List the three best things about:List the three best things about:

YouYou

1.1.

2.2.

3.3.

Your best friendYour best friend

1.1.

2.2.

3.3.

Take personality testTake personality test

Link is on websiteLink is on website

http://www.personalitytest.net/ipip/ipipneo1.htmhttp://www.personalitytest.net/ipip/ipipneo1.htm

Two versionsTwo versions– Original version is longer and more reliable (why??), Original version is longer and more reliable (why??),

takes about 30-40 minutestakes about 30-40 minutes– Newer version is shorter but less reliable, takes about 20 Newer version is shorter but less reliable, takes about 20

minutesminutes

Recommend that you take on computer where Recommend that you take on computer where you can printyou can print

Trait ApproachTrait Approach

What is a trait?What is a trait?– Consistent patterns in the way that Consistent patterns in the way that

people think, act, and feelpeople think, act, and feel

Basic views shared by trait Basic views shared by trait theorists:theorists:

1.1. Traits are fundamental building blocks Traits are fundamental building blocks of personalityof personality

2.2. Can be organized Can be organized

Trait ContinuumTrait Continuum Wide range of behaviors can be represented on trait Wide range of behaviors can be represented on trait

continuumcontinuum E.g. achievement motivation: highly driven and persistent on one E.g. achievement motivation: highly driven and persistent on one

end, indifference and no drive at all on the other extremeend, indifference and no drive at all on the other extreme Each person can be placed somewhere on continuumEach person can be placed somewhere on continuum

More or less aggressive, more or less friendly, etc.More or less aggressive, more or less friendly, etc. Scores will have a normal distribution (fewer people score Scores will have a normal distribution (fewer people score

in the extreme on any trait)in the extreme on any trait)

Key AssumptionsKey Assumptions

1.1. Stability Stability Over timeOver time Across situationsAcross situations

2.2. Individual DifferencesIndividual Differences Strength of traitsStrength of traits amount of traitamount of trait number of traits that stand outnumber of traits that stand out

Approaches to studying traitsApproaches to studying traits

1.1. Many-trait approachMany-trait approach

2.2. Single trait approachSingle trait approach

3.3. Essential trait approachEssential trait approach

Many-trait approachMany-trait approach

Look at many traits at once. Try to Look at many traits at once. Try to determine which traits correlate with determine which traits correlate with certain behaviorscertain behaviors

Addresses personality factors that may Addresses personality factors that may underlie a particular behaviorunderlie a particular behavior

Examples: delay of gratification, drug and Examples: delay of gratification, drug and alcohol use, aggression in adulthood, etc.alcohol use, aggression in adulthood, etc.

Young children (age 4) rated as emotionally labile, Young children (age 4) rated as emotionally labile, aggressive, restless, disobedient, and susceptible to aggressive, restless, disobedient, and susceptible to stress were found to be more likely to use drugs at stress were found to be more likely to use drugs at age 14 than those that were low on these age 14 than those that were low on these characteristicscharacteristics

Single-trait approachSingle-trait approach

Looks closely at a single traitLooks closely at a single trait Tries to understand origin and Tries to understand origin and

consequences of that traitconsequences of that trait– Examples: self-monitoring, conscientiousnessExamples: self-monitoring, conscientiousness– Authoritarianism:Authoritarianism:

Studied following WWII, at heart of racial prejudice Studied following WWII, at heart of racial prejudice and willingness to follow ordersand willingness to follow orders

Respect toward authority, interested in power, Respect toward authority, interested in power, cynical, inflexiblecynical, inflexible

Origins: child-rearing practices, learned attitudes, Origins: child-rearing practices, learned attitudes, genetic predisposition, early childhood experiencesgenetic predisposition, early childhood experiences

1 = strongly disagree, 1 = strongly disagree, 5 = agree a little 5 = agree a little 2 = mostly disagree, 2 = mostly disagree, 6 = agree mostly6 = agree mostly3 = disagree a little, 3 = disagree a little, 7 = agree strongly7 = agree strongly4 = no opinion4 = no opinion

1.1. It is essential for learning or effective work that our It is essential for learning or effective work that our teachers or bosses outline in detail what is to be teachers or bosses outline in detail what is to be done and how to do it.done and how to do it.

