Note to Instructor:

1. Note to Instructor: • The following “Basic PowerPoint slides” provide an extensive collection of figures, tables, core concepts, & key terms corresponding to Chapter 13 in Psychology in Action (9e). (If you prefer slides that contain additional photos, embedded links to the World Wide Web, and specific Wiley owned videos & animations, check out the “Enriched Power Points” available on the Instructor site at www.wiley.com/college/huffman.) ©John Wiley & Sons, Inc. 2010

2. Note to Instructor: • Before class presentations, delete any unwanted slides & the first four “instructor information slides” by pressing delete on your keyboard. Also, please check this same Instructor Site for frequent updates & replacements of slides. • If you prefer a different background color or design for these slides, click on the upper right corner under “design” & select an alternative template. ©John Wiley & Sons, Inc. 2010

3. Note to Instructor (Continued): • Each major topic on the Lecture Outline slide (#6) has been linked for your convenience. When in presentation mode, simply click on the topic & you will jump ahead to the selected major topic. • The final slide of each topic includes a “home” icon, which will return you to the original Lecture Outline slide (#6). This feature enables you to present chapter topics in any order. Ease of navigation & flexibility in presentation are key elements of these Basic PowerPoint Slides. ©John Wiley & Sons, Inc. 2010

4. Note to Instructor (Continued):&Active Learning Icons • To further personalize & enrich your presentation, check the Psychology in Action (9e)Instructor Companion Site at www.wiley.com/college/huffmanfor supplemental figures, tables, key terms, etc. • Assessment Slides = • Critical Thinking Slides = • Psychology at Work Slides = ©John Wiley & Sons, Inc. 2010

5. Personality PowerPoint  Lecture Notes Presentation CHAPTER 13 ©John Wiley & Sons, Inc. 2010

6. Lecture Overview • Trait Theories • Psychoanalytic/Psychodynamic Theories • Humanistic Theories • Social-Cognitive Theories • Biological Theories • Personality Assessment ©John Wiley & Sons, Inc. 2010

7. Personality: Unique & relatively stable pattern of thoughts, feelings, & actions Key Definition ©John Wiley & Sons, Inc. 2010

8. Trait Theories • Trait:Relatively stable personal characteristic used to describe someone • Key Figures: • Early Trait Theorists: Allport, Cattell, Eysenck • Modern Trait Theorists: McCrae & Costa--Five-Factor Model (FFM) ©John Wiley & Sons, Inc. 2010

9. Trait Theorists: The Five-Factor Model (FFM) Study Tip:Note the first letter of each factor OCEAN • Openness(open to new ideas vs. conventional & narrow in interests) • Conscientiousness (responsible & organized vs. irresponsible & careless) • Extroversion (sociable & talkative vs. withdrawn & quiet) • Agreeableness (trusting & good-natured vs. suspicious & ruthless) • Neuroticism (emotionally unstable & moody vs. emotionally stable & easygoing) ©John Wiley & Sons, Inc. 2010

10. Pause & Reflect: Psychology at Work • Psychology helps us understand personality & relationships. For example, place a dot on each line to indicate your traits of openness, extroversion,etc. Then do the same for your ideal romantic partner. ©John Wiley & Sons, Inc. 2010

11. Researchers asked over 10,000 men & women from 37 countries what they wanted in a mate. They found: high degree of agreement. five-factor traits are at the top of both lists. Trait Theorists: The Five-Factor Model (FFM) ©John Wiley & Sons, Inc. 2010

12. Evaluating Trait Theories • Pro: • Five-factor model (FFM) helps describe & organize personality characteristics using the fewest number of traits. • Evolutionary, cross-cultural, & cross-species studies support five-factor model (FFM). • Con: • Lacks explanation • Stability vs. change • Ignores situational effects ©John Wiley & Sons, Inc. 2010

