PERSONALITY DEVELOPMENTDr. SAROJ KUMAR DATTA

James McKeen Cattell (1860 – 1944) was the first professor of psychology in the United
States, teaching at the University of Pennsylvania in Philadelphia. He was a long-time editor
and publisher of scientific journals and publications, including Science, and served on the
board of trustees for Science Service, now known as Society for Science from 1921 to 1944.
Cattell's research on individual differences played a significant role in introducing and
emphasizing the experimental technique and importance of methodology in
experimentation in America. Cattell's design of mental tests were influenced by Wundt's
definition of psychology in regards to the achievements of psychophysics and by Galton's
view on the importance of the senses for judgement and intelligence. Regarding the
beginnings of his mental tests, in Leipzig, Cattell independently began to measure
“simple mental processes”
PERSONALITY DEVELOPMENT
Dr. SAROJ KUMAR DATTA

Ivan Petrovich Pavlov (1849 – 936) was a Russian and Soviet experimental neurologist and physiologist known for his discovery
of classical conditioning through his experiments with dogs.
Carl Gustav Jung (1875 – 1961) was a Swiss psychiatrist, psychotherapist and psychologist who founded the school of analytical
psychology. He was a prolific author, illustrator, and correspondent, and a complex and controversial charecter, perhaps best
known through his "autobiography" Memories, Dreams, Reflections
The central concepts of analytical psychology is individuation—the lifelong psychological process of differentiation of the self
out of each individual's conscious and unconscious elements. Jung considered it to be the main task of human development.
His belief that some alcoholics may recover if they have a “spiritual or religious experience”
led, in part, to the founding of Alcoholics Anonymous.
Jung was known for his Learning Based Theory of Personality
Analytical psychologist Carl Jung is well known for his theory of personality. This theory suggests that personality is inherited
and part of the collective unconscious—which includes both conscious and unconscious aspects. According to Jung,
personality appears in the form of archetypes, or universal patterns of thought and behavior that affect what we focus on and
and how we interact with the world. Jungian archetypes categorize people in terms of various personality patterns.

The psychological types identified by Jung are based on factors such as general attitude and psychological functions. The four
basic psychological functions or dimensions that are the focus of Jung's theory are: The psychological types identified by Jung
are based on factors such as general attitude and psychological functions
The four basic psychological functions or dimensions that are the focus of Jung's theory are:
1. Extraversion vs. introversion
2. Sensation vs. intuition
3. Thinking vs. feeling
4. Judging vs. perceiving
Jung's theory later led to the development of the famous personality test, the Myers-Briggs Type Indicator (MBTI)
Jungian Learning Styles
The dimensions outlined by Jung can be used to describe various learning styles. While each dimension represents a unique
aspect of a learning style, individual learning styles may include a combination of these dimensions. Your learning style might
include elements of extraverted, sensing, feeling, and perceiving learning styles, for example. Here are the different learning
styles based on Jungian theory.

This Jungian learning style is based on how learners interact with the outside world. Extraverted learners enjoy generating energy and ideas from other people; they prefer socializing
and working in groups. Activities that benefit extraverted learners include teaching others how to solve a problem, collaborative work, and problem-based learning.
Characteristics of ExtravertLlearners include:
 Learns best through direct, hands-on experience (learning by doing)
 Enjoys working in groups, sharing both ideas and tasks
 Gathers feedback from outside sources
 Self-motivated, jumping in without guidance
 Often thinks out loud
Introverted Learning Style
While introverted learners can still be sociable, they prefer to solve problems on their own. They enjoy generating energy and ideas from internal sources such as brainstorming, personal
reflection, and theoretical exploration. Introverted learners tend to like solitary studying, individual work, and abstract ideas.
Characteristics of introverted learners include:
 Would rather work alone
 Enjoys quiet, solitary work
 Often generates ideas from internal sources7
 Prefer to listen, watch, and reflect
 Want to observe others before attempting a new skill

Sensing Learning Style
Jung described these individuals as being interested in the external world as they are focused on the physical environment. Sensing learners tend to be realistic
and practical, preferring to rely on facts and well-established problem-solving methods.
While people with a sensing learning style enjoy order and routine, they're also quick to adapt to changing environments and situations.
Characteristics of sensing learners include:
 Work in a methodical way
 Pay attention to details
 Okay with repetitive work
 Prefer concrete vs. abstract information
 Generally take more time to solve problems
Intuitive Learning Style
intuitive learners focus more on the world of possibility. Unlike sensing learners who are interested in the here and now, intuitive learners enjoy considering
ideas, possibilities, and potential outcomes. These learners like abstract thinking, daydreaming, and imagining the future.
Characteristics of intuitive learners include:
 Prefer to work in short sessions rather than finishing a task all at once
 Enjoy new challenges, experiences, and situations
 More likely to look at the big picture rather than the details
 Like theories and abstract ideas

Thinking Learning Style
Individuals with a thinking learning style place more emphasis on the structure and function of information and objects. Thinking learners use rationality and
logic when dealing with problems and decisions. These learners often base decisions on personal ideas of right, wrong, fairness, and justice.
Characteristics of thinking learners include:
 Interest in logic and patterns
 Dislike basing decisions on emotions
 Make decisions based on reason and logic
Feeling Learning Style
People with a feeling learning style manage information based on the initial emotions it generates. They are interested in personal relationships, feelings, and
social harmony. Feeling learners also dislike conflict and make decisions based on what they feel in their hearts.
Characteristics of feeling learners include:
 Interest in people and their feelings
 In tune with their own emotions and those of other people
 Base decisions on immediate feelings
 Generate excitement and enthusiasm in group settings

Judging Learning Style
Judging learners are very decisive, sometimes making decisions too quickly, before learning everything they need to know. These learners prefer order and
structure, which is why they often plan out activities and schedules very carefully. They're also highly organized, detail-oriented, and have strong opinions.
Characteristics of judging learners include:
 Do not like ambiguity or mystery
 Tend to be firm in their decisions
 Very organized and structured
 Have strong opinions
 Generally follow the rules
Perceiving Learning Style
Perceiving learners make decisions impulsively in response to new information and changing situations, focusing more on indulging their curiosity than decision-
making. These learners prefer to keep their options open.They start many projects at once (often without finishing any of them), avoid strict schedules, and jump
into projects without planning.
Characteristics of perceiving learners include:
 Often make impulsive decisions
 Change decisions based on new information
 Dislike structurand organization
 Are flexible and adaptable
 e Sometimes have trouble making decisions

Can You Change Your Learning Style