Personality: Meaning –Determinants of Personality: Types Theory, Trait Theory and Developmental Theory – Integrated Personality – Assessment of Personality: Projective, Non-Projective techniques and Dream Analysis.
Personality is defined as a dynamic set of characteristics that uniquely influence a person's behaviors and interactions. There are several theories that attempt to categorize personality types or traits. Jung classified personalities as introverts or extraverts based on sociability, while Kretschmer categorized body types associated with personality characteristics. Trait theorists like Allport and Cattell studied habitual patterns of behavior and underlying personality structures. Developmental theorists like Freud, Adler, and Rogers examined how personality forms and evolves over one's life.
Personality: Meaning –Determinants of Personality: Types Theory, Trait Theory and Developmental Theory – Integrated Personality – Assessment of Personality: Projective, Non-Projective techniques and Dream Analysis.
The document discusses concepts and definitions of personality from various theorists. It defines personality as a unique set of relatively stable traits and characteristics that determine one's adjustment to the environment. Personality is influenced by personal, environmental, biological, psychological, and social factors. Major theories discussed include trait theory, Jung's theory of extraversion vs introversion, Allport's trait theory involving cardinal and central traits, and the Big Five approach.
The document discusses different perspectives on the definition of intelligence from various psychologists and researchers. It defines intelligence as one's ability to understand the world, think rationally, use judgment, deal with situations, and use language to solve problems. It also describes intelligence as being an innate ability rather than something acquired through practice. Finally, it outlines different types of intelligence, including concrete, abstract, and social intelligence, as well as Howard Gardner's theory of multiple intelligences.
Intelligence can be defined and understood in several ways. It involves an individual's ability to adapt, reason, think rationally, and effectively deal with their environment. Intelligence is influenced by both inherent and environmental factors. It can be measured through intelligence quotients (IQ) and is classified in various categories including concrete, abstract, and emotional intelligence. Multiple theories of intelligence have been proposed, including unitary theories focusing on general intelligence and multifactor theories involving separate abilities like verbal, spatial, and mathematical skills. Overall, there are many aspects and factors that contribute to human intelligence.
The document discusses 12 major theories of intelligence:
1. Faculty theory which views intelligence as consisting of independent mental faculties.
2. One factor theory which reduces all abilities to a single general intelligence factor.
3. Spearman's two-factor theory comprising a general intelligence ("g") factor and specific factors.
4. Thorndike's multifactor theory which identified four attributes of intelligence.
5. Thurstone's primary mental abilities theory identifying six primary factors.
6. Guilford's structure of intellect model classifying intellectual tasks.
7. Vernon's hierarchical theory describing intelligence at varying levels of generality.
8. Cattell's fluid and crystallized theory distinguishing two types
Psychology is defined as the scientific study of behaviour and mental processes. It has evolved from the study of the soul to focusing on observable behaviour. As a science, it uses scientific methods like systematic observation and experimentation. Psychology can be classified as a positive science that studies facts objectively. As a behavioural science, it is not as exact as natural sciences due to the complex nature of human behaviour. The scope of psychology includes studying all aspects of behaviour across species through various branches like developmental, social, abnormal and applied psychology in fields like education, health and industry.
its all about learning and u can find out all your doubts related to learning and if you have any more information so just email us sharmasandeep328@gmail.com.....
Personality is defined as a dynamic set of characteristics that uniquely influence a person's behaviors and interactions. There are several theories that attempt to categorize personality types or traits. Jung classified personalities as introverts or extraverts based on sociability, while Kretschmer categorized body types associated with personality characteristics. Trait theorists like Allport and Cattell studied habitual patterns of behavior and underlying personality structures. Developmental theorists like Freud, Adler, and Rogers examined how personality forms and evolves over one's life.
Personality: Meaning –Determinants of Personality: Types Theory, Trait Theory and Developmental Theory – Integrated Personality – Assessment of Personality: Projective, Non-Projective techniques and Dream Analysis.
The document discusses concepts and definitions of personality from various theorists. It defines personality as a unique set of relatively stable traits and characteristics that determine one's adjustment to the environment. Personality is influenced by personal, environmental, biological, psychological, and social factors. Major theories discussed include trait theory, Jung's theory of extraversion vs introversion, Allport's trait theory involving cardinal and central traits, and the Big Five approach.
The document discusses different perspectives on the definition of intelligence from various psychologists and researchers. It defines intelligence as one's ability to understand the world, think rationally, use judgment, deal with situations, and use language to solve problems. It also describes intelligence as being an innate ability rather than something acquired through practice. Finally, it outlines different types of intelligence, including concrete, abstract, and social intelligence, as well as Howard Gardner's theory of multiple intelligences.
Intelligence can be defined and understood in several ways. It involves an individual's ability to adapt, reason, think rationally, and effectively deal with their environment. Intelligence is influenced by both inherent and environmental factors. It can be measured through intelligence quotients (IQ) and is classified in various categories including concrete, abstract, and emotional intelligence. Multiple theories of intelligence have been proposed, including unitary theories focusing on general intelligence and multifactor theories involving separate abilities like verbal, spatial, and mathematical skills. Overall, there are many aspects and factors that contribute to human intelligence.
The document discusses 12 major theories of intelligence:
1. Faculty theory which views intelligence as consisting of independent mental faculties.
2. One factor theory which reduces all abilities to a single general intelligence factor.
3. Spearman's two-factor theory comprising a general intelligence ("g") factor and specific factors.
4. Thorndike's multifactor theory which identified four attributes of intelligence.
5. Thurstone's primary mental abilities theory identifying six primary factors.
6. Guilford's structure of intellect model classifying intellectual tasks.
7. Vernon's hierarchical theory describing intelligence at varying levels of generality.
8. Cattell's fluid and crystallized theory distinguishing two types
Psychology is defined as the scientific study of behaviour and mental processes. It has evolved from the study of the soul to focusing on observable behaviour. As a science, it uses scientific methods like systematic observation and experimentation. Psychology can be classified as a positive science that studies facts objectively. As a behavioural science, it is not as exact as natural sciences due to the complex nature of human behaviour. The scope of psychology includes studying all aspects of behaviour across species through various branches like developmental, social, abnormal and applied psychology in fields like education, health and industry.
its all about learning and u can find out all your doubts related to learning and if you have any more information so just email us sharmasandeep328@gmail.com.....
This document discusses aptitude, including definitions, characteristics, types of aptitude (sensory, mechanical, artistic, professional, scholastic), and aptitude testing. It defines aptitude as a combination of characteristics indicating an individual's ability to acquire skills or knowledge in a specific area. Aptitude depends on heredity and environment and predicts potential success. The document also covers individual differences in intelligence and aptitude.
