personality and its measurement detail in personality

1. Submitted to:-
Submitted by :-
Dr. Harpreet Kaur gill
Harwinder Kaur, 1375
M.A. Edu. 2 nd sem

3. SUB-THEME

4. CONTENT
S
• WHAT IS PERSONALITY
• INTRODUCTION
• MEANING OF PERSONALITY
• DEFINITIONS OF PERSONALITY
• ASPECTS OF PERSONALITY
• CHARACTERSTICS OF PERSONALITY
• INTEGRATION OF PERSONALITY
• TYPES OF PERSONALITY
• THEORIES OF PERSONALITY
• MEASUREMENT OF PERSONALITY
• TYPES OF MEASUREMENT PERSONALITY
• TEST OF PERSONALITY
• CONCLUSION

5. WHAT IS PERSONALITY?
 Personality
includes all the special qualities
people have that make them different from
each other. These include : charm, energy
disposition, attitude temperament, cleverness
and all feeling and behaviours they exhibit.

6. INTRODUCTION OF PERSONALITY
 Personality
is the particular combination of
emotional, attitudinal, and behavioral
response patterns of an individual

7. MEANING OF PERSONALITY
 The term personality is
derived from the Latin
word “Persona” meaning
a “Mask”. Personality is a
patterned body of habits,
traits, attitudes and ideas
of an individual as these
are organized externally
into roles and statuses
and as they relate
internally to motivation,
goals and various
aspects of selfhood.

8. DEFINITIONS OF PERSONALITY
G.W. Allport :- personality
is the dynamic organization
within the individual of those
psychophysical systems that
determine his unique
adjustment to his
environment.

9. Woodworth’s
view :“Personality is the
total quality of
individual’s
behaviour”.

10. Aspects of Personality

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Physical aspect
Intellectual aspect
Emotional aspect
Social aspect
Volitional aspect
Moral aspect
Biological aspect
Cognitive aspect

11. Characterstics of personality

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Self- Consciouness
Unique
Sociability
Adjustability
Goal-directed
Unity and integrability
Consistency
Persistance
Dynamic and flexible

12. INTEGRATION OF PERSONALITY

A person in whom the various aspects of
personality i.e., physical, intellectual,
emotional, and social are working in a
harmonius and effective manner.
ie``k AijhI sæKsIAq ijs iv`c sæKsIAq dy v`K v`K pihlU (srIirk,bOiDk,Bwvwqimk Aqy
swmwijk) susMgq Aqy pRBwvsæwlI FMg nwl
kMm kr rhy hn

13. Characteristics of Integration of
Personality

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


Balance between mental process
Harmonius adjustment to social environment
Adequate perception
Positive self- concept
Ego involvement
Adequate inter- personal relations
Adequate feelings of security
Adequate feeling of self- confidence

14. 


Intellectually developed and emotionally
mature
Healthy attitudes and interest
Healthy philosophy of life

15. Types of Personality
 Modern Classification
Jung’s Cllassification
Hippocrate’s
Cllassification
Kretschmer’s
Classification
Sheldon’s Classification
Spranger’s Classification

16. Modern Classification
Men of feeling
Morgan and Gilliland
According
•Elated (pRsMnic`q)
•Depressed (audwsIn)
Men of action
Men of thought
•Irritable (icVicVw)
•Unstable (AsiQr)
•Abstract thinking (sUKm icMqk)
•Idea thinkers (ivcwr icMqk)
•Thinks – thinkers(icMqn leI icMqk)

17. Jung’s Classification
Introverts
(Subjective, Solitude,
Idealists,
Self-Centered,
Better in writing)
Extroverts
(Objective, Society,
realists, Interested in
other people,
Better in speech,
Dominant)
Ambiverts
(Balanced )

18. Hippocrate’s Classification




Sanguine AwSwvwdI
Melancholic inrwSwvwdI
Choleric
kRRRoDI
Phlegmatic mMd

19. Kretschmer’s Classification




Asthenic SkqIhIx
Athletic iKfwrI
Pyknic nwty
Dysplastic imSrq

20. Sheldon’s Classification
type golwkwr
 Mesomorphic Awieqwkwr
 Ectomorphic
lMbwkwr
 Endomorphic

21. Spranger’s Classification
type isDwNiqk
 Economic AwriQk
 Social smwijk
 Aesthetic klwqimk
 Political rwjnIiqk
 Religious Dwrimk
 Theoretical