2.2. One of the most important things children should One of the most important things children should learn is when to disobey authorities.learn is when to disobey authorities.

3.3. People ought to pay more attention to new ideas, People ought to pay more attention to new ideas, even if they seem to go against the grain of even if they seem to go against the grain of American life.American life.

4.4. Most people don’t realize how much our lives our Most people don’t realize how much our lives our controlled by plots hatched in secret places.controlled by plots hatched in secret places.

1 = strongly disagree, 1 = strongly disagree, 5 = agree a little 5 = agree a little 2 = mostly disagree, 2 = mostly disagree, 6 = agree mostly6 = agree mostly

3 = disagree a little, 3 = disagree a little, 7 = agree strongly7 = agree strongly4 = no opinion4 = no opinion

5.5. Most of our social problems could be solved if we somehow got rid Most of our social problems could be solved if we somehow got rid of the immoral, crooked, and feebleminded people.of the immoral, crooked, and feebleminded people.

6.6. Human nature being what it is, there will always be war and Human nature being what it is, there will always be war and conflict.conflict.

(7)(7) It is highly unlikely that astrology will ever be able to explain It is highly unlikely that astrology will ever be able to explain anything.anything.

(8)(8) What youth needs most is strict discipline, rugged determination, What youth needs most is strict discipline, rugged determination, and the will to work and fight for family and country.and the will to work and fight for family and country.

(9)(9) No weakness or difficulty can hold us back if we have enough No weakness or difficulty can hold us back if we have enough willpowerwillpower

(10)(10) If it weren’t for the rebellious ideas of youth, there would be less If it weren’t for the rebellious ideas of youth, there would be less progress in the world.progress in the world.

1 = strongly disagree, 1 = strongly disagree, 5 = agree a little 5 = agree a little 2 = mostly disagree, 2 = mostly disagree, 6 = agree mostly6 = agree mostly

3 = disagree a little, 3 = disagree a little, 7 = agree strongly7 = agree strongly4 = no opinion4 = no opinion

11.11. Most honest people admit to themselves that they have Most honest people admit to themselves that they have sometimes hated their parents.sometimes hated their parents.

12.12. Books and movies ought to give a more realistic picture of Books and movies ought to give a more realistic picture of life, even if they show that evil sometimes triumphs over life, even if they show that evil sometimes triumphs over good.good.

13.13. Every person should have complete faith in a supernatural Every person should have complete faith in a supernatural power whose decision s/he obeys without question.power whose decision s/he obeys without question.

14.14. The artist and the professor are probably more important The artist and the professor are probably more important to society than the business person and the to society than the business person and the manufacturer.manufacturer.

15.15. The findings of science may some day show that many of The findings of science may some day show that many of our most cherished beliefs are wrong.our most cherished beliefs are wrong.

1 = strongly disagree, 1 = strongly disagree, 5 = agree a little 5 = agree a little 2 = mostly disagree, 2 = mostly disagree, 6 = agree mostly6 = agree mostly

3 = disagree a little, 3 = disagree a little, 7 = agree strongly7 = agree strongly

4 = no opinion4 = no opinion 16.16. An urge to jump from high places is probably the result of An urge to jump from high places is probably the result of

unhappy personal experiences rather than anything inborn.unhappy personal experiences rather than anything inborn.

17.17. Nowadays more and more people are prying into matters that Nowadays more and more people are prying into matters that should remain personal and private.should remain personal and private.

18.18. In spite of what we read about the wild sex lives of people in In spite of what we read about the wild sex lives of people in important places, the real story is about the same in any group of important places, the real story is about the same in any group of people.people.

19.19. No sane, normal, decent person could ever think of hurting a close No sane, normal, decent person could ever think of hurting a close friend or relative.friend or relative.