Personality assessments can help counselors understand individual behavior, determine appropriate courses of action, and predict future behavior. Personality includes traits, states, and types. Traits are consistent dimensions of individual differences while states are temporary tendencies. Types describe a person generally, such as introverted or extroverted. Structured personality inventories like the MMPI-2 and MCMI-III use standardized questions while projective tests like the Rorschach and TAT use ambiguous stimuli to project unconscious feelings. Personality assessments provide insight into clients but rely on the interpreter's judgment.
This document discusses personality in the context of agricultural extension. It defines personality as characteristic ways of responding to individuals and situations. It describes the major types of personalities as introvert, extrovert, and ambivert. The key factors that influence personality development are heredity, family background, social interactions, culture, environment, and situations. Understanding farmers' personalities is important for extension workers to effectively plan educational programs and teaching methods, select suitable farmers for certain purposes, and properly advise farmers for desirable changes.
The psychoanalytic theory views personality as being influenced by unconscious motivations and conflicts between the id, ego, and superego. It uses projective tests like the Rorschach inkblots and Thematic Apperception Test to assess the unconscious. The trait theory measures consistent patterns of behavior through self-report personality inventories like the Minnesota Multiphasic Personality Inventory. The first trait theory proposed two main personality factors: introversion-extraversion and melancholic-choleric.
This document discusses several types of psychological assessments, including projective tests, personality questionnaires, and interviews. It provides examples of specific assessments like the Thematic Apperception Test (TAT), Rorschach inkblot test, Myers-Briggs Type Indicator (MBTI), Sixteen Personality Factor Questionnaire, and Q-sort method. The assessments are used to analyze people's behaviors, inner feelings, personality structures, and viewpoints in clinical, educational, and research settings.
The document provides an overview of several theories and concepts related to personality psychology. It discusses definitions of personality, factors that influence personality like heredity and environment. It also summarizes several major theories of personality including those proposed by Hippocrates, Sheldon, Eysenck, Allport, Goldberg. Additionally, it covers concepts like the Big Five personality traits, Type A and B personalities, individualism vs collectivism, Freud's psychodynamic perspective including concepts like the id, ego, superego, and defense mechanisms.
Unit 04 personality in educational psychologyDARSGHAH
Unit 04 personality in educational psychology Course code 0840 Educational psychology from ALLAMA IQBAL OPEN UNIVERSITY ISLAMABAD.
prepared by Ms. SAMAN BIBI & Mariam Rafique
This document provides an overview of personality and various theories of personality. It defines personality and discusses its nature and characteristics. It then examines several approaches to studying personality, including physiological, psychological, and socio-cultural perspectives. The document outlines several influential theories of personality, such as type theories, trait theories, psychoanalytic theory, and humanistic theory. It also discusses determinants of personality like heredity, environment, culture, and experiences. Finally, it covers methods of assessing personality through objective tests like the MMPI and projective tests like the TAT and Rorschach inkblot test.
The document discusses personality from several perspectives. It defines personality according to different psychologists and theories of personality. It examines biological, environmental, social, and psychological factors that influence personality development. It discusses how language, culture, reading biographies, and technology can impact personality. The document provides a comprehensive overview of the topic of personality.
Freud's psychoanalytic theory of personality consists of the id, ego, and superego. The id operates based on the pleasure principle and seeks to satisfy basic desires, the ego mediates between the id and reality, and the superego incorporates societal morals. The three structures are often in conflict, creating anxiety, which the ego defends against using mechanisms like repression, rationalization, and displacement. Defense mechanisms distort reality to reduce anxiety from conflicts between the id, ego, and superego.
This document discusses theories and definitions of emotions. It defines emotions as agitated states of mind and body that lead to behavioral responses. Emotions have cognitive, feeling, and behavioral components and involve physiological arousal and social expression. They are influenced by factors like personality, culture, age, gender, environment and relationships. Theories discussed include evolutionary theory, which views emotions as adaptive; James-Lange theory, which claims emotions arise from physiological responses; Cannon-Bard theory, which says emotions and physiology occur simultaneously; and Schachter-Singer theory, which is that arousal followed by cognitive labeling creates distinct emotions.
This document discusses learning and the learning process. It begins by defining learning as the acquisition of habits, knowledge and attitudes through experience that results in progressive changes in behavior. The learning process involves steps of a motive or need, an attractive goal, and obstacles to achieving that goal. Reinforcement and integration are also part of the learning process. Several theories of learning are then outlined, including behaviorism and theorists like Pavlov, Thorndike, Watson, and Skinner. Classical and operant conditioning are examined in detail. Factors that influence learning including the individual and environmental factors are also discussed.
This document discusses the key concepts of attention including:
- Attention is defined as the concentration of consciousness on one object rather than others.
- There are different types of attention including non-volitional (involuntary) and volitional (voluntary) attention.
- Factors that influence attention are both external (size, intensity, movement) and internal (interest, desires, motives).
- Distraction is any stimulus that interferes with attention or draws it away from the intended object. Sources of distraction can be external (noise, lighting) or internal (emotions, fatigue).
- The span of attention refers to the number of objects one can concentrate on at once, which varies
This document discusses the concept of aptitude. It begins by defining aptitude as a component of competence to do a certain kind of work at a certain level. It notes that aptitude can be physical or mental, and represents innate potential that may or may not be developed. The document distinguishes aptitude from ability, which is developed through learning. It then discusses different types of aptitudes like sensory, mechanical, artistic, professional and scholastic aptitudes. The final sections cover measuring aptitudes through various tests and the uses of aptitude tests in guidance and self-assessment.
1) Sensation is the process by which sensory stimuli are received and transmitted to the brain, while perception is the interpretation of sensory information by the brain.
2) There are debates around whether our perceptions directly represent an external reality or are internal representations constructed by the brain.
3) Factors both internal and external to our psychological states can influence our knowledge and perceptions.
Learning involves the acquisition of knowledge through experience which causes relatively permanent changes in behavior. It is a continuous process affected by factors related to the learner, teaching methods, and environment. There are different types of learning including verbal, motor, conceptual, and problem-solving. Learning theories attempt to explain how learning occurs, such as through trial-and-error, observation, classical conditioning, and operant conditioning.
This document summarizes an interview with Vinit Gurger, a probationary officer at State Bank of India. It discusses his qualifications and experience, beliefs about what makes a successful person, and advice he has for future engineers. Some key points are:
- Vinit has 4 years of experience in banking and sees challenges as opportunities for growth.
