Aguiar ap personality

Section 1: Psychoanalytic Perspective- Part I
• Learning Goals:
– Students should be able to answer the following:
1. What was Freud’s view of personality and its
development?

3

True or False
1. Freud believed that boys develop sexual desires for their mother when they are
between 3 and 6 years of age.
2. One of the most reliable and valid measures of personality is the Rorschach
inkblot test.
3. Dreams are disguised wish fulfillments that can be interpreted by skilled
analysts.
4. Psychologists generally agree that painful experiences commonly get pushed out
of awareness and into the unconscious.
5. Most Americans believe that self-esteem is very important for motivating a
person to work hard and succeed.
6. Personality differences among dogs are as evident and as consistently judged as
personality differences among humans.
7. Most people recognize that personality descriptions based on horoscopes are
invalid.
8. From a few minutes’ inspection of our living and working spaces, someone can,
with reasonable accuracy, assess our emotional stability.
9. Older people are happiest when they do not have to take responsibility for
everyday decisions that affect their lives.
10. The majority of people suffer from low self-esteem.

ersonality
Unique
and
stable
ways
people
think,
feel,
and
behave

Personality Profile: Sam Gamgee

Theories of Personality

• Temperament enduring
characteristics
each person
born with

• Character value
judgments of
morality and
ethics

Four Main Perspectives

Psychodynamic

Behavioral

PERSONALITY

Humanistic

Trait

Sigmund Freud
• Founder psychoanalytic
movement
• Cultural background
– Victorian era
• sexual repression, sex for
procreation, mistresses
satisfied men’s
“uncontrollable”
sexual desires

Psychoanalytic Perspective of Personality

• Exploring the Unconscious
• Developed by Sigmund Freud after
analyzing his patients who had nervous
disorders
• Known as the first comprehensive
personality theory
• How can a psychotherapist enter the
client’s unconscious?
– Free Association
• Central process in Psychoanalysis
• A relaxed person says what ever comes to
mind.

Sigmund Freud
(1856-1939)

– Dream interpretation
• Manifest vs. Latent Content

10

Freud’s Psychoanalysis

• Psychoanalysis – Freud’s theory of
personality and therapy based on it

Divisions of The Personality

Ego

Superego
ID

Parapraxsis
More commonly called Freudian slips
Statements that are possible evidence for the unconscious…

Freud’s Personality Structure
• The id (it) unconsciously strives to satisfy basic
sexual and aggressive drives, operating on the
pleasure principle, demanding immediate
gratification.
– Present at birth
• The ego (I) functions as the “executive” and
mediates the demands of the id and superego.
It lives by the Reality Principle and delayed
gratification
– The Ego should be the strongest in healthy
people
• The superego (over I) provides standards for
judgment (the conscience) and for future
aspirations. It lives by the Moral Principle and
is concerned with social restraints
16

Freud’s Personality Structure

Section 1 Review of Id, Ego, Superego
• You wake up when your alarm goes off, but you
don’t want to get out of bed. Eventually, you get
out of bed and head out the door. Then, you start
to crave food from Dunkin Doughnuts, but you
realize you’ll be late to class. You stop anyway.
Then you arrive to school late, and think about
what your Mom would say about arriving late and
start to feel bad. You sleep through your first
period class. Your second period class has a test,
you think about skipping, but instead go. Since
your teacher isn’t looking, you start to cheat on
your test, but then you feel guilty and stop.
•

For the id, ego and superego, identify ONE example of each
from the story above.

18

Section 2: Psychoanalytic Perspective- Part
II
• Learning Goals:
1. What was Freud’s view of personality and its
development?

Mr. Burnes

19

Stages of Personality Development
• Fixation – unresolved
psychosexual stage
conflict
– “stuck” in stage relevant
personality traits and
behaviors
Orally fixated people may need
to chain smoke or chew gum.
Or denying the dependence by
acting tough or being very
sarcastic.
Anally fixated people can either be
anal expulsive or anal retentive.