20.20. Sex crimes, such as rape and attacks on children, deserve more Sex crimes, such as rape and attacks on children, deserve more than mere imprisonment; such criminals ought to be publicly than mere imprisonment; such criminals ought to be publicly whipped or worse.whipped or worse.

ScoringScoring

8-8-– Items #2, 7,11, 12, 14, 15, 16, 18Items #2, 7,11, 12, 14, 15, 16, 18

– Compute totalCompute total

– Average 100 to 120Average 100 to 120– Over 120 authoritarianOver 120 authoritarian

Conventionalism:Conventionalism: Rigid adherence to conventional, middle-class values. Rigid adherence to conventional, middle-class values. Authoritarian Submission:Authoritarian Submission: Submissive, uncritical attitude toward idealized Submissive, uncritical attitude toward idealized

moral authorities of the ingroup.moral authorities of the ingroup.

Authoritarian Aggression:Authoritarian Aggression: Tendency to be on the lookout for, and to Tendency to be on the lookout for, and to condemn, reject, and punish people who violate conventional values.condemn, reject, and punish people who violate conventional values.

Anti-intraception:Anti-intraception: Opposition to the subjective, the imaginative, the tender- Opposition to the subjective, the imaginative, the tender-minded.minded.

Superstition and Stereotypy:Superstition and Stereotypy: The belief in mystical determinants of the The belief in mystical determinants of the individual's fate; the disposition to think in rigid categories.individual's fate; the disposition to think in rigid categories.

Power and "Toughness":Power and "Toughness": Preoccupation with the dominance-submission, Preoccupation with the dominance-submission, strong-weak, leader-follower dimension; identification with power figures; strong-weak, leader-follower dimension; identification with power figures; overemphasis upon the conventionalized attributes of the ego; exaggerated overemphasis upon the conventionalized attributes of the ego; exaggerated assertion of strength and toughness.assertion of strength and toughness.

Destructiveness and Cynicism:Destructiveness and Cynicism: Generalized hostility, vilification of the Generalized hostility, vilification of the human.human.

Projectivity:Projectivity: The disposition to believe that wild and dangerous things go The disposition to believe that wild and dangerous things go on in the world; the projection outwards of unconscious emotional on in the world; the projection outwards of unconscious emotional impulses.impulses.

Sex:Sex: Exaggerated concern with sexual "goings-on." Exaggerated concern with sexual "goings-on."

Essential trait approachEssential trait approach

Reduce all traits into those that are Reduce all traits into those that are most essential or most importantmost essential or most important

Figure out which traits are needed to Figure out which traits are needed to accurately describe people and accurately describe people and understand their behaviorunderstand their behavior

Examples: Eysenck, Big Five, Examples: Eysenck, Big Five, Murray’s needsMurray’s needs

Hans Eysenck’s (1916 – 1997) Hans Eysenck’s (1916 – 1997) Biological TypologyBiological Typology

3 major individual 3 major individual differences differences dimensionsdimensions

Based in biologyBased in biology

Wanted to Wanted to integrate theory integrate theory and researchand research

EysenckEysenck

Started with theory (vs. Cattell)Started with theory (vs. Cattell) Used theory to make predictionsUsed theory to make predictions Used experimental tasks to Used experimental tasks to

examine theoriesexamine theories– Deductive approachDeductive approach

EysenckEysenck

Believed all people could be described based Believed all people could be described based on 3 supertraits:on 3 supertraits:

1.1. introversion/extraversionintroversion/extraversion: : continuum of sociability, dominance, continuum of sociability, dominance, livelinessliveliness

2.2. Stability/neuroticismStability/neuroticism: continuum of upset : continuum of upset and distress and distress

3.3. Impulse control/psychoticismImpulse control/psychoticism: continuum : continuum of attachment toward others and socially of attachment toward others and socially appropriate interactionsappropriate interactions

Raymond Cattell (1905 – 1998)Raymond Cattell (1905 – 1998)