22. Theories of Personality
 Type
theories
 Traits theories
 Personality dynamic
theories

23. Type Theories








Constitution rcnw
Physical dimensions srIr dIAW imxqIAW jW
bxqr
Values mu`l dw isDWq
Behaviour ivvhwr dw isDWq
Psycho-sexual development mnoilMgI ivkws
Nature theory pRikrqI isDWq
Self-feeling theory svY-Bwvnw dw isDWq
Miscellaneous types Putkl iksmW

24. Trait theories of personality
Walter Michael –the book “Introduction to
Personality”
“Trait is a continuous dimension on which
individual differences may be arranged
quantitatively in terms of the amount of
characteristics, the individual has.”
G. W. Allport’s
R.B. Cattell’s
H.J. Eyesenck’s

25. Theories of Personality Dynamics
 Psycho-analytic
theory of Freud (1856-1937)
 Carl Jung’s Analytic Psychology
 Alfred Adler’s Individual Psychology (18701937)
 Rank’s Theory of Birth Trauma (1884-1939)
 Karen Horney’s Basic Anxiety Theory
 Sullivan’s theory of Inter-personal
relations(1892-1949)

26. What does personality assessment
achieve ?
 Tests
must be both reliable and valid
 Reliability: consistency, same results
over period of time
 Validity: the test measures what it
professes to measure
 Measure of personality varies by
theoretical perspective

27. • Personality Assessment assists counselor in :
• Understanding the behavior of a particular
Individual
• Helps counselor comes to a conclusion about a
possible future course of action
• Helps counselor make predictions about a
person’s unique future behavior

28. Measurement of
Personality
• ijhVI cIj sUKm jW sQUl
iksy vI rUp ivc hY, ijs dI
pirBwSw kIqI jw skdI
hY[ivAkiqqv iek sMklp
hY,Dwrnw hY,mnu`K
dIAW KslqW,
ivSySqwvW,
XogqwvW, rucIAW,
psMdW, vyKx-socx dy
FMgW, iBMn-iBMn
aukswhtW dy
pRiqkrmW, ivvhwrW
Awid dw sMgiTq puMj

29. Subjected Methods
Objective Method
Projective
Techniques

30. (A) Subjective Method
• Autobiography method
• Case History method
• Biography method

31. Autobiography
 Autobiography
is the study of the subject
narrated or written by himself. It is a faithful
record of one’s past and present.
Psychologists supply the various headings of
the story, if needed. The subjects narrates or
writes about various aims, ambitions,
achivements, attitude, adventures, events,
experiences, interests and activities of his
life.

32. Case history method
 In this method, we collect information
about hereditary and environmental
factors which influence personality
development of the individual. It is a
sort of physical, intellectual,
academic, emotional and social
history of the individual.

33. Questionnaire
 A questionnaire
contains a long list of
questions designed to collect information
from the individual

34. Definition of Questionnaire
 Goode and Hatt Acc.:- “In general the
word ‘questionnaire’ refers to a
device for securing answers to
questions by using a form which the
respondent fills in himself.”

35.  Barr et al. (1953)Acc.:“Questionnaire as a systematic
compilation of questions that are
administered to a sample of
population form which information is
desired”.

36. Types of Questionnaire
Interrogative form pRSn sUck rUp
(hW jW nWh)
audwhrn:- kI qusI ieMjInIAirMg psMd krdy ho ?
Inventory form sUcI rUp
(KwlI QwvW)
audwhrn :- mYN ----- rucI lYNdw hW [
Check list form cYY`k ilst rUp
(
)
audwhrn :- hyTW kuJ ik`iqAW dy nW id`qy hn [‘
dw
inSwn aus ik`qy qy lgwau ijsnMU qusI psMd krdy
ho[

37. Questionnaire Form
Open Form Questionnaire
Closed Form Questionnaire
Pictorial Form Questionnaire

38. Open form Questionnaire
It is also known as Free Responses or
Unstructured Type Questionnaire. As the
name of the form indicates, the
respondent is at liberty to express his
attitudes, interest, preferences and
decisions in his own words because no
clues are provided

39. Closed form Questionnaire
The closed or structured form requires
short and ‘check’ responses. It may
provide for making ‘Yes’ or ‘No’ ,or just a
‘check’ from a list of suggested responses.