• Psychosexual stages five stages of
personality tied to
sexual development


•
Oral

Oral

Anal
Phallic
Latent
Genital

Oral stage - first stage,
first year
– mouth - erogenous
zone
– weaning is primary
conflict


•
Oral
Anal
Phallic

Ana
l

Latent
Genital

Anal stage – one to three
years, ego develops
– toilet training conflict
– expulsive vs. retentive
personalities


•
Oral
Anal

Phal
lic
Latent

Phallic

Genital

Phallic stage – three to
six years, superego
develops
– sexual feelings
– Oedipus complex


•
Oral
Anal
Phallic

Latent stage – six to
puberty
– sexual feelings
repressed, same-sex
play, social skills

Latent
Late

nt
Genital

Cooties!


•
Oral
Anal
Phallic
Latent
Genital
Genita

l

Genital stage – puberty
– sexual feelings
consciously expressed

Freud’s Stages of Personality
Development
Libido: Sexual Energy that centers in on a part of the body in each stage
The Oedipus complex A boy’s sexual desire for his mother and feelings of
jealousy and hatred for the rival father. A girl’s desire for her father is
called the Electra complex. These take place during the Phallic Stage of
Development.

26

Section 3: Defense Mechanisms
• Learning Goals:
1. How did Freud think people defended themselves
against anxiety?

Mr. Burnes

30

Scenario
Quarterback of the high school football team,
Brandon, is dating Jasmine.
Jasmine dumps Brandon and starts dating Drew,
president of the chess club.

Drew

Brandon

Jasmine

Repression
• The Mac Daddy
defense mechanism.
• Push or banish
anxiety driven
thought deep into
unconscious.
• Why we do not
•When asked about Jasmine,
remember lusting
Brandon may say “Who?, I
after our parents. have not thought about her
for awhile.”

Regression
• When faced with
anxiety the person
retreats to a more
infantile stage.
• Thumb sucking on
the first day of
school.
• Brandon begins to
sleep with his
favorite childhood
stuffed animal.

Reaction Formation
• Ego switches
unacceptable
impulses into their
opposites.
• Being mean to
someone you have a
crush on. (cooties)
• Brandon claims he
hates Jasmine.

Projection
• Disguise your own
threatening impulses by
attributing them to others.
• Thinking that your spouse
wants to cheat on you when
it is you that really want to
cheat.
• Brandon insists that Jasmine
still cares for him.

Rationalization
• Offers self-adjusting
explanations in place of
real, more threatening
reasons for your actions.
• You don’t get into a college
and say, “I really did not
want to go there it was too
far away!!”
• Brandon thinks he will find
a better girlfriend.
“Jasmine was not all that
anyway!”

Displacement
• Shifts the
unacceptable impulses
towards a safer outlet.
• Instead of yelling at a
teacher, you will take
anger out on a friend
by peeing on his car).
• Brandon may take his
anger on another kid
by bullying.

Sublimation
• Re-channel their
unacceptable impulses
towards more acceptable
or socially approved
activities.
•Brandon starts to learn
how to play the guitar and
writing songs (or maybe
starts to body build).

Denial
• Not accepting the
ego-threatening truth.
• Brandon may act like
he is still together
with Jasmine. He may
hang out by her locker
and plan dates with
her.

Things that we do to protect our ego from being hurt

Freud’s Defense Mechanisms

40

Defense Mechanisms Worksheet:
Answers
1. E
2. A
3. C
4. G
5. F
6. D
7. E
8. F
9. B
10. A

11. C
12. E
13. G
14. D
15. B
16. F
17. A
18.C
19. D
20. B

21. E
22. A
23. F
24. G
25. D
26. C
27. G
28. F
29. C
30. B

31. D
32. G
33. B
34. E
35. A

41

Section 3
Reflect on Learning Goals
Learning Goals

1. How did Freud think people defended themselves
against anxiety?
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•Explain the answer to the learning goal questions with specific details.
•Apply the main concepts of the learning goal to myself or other topics related to the
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Section 4: Neo-Freudians & Beyond
• Learning Goals:
1. Which of Freud’s ideas did his followers accept or
reject?
2. How do contemporary psychologists view Freud
and the unconscious?