Let reality reveal Let reality reveal itselfitself

Developed one of Developed one of broadest, most broadest, most comprehensive comprehensive theoriestheories

Relied heavily on Relied heavily on factor analysisfactor analysis

CattellCattell

What traits make up personality?What traits make up personality?– We should not impose our own We should not impose our own

preconceptionspreconceptions– Need to determine empiricallyNeed to determine empirically

Took all trait words 4500 wordsTook all trait words 4500 wordsRemoved synonyms, 171 trait wordsRemoved synonyms, 171 trait wordsCollected ratings on these wordsCollected ratings on these wordsUsed factor analysis to reduceUsed factor analysis to reduce

Cattell - methodsCattell - methods

Emphasized need for a variety of Emphasized need for a variety of converging dataconverging data

Wanted to try to capture same traits Wanted to try to capture same traits in a variety of different waysin a variety of different ways– Q-data: self-report measures Q-data: self-report measures

(questionnaires)(questionnaires)– T-data: test situation (observations)T-data: test situation (observations)– L-data: life data from recordsL-data: life data from records

Cattell’s 16 PFCattell’s 16 PF

AbstractednessAbstractedness imaginative versus practicalimaginative versus practical ApprehensionApprehension insecure versus complacentinsecure versus complacent DominanceDominance aggressive versus passiveaggressive versus passive Emotional Stability Emotional Stability calm and stable versus high-strungcalm and stable versus high-strung LivelinessLiveliness enthusiastic versus seriousenthusiastic versus serious Openness to Change Openness to Change liberal versus traditionalliberal versus traditional PerfectionismPerfectionism compulsive and controlled versus indifferentcompulsive and controlled versus indifferent PrivatenessPrivateness pretentious versus unpretentiouspretentious versus unpretentious ReasoningReasoning abstract versus concreteabstract versus concrete Rule ConsciousnessRule Consciousness moralistic versus free-thinkingmoralistic versus free-thinking Self-RelianceSelf-Reliance leader versus followerleader versus follower SensitivitySensitivity sensitive versus tough-mindedsensitive versus tough-minded Social BoldnessSocial Boldness uninhibited versus timiduninhibited versus timid TensionTension driven and tense versus relaxed and easy goingdriven and tense versus relaxed and easy going VigilanceVigilance suspicious versus acceptingsuspicious versus accepting WarmthWarmth open and warmhearted versus aloof and criticalopen and warmhearted versus aloof and critical

Cattell’s 16 PFCattell’s 16 PF

Practical applications Practical applications – Used in marriage counselingUsed in marriage counseling– Career counselingCareer counseling

On-line test and resultsOn-line test and resultshttp://similarminds.com/cattell-16-factor.hhttp://similarminds.com/cattell-16-factor.htmltml

Not everyone agreed!Not everyone agreed!

Allport thought Cattell had it all Allport thought Cattell had it all wrong.wrong.

Be able to identify differences in their Be able to identify differences in their theories and approachtheories and approach

Gordon Allport (1897 – 1967)Gordon Allport (1897 – 1967)

Used ideographic Used ideographic approachapproach

Influential Influential methodologist as well methodologist as well as theoristas theorist

Developed “individual Developed “individual differences” differences” psychologypsychology

AllportAllport

Highlights of theory:Highlights of theory:1.1. Personality is dynamic. Adult Personality is dynamic. Adult

motivation (growth, coherence, motivation (growth, coherence, creativity) is different than children’s creativity) is different than children’s motivations (tension reduction).motivations (tension reduction).

2.2. A few traits can explain most behavior.A few traits can explain most behavior.

3.3. Healthy personality is as important as Healthy personality is as important as neurosis.neurosis.

4.4. Conscious values shape personality.Conscious values shape personality.

Allport – Structure of PersonalityAllport – Structure of Personality

TraitsTraits– Traits are building blocksTraits are building blocks

– They occur in combinations. Each person’s They occur in combinations. Each person’s combo. makes them unique.combo. makes them unique.