40. Construction of Questionnaire
Purpose of Questionnaire :- A good
questionnaire must serve two major
purpose.
First- It must translate the objectives of an
investigation into specific questions.
Secondly – The questionnaire must motivate
the respondents to communicate the
required information

41. Language
Information Level of the respondent
Social acceptance of responses
Leading Questions
Sequence of questions
The form or type of questions
Length of the questionnaire
Expert’s opinion
Preliminary tryout of the questionnaire
Validation of questionnaire
Reliability of questionnaire
Administration of a questionnaire
Analysing and interpreting questionnaire
responses

42. Use of Questionnaire in
Guidance Programme
Intercsts
 Behaviour
 Aptitude
 Miscellaneous information
 Data
 Causes of maladjustment


43. Characterstics of good
Questionnaire
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Significant job
Short and Comprehensive
Clear objectives
Clear directions
Well worded
No confidential matter
Not suggestive
Order of queastions
Interesting
No annoying questions
Easy to tabulate and interpret

44. Interview
 Interview
is a called “conversation with a
purpose”. It is face to face relationship
between the interviewer and the interviewee.

45. Definitions of Interview
To Macoby’s view :- “ Interview is face
to face verbal interchange in which one
person, the interviewer attempts to elicit
information on expression, opinions or beliefs
from another person or persons”
 Acc.
To Wrightstone and Others :- “The
Interview is a method for obtaining data by
face –to – face conference with an
individual.”
 Acc.

46. Types of Interview
 Unstructured
interview :- Unstructured
interview aims at assessing the personality
of the individual without the aid of any
previously decided set questions. This type
of interview is very flexible and adaptable.
 Structured interview :- Inorder to reduce
the subjectivity of unstructured interview
procedure is structured. Interview is to be
conducted according to a prepared set of
questions, and areas of inquiry to be covered.

47. Types of
Interview
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Diagnostic interview
Administrative interview
Employment interview
Admission interview
Informative interview
Research interview
Counselling interview

48. Functions of Interview
• To have a face to face talk with the
interviewee and to assist him
• To collect information from the interview
• To part information to the interviewee
• To motivate the interviewee and enable
him to take interest in himself
• To help the interviewee in solving
educational, vocationaln and psychological
problems

49. Steps of Interview
•
•
•
•
•
Preparation of the Interview
Unfolding the problem
Joint working of the problem
Closing the Interview
Evaluation and Follow up

50. Qualities of good
Interviewer
•
•
•
•
•
•
•
•
•
•
Good listener
Good Orator
Ability to establish rapport
Attitude towards interviewee
Humorous
Emotional maturity
Objective attitude
No surprise
Conversation
Personality and philosophy of life

51. Advantages of Interview
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Flexible
Natural
Variety of purposes
Solution of problems
Useful even for illiterates
Easy to conduct

52. Limitations of Interview
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Subjective
Time Consuming
Needs axperts
Artificial situation
Digression
Difficult to interpret
Lacks reliability and validity

53. Objective Methods
•
Methods of observation
(1) Controlled observation
(2) Uncontrolled observation
•
Situation Tests
(1) Real Situation Test
(2) Imaginary Situation Test

54. •
Behavioural Test
•
Rating Scale Method
•
Sociometric Method

55. (1) Controled Observation :implies under certain rules and
standardised conditions(a)Time Sampling
(b) Day Record Teaching
(c)Syestematic Record
(2) Uncontroled Observation :-

56. Situation tests


Real Situation test
Imaginary Situation test
In this method, here situations are artificially created in
which an individual is expected to perform acts
related to the personality traits under testing. For
example, to test the honesty of an individual, some
situation can be created and his reaction can be
evaluated in terms of honesty or dishonesty.