Mr. Burnes

43

Neo-Freudians
LO 11.3 How did Jung, Adler, Horney and Erikson modify Freud’s theory?

• Neo-Freudians - developed
competing psychoanalysis
theories
– Jung: personal and collective
unconscious, archetypes
– Adler: inferiority and compensation;
birth-order theory
– Horney: basic anxiety and neurotic
personalities
– Erikson: social relationships across
the lifespan

Other Psychoanalytic Perspectives on
Personality
• More about the major Neofreudians
– Carl Jung

• Jung believed in the collective unconscious, which contained a
common reservoir of images derived from our species’ past. This is
why many cultures share certain myths and images such as the
mother being a symbol of nurturance. He called these archetypes.

– Alfred Adler

• Like Freud, Adler believed in childhood tensions. However, these
tensions were social in nature and not sexual. A child struggles with
an inferiority complex during growth and strives for superiority and
power. People who cannot overcome their inferiority will have
trouble later in life.

– Karen Horney

• Like Adler, Horney believed in the social aspects of childhood
growth and development. She countered Freud’s assumption that
women have weak superegos and suffer from “penis envy.”

45

Psychoanalytic Perspective: Other Considerations
Modern Research Show Freud was probably incorrect in that:
•Development is a lifelong process, not limited to five periods
•Gender identity does not develop with Oedipus complex, but
occurs much earlier
•Freudian slips are caused by competing word choice (two words
mashed together)
•Suppressed sexual feelings do not cause schizophrenia
•Repression is a rare concept (most people remember)
•The unconscious does not contain secret desires and forbidden
passions, but is simply a place to automatically process
information (Our autopilot)
•Defense mechanisms arise to protect our self-esteem and selfimage, not our forbidden impulses
•Freud’s theory is not scientific. It does not predict and is
untestable.
Freud made a significant progress in the field of Psychology for not having
MRIs and Modern Scientific Explanations
46

Freud’s Idea gives way to:
• Terror Management Theory
– The idea that because we are
unconsciously afraid of death, we seek out
to enhance our self-esteem.
– This explains why we:
• Reach out to loved one in times of crisis
• Death motives self-esteem and contempt for
others we already dislike

Section 4
Learning Goals
1. Which of Freud’s ideas did his followers accept or reject?
2. How do contemporary psychologists view Freud and the
unconscious?
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Section 5: Projective Tests
• Learning Goals:
1. What are projective tests, and how are they used?

Mr. Burnes

50

How do we assess the
unconscious?
We can use hypnosis or free
association.
But more often we use projective
tests.

How do we test personality?
• Projective Tests
– Tests that try to measure
the unconscious by
having people respond to
ambiguous designs
– Poor Inter-rater reliability
– No set standards
– Examples:
• Thematic Apperception
Test (TAT)
• Rorschach Inkblot Test

52

Rorschach Inkblot Test

• The most widely used projective
test
•A set of ten to twelve inkblots
designed to identify people’s
feelings when they are asked to
interpret what they see in the
inkblots.

Other Examples of Rorschach Test

58

TAT
Thematic Apperception Test
• A projective test which people
express their inner feelings through
stories they make about ambiguous
scenes

Other Examples of the TAT Pictures

61

Section 5: Projective Tests
• Reflect on Learning Goals:

Mr. Burnes

62

Section 5: Test Your Knowledge
The rationale underlying the use projective
personality tests, such as the Rorschach Test and
the Thematic Apperception Test, is that they
A. can be efficiently administered in a short amount of
time
B. can be given by almost anyone, since they are simple
to administer and score
C. reveal the subjects’ personalities by eliciting
responses to vague, ambiguous stimuli
D. provide clues to subjects’ personalities based on
behavioral theory
E. reveal patterns of the subjects’ personality traits by
requiring response to a large number of objective
questions

63

Section 5
Learning Goals

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Section 6: Humanistic Perspective
•

Learning Goals:
1. How did humanistic psychologists view personality, and
what was their goal in studying personality?
2. How did humanistic psychologists assess a person’s sense
of self?
3. How has humanistic perspective influenced psychology?
What criticisms has it faced?

