Psychology 305A: Theories of Personality Lecture 22

1. Psychology 305A: Theories of Personality Lecture 22 1 Psychology 305

2. Exam: April 16, 12:00-2:30, SRC • 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. • 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 be scored out of 50 points: 30 multiple choice questions (1 point each), 5-7 extended response questions (2-6 points; totaling 20 points). 2

3. 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. 3

4. 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, 11:30-1:30 Monday, April 15: 1:00-3:00

5. Reminder: Your Peer Mentors Austin Lee: wjaustinlee@gmail.com Derek Zhenxinyu Zhang: derekubc@live.ca Contact for study support or to coordinate study groups.

6. Your peer mentors: • will hold office hours on Friday, April 12, 12:00-2:00, room 2405. • have created a survey to assess your experiences with their mentorship. Please complete the survey at: http://www.surveymonkey.com/s/5BVCYZR. 6

7. Analysis of the Personality of a Civil Rights Leader: Malcolm XDiscussion Questions • 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. Psychology 305 7

8. 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? • 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. Psychology 305 8

9. 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.

10. 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? Psychology 305 10

11. 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? Psychology 305 11

12. Some learning concepts: • Classical conditioning • Operant conditioning • Observational learning • Extrinsic reinforcement • Intrinsic reinforcement • Vicarious reinforcement • Self-reinforcement 12

13. Example of Classical (Emotional) Conditioning Negative emotions (UR; e.g., anxiety) Racism, social isolation (US) Reflexive Highly similar Repeatedly paired Presenceat school (CS) Negative emotions(CR) Learned 13

14. Example of Classical (Emotional) Conditioning Negative emotions (UR; e.g., anger, fury) Death of father, burning of home (US) Reflexive Highly similar Repeatedly paired Presence of “whites” (KKK) (CS) Negative emotions(CR) Learned 14

15. Dollard and Miller’s Social-Cognitive Learning Theory 1. Drive 2. Cue 3. Response 4. Reinforcement 5. Habit Hierarchy Psychology 305 15

16. Mischel’s Cognitive-Social Learning Person Variables (a) Competencies. (b) Encoding strategies and personal constructs (i.e., schemas). (c) Expectancies. (d) Subjective values. (e) Self-regulatory systems and plans (this variable is central to the self-regulation perspective on personality). 16

17. Self Acceptance Friends Belonging Social Acceptance Happiness Love “Money” Theft Injustice Pimping Death of father Drug Dealing Poverty Violence Sample Schema 17

18. Circumplex of Goals (Grouzet et al., 2005) Self-Transcendence Prior to death ● Spirituality Conformity Community ● ● Extrinsic Intrinsic ● Popularity Affiliation ● Self-Acceptance As member of Nation of Islam ● Financial Success Years in Boston Hedonic Pleasure ● ● Physical Self 18

19. 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.

20. Ideal Self-Image (System Concept): Socially useful Highest level Goal 1 Output 2 and Goal 3 Output 1 and Goal 2 C1 C2 C3 Input 1 Input 2 Input 3 Trait (Principle):Dedicated Behaviour (Program): Participate in speaking engagements to promote cause Output Hierarchical Feedback Loops 20

21. Ideal Self-Image (System Concept): Man of integrity Highest level Goal 1 Output 2 and Goal 3 Output 1 and Goal 2 C1 C2 C3 Input 1 Input 2 Input 3 Trait (Principle):Honest Behaviour (Program): Always tell the truth Output Hierarchical Feedback Loops 21

22. 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. Psychology 305 22

23. Maslow’s Hierarchy of Conative Needs Self- Actualization Needs Esteem Needs Belonging Needs Safety Needs Physiological Needs Psychology 305 23

24. A Hierarchy of Conative Needs for Collectivistic Cultures(see Cianci & Gambrel, 2003; Nevis, 1983) Self- Actualization Needs (in the service of society) Safety Needs Physiological Needs Belonging Needs 24

25. Psychology 305A: Theories of Personality What is personality? • Psychoanalytic Perspective • Psychosocial Perspective • Learning Perspective • Cognitive Perspective • Self Regulation Perspective • Organismic Perspective • Definitions • Research Methods • Personality Assessment • Trait Perspective • Motive Perspective • Biological Perspective 25