- He believes internal satisfaction and hard work are important for success, and that opportunities are more valuable than rewards.
- His short-term vision is to gather opportunities for himself and his organization, and his long-term vision is to have a successful career and happy family.
- His advice for future engineers is to develop skills, be creators rather than followers
This document discusses aptitude, including definitions, characteristics, types of aptitude (sensory, mechanical, artistic, professional, scholastic), and aptitude testing. It defines aptitude as a combination of characteristics indicating an individual's ability to acquire skills or knowledge in a specific area. Aptitude depends on heredity and environment and predicts potential success. The document also covers individual differences in intelligence and aptitude.
Personality assessments can help counselors understand individual behavior, determine appropriate courses of action, and predict future behavior. Personality includes traits, states, and types. Traits are consistent dimensions of individual differences while states are temporary tendencies. Types describe a person generally, such as introverted or extroverted. Structured personality inventories like the MMPI-2 and MCMI-III use standardized questions while projective tests like the Rorschach and TAT use ambiguous stimuli to project unconscious feelings. Personality assessments provide insight into clients but rely on the interpreter's judgment.
This document discusses personality in the context of agricultural extension. It defines personality as characteristic ways of responding to individuals and situations. It describes the major types of personalities as introvert, extrovert, and ambivert. The key factors that influence personality development are heredity, family background, social interactions, culture, environment, and situations. Understanding farmers' personalities is important for extension workers to effectively plan educational programs and teaching methods, select suitable farmers for certain purposes, and properly advise farmers for desirable changes.
The psychoanalytic theory views personality as being influenced by unconscious motivations and conflicts between the id, ego, and superego. It uses projective tests like the Rorschach inkblots and Thematic Apperception Test to assess the unconscious. The trait theory measures consistent patterns of behavior through self-report personality inventories like the Minnesota Multiphasic Personality Inventory. The first trait theory proposed two main personality factors: introversion-extraversion and melancholic-choleric.
This document discusses several types of psychological assessments, including projective tests, personality questionnaires, and interviews. It provides examples of specific assessments like the Thematic Apperception Test (TAT), Rorschach inkblot test, Myers-Briggs Type Indicator (MBTI), Sixteen Personality Factor Questionnaire, and Q-sort method. The assessments are used to analyze people's behaviors, inner feelings, personality structures, and viewpoints in clinical, educational, and research settings.
The document provides an overview of several theories and concepts related to personality psychology. It discusses definitions of personality, factors that influence personality like heredity and environment. It also summarizes several major theories of personality including those proposed by Hippocrates, Sheldon, Eysenck, Allport, Goldberg. Additionally, it covers concepts like the Big Five personality traits, Type A and B personalities, individualism vs collectivism, Freud's psychodynamic perspective including concepts like the id, ego, superego, and defense mechanisms.
Unit 04 personality in educational psychologyDARSGHAH
Unit 04 personality in educational psychology Course code 0840 Educational psychology from ALLAMA IQBAL OPEN UNIVERSITY ISLAMABAD.
prepared by Ms. SAMAN BIBI & Mariam Rafique
This document provides an overview of personality and various theories of personality. It defines personality and discusses its nature and characteristics. It then examines several approaches to studying personality, including physiological, psychological, and socio-cultural perspectives. The document outlines several influential theories of personality, such as type theories, trait theories, psychoanalytic theory, and humanistic theory. It also discusses determinants of personality like heredity, environment, culture, and experiences. Finally, it covers methods of assessing personality through objective tests like the MMPI and projective tests like the TAT and Rorschach inkblot test.
The document discusses personality from several perspectives. It defines personality according to different psychologists and theories of personality. It examines biological, environmental, social, and psychological factors that influence personality development. It discusses how language, culture, reading biographies, and technology can impact personality. The document provides a comprehensive overview of the topic of personality.
Freud's psychoanalytic theory of personality consists of the id, ego, and superego. The id operates based on the pleasure principle and seeks to satisfy basic desires, the ego mediates between the id and reality, and the superego incorporates societal morals. The three structures are often in conflict, creating anxiety, which the ego defends against using mechanisms like repression, rationalization, and displacement. Defense mechanisms distort reality to reduce anxiety from conflicts between the id, ego, and superego.
This document discusses theories and definitions of emotions. It defines emotions as agitated states of mind and body that lead to behavioral responses. Emotions have cognitive, feeling, and behavioral components and involve physiological arousal and social expression. They are influenced by factors like personality, culture, age, gender, environment and relationships. Theories discussed include evolutionary theory, which views emotions as adaptive; James-Lange theory, which claims emotions arise from physiological responses; Cannon-Bard theory, which says emotions and physiology occur simultaneously; and Schachter-Singer theory, which is that arousal followed by cognitive labeling creates distinct emotions.
This document discusses learning and the learning process. It begins by defining learning as the acquisition of habits, knowledge and attitudes through experience that results in progressive changes in behavior. The learning process involves steps of a motive or need, an attractive goal, and obstacles to achieving that goal. Reinforcement and integration are also part of the learning process. Several theories of learning are then outlined, including behaviorism and theorists like Pavlov, Thorndike, Watson, and Skinner. Classical and operant conditioning are examined in detail. Factors that influence learning including the individual and environmental factors are also discussed.
This document discusses the key concepts of attention including:
- Attention is defined as the concentration of consciousness on one object rather than others.
- There are different types of attention including non-volitional (involuntary) and volitional (voluntary) attention.
- Factors that influence attention are both external (size, intensity, movement) and internal (interest, desires, motives).
- Distraction is any stimulus that interferes with attention or draws it away from the intended object. Sources of distraction can be external (noise, lighting) or internal (emotions, fatigue).
- The span of attention refers to the number of objects one can concentrate on at once, which varies
This document discusses the concept of aptitude. It begins by defining aptitude as a component of competence to do a certain kind of work at a certain level. It notes that aptitude can be physical or mental, and represents innate potential that may or may not be developed. The document distinguishes aptitude from ability, which is developed through learning. It then discusses different types of aptitudes like sensory, mechanical, artistic, professional and scholastic aptitudes. The final sections cover measuring aptitudes through various tests and the uses of aptitude tests in guidance and self-assessment.
1) Sensation is the process by which sensory stimuli are received and transmitted to the brain, while perception is the interpretation of sensory information by the brain.
2) There are debates around whether our perceptions directly represent an external reality or are internal representations constructed by the brain.
3) Factors both internal and external to our psychological states can influence our knowledge and perceptions.