Mr. Burnes

65

Humanistic Perspective
By the 1960s, psychologists became discontent
with Freud’s negativity and the mechanistic
psychology of the behaviorists.

http://www.ship.edu

Abraham Maslow
(1908-1970)

Carl Rogers
(1902-1987) 66

Humanistic Theory of Personality
• They do not believe in
Determinism (your actions
are dictated by your
past).
• They believe that humans
have free will (our ability
to choose your own
destiny).
• We are innately good and
as long as our self-esteem
and self-concept are
positive we will be happy.

A Humanistic Approach to Personality
• Abraham Maslow
– Personality is determined by our quest to
reach Self Actualization (fulfilling one’s
potential)
– Found Self-Actualized people tend to be:
• Self-Aware and Self-Accepting of their own
faults
• Seeking out best experiences
• Open and spontaneous
• Not paralyzed by other’s opinions
• Non-Hostile sense of humor
68

Rogers and Self-Concept
• Self-actualizing tendency – striving to
fulfill innate capabilities
– self-concept – image of oneself;
interactions with significant people

• Sense of self is reflected in the words
and actions of important people in
one’s life

• Real self - one’s perception of actual
characteristics, traits, and abilities
• Ideal self – what one should or
would like to be

REAL
SELF

Match = Harmony

REAL
IDEAL
SELF
SELF

IDEAL
SELF

Mismatch = Anxiety

Assessing the Self
In an effort to assess personality, Rogers asked
people to describe themselves as they would like
to be (ideal) and as they actually are (real). If the
two descriptions were close the individual had a
positive self-concept.
All of our thoughts and feelings about ourselves, in an
answer to the question, “Who am I?” refers to SelfConcept.
72

• Positive
regard warmth,
affection,
love, and
respect

• Unconditional positive
regard - positive
regard given
without conditions
• Conditional positive
regard - positive
regard given when
providers’ wishes
fulfilled

What kind of people
are considered to be
fully functioning?

A Humanistic Approach to Personality
• Carl Rogers & The Self
– Believes that personality is determined by free will
and self-determinism
– Believes that people are naturally good
– Congruence: The consistency between one’s selfconcept and one’s experience (ideal vs. actual self)
– Unconditional Positive Regard: not judging people;
if parents don’t judge their children, but love them
for who they are, they will develop a positive selfconcept
– Person-centered Approach: Personal growth is
determined by being genuine, accepting and
empathic others
74

Criticisms of the Humanistic Perspective

1. Poor Testability
– How do you test congruence,
unconditional positive regard?

2. Unrealistic view of human nature
– Are humans really innately good?

3. Inadequate evidence
– Who is self-actualized?
– Maslow has trouble finding self-actualized
people.
75

Section 6
Learning Goals
1. How did humanistic psychologists view personality, and what was
their goal in studying personality?
2. How did humanistic psychologists assess a person’s sense of self?
3. How has humanistic perspective influenced psychology? What
criticisms has it faced?
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Section 7: Trait Perspective
•

Learning Goals:
1. How do psychologist use traits to describe personality?
2. What are personality inventories, and what are their
strengths and weaknesses as assessment tools?
3. Which traits seem to provide the most useful information
about personality variation?
4. Does research support the consistency of personality traits
over time and across situations?

77

Trait Theories of Personality
• describe people’s
personalities by
specifying their main
characteristics.
• Traits like honestly,
laziness, ambition,
outgoing are thought
to be stable over the
course of your lives.

Trait Theories of Personality
LO 11.7 What are the history and current views of the trait perspective?