57. Sociometric Method
It may be defined as a technique for
revealing and evaluationg the social
structure of a group through the
measurement of the frequency of
acceptance of non-acceptance between the
individual who constitute the group. A socio
– metric test may be devised for
innumerable groups situation. There are
four concentric circles, acceptability scores.
Sociogram is prepared. Hartshoma and May
devised measures for some other aspects of
behaviour,such as stealing.

58. Rating Scales
By rating is meant the qualified judgment or opinion
of one person by another. Opinions are usually
expressed on a scale of values. In other words, rating
is a technique in which we systematise the
expression of opinion concerning a particular trait.

59. 
View of Ruth Strang :- “ Rating is, in essence,
directed observation.”

60. 
View of Garrett :- “The rating scale is a
device for obtaining judgement of the
degree which an individual possessses
certain behaviour traits and at ributes not
readily detectable by objective tests.

61. Types of Rating Scale
•
•
•
•
•
•
Numerical Scale
Standard Scales
Graphic Scales
Rating by Cumulative points
Forced choice ratings
Percentage of group
scale

62. Numerical Scale
In the typically numerical scale, a sequence of
defined numbers is supplied to the rater or to the
observer. The rater or the observer assigns to each
stimulus, to be rated, an appropirate number in line
with these definitions or descriptions.

63. Graphic scale
The graphic scale is the most popular and the most
widely used type of rating scale. In this scale, a
straight line is vertically or horizontal, with various
cues to help the rater. The line is either segmented
in units or it is continuous. If the line is segmented,
the number of parts can be varied.

64. Standard scale
In standard scales, a set of standards is presented to
the rater. The standards are usually objects of some
kind to be rated with pre-established scale values.

65. Rating by Cumulated points
The unique and common feature of rating by
cumulated points is in the method of scoring. The
rating score for an object or individual is the sum
or average of the weighted or un weighted points.
The ‘check list method’ & the ‘Guess-who
technique’ belong to this category of rating

66. Forced choice rating
In ‘Forced-Choice-Rating method’ the rater is asked,
not to say whether the rate has a certain trait or to
say how much of ratee has but to say essentially
whether he has more of one trait than another of a
pair.

67. Percentage of group scale
Here the rater is asked to give the percentage of the
group that possessess personality trait on which the
person is rated.

68. Advantages of Rating Scale
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Supplement
Selection of students
Useful for teacher
Knowledge of progress of students
Knowledge of achievements & progress of
students
Comparison
Motivation
Removing weakness
Helping in sending report
Helpful in administration

69. Limitations of Rating Scales
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Subjective
Difficulty in rating
Limited contact
Low reliability
Lack of willinness
Non availability of experts
Generosity error
Sringency error
Halo error
Error of central tendency
Logical error

70. 
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Defining the trait
Defining the scale
Straight forward traits
Number of traits
Different situations
Directions
Providing some space
Use of scale
Trained raters
Several raters
Independent judgment
Uniform standard

71. 

Generosity error : There is human
unwillingness to give up favourable
judgement of their fellows. The rater’s
own feeling and sympathy towards a
particular ratess compells him to be
generous while rating a particular
individual
Stringency error : some raters have the
tendency to rate all the individuals low.

72. 


Hello error : Hello means a tendency to rate
in terms of general impressions about the
ratee formed on the basis of some previous
experience.
Central tendency error : There is a tendency
in some rayers to rate all the rates near the
mid point of the scale.
Logical error : this error occurs when the trait
to be rated is misunderstood.

73. Projective Techniques
Acc. To Thorpe and
Schmuller :- “The
projective method is
a means for
describing the
individual’s pattern
of behaviour on the
basis of his
responses to
stimuli.”

