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PERSONALITY EXAM 3
ALLPORT CH.7
| Question | Answer |
|---|---|
| According to Allport, our uniqueness is determined by: | our genetics and learning |
| Traits | Predispositions to respond, in the same or a similar manner, to different kinds of stimuli. Distinguishing characteristics guiding behavior. Measured on a continuum. Subject to social, environmental, and cultural influences. |
| According to Allport, personality traits are: | real and exist within each of us. |
| personal dispositions (Allport) | Traits that are peculiar to an individual, as opposed to traits shared by a number of people. It can be cardinal traits, central traits, or secondary traits that can vary in intensity or significance. |
| cardinal traits (Allport) *test | The most pervasive and powerful traits in every aspect of life. A ruling passion - powerful force that dominates behavior. ex. chauvinism |
| central traits (Allport)*test | The handful of outstanding traits that describe a person's behavior. 5 - 10 themes that best describe a person's behavior. ex. self-pity, aggressiveness, cynicism |
| secondary traits (Allport)*test | The least important traits; which a person may display inconspicuously and inconsistently. *Situational ex. minor preference for a particular type of music or for a certain food. |
| Allport, 2 purposes according to the book: | 1. He helped bring personality into the main-stream 2. And he formulated a theory of personality development in which traits play a prominent role. |
| What did Allport disagree with Freud's theory? | Denied unconscious forces driving mature adult, emotionally healthy people are conscious and rational - unconscious valid only in neurotic/disturbed. |
| Heredity (Allport) | Provides raw materials, shaped/expanded/ limited by environmental conditions. Emphasis on uniqueness through genetic combinations. |
| Historical determinism | the importance of the past in determining the present. Freudian belief |
| T/F Allport believed childhood experiences greatly defined adult lives. | False, adults are guided more about their present and view of future than past. |
| T/F Allport did not collect data from abnormal personalities. | True |
| What level did Allport believe abnormal psychology operated on? | An infantile level |
| Allport studied what population to "properly" study personality? | Emotionally healthy adults - not children, not animals, not neurotics |
| Allport emphasized the uniqueness of what? | of personality as defined by each persons' traits. He opposed the traditional scientific emphasis on forming general constructs or laws to be applied universally. |
| Allport's Common Traits differ from Catell's as ...? | Allport's are broader traits that encompass groups of people ex. Theater group - creative/emotional vs. Catell's more specific to individual, but is in everyone to a varying degree (considering individual out of whole instead of a group's identity) |
| Background of Allport... | Born in Montezuma, Indiana. Youngest of 4 brothers. Mother = teacher. Father = salesman then doctor. |
| After running from the law smuggling drugs, Allport believes his Dad's first case in his private practice was.. | Gordon Allport's own birth |
| T/F Allport's parents were not religious at all. | False, his Mom devout. No smoking, drinking, dancing, or card playing were allowed, nor could a family member wear bright colors, distinctive clothing, or jewelry of any kind. A strong sense of right and wrong and quite strict in her moral ideals |
| Childhood relationships ... | Too young for brothers & was isolated from children outside of the family. Felt inferior to brothers who were cruel to him. He worked hard to be the center of attention among his friends. |
| T/F Allport saw himself as masculine as a kid | False, skillful at words and games and he was not good at sports. Though, Allport shared little about childhood. |
| Propriate functional autonomy | Active perception of self |
| T/F Arising from his childhood conditions of isolation and rejection, Allport developed inferiority feelings for which he attempted to compensate by striving to excel. | True |
| Who did Allport identify with as he got older? | His older brother, Floyd. Tried to imitate, followed him to Harvard to study psychology who became a Social Psychologist. Gordon still felt stuck in his shadow at age 31 threatening his identity. |
| Development of Proprium $test *identify stages | 1. Bodily Self 2. Self-Identity 3. Self - Esteem 4. Extension of self 5. Self-Image 6.Self as a Rational Coper 7. Propriate Striving *Adulthood propriate striving |
| T/F Vehemently denied influence of childhood from focus on separate adulthood personality, perhaps to assert his own identity. | True |