• Trait theories – describe characteristics
for purpose of prediction
– trait - a consistent, enduring way of
thinking, feeling, or behaving

• Allport - listed 200 traits believed to be
part of nervous system
• Cattell reduced number of traits to
between 16 and 23

What is Trait Personality?

Trait Theory of Personality: a
characteristic pattern of behavior
or a disposition to feel and act, as
assessed by self-report
inventories or observations.
Assumptions of Trait Theory
1.Traits are relatively stable and
predictable throughout a lifetime
2.Personality traits are stable
predictable across situations
3.People are different and possess
different traits
80

History of Trait Theory
• Hippocrates
– Four Humors in the Blood

• Carl Jung
– Different personalities based on archetypes
– Myers-Briggs Personality
Hippocrates
Yellow Bile (Angry and Quick-tempered)
Blood (Optimistic and cheerful)
Phlegm (Slow and Lazy)
Black Bile (Thoughtful and depressed)

81

Trait Theory & Factor Analysis
Factor Analysis: A statistical procedure
that clusters items together from different
tests or inventories that are related to one
another.
Extraversio
Extraversio
Introversion
Introversion

Anxious
Anxious

Quiet
Quiet

Passive
Passive

n
n
Aggressiv
Aggressiv
e
e

Talkative
Talkative

Optimistic
Optimistic
82

Eysenck’s Trait Theory
•

•
•

Hans and Sybil Eysenck (1963) suggested that personality
could be reduced down to two dimensions, extraversionintroversion and emotional stability-instability.
Highly reliable, uses factor analysis
Stable at all ages from birth through death

83

•

Objective Tests (Empirically Derived)
– The California Psychological Inventory (CPI) and Minnesota
Multiphasic Personality Inventory (MMPI-2) are the most widely
researched and clinically used of all personality tests. It was
originally developed to identify emotional disorders.

84

Assessing Personality
• Most common way is
self-report inventories.
• MMPI- Minnesota
Multiphasic Personality
Inventory
Test must be
• Reliable- does it yield
the same results over
time.
• Valid- does it measure
what it is supposed to
measure.

Myers-Briggs
Type Indicator
based on
personality
types
developed by
Carl Jung
Higher
reliability and
lower validity

http://www.humanmetrics.com/cgi-win/JTypes2.asp
86

Big Five
Vinnie and The Situation from the Jersey
Shore provide some nice,
introvert/extrovert examples.

• The same traits can be used to
describe all peoples personalities.
• Introversion-Extroversion scale
•
1.
2.
3.
4.
5.

BIG FIVE personality traits:
Extraversion
Agreeableness
Conscientiousness
Openness to experience
Neuroticism- Emotional Stability

Factor Analysis is used to see the
clusters and score these tests.

McCrae and Costa’s Big Five Trait Theory
(1986)
•
•
•

Contains five different dimensions of personality traits
Valid and reliable, uses factor analysis
Becomes more stable as we age

88

Evaluation of Trait Theory
•

Support of Trait Theory
– Moderate correlations exists between personal spaces and
some personality traits
– People can accurately tell someone’s personality from a simple
two-second video clips
– Moderate correlations of traits between parents and offspring

•

Stanford
Professor
who also
conducted
the
marshmallow
experiment

Criticisms of Trait Theory
– Traits are too subjective
– Walter Mischel’s Person-Situation Controversy
– People’s behavior is not always consistent and predictable in
every situation

• People are honest in one situation and dishonest in
another
• People can have an anger trait, but not get angry in
every situation.
• Extroverted people will sometimes be very quiet in
situations where they know very little.

91

1. A statistical technique that would allow a research to cluster
such traits as being talkative, social and adventurous with
extroversion is called
A.
B.
C.
D.
E.

a case study
meta-analysis
statistical significance
factor analysis
z score

2. The five-factor theory of personality (The Big Five) does NOT
include which of the following characteristics?
A.
B.
C.
D.
E.