13. Pause & Reflect: Psychology at Work Does Your Personality Match Your Work? ©John Wiley & Sons, Inc. 2010

14. Pause & Reflect: Assessment • A relatively stable personal characteristic used to describe someone is called a _____. • Tending to be withdrawn, quiet, passive, & reserved is known as _____ on the five-factor model (FFM). ©John Wiley & Sons, Inc. 2010

15. Psychoanalytic/Psychodynamic Theories • Psychoanalytic/Psychodynamic Theories: Examine how unconscious mental forces interplay with thoughts, feelings, & actions • Early Key Figures: • Founding Father--Freud • Neo-Freudians--Adler, Jung, Horney ©John Wiley & Sons, Inc. 2010

16. Conscious: Thoughts or motives person is currently aware of or remembering Preconscious: Thoughts, motives, or memories that can be voluntarily brought to mind Unconscious: Thoughts, motives, or memories blocked from normal awareness Psychoanalytic/Psychodynamic Theories: Levels of Consciousness ©John Wiley & Sons, Inc. 2010

17. Psychoanalytic/Psychodynamic Theories: Personality Structures • Id: Instinctual energy (pleasure principle) • Ego: Rational part of psyche (reality principle) • Superego: The conscience (morality principle) ©John Wiley & Sons, Inc. 2010

18. Psychoanalytic/Psychodynamic Theories: Defense Mechanisms • Defense mechanisms: Ego’s protective method of reducing anxiety by distorting reality EGO SUPER EGO ID ©John Wiley & Sons, Inc. 2010

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20. Psychoanalytic/Psychodynamic Theories: Psychosexual Stages of Development • Psychosexual Stages:Freudian idea of five developmental periods key to personality development • Oral Stage: birth-18 months • Anal Stage: 18 months-3 yrs • Phallic Stage: 3-6 yrs • Latency Stage: 6 yrs-puberty • Genital Stage: puberty-adulthood ©John Wiley & Sons, Inc. 2010

21. Freud believed all children pass through five psychosexual stages. At each stage the id’s pleasure seeking energies focus on specific pleasure areas of the body (erogenous zones). ©John Wiley & Sons, Inc. 2010

22. Psychoanalytic/Psychodynamic Theories: Neo-Freudian Theorists • Adler: Suggested that most people experience an inferiority complex, which later results in a “will-to-power” that can be either positive or negative ©John Wiley & Sons, Inc. 2010

23. Psychoanalytic/Psychodynamic Theories: Neo-Freudian Theorists • Jung: Proposed an inherited collective unconscious consisting of archetypes ©John Wiley & Sons, Inc. 2010

24. Psychoanalytic/Psychodynamic Theories: Neo-Freudian Theorists • Horney: believed some adults experience basic anxietydue to childhood feelings of helplessness and isolation ©John Wiley & Sons, Inc. 2010

25. Pro: Emphasis on unconscious, intrapsychic conflicts, development of influential therapy (e.g., psychoanalysis) Modern psychodynamic theories use more empirical methods Con: Difficult to test Overemphasizes biology & unconscious forces Inadequate evidence Sexism Lack of cross-cultural support Evaluating Psychoanalytic/ Psychodynamic Theories ©John Wiley & Sons, Inc. 2010

26. Pause & Reflect: Assessment • Using the iceberg analogy, explain Freud’s three levels of consciousness. • Briefly describe Freud’s five psychosexual stages. ©John Wiley & Sons, Inc. 2010

27. Humanistic Theories • Emphasis: • Personality develops from internal experiences (feelings & thoughts) & individual feelings of basic worth. • People are innately good (or, at worst, neutral) with a positive drive toward self-fulfillment. • Key Figures: Rogers & Maslow ©John Wiley & Sons, Inc. 2010

28. Humanistic Theories: Rogers’ Key Concepts • Key component of personality = the self, what a person defines as “I” or “me” • Mental health is related to the degree of congruence between the self-concept & life experiences. ©John Wiley & Sons, Inc. 2010

29. Humanistic Theories: Rogers’s Key Terms (Continued) • Unconditional Positive Regard:Love & acceptance with no contingencies attached ©John Wiley & Sons, Inc. 2010