| Functional Autonomy | Adult motives and interests were independent of his childhood feelings. ex. Tree no longer needs or displays original seed. |
| College discoveries & work | Failing - > A's. Social ethics and social service. Volunteer work for boy s club, factory workers, foreign students. He also worked as a probation officer. Gave competence combatting inferiority feelings. |
| T/F Originally intended to go into psychology. | False, took some undergraduate psych courses. Worked at Robert College in Instanbul, then Graduate in Psychology at Harvard. |
| Allport in relaying his Freud encounter ... | denies he was that clean boy, described the meeting as traumatic and believed that level of psychoanalysis probed the unconscious "too deeply". |
| Allport did his dissertation on ... | "An Experimental Study of the Traits of Personality" the first research on personality traits in the United States. |
| Allport spent 2 years studying with noted psychologists where? | England and Germany on a traveling fellowship grant. |
| At Harvard, Allport taught first American course on what? | Psychological and social aspects of personality |
| Allport made what an academically respectable subject within psychology, with 40 years of work and a published book? | The study of personality |
| T/F Like Maslow, Allport believed in childhood affecting healthy adults. | False, Allport believed childhood did not affect later life. *Functional autonomy |
| Allport's definition of personality: | "the dynamic organization within the individual of those psychophysical systems that determine characteristic behavior and thought." |
| What does Allport mean by dynamic organization? | although personality is constantly changing and growing, the growth is organized, not random. |
| Was Allport a believer in genetics or environmental effects? | Both, psychophysical. Biology = temperament, physique, and intelligence. Then environment shapes, expands or limits these factors. |
| What activates specific behaviors or thoughts? | Personality |
| According to Allport what makes a person unique? | everything we think and do is characteristic, or typical, of us. |
| T/F Environment is responsible for majority of uniqueness | False, endless genetic combinations contribute to uniqueness. Though, not even siblings grow up in identical environment |
| What does Allport mean by personality being discrete and discontinuous? | Every person is different and adults are "divorced from their past" |
| What drives infant behavior? | Primitive biological urges and reflexes |
| T/F Personality traits are not real | False, exist in everyone. |
| Traits determine or cause what? | Behavior. The same behavior can come from multiple stimuli. Motivate us to seek appropriate stimuli, and they interact with the environment to produce behavior. |
| How are traits identified? | By empirically observing behavior over time to find patterns in people's responses to different or similar stimuli. |
| T/F Traits form separate categories, the do not cross over. | False! Traits can overlap/interrelated. Aggressiveness and hostility are distinct but related traits and are frequently observed to occur together in a persons behavior. |
| What is meant by traits can vary with situation? | Like cleanliness, you display a clean side of the trait or unclean. In your room it might be unclean, but your office space might be very orderly. 1 person can display 2 sides of trait. |
| Individual traits: | unique to a person and define his or her character |
| Allport's first proposed types of traits . . . | Individual and Common traits |
| Common Traits: | shared by a number of people, such as the members of a culture. *It will vary by culture, also likely to change over time as social standards and values change |
| What did he relabel Individual and Common traits as? | Common traits = "traits" Individual traits = "personal dispositions" |
| What did Allport consider that affected his personality theory and concept of motivation? | The influence of a person's present situation. |
| What did Allport believed the main problem in personality theories was . . . | How it treats the concept of motivation |
| The past is not relevant, unless | something is brought back as a current motivating force. |
| Cognitive processes | conscious plans and intentions, are a vital aspect of our personality |
| What is key to understanding human behavior according to Allport? | Deliberate intentions are an essential part of our personality. What we want and what we strive for are the keys to understanding our behavior |
| Preservative functional autonomy: | the level of functional autonomy that relates to low-level routine, addictions and behaviors. *in animals and humans |
| Propriate functional autonomy: | The level of functional autonomy that relates to our values, self-image, and lifestyle. *unique to each individual. Ego decides which of these traits kept or discarded. |