Intelligence
Conscientiousness
Extraversion
Agreeableness
Neuroticism

92

Section 7
Learning Goals
1. How did humanistic psychologists view personality, and what was
their goal in studying personality?
2. How did humanistic psychologists assess a person’s sense of self?
3. How has humanistic perspective influenced psychology? What
criticisms has it faced?
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Section 8: Social-Cognitive Perspective
•

Learning Goals:
1. In the view of social-cognitive psychologists, what mutual
influences shape an individual’s personality?
2. What are the causes and consequences of personal
control?

Mr. Burnes

94

Social-Cognitive Theories on Personality

• Focus on how we
interact with our
culture and
environment!
• Reciprocal
Determinism (traits,
environment and
behavior all interact
and influence each
other.)
• Albert Bandura (bobo gu
is back!!!

Social-Cognitive Perspective of Personality

• Albert Bandura’s Reciprocal Determinism
– Personality traits influences environmental
situations and environment influences
personality.
Danny makes
comment
about people
buying too
much stuff in
express
checkout

Danny feels
angry about
people in the
long line

People give
Danny dirty
looks
96

Social-Cognitive and Personal Control
• Locus of Control (Rotter, 1966)
– Internal: The perception that we control our own
fate (Why we like I-pods and Cable TV/Tivo)
• Belief that we have control over our
environment and destiny
–
–
–
–
–
–
–

Achieve more at school
Act more independently
Enjoy better health
Feel less depressed
Able to delay gratification
Cope with stress better
Survive storms

– External: The perception that chance
determines what happens in our lives (80% of
college students report being more external)
• Belief that one’s success is determined by
luck
– Greater satisfaction in situations that are
uncontrollable

97

Optimism vs. Pessimism: Research Findings
•

Attributional style (how you explain successes & failures)
– The best indicator of a person’s optimism or pessimism
– Positive Attributional Style: “I will do better next time”
– Negative Attributional Style: “I can’t do this, it is too hard”

•

Optimism (Glass half-full)
– Optimists live healthier and longer than pessimist
– Those who are optimistic, but also realistic in their abilities tend to
be the most successful

•

Excessive Optimism
– Increase risk for STDs
– Cigarette smokers believe their brands is less harmful than the
next
– People often are most overconfident when they are most
incompetent

•

Pessimism (Glass half-empty)
– Small amounts of pessimism can help in academic endeavors
• Asian students tend to be more pessimistic in academics compared to
Americans

– Tend to be more susceptible to illness
100

Social-Cognitive and Learned Helplessness
• Learned Helplessness (Seligman)
– To become hopeless and passive after repeated bad event
– Dog Experiment

• Is choice always a good thing?
– One study indicates that when given a choice
between 30 types of chocolate, people feel
less satisfied with their choice rather than
when only given six choices
– Called the Tyranny of choice
– Leaves us with regret, wishing we chose
something else
– Small amounts of choices still allow us
personal control which increase happiness
and reduces stress

Martin Seligman is now the
founder of the positive
psychology movement which
studies how to be more
optimistic in your thinking

101

1.

Individuals who believe that an unpleasant experience is
unavoidable and therefore do nothing to change the course of
events are exhibiting
A.
B.
C.
D.
E.

2.

self-actualization attributes
the fight-or-flight response
attributional deficits
cognitive dissonance
learned helplessness

Psychologists from which of he following perspectives of
personality are most interested in assessing a person’s locus
of control?
A.
B.
C.
D.
E.

Psychoanalytic
Cognitive
Evolutionary
Humanistic
Gestalt

102

Section 8
Learning Goals
1. In the view of social-cognitive psychologists, what mutual influences
shape an individual’s personality?
2. What are the causes and consequences of personal control
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Section 9: The Self and Personality
• Learning Goals:
1. Are we helped or hindered by high self-esteem?