30. Pause & Reflect: Critical Thinking • As a child did you receive primarily conditionalorunconditional positive regard? According to Rogers, how might this have affected your adult personality? ©John Wiley & Sons, Inc. 2010

31. Humanistic Theories: Maslow’s Hierarchy of Needs • Hierarchy of Needs:Maslow’s proposal thatbasic physical necessities must be satisfied before higher-growth needs • Self-Actualization:Maslow’s term for the inborn drive to develop all one’s talents & capabilities ©John Wiley & Sons, Inc. 2010

32. Humanistic Theories: Maslow’s Hierarchy of Needs ©John Wiley & Sons, Inc. 2010

33. Pro: Many concepts incorporated into successful therapy Con: Naive assumptions Poor testability & inadequate evidence Narrowness Evaluating Humanistic Theories ©John Wiley & Sons, Inc. 2010

34. Social-Cognitive Theories • Social Cognitive Theories Personality reflects: • individual’s interactions with the environment • how people think about the world & interpret what happens to them • Key Figures: Bandura & Rotter ©John Wiley & Sons, Inc. 2010

35. Social-Cognitive Theories: Bandura’s Key Terms • Self-Efficacy: Person’s learned expectation of success • Reciprocal Determinism: Cognitions, behaviors, & the environment interact to produce personality ©John Wiley & Sons, Inc. 2010

36. Social-Cognitive Theories: Rotter’s Key Terms • Cognitive Expectancies:What people expect to happen • Reinforcement Value:Degree to which people prefer one reinforcer over another • Locus of Control:What people consider the source of life’s rewards & punishments (internalorexternal locus of control) ©John Wiley & Sons, Inc. 2010

37. Pro: Emphasizes how environment affects & is affected by individuals Meets most standards for scientific research Con: Narrow focus Ignores unconscious & emotional aspects of personality Evaluating Social-Cognitive Theories ©John Wiley & Sons, Inc. 2010

38. Pause & Reflect: Assessment • The _____ approach to personality emphasizes internal experiences & the basic goodness of the individual. • Rogers believed _____ is essential to a child’s healthy personality development. ©John Wiley & Sons, Inc. 2010

39. Biological Theories • Three major biological contributors to personality: • Brain Structures • Neurochemistry • Genetic Factors ©John Wiley & Sons, Inc. 2010

40. Integrating the Perspectives • Biopsychosocial model suggests multiple theories provide different insights & contribute different proportions to personality. ©John Wiley & Sons, Inc. 2010

41. Four methods to measure personality: Interviews Observations Objective Tests (MMPI) Projective Tests (Rorschach, TAT) Personality Assessment ©John Wiley & Sons, Inc. 2010

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43. Evaluating Methods of Personality Assessment • Interviews & Observations • Pro: insights • Con: time consuming & expensive • Projective Tests • Pro: insights • Con: low reliability & validity • Objective Tests • Pro: standardized information • Con: possible deliberate deception, social desirability bias, diagnostic difficulties, possible cultural bias, & inappropriate use ©John Wiley & Sons, Inc. 2010

44. Two Key Criteria for Test Assessment • Reliability: Measure of the consistency & reproducibility of a test’s scores when test is given again • Validity: Ability of a test to measure what it was designed measure ©John Wiley & Sons, Inc. 2010

45. Why Are Pseudo-Personality Tests So Popular? • Barnum Effect: We are predisposed to accept ambiguous, general statement. (e.g., “You’re sometimes shy when meeting new people.”) • Fallacy of Positive Instances: We remember confirming evidence & ignore disconfirming (e.g., Remembering certain astrological predictions & ignoring others) • Self-Serving Bias: We tend to prefer flattering descriptions. (e.g., “You’re well-liked by others.”) ©John Wiley & Sons, Inc. 2010

46. Personality PowerPoint  Lecture Notes Presentation End of CHAPTER 13 ©John Wiley & Sons, Inc. 2010