74. Characteristics of projective Tests

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Total Personality
Different responses
Analysis of responses
Unstructured situations
Freedom to respond
Multi- dimensional responses
No right or wrong answer
Disguised procedure

75. The Rorschach Inkblot Test

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Use of inkblots to assess
personality functioning
proposed by Binet in 1916
Rorschach was first person to
use them to identify
psychological disorders
began his investigations
around 1911
“Psychodiagnostik” 1921
died in 1922 at age of 36

76. History of the Test

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initially unenthusiastic response to book
David Levy brought test to US from Europe
his student, Samuel J. Beck, wrote a no. of books
about the test, & helped popularize it until his death
in 1980
others who popularized it were Marguerite Hertz,
Bruno Klopfer, Zygmunt Piotrowski & David Rapaport
became extremely popular
– WLU library holds about 20 books on Rorschach
– there is an annual international conference just on
the Rorschach

77. Test Stimuli


inkblots formed by dropping ink on piece of
paper & folding it
Rorschach selected 10 from thousands of
inkblots he experimented with:



five black & gray;
2 black, grey & red;
3 different colours

78. Administration of Test



examiner hands card to subjects & asks “what might
this be”
examiner keeps a verbatim record of responses to
each card, reaction time & duration of responses,
position in which cards are held, spontaneous
remarks, emotional expressions
each card administered twice



free association
inquiry
during inquiry, tester attempts to ascertain what in the
inkblot made person see what he/she saw

79. What is the Rorschach?
• The stimuli were generated by dropping ink onto a card
and folding it
– They are not, however, random: the ten cards in the
current test were hand-selected out of thousands that
Rorschach generated
• Ten blots – 5 black/white, 2 red/gray (II & III) and 3 color
(VIII – X)
• Thought to tap into the deep layers of personality and
bring out what is not conscious to the test taker
• The following are the inkblots

83. Rorschach (cont.)
Exner’s Comprehensive Scoring System
1. Location
- W = whole (intellectual potential)
- D = subdivisions (common sense)
- Dd = details (compulsive tendencies)
- DW (confabulated detail)
2. Content (i.e., general class to where
response belongs)
- people, part of a person, clothing, animal,
part of an animal, nature, anatomical

84. 3. Determinants (i.e., specific property of the blot)
- F = shape/outline (rational approach)
- M = movement (imagination)
- C = color (emotional reactions)
- Y = shades of grey (depression)
4. Form Quality
5. typical vs. unusual response
6. time

85. Thematic Apperception Test (TAT)
• Construct a story about what you see on the
following picture
Describe:
- what led up to the scene
- what is happening
- what the characters in the story might think or
feel
- how the story will end

86. Thematic Apperception Tests






The Thematic Apperception Test (TAT): 30
grayscale pictures + one blank for elicitation
of stories – each contain a dramatic event or
critical situation
Most subjects see 10-12 cards, over two
sessions
Based on Murray's (1938) theory of 28 social
needs (sex, affiliation, dominance,
achievement, attitudes etc.)
People would project into their story their
needs
Attention is paid to the protagonist in each
story and his/her environmental stressors
Many variations on this 'story-telling' test
exist

87. TAT (cont.)

Administration: not
standardized
-


Not the same 20 cards
Not the same order
Seldom 2 sessions
Instructions differ
Scoring is Minimal
Low Reliability & Validity

88. TAT – scoring/interpretation
Scoring



Congruence with picture stimuli
Conformity with directions
Conflict
Psychometric properties:
 internal consistency is low;
 high reliability but diminishes with time, 2 months, r
= .80; 10 months r = .50;
 Inter-rater reliability vary with studies: range .3 to .9

89. Scoring is based on the follwing factors



The style of the story: i.e., its length,
language, used , originality etc.
Theme of the story: common themes like
parental domination etc. or uncommon
themes.
Relation between the end and the plot of
story

90. 


The description of the figuers : who are
depicted to be in some authority?
Primary and secondary identification : the
choice of hero for the story and person
second in importance.
Handling of authority figures and sex
relationships: the assumption is that the
subject organises material from his own
personal life and projects it by mean of the
figures represented in the pictures. In brief,
he reveals his personality in the stories he
tells.

91. Play Technique

Through play, social and abnormal behaviour
of the children can be known because the
children try to describe their feelings of
tension, aggression, fear and frustration to
the objects they use as a play material and
these feelings and expression through play.
Children are given every opportunity to play
freely with toys. But the play situations should
be planned and controlled in order to make
some valid conclusions.