Learning involves the acquisition of knowledge through experience which causes relatively permanent changes in behavior. It is a continuous process affected by factors related to the learner, teaching methods, and environment. There are different types of learning including verbal, motor, conceptual, and problem-solving. Learning theories attempt to explain how learning occurs, such as through trial-and-error, observation, classical conditioning, and operant conditioning.
This document summarizes an interview with Vinit Gurger, a probationary officer at State Bank of India. It discusses his qualifications and experience, beliefs about what makes a successful person, and advice he has for future engineers. Some key points are:
- Vinit has 4 years of experience in banking and sees challenges as opportunities for growth.
- He believes internal satisfaction and hard work are important for success, and that opportunities are more valuable than rewards.
- His short-term vision is to gather opportunities for himself and his organization, and his long-term vision is to have a successful career and happy family.
- His advice for future engineers is to develop skills, be creators rather than followers
Hollander's model of personality represents three concentric rings, with the innermost being the psychological core of beliefs and values that rarely changes. The typical responses ring shows how one usually reacts, while the outermost ring of role-related behavior demonstrates how one adapts to situations and can change depending on feelings and context. Trait theory views personality as stable tendencies influencing behavior consistently across situations, while interactionism sees behavior as influenced by both personality and the environment, leading to variability. Research finds no single ideal personality type for sports and that top athletes differ, depending more on motivation and coaching than inherent traits.
Role of teachers and parents in extrinsic motivationAtul Thakur
Teachers and parents play an important role in extrinsic motivation. Teachers should provide positive and frequent feedback, set appropriately challenging tasks, and help students find value in lessons. They must create a supportive learning environment. Parents should provide a warm home, clear guidance, help relate school to interests, and emphasize progress over performance comparisons. The goal is to foster intrinsic motivation by following a child's interests.
This document discusses personality from psychological perspectives. It presents:
1) Definitions of personality from Freud and others, seeing it as unique patterns of thoughts, feelings and behaviors.
2) Methods of personality assessment including interviews, questionnaires, and projective tests like Rorschach inkblots.
3) Freud's psychodynamic theory of personality structured in ID, ego, and superego developing through oral, anal, phallic, latency and genital stages, driven by eros and thanatos instincts.
Exploratory or qualitative research uses small sample sizes to provide insights and understandings of problems. It is used to define problems, develop approaches, and generate hypotheses. Qualitative research procedures include direct approaches like focus groups and in-depth interviews, as well as indirect approaches like projective techniques. Projective techniques encourage respondents to project underlying motivations through association, completion, construction, and expressive techniques without directly asking questions.
The document discusses the trait approach to personality. The trait approach views personality as combinations of fundamental dimensions or traits, such as extraversion, neuroticism, agreeableness, etc. It describes several trait theorists like Gordon Allport, Raymond Cattell, and Hans Eysenck who developed theories and measures to identify core personality traits. The trait approach assumes that traits are stable across time and situations and that individuals differ in their specific traits. It focuses on using traits to describe personality and predict typical behavior rather than explain underlying causes of behavior.
The document discusses five variables that influence student motivation - interest, success, level of concern, feeling tone, and knowledge of results - and provides techniques teachers can use to enhance each one, such as using visual aids to build interest, ensuring assignments are at appropriate difficulty levels to promote success, and providing timely feedback to give knowledge of results. It emphasizes the importance of creating a positive feeling tone in the classroom and using extrinsic motivators strategically to help students develop intrinsic motivation.
Hermann Rorschach was a Swiss psychiatrist who developed the Rorschach test in 1921. The Rorschach test involves showing a subject 10 inkblot cards and having them describe what they see. The responses are meant to reveal traits about the subject's personality and thinking patterns. During the test, the examiner and subject sit at a table and the subject describes what they see in each inkblot, with some responses considered healthier than others depending on if the subject says the blot "looks like" or "is" something. The accuracy of the test at revealing traits has been debated.
The Rorschach test is a psychological test that uses inkblots to examine a person's personality and thinking processes. During the test, a subject is shown a series of 10 inkblot cards and asked to describe what they see or what imagery the inkblots bring to mind. The examiner carefully observes and records the subject's responses as well as their behaviors. Certain responses are considered more healthy or normal than others. While widely used in the past, many professionals now believe the Rorschach test is outdated and inaccurate for assessing personality traits.
The Rorschach inkblot test is a projective psychological test developed in 1921 by Hermann Rorschach. It consists of 10 inkblots, 5 in black and white and 5 in color, that are shown to the subject one at a time. The subject's interpretations of what they see in the inkblots are recorded and analyzed to assess their personality characteristics and emotional functioning. Over time, different systems for administering, scoring, and interpreting the Rorschach test were developed but John Exner's comprehensive system became the most widely used approach. The test provides insight into a person's thoughts, perceptions, and underlying psychological processes through their responses to the ambiguous inkblots.
Personality development only road to successTRAINER@WORK
Everyone lives their lives in hope of some form of success.Then there are some without any hope and some who are even afraid of it.There are too many cases of people who seek success but do not get it.
So for those who wonder and have questions on the above facts, this presentation tries to answer them.This presentation alks about success, why you do not get it and how you can get it.It also explains the relation between Personality Development and SUCCESS.
The Rorschach test was developed in the 1920s by Hermann Rorschach who observed that children responded differently to inkblots. It is used to assess a person's personality and thought processes. There are 10 standardized inkblots shown one at a time while the examiner takes notes on the responses. The test aims to reveal patterns and clues about the test taker's personality, but some argue it is unreliable while others view it as a useful diagnostic tool.
This document discusses various characteristics of human growth and development. It notes that there are differences in maturation rates and certain physical abilities between boys and girls during development. It also describes several common body types according to different classification systems and defines posture. Finally, it outlines the key components of physical fitness, including endurance, strength, flexibility, and balance.
Intelligence involves the capacity to learn and adapt to one's environment, and theories of intelligence propose both general factors of intelligence as well as multiple intelligences. Research finds that intelligence is influenced by both genetic and environmental factors, with twin and adoption studies estimating heritability accounts for 30-75% of differences in intelligence. Larger brain size is correlated with higher intelligence, and environmental factors like education and nutrition can also impact intellectual development.
Raymond Cattell developed a trait theory of personality based on factor analysis. He argued personality developed in 3 phases from intuitive insights to modern experimental methods. Cattell used factor analysis to identify 16 primary traits from questionnaires, tests, and life records. These 16 traits could be further analyzed into 5 secondary factors known as the Big Five: Extraversion, Agreeableness, Neuroticism, Conscientiousness, and Openness. Cattell's research helped establish the scientific study of traits as fundamental dimensions of individual differences.
http://simpleselfconfidence.com
Here you will find my top 10 List of Self-Improvement helps and ideas. These tools can boost your confidence and improve your self-esteem.