– Organized hierarchically based on how much Organized hierarchically based on how much they influence behavior. they influence behavior.

– Common traits and personal traitsCommon traits and personal traits

CommonCommon traits traits

Traits that we share due to common Traits that we share due to common biological and cultural heritagesbiological and cultural heritages

Roughly comparable among peopleRoughly comparable among people

What makes us the sameWhat makes us the same

Structure of Structure of PersonalPersonal Traits Traits Most people can identify 5 to 10 traits that Most people can identify 5 to 10 traits that

describe themselves best.describe themselves best. What makes us different from othersWhat makes us different from others

1.1. Central traitsCentral traits – traits that drive most behavior; – traits that drive most behavior; are most descriptiveare most descriptive

2.2. Cardinal traitsCardinal traits – an occasional pervasive and – an occasional pervasive and dominant traitdominant trait

e.g. Mother Teresa – kindness and compassione.g. Mother Teresa – kindness and compassion

3.3. Secondary dispositionsSecondary dispositions – not among the most – not among the most important, but may influence some behaviorimportant, but may influence some behavior

Allport cont’Allport cont’

Proprium = organizing structure of Proprium = organizing structure of personality; one’ self; the corepersonality; one’ self; the core

Responsible for self-esteemResponsible for self-esteemSelf-identitySelf-identitySelf-imageSelf-imageBegins developing in infancy and continues Begins developing in infancy and continues

through adolescencethrough adolescence

AllportAllport

Functional autonomy = Functional autonomy = – Our motives become independent of Our motives become independent of

their childhood originstheir childhood origins– Probably a reaction to Freud; Allport Probably a reaction to Freud; Allport

didn’t agree that childhood experiences didn’t agree that childhood experiences continue to influence us so strongly as continue to influence us so strongly as adultsadults

– E.g. child cleans room to please parent.E.g. child cleans room to please parent.– As adult, values being neat and tidy.As adult, values being neat and tidy.

MethodMethod Idiographic MethodsIdiographic Methods

Take into account each person’s uniquenessTake into account each person’s uniqueness Behavioral observationsBehavioral observations Flexible self-reportsFlexible self-reports InterviewsInterviews Q-sortsQ-sorts

takes into account each person’s personal takes into account each person’s personal dispositions; people have different traitsdispositions; people have different traits

In contrast to the In contrast to the nomotheticnomothetic approach – people approach – people have different amounts of a trait, but they all have different amounts of a trait, but they all have the same finite set of traits (e.g. Big Five)have the same finite set of traits (e.g. Big Five)

AllportAllport

But still have to reduce the But still have to reduce the thousands of possible traits in some thousands of possible traits in some wayway

Functional equivalenceFunctional equivalence– Individuals have many behaviors that Individuals have many behaviors that

are similar in meaningare similar in meaning– Individuals view many stimuli in a Individuals view many stimuli in a

similar waysimilar way– i.e. these things are “functionally i.e. these things are “functionally

equivalent”equivalent”

activityactivity

Compare the views of Eysenck, Compare the views of Eysenck, Allport, and CattellAllport, and Cattell– What did they agree on?What did they agree on?– Where their differencesWhere their differences– Consider conception of traits, structure Consider conception of traits, structure

of personality, and methodsof personality, and methods

Research related to Research related to introversion/extraversoinintroversion/extraversoin

Furnham & Bradley (1997)Furnham & Bradley (1997)

Cambell & Hawley (1982)Cambell & Hawley (1982)

Landraum (1992), Bullock & Gilliland Landraum (1992), Bullock & Gilliland (1993)(1993)

In-class applicationIn-class application

Based on what you know about Based on what you know about yourself, are you an introvert or an yourself, are you an introvert or an extravert? extravert?

Given your classification, what types Given your classification, what types of study conditions are likely to of study conditions are likely to maximize your academic maximize your academic performance? performance?

Does this match with how you Does this match with how you currently study?currently study?