92. Word Association test

In this method, the subject is asked to speak
out the first word that come to his mind after
listening the stimulus word. These words are
selected from various areas of conflict, for
example, family, school, friends etc. In
evaluating word association test, two factors
are noted;
Contd….

93. (a)
(b)
Reaction time : i.e. the time between the
word spoken by the experimenter and
response word spoken by the subject
Response word : i.e. which word the subject
speaks in response to a word spoken by the
examiner.

94. Sentence Completion Test
 In
this method, the subject is given some
incomplete sentences. In each case the
beginning is given. The subject is asked to
go through the list quickly and complete each
sentenc.
Example:
(a) I do not like….
(b) I love….

95. Personality Inventories
 Personality
inventories are used to study the
attitudes and other characterstics of
person.inventories exist in the form of
questionnaies.

96. Some personality inventores are
 Bell Adjustment
Inventory : Two forms adults
and for the students, 223 items, final has 140
items measure four categories.
(1) Health
(2) Home
(3) Social
(4) Emotional adjustment 36 item each,reliability
0.80 to 0.90
Items – Do you day dream frequently.”

97. • Bernreater Personality Inventory consist
125 items, measure, (1) Neuroticism, (2)
self- sufficiency (3) Extroversion,(4)
Dominancy,(5) lociability, (6) lack of selfconfidence, relibility 0.80 to 0.90 used 9
and 166 also adults.
Items – Do people ever come to you for
advice.
• Allport and Allport : A-S Reaction study
two form men and women. The study men
has 33 items, for women 34 items.
Situations are presented verbally.

98. Evaluation
High reliability, validity inadequate
Items are sometimes very ambigous
We do not know any norm for ideal
adjustment or behaviour
They have very low diagnostic value
They are useful in the study of group
trends in differebtiating between group of
adjusted and meladjusted rather than
between individuals.

99. Examples of Projectives

Rotter Incomplete Sentences Blank (RISB)
Complete the following sentences to express
your real feelings:
-
I like ……..
My greatest fear ……..
This PSY 3090.D instructor is ……..

100. RISB (cont.)
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
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Designed to screen for emotional maladjustment
Info about wishes, desires, likes, dislikes, fears, and
locus of control
40 items: easy to administer (group or ind.)
Rigorous scoring system: high interrater r
Scoring ranges from 0 to 6
Responses are scored as to the degree of conflict
expressed, optimism shown, length of responses,
omissions
Psychometrically sound but less used

101. Draw-a-Person Test
- Originally to assess children’s intelligence
- Now: a screening procedure for emotional
disturbance
- Cannot constitute a diagnosis
- The administration:
Draw a person
Draw a person of the opposite sex
Draw yourself

102. Draw-a-Person Test
 Administrator Asks:
- Can you please draw a person?
- Draw whatever you like in any way
you like?
Administrator Then Asks:
- Draw a person of the opposite sex?

103. Draw-a-Person Test (cont.)

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Subjective vs. quantitative scoring system
Clinician looks for:
 Sequence of body parts
 Verbalizations during the drawing process
 Size & placement of figures on the page
 Amount of action depicted
 Systematization in doing the task
 Number of erasures
 Shading
 Gender of picture
 Over attention to certain body parts

104. Other common projective tests
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CAT – Children Apperception Test – (Bellak,
1975)
Word Association Test – Rapaport et al.
(1946, 1968) – 60 words: neutral and
traumatic – scored: popularity, RT, content,
test-retest responses
Sentence Completion – Rotter Incomplete
Sentences Blank – 40 sentences – evaluated
on 7 point scale by “need for therapy” to
“extremely good adjustment”
House-Tree-Person Test (Buck, 1948) & DrawA-Person (Machover, 1949): Subject is asked to
draw
 Scoring is on absolute size, relative size of
elements, omissions

105. Conclusion

Personality is no single trait or ‘quality’
of a person. The entire pattern of
behaviour points to his personality. The
personality of a person is a mirror of his
whole organised behaviour patterns.

106. References
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Dr. J .S. Walia
Prof. S.P. Chaube
Dr. Menakshi
From Wikipedia, the free encyclopedia
R.A. Sharma