Trait theory focuses on relatively permanent aspects of personality that influence behavior consistency. While other theories consider development and behavior prediction, trait theory compares people based on aspects and degrees of traits without addressing personality change. Gordon Allport proposed functionally autonomous central traits, while Henry Murray focused on psychogenic needs like power, affiliation, and achievement. Raymond Cattell used factor analysis to identify 16 primary personality factors measured by his 16PF assessment.
The inkblot test, also known as the Rorschach test, was developed in 1921 by Swiss psychiatrist Hermann Rorschach as a psychological test to examine personality characteristics and emotional functioning. It involves showing subjects inkblots and recording their perceptions. The underlying assumption is that a person's responses reveal aspects of their personality, cognition, and interpersonal perceptions. The Rorschach test consists of 10 bilaterally symmetrical inkblots and uses the subjects' responses to assess factors like thought processes, affectivity, and personal views. It remains a commonly used projective test by psychologists.
This document outlines key concepts from several perspectives on personality psychology. It discusses Freud's psychoanalytic perspective including the id, ego, superego and psychosexual stages. It also covers trait theory including Eysenck's two factor model and the Big Five. Learning theory perspectives like behaviorism and social cognitive theory are examined. The humanistic perspective focuses on free will and self-actualization. Finally, the sociocultural perspective addresses how culture influences personality and the self-concept. The document concludes by describing objective and projective personality tests.
This document discusses personality and different models for understanding it. It describes the Myers-Briggs Type Indicator (MBTI) which sorts people into four dichotomous dimensions. It also discusses the Big Five model of personality which looks at extraversion, agreeableness, conscientiousness, emotional stability, and openness. While these frameworks provide insight, no single model can fully capture a person's personality. Situational factors also influence behavior.
Positive feelings come from being honest about yourself and accepting your personality, and physical characteristics, warts and all; and, from belonging to a family that accepts you without question.
Willard Scott
The document discusses personality from several perspectives:
1. It defines personality and provides definitions from various experts emphasizing individual characteristics and patterns of behavior.
2. It outlines four common personality types and four types described by Hippocrates based on traits like passion, sociability, thoughtfulness, and risk-taking.
3. It examines theories of personality including psychoanalytic, neo-Freudian, learning, humanistic, biological, and trait approaches emphasizing unconscious forces, childhood development, and environmental influences.
4. It describes objective and projective personality tests and examples of each type, noting differences in their validity, reliability, and susceptibility to bias.
Personality. To understand a buyer needs and convert them into customers is the main purpose of the consumer behavior study. ... Personality signifies the inner psychological characteristics that reflect how a person reacts to his environment. Personality shows the individual choices for various products and brands.
This presentation is prepared according to the syllabus of Basic BSc nursing students given by INC. for the better learning and knowledge please refer the books.
The document discusses personality from several perspectives. It defines personality as a relatively stable set of characteristics that influence individual behavior. It notes personality is influenced by both hereditary/biological factors and environmental factors. Several theories of personality are mentioned, including trait theory, psychodynamic theory, and humanistic theory. Methods of measuring personality include subjective self-report measures like questionnaires and interviews, as well as more objective measures like ratings and projective tests. Key aspects of personality like the Big Five traits and a teacher's role in student personality development are also summarized.
This document provides an overview of personality for physiotherapy and nursing students. It defines personality as the total quality of an individual's behavior and discusses its components like maturation, growth, and learning. It describes several theories of personality including trait theory, psychoanalytic theory, psychosocial theory, and humanistic theory. It also outlines different methods of assessing personality such as interviews, questionnaires, and projective techniques. Finally, it discusses some alterations in personality including paranoid, schizotypal, borderline, narcissistic, avoidant, dependent, and obsessive-compulsive personality disorders.
- Personality refers to unique patterns of traits and factors within individuals that determine behaviors, thoughts, feelings, and motivations.
- Theories view personality as consisting of traits on a continuum or types that can be categorized. Common personality tests measure traits like the Big Five or types like the Myers-Briggs.
- Factors like heredity, environment, and life experiences influence personality development from a young age. Standardized tests aim to assess personality objectively but have limitations in reliability and validity.
This document provides an overview of personality psychology. It discusses several major theories and perspectives on personality including psychoanalytic theory, humanistic theory, social cognitive theory, and trait theories. Key aspects of Freud's psychoanalytic theory are outlined such as the id, ego, superego, psychosexual stages, and defense mechanisms. Other major theorists discussed include Jung, Adler, Maslow, Rogers, and Bandura. Common personality assessments like projective tests, self-reports, and the MMPI are also summarized.
Big five factors and MBIT theory Personality.pptxTamanna15588
This document discusses personality determinants and frameworks for describing personality. It covers:
1) Personality is influenced by both nature (heredity factors determined at birth like gender and temperament) and nurture (environmental factors). Twin studies show personalities can be very similar even when twins are raised apart.
2) Two frameworks for describing personality are the Myers-Briggs Type Indicator (MBTI) and Big Five model. The MBTI looks at extraversion, sensing, thinking, and judging while the Big Five examines extraversion, agreeableness, conscientiousness, emotional stability, and openness.
3) Research shows certain Big Five traits like conscientiousness strongly relate
The document provides details on conducting a psychiatric assessment, including preparing for and conducting the psychiatric interview, collecting a psychiatric history, performing a mental status examination, and assessing risk of suicide. The goal is to make a diagnosis, understand the context of the diagnosis within the patient's life, and establish a therapeutic relationship. The interviewer aims to put the patient at ease, encourage disclosure of personal information, and build rapport and a therapeutic alliance.
Psych 24 history of personality assessmentMaii Caa
The document discusses various methods used in psychological assessment, including both objective measures like standardized tests and projective tests, as well as clinical interviews. It outlines the advantages and disadvantages of different assessment approaches and how assessments are used to better understand individuals and their behavior. The document also provides examples of specific assessment tools like the MMPI-2, TAT, and astrology.
Psych 24 history of personality assessmentMaii Caa
The document discusses various methods used in psychological assessment, including both objective measures like standardized tests and projective tests, as well as clinical interviews. It outlines the advantages and disadvantages of different assessment approaches and how assessments are used to better understand individuals and their behavior. The document also provides examples of specific assessment tools like the MMPI-2, TAT, and astrology.