| Allport's term for ego or the self: | Proprium. Aspects that are unique to each of us and unite our attitudes, perceptions, and intentions |
| What influences propriate functional autonomy traits? | We retain motives enhancing our self-esteem or self-image. Thus, a direct relationship exists between our interests and our abilities: We enjoy doing what we do well. Choose from mass of stimuli in environment only those relevant to interest & values. |
| Propriate functioning: | organizing process that maintains our sense of self. Determines how we perceive the world, what we remember from our experiences, and how our thoughts are directed. |
| Explains how we acquire new motives. These motives arise from necessity, to help consume excess energy that we might otherwise express in destructive and harmful ways. | organizing the energy level - part of propriate functioning |
| Second principle, refers to the level at which we choose to satisfy motives. Healthy, mature adults are motivated to perform better and more efficiently, to master new skills, and to increase their degree of competence. | mastery and competence - part of propriate functioning |
| A striving for consistency and integration of the personality. Organizing our perceptual and cognitive processes around the self, keeping what enhances our self-image and rejecting the rest. | propriate patterning - part of propriate functioning |
| What does Allport concede influences apart from proprium? | Some behaviors, such as reflexes, fixations, neuroses, and behaviors arising from biological drives |
| Why did Allport reject the terms self and ego? | There were too many different interpretations of the terms among theorists. |
| Before proprium, what do infants struggle with? | A separation or identification of themselves from the outside world. No ego to decide how to react, only reflexive behavior. |
| To Allport infants are: | pleasure seeking, destructive, selfish, impatient, and dependent. He called them unsocialized horrors. |
| 1. Bodily self | Stages 1 3 emerge during the first three years. In this stage, infants become aware of their own existence and distinguish their own bodies from objects in the environment. |
| 2. Self-identity | Children realize that their identity remains intact despite the many changes that are taking place. |
| Children learn to take pride in their accomplishments. | 3. Self-esteem |
| Stages 4 and 5 emerge during the fourth through sixth year. In this stage, children come to recognize the objects and people that are part of their own world. | 4. Extension of self |
| Children develop actual and idealized images of themselves and their behavior and become aware of satisfying (or failing to satisfy) parental expectations. | 5. Self-image |
| 6. Self as a rational coper | Stage 6 develops during ages 6 12. Children begin to apply reason and logic to the solution of everyday problems. |
| 7. Propriate striving | Stage 7 develops during adolescence. Young people begin to formulate long-range goals and plans. |
| Adulthood development of proprium | Normal, mature adults are functionally autonomous, independent of childhood motives. They function rationally in the present and consciously create their own lifestyles. |
| ability traits | Traits that describe our skills and how efficiently we will be able to work toward our goals. |
| Temperament traits | Traits that describe our general behavioral style in responding to our environment. |
| Dynamic traits | Traits that describe our motivations and interests. Driving forces of behavior |
| Surface Traits | Traits that show a correlation but do not constitute a factor because they are not determined by a single source. |
| Source Traits | Stable and permanent traits that are the basic fac-tors of personality, derived by the method of factor analysis. |
| Constitutional traits | Source traits that depend on our physiological characteristics. *Can be derived from biology, but not innate. ex. anxious - because of high blood pressure. Slurred speech because of addiction. |
| Environmental - mold traits | Source traits that are learned from social and environmental interactions. |
| 16 Factors include that or opposite... | A. Extraversion B. Intelligence C. Stable Ego E. Dominant F. Not serious G. Superego H.Boldness I. Soft L. Trusting M. Imaginative N. Wise O. Insecure Q.1 Liberal Q.2 Collective Q.3 Impulsivity Q.4 Tense |
| Boldness and intelligence = genetics | 1/3 personality traits genetics 2/3 environmental/social |
| Late maturity stage ages 50 - 65 | Personality changes in response to physical and social circumstances |
| Ego, superego, and formational attitudes are formed when? | Birth to age 6 according to Cattell |
Created by:
Kaitlyn Causey