG21HG,,,,HH//**HH//      0e0e     A@ A5% 8c8c     ?1 d0u0@Ty2 NP'p<'pA)BCD|E||s " 0e@        @ABC DEEFGHIJK5%LMNOPQRSTUWYZ[ \]^_ `abN E5%  N E5%  N F   5%    !"?N@ABC DEFFGHIJK5%LMNOPQRSTUWYZ[ \]^_ `ab@8+?,@%g41d1dv 0^ppp@ <4!d!d` 0LH <4BdBd 0Lhʚ;ʚ;<4dddd{ 00___PPT10 b___PPT9D<$? %##Alternative Theories of Personality $  Modules 38 and 39   -Learning ObjectivesHow do learning principles contribute to our understanding of personality? How do humanistic theories of personality differ from learning and psychoanalytic theories? What is meant by a trait approach to personality? How many traits are there? Does biology play a role in personality?ZLearning and Personality    While Freud was analyzing dreams, behaviorism was born only observable behavior can be scientifically studied Rejects unobservable personality structures like id, ego, and superego Skinner - personality is stable response tendencies gained through experience Personality develops over lifespan Childhood experiences have no special emphasis Yet many viewed this approach to be narrowt7Z~ZNZRZ+Z7~NR+    Social Learning Theory    An extension of strict behaviorism to the topic of personality Observational learning and modeling leads to response tendencies (Bandura) Response tendencies = personality Direct or vicarious learning Reciprocal determinism Environment determines personality Personality determines the environment (through choice or perception) Views personality development as an active rather than passive (Skinner) processtZ?ZZiZQZ?iQ4        $ Cognitive social-learning theory     What matters is not actual reinforcement contingencies but how we perceive rewards Locus of control (Rotter) Expectancy that a behavior will be reinforced and the perceived value of the reinforcer Individual differences in locus of control Whether rewards are controllable or not Internal vs. external locus of control Internals are harder working, more successful, take health precautions, cope with stress better vmZZOZ`ZZmO`  Ne    O         Humanistic Theory    sLearning approaches viewed as mechanical In contrast, humanistic theory Emphasis on the unique qualities of humans Freedom and potential for growth Psychoanalytic theory had negative view of human behavior In contrast, humanistic theory More optimistic view of human behavior People can rise above urges People are conscious and rational Limited role for the unconscious HZLZYZeZ!ZZHLYe!s    >Rogers s person-centered theory    Phenomenoligcal approach Attention to people s subjective rather than objective realities Personality is equivalent with the self or self-concept Your mental image of yourself Subjective Incongruence is the disparity between your subjective self and actual experiencejUAU8UzUA7z(      @Rogers s person-centered theory      Basic needs of positive regard and self-actualization Parental positive regard that is conditional causes children to form incongruent selves Unconditional positive regard leads to congruent self-concepts/self-actualization Anxiety is caused by experiences that threaten the self-concept66@6@    DMaslow s self-actualization theory(      Human motives are organized by a hierarchy of needs Physiological needs Safety and security Belongingness and love Esteem needs Cognitive needs (knowledge) Aesthetic needs (order and beauty)64UU4    DMaslow s self-actualization theory(      Basic needs must be met before people become concerned with meeting higher order needs Regression occurs if lower needs aren t met Progression occurs once lower needs are satisfied Self-actualization A state in which you are open to experience, playful, loving, accepting, spontaneous, problem rather than self-focused Less than 1% reach this state Peak experiences = fleeting glimpses of self-actualization Recent research has turned to  flow The state when you lose track of time, you are  in a groove  things seem to be going perfectly Occurs when working on things at which you are skilled but at a challenging level XU^UUU%UUV^%     p  Trait theories of personality    PThere are few basic traits that form the basis of personality Characterized by a focus on describing what personality is rather than what causes it Factor analysis Statistical technique used to determine which traits are highly related Traits that are highly correlated are said to be caused by the same underlying personality dimension:ZZP     Five-Factor Model    Five dimensions of personality Extraversion Neuroticism Openness to experience Agreeableness (concern for others) Conscientiousness Purely descriptive Provides no insight as to causes FUeU4Ue5    Biological perspectives    Eysenck s theory Personality consists of higher-order traits (e.g., extraversion) that underlie many superficial traits (e.g., sociable, active) 3 underlying personality traits Extraversion Neuroticism Psychoticism Personality is related to levels of arousalVZZ&Z,Z&,P          ,    Biological perspectives     Identical twins do show more similarity in personality than do fraternal twins even when reared apart around 40-50% of variance is inherited Most of the rest is due to nonshared environment Very little similarity is due to shared environment*fZZf4     @    0 ` 3fffff3̙3f̙` ̙3f` ff3f` f33f3f` 3ffƍ` fff3` f33̙` 3f|>?" dZ@$?lKd@   l@  P`lA n?" dd@   @@``PT   @ ` `p>>     (  .T   "\\   "h  s *"   $0e0e BCDELF>5%8c8c     ?1d0u0@Ty2 NP'p<'p@A)BCD|E?|b4"%>Ul @   `c"$  f\   "n"  0G"r B T??"   <`@GH "`  T Click to edit Master title style! !*   6@ " @ RClick to edit Master text styles Second level Third level Fourth level Fifth level!     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