The document discusses personality types and models, including the Big Five traits, Cattell's 16 factors, and Myers-Briggs types. It covers how personality develops, is influenced by both nature and nurture, and how understanding personality can help with self-awareness, managing relationships, and diversity in teams. The purpose is to gain a deeper understanding of human nature and behavior.
This document provides an overview of several theories of personality, including psychodynamic, trait, humanistic, social-cognitive, and biological theories. It summarizes Freud's psychodynamic theory, including the id, ego, and superego. It also outlines Carl Jung's analytical psychology and the collective unconscious. Trait theory and the Big Five model are explained. Humanistic approaches by Maslow and Rogers focusing on growth and fulfillment are covered. Social-cognitive theory discusses reciprocal determinism. Biological theories address brain damage, neurochemistry, genetics, and evidence of personality traits across species.
The document discusses several major theories of personality including Allport's trait theory, Cattell's 16 personality factors, Eysenck's three-factor model of personality, and the Big Five model of openness, conscientiousness, extraversion, agreeableness, and neuroticism. It also covers concepts like traits, types, the proprium, temperament, intelligence, psychometrics, and the assessment of normal and abnormal personality functioning. The theories aim to describe personality using traits, factors, or dimensions that can be measured and are influenced by both hereditary and environmental factors.
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This document provides an overview of the concept of personality, including definitions, aspects, characteristics, integration, types, theories of measurement, and assessment. It defines personality as the unique combination of traits and behaviors that make individuals different. Key points discussed include Allport's definition of personality as the dynamic organization within an individual, aspects of personality like physical, intellectual, emotional traits, Jung's classification of personality types as introvert and extrovert, theories like psychoanalysis, and methods of measurement like questionnaires, interviews, observation, and rating scales.
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1. Research hypotheses, which can be attributive (describing attributes), associative (relationships between variables), or causal (explaining cause and effect).
2. Null hypotheses, which state that no significant difference or relationship exists.
3. Question form hypotheses, used when the relationship between variables is unclear.
The document also lists characteristics of a good hypothesis, importance of hypotheses, sources of hypotheses, and difficulties in formulating hypotheses.
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
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significant role in maintaining the ecological equilibrium of our planet.Land serves as the foundation for all human activities and provides the necessary materials for
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The utilization of land is impacted by human needs and environmental factors. In countries
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centuries, evolving its structure over time and space. In the present era, these changes have
accelerated due to factors such as agriculture and urbanization. Information regarding land use and
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providing crucial environmental data for scientific, resource management, policy purposes, and
diverse human activities.
Accurate understanding of land use and cover is imperative for the development planning
of any area. Consequently, a wide range of professionals, including earth system scientists, land
and water managers, and urban planners, are interested in obtaining data on land use and cover
changes, conversion trends, and other related patterns. The spatial dimensions of land use and
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help of Advanced technologies like Remote Sensing and Geographic Information Systems is
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Remote Sensing and Geographic Information Systems
9
Changes in vegetation cover refer to variations in the distribution, composition, and overall
structure of plant communities across different temporal and spatial scales. These changes can
occur natural.
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3. Personality: Meaning –
Determinants of Personality: Types
Theory, Trait Theory and
Developmental Theory – Integrated
Personality – Assessment of
Personality: Projective, Non-
Projective techniques and Dream
Analysis.
4. Meaning
• Latin word – persona
• -the mask worn by the actors while playing their role in
the drama
• PERSONALITY
• P – Perception capacity
• E – Emotional maturity
• R – responsiveness to the situation
• S – Sociability
• O – Originality
• N – Neutrality
• A – Appearance (external)
• L – Leadership feeling
• I – Integrated
• T – Tendency
• Y – Young (in thinking)
5. Definition
• Personality is the dynamic
organization within the individual of
those psycho-physical systems that
determine his unique adjustment to
his environment
- Gordon W. Allport
6. Characteristics of Personality
• Whole rather than its parts
• Unique
• Comprises of heredity and environment
• Made up of traits
• Dynamic
• Organized
7. Development of Personality
Physique
• Pituitary Gland
• Thyroid Gland
• Adrenal Gland
• Sex Gland
Chemique
Environment
• Home
• School
• Society
• Cultural Difference
Learning
8. Factors influencing Personality Development
Personality
Factors
Biological
Factors
Physique
Chemique
Nervous System
Sociological
Factors
Home
School
Language
Culture
Psychological
Factors
Intelligence
Motivation
Emotion
Attitude
Interest
Sentiment
10. Type theory – Hippocrates’ Classification
Choleric Emotionally weak, bodily strong
and easily tempted
Melencholic Emotionally and bodily weak –
Pessimist
Phlegmatic Emotionally strong – able to
control his emotions - bodily
weak – lazy type – always happy
Senguine Bodily strong – Energetic –
control type – an optimist
11. Kretschmer’s Classification
Body Type Body Characteristics Personality Characteristics
Pyknic Fat types, in whom
fat is more than
muscle
Social and helping to
others
Athletic Healthy, balance
between muscles
and bone
development
Energetic, optimist can
adjust to any situation
Asthenic Thin, and lean tall,
no muscle, only
bone
Unsociable, shy,
pessimist and always
alone
12. Sheldon’s Classification
Body Type Body Characteristics Personality
Characteristics
Endomorphy No muscle
development etc.