Mr. Burnes

104

The Self & Self Esteem
• The Self
– An organizer of our thoughts,
feelings, and actions
• Possible Selves
– The self you hope to be
– The self you are to your friends
– The self you are to your family
– The self you are at school

Playing Pretend
Allows young
children to develop
emotional, social and
cognitive roles and
esteem
105

Other Terms to Know About the Self
• Spotlight Effect
– Overestimating the extent to which others notice
and evaluate our appearance and performance
– Example: Wearing a dorky shirt (few actually
notice)

• Self-Reference Effect
– Relating new material to yourself makes it easier
to recall later.

• Self-Handicapping
– Unconsciously performing a behavior that will
result in lower performance
– Example: partying the night before a test

106

The Self & Self Esteem
• Self-Esteem Findings
– Low self-esteem leads people to:
• Become more prejudice
• Become critical of and make fun of others

– High Self esteem is correlated with:
•
•
•
•

Persistent at difficult tasks
Less anxiety, shyness, loneliness
Job security and salary
Happiness

• Defense Self-Esteem
– Protects the ego from critical evaluations
– Leads to aggressiveness and antisocial behavior

• Secure Self-Esteem
– Feeling accepted for who we are (the good and the bad)
– Comes from internal evaluation; similar to self-actualization

107

Self-Efficacy
•
•

Self-Efficacy: One’s belief in one’s ability to
succeed in a specific situation. (Albert Bandura)
People with a strong sense of self-efficacy:
– View challenging problems as tasks to be mastered.
– Develop deeper interest in the activities in which they
participate.
– Form a stronger sense of commitment to their
interests and activities.
– Recover quickly from setbacks and disappointments.

•

People with a weak sense of self-efficacy:
– Avoid challenging tasks.
– Believe that difficult tasks and situations are beyond
their capabilities.
– Focus on personal failings and negative outcomes.
– Quickly lose confidence in personal abilities
(Bandura, 1994).

Where do you
fall in your selfefficacy?
108

Self-Serving Bias
• Self-Serving Bias
– The readiness to perceive oneself
favorably
– Example: Athletes attributing their loss to
bad calls by the referees, not to their poor
performance

• Other Research Findings:
– We remember our past actions in selfenhancing ways
– We exhibit inflated confidence in our
beliefs and judgments
– We overestimate how often we would help
someone
– We seek out self-enhancing information
– We are quicker to believe flattery
– We exhibit group pride

Bingo Bias
Bingo Bias

109

Section 8: The Self and Personality
• Reflect on Learning Goals:
1. Are we helped or hindered by high self-esteem?
Self-Rating
4.0

★ 3.0 ★

I can…
course.
I can…

2.0

I can…

1.0


Mr. Burnes

110

Section 9: Cultural Influences
• Learning Goals:
1. How do individualist and collectivist cultural
influences affect people?

Mr. Burnes

111

Other Considerations of Culture
• Individualism
– Value privacy
– Value achievements and
uniqueness
– Higher rates of divorce
Collectivistic cultures are less
likely to embarrass others, but
more likely to promote social
harmony.

• Collectivism
–
–
–
–

More Modesty
Promote Family Loyalty
More Respectful of Elderly
Less Likely to embarrass
others
112

Collectivism vs Individualism: Antz

Comprehension Check
1. Which culture is likely to promote
social harmony?
2. Which culture is likely to emphasize
higher self-esteem in children?
3. Which culture is likely to show little
outward emotion?

115

How does culture influence the self?

Rating
4.0
Expert

Student Evidence
I can teach others about the differences between
independent and collective cultures and analyze
how cultures create differences in personalities.

3.0
Proficient

I can explain the differences between independent
and collective cultures as they relate to the self.

2.0
Developing

I can identify a few differences between collective
and independent cultures.

1.0
Beginning

I don’t understand this concept and need help!

116

Review: Mini FRQ
Jeremy has had a pain in his abdomen for a few
weeks and has a strong fear of going to the
doctor’s office. But through the encouragement
of his wife, he decides to go see the doctor.
Discuss how each of the following contributes to
his actions or fears.
•Psychoanalytic Perspective
•Behavioral Perspective
•External Locus of Control
•Humanistic Perspective

117

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