prominent stomach
Takes everything easy,
sociable and
affectionate
Mesomorphy Balance between
development of
stomach and bones
Likes to work,
interested in
adventurous activities
Ectomorphy Weak, tall, thin Pessimist, unsociable
and alone
20. Harmony between five
Aspects of personality
• Harmony between one’s abilities and
capabilities
• Harmony among one’s interest
• Harmony between one’s abilities and interest
• Harmony between one’s self concept and
social constraints
• Harmony between one’s life goals and social
codes of conduct
26. Projective Methods
Perceptive Technique
(Rorschach Ink-blot Test)
Apperceptive Technique
Thematic Apperceptive Test (T.A.T)
Sentence Completion Test
Story telling and Story Completion Test
Free association and Dream Analysis Test
Productive Technique
27. Self-rating
• Subject rates himself
• Susceptible to distortions due to self-interest
• Rating by others is more objective and valid
• Factors like
personal bias,
generosity error,
inaccuracies due to the ambiguity of the
rating scale
Hallo effect
- affect the reliability and validity of rating
28. Questionnaires
• Device for securing answers to
questions by using an inquiry
form which the respondent fills
in himself. In it, various
important questions regarding
the topic under investigation or
personality traits will find a place
- Good & Hatt
29. Types of Questionnaires
• Closed Form or Restricted
Questionnaire
Yes or No, Short response
• Open Form or Unrestricted
Questionnaire
Free-response or unstructured form
31. Attitude Scales or Opinionnaire
• Opinion and Attitude are allied but
not Synonymous terms
• Attitude - Inner feeling or belief of a
person towards a particular
phenomenon
• Opinion – what a person says about
his attitude towards some
phenomenon
32. Types of Attitude Scales
•Thurstone Technique of
Scaled Values
•Likert Method of
Summated Ratings
33. Thurstone Technique of Scaled Values
• 20 or more statements – express – groups,
institution, idea or practice
• Submitted – panel of 50 or more judges
• 11 groups – assigning a position to an item
• Disagreement – discarded
• Median scale value – falls between 1 to 11
• Given to the subjects – check - agreement –
responses - quantified
34. Likert Method of Summated Ratings
• Without the panel of judges
• Less time and efforts to construct
• Collecting a number of statements
• Express definite favourableness or unfavourableness
• Approximately equal statements
• Trial test – administrated to the subjects
• Eliminate – ambiguous
• SA, A, U, DA & SDA
• Favourable statements – 5, 4, 3, 2 & 1
• Unfavourable statements – 1, 2, 3, 4 & 5
• 50 * 5 = 250 – Most Favourable response
• 50 * 3 = 150 – Neutral attitude
• 50 * 1 = 50 – Most Unfavourable attitude
35. Inventories
Personality Inventories
• Similar to Questionnaire
• Form of statements
• Respondent – mark one among three
positions
• Analysis – nature of the personality
Sl.No. Statements Always Sometimes Never
1 When speaking to
strangers, I feel a bit of
nervousness in me
36. Minnesota Multiphasic Personality (MMPI)
• S.R. Hathaway and J.C. Mekinky
• 550 statements
• True, false and cannot say
• 16 years and older ones
• Nine clinical scales -
Hypochondriasis (HS)
Depression (D)
Hysteria (HY)
Psychopathetic deviant (Pd)
Masculinity and feminity interest (Mf)
Paronia (Pa)
Psychosthenia (Pt)
Wschizophrenia (Sc)
Hypomania (Ma)
37. Bell’s Adjustment Inventory
• Available in two forms – school
students & adults
• School students – 140 items
• Four domains – Family, health,
community and emotions
• 35 items for each domain
38. Interview
• Oral questionnaire
• Interviewer & Interviewee
• Verbal information, face-to-face relationship
• Introductory, Fact finding, Diagnostic or
Prognostic
• Has a Beginning – establish Rapport
• Middle – elicit information regarding personality
traits
• End – terminate the interview on a cordial note
by thanking the interviewee
• Noted down or tape recorded - analysis
40. Requisites of a Good Interview
Proper Preparation
Skillful evaluation
Adequate recording and
interpretation
41. Limitations
• An Art and skill – not present in all
• Subjectively involved – biggest
limitation
• Interviewer – dominate or humiliate
• Interviewer – thrust his ideas on the
interviewee
42. Uses of Interview
• Best option to collect information – Children,
senior citizen, patients, illiterate persons and
VIP in the society
• Student admission, filling vacant posts,
student counselling, occupational guidance,
medical counselling and judicial enquiry
• Research – historical studies, clinical studies
and survey
43. Aptitude Tests
• Science, literature as the latent potentialities
or skills
• Converted into special skills
• Potentiality of clerical
• Trained further to write exams in IAS and IPS
cadres
• Group I or II services
44. Measurement of Aptitude
• Differential Aptitude Tests
1. Verbal reasoning
2. Numerical ability
3. Abstract reasoning
4. Space relations
5. Mechanical Reasoning
6. Clerical speed and accuracy
7. Language usage – Spelling and Grammar
First three (1, 2, 3) – measure the functions
related to general intelligence
4, 5, 6 & 7 measure specific aptitudes
45. Interest Inventories
• The tools used for describing and measuring
interests of individuals – Interest Inventories
or Interest Blanks
• Self-report instruments – in which the
individuals note their own likes and dislikes
• Frequently used in educational and
vocational guidance and in case studies
• Defined as eagerness, attention, curiosity,
likes and dislikes
47. E.K.Strong’s Vocational Interest Blank
(SVIB)
• Classified for men, women, students
and those who left the school long back
• Blank for men – 420 items with 8
divisions
• Subject will indicate – Like (L), Dislike
(D) and Indifference (I) - Symbols
• 40 to 55 minutes
• 17 years of age and above
48. G.F.Kuder Preference Record (KPR)
• High school and college198 items
• Comprises of three preferences
• Ten fields – outdoor, mechanical,
computational, scientific,
persuasive, artistic, literacy, musical,
social service and clerical
49. Observation
• External behaviour of persons in appropriate
situations
• Controlled or uncontrolled
• Expert, purposive, systematic, carefully
focused and thoroughly recorded
• Should be accurate, valid and reliable
• Tools such as check list and score-card, tape-
recorder, thermometers, audiometer, stop-
watch, binoculars etc.
50. Use of Observation
• In descriptive research
• Significant aspects of personality which
express themselves in behaviour
• Physical aspects of school buildings or
students and teachers – through physical
examination, measurement, assessment and
comparison with fixed standards
• In classroom – learning behaviour
• Cumulative record – anecdotal evidence –
research studies
52. Requisites of a Good Observation
Proper Planning
Skilful Execution
Recording and
Interpreting
Observation
53. Check List
• Consisting of prepared list of items
• Used to record the presence or absence of
the item
• By checking ‘yes’ or ‘no’ or by inserting the
appropriate word or number
• Matter of fact and not judgement or opinion
• In educational studies
• Educational appraisal studies of school
buildings, text books, facilities available
• Recreation, laboratory, library etc.
54. Rating Scale
• Personality of a individual is not assessed by
himself but by other persons who know the
individual well
• Student – teacher
• Teacher rating, personality rating, testing the
validity of many objective instruments like
paper-pencil inventories of personality &
School appraisal
55. • Limited number of items to which values on a
scale have to be assigned
• The value be represented in the form of a
number or one among a series of worded
descriptions
• Usual to have 5 to 7 points on the scale for
every item to be rated
Highly
emotional
Occasionally
emotional
Socially
average
Very rarely
emotional
Not at all
emotional
56. Limitations
• Hallo – Effect
• Rater frequently carry over one generalised
impression of the person from one rating to
another
• Generosity Error
• Rater develops a tendency to over estimate the
desirable qualities of the rate whom he likes
• Constant Error
• There is a tendency on the part of the rater to
see others as opposite to himself on a trait
• Average Category
• Rater have a tendency to play it safe and may
mark all items in the centre
57. Means of reducing errors
• Hallo – Effect
• Various ratings of different persons made
independently - without being aware – rating
the same person again
• Generosity Error
• By using relatively neutral descriptive terms for
the scale positions rather than evaluative ones
• Constant Error
• To train the raters carefully and make them
aware of the possibility of such bias in rating
• Average Category
• By splitting the middle point into two – above
average and below average
58. Sociogram
• Graphic way of representing the data
• Stars
• Chosen most often – located near the centre of
the diagram and the ones chosen less often are
placed progressively outward
• Isolates
• Not chosen by others – outside
• Y-shape
• Chain
• Circular
59. Performance or Productive
• Performance of the subject -
oWhat he draws
oWhat object he makes of plastic
clay
oHow he plays a role
61. Psychodrama
• Play a role spontaneously in a situation
• Behaviour is observed by trained observers
• Used to assess the personality of maladjusted
persons
• Director or therapist – organising situations –
subject may express his bottled up emotions
• Central principle – spontaneity of the
individual
62. Sociodrama
• Portrays problem with which the audience is
concerned
• Deals with the problems of the group, its
structure and thinking
• E.g. modern pictures written and directed by
creative thinkers
• They reflect on the screen – corruptions,
nepotism, favouritism and redtapism of the
administrative set up
63. • Projective Techniques
• To evaluate unconscious behaviour of the
individuals
• Total personality of an individual
• By projection
• Relatively indefinite and unstructured stimuli
– provided to the subject – asked to structure
them – way he likes
• Unconsciously projects his own desires,
hopes, fears, repressed wishes, etc
64. Ink-Blot Test
• Hermann Rorschach (1882 – 1922)
• Swiss Psychiatrist - Developed – 1921
• Died – 1922
Test Material
Administration
Scoring
Interpretation
65. Test Material
• 10 cards – Ink-blots Patterns
• Stiff cardboard of 8”*10”
• 5 blots – Black and Grey
(Card No. 1, 4, 5, 6 and 7)
• Two – Black and Red
(Card No. 2 and 3)
• Three – multi coloured
(Card No. 8, 9 and 10)
• Ink-blots – highly unstructured
• Do not have any specific meaning
66. Administration
• Presented at a time in a particular order
• Individual – asked – specify what he/she in it
• Own time and permitted to give any number
of responses he likes
• Experiments take note of the responses given
by the subject
• And the time taken for each card
67. Scoring
• Responses are entered in specific
symbols
• In four columns
Location
Content
Originality
Determinants
68. Location
• Part of the blot with which the subject
associates his response is identified
• Given by symbols
W- whole Blot
D- Large details
d- Small details
s- white spaces
69. Content
• Content of the response realised by the
subject
• Symbols are given
H- Human forms
Hd- Human details
Ad- Animal details
N- Natural objects like rivers, mountains etc
O- Inanimate objects like lamp, shade etc
70. Originality
• Response id original – symbol – O
• If it is popularly recognised by
many individuals – symbol - P
72. Scores are entered in a tabular form
Location Content Originality Determinants
Symbols W D d s H A Hd Ad N P O F C K M
Frequency
73. Interpretation
• If the number of W is greater the d – Subject
is considered as mature and intelligent
• If colour is more than movement – subject is
considered as extrovert
• Poor colour naming responses – considered
to indicate lack of emotional control
• If the individual sees human beings, he/she is
regarded as stable
• If animal - Unstable
74. Thematic Apperception Test (TAT)
• Henry Murray in 1943
• Later – fully developed – C.D.Morgan
• 30 pictures
• Expose human beings - a variety of life situations and
a blank white card
• Total – 31 cards
• Pictures – vague and indefinite
• Four sets of cards suited to different age and sex
groups
• Conducted in two sessions
• Atleast a gap of one day in between
• Using 10 pictures in each session
75. • Set – I – 20 pictures – girls below the age
of 14 years
• Set – II – 20 pictures – boys below the
age of 14 years
• Set – III – 20 pictures – females above
the age of 14 years
• Set – IV – 20 pictures – males above the
age of 14 years
76. Administration
• Pictures are presented at a single time
• Vague and indefinite
• Subject – asked – develop a story to each picture
in a allotted time
• The story of the subject should be centered
round the following question -
o What is happening in the picture?
o What has led to the scene?
o What is being thought of?
o What will happen?
77. Scoring
• Hero of the story
• Theme of the story
• Style of the story
• Content of the story
• Test situation as a whole
• Particular emphasis or omissions
• Subject’s attitude towards authority and sex
• Outcome
78. Sentence Completion Test
• Introduced by Pyane
• Subject – given sentences which he is
encouraged to complete in any way he likes
• Sentences are –
The future ….
I fear ….
I am very ….
I feel hurt ….
I dislike …..
I like ….
No one …..
79. • Subject gives a clue to certain repressed
desires
• Subject feels to write unco9nsciously reveals
the conscious part of his mind
• Making an interpretation – 3 categories
Positive of healthy responses
Negative or unhealthy responses
Neutral responses
• Useful in applying projective technique to a
group of individuals
80. Story Telling and Story Completion Test
• Children – informed about the beginning of the
story
• Narrating - Father, mother, their son and
daughter – going to a picnic on the banks of a
river
• While parents are preparing food – two children
playing – suddenly, some one screams….
• Person who is being studied asked to complete
it
• Reveal something about his feeling and desires
• Psychologist – traits of personality of the child –
way he finishes the story
81. Free Association Test
• Developed – Jung
• Further elaborated by Kent and Rosanoff
• Involves uttering of a Stimulus word by the
tester
• Subject responds immediately by another word
• Time taken – long – indicate blocks – need some
more probing
• Response – desires personality
82. Dream Analysis
• Sigmund Freud and Carl Jung
• Find out – repressed unconscious desires,
emotions and feelings of individual men and
women
• First – psycho-analyst wins the confidence of the
subject
• Subject – asked – take a comfortable position
and recline on a sofa
• Encouraged to talk about his trouble, freely
• Certain point – stops free conversation and
resists in expressing ideas freely
• Many sittings – came to know – significant
factors of personality
83. Analysis of Dream – 5 steps
• Ask the dreamer to describe his dream and
write it out
• Ask the dreamer to list all the components of
the dream, be the people, place, events or
circumstances
• Next – make the dreamer write down all his
associations to each of the dream elements
• Investigator tries to amplify the dream
• Dreamer is asked to think and describe about
yesterday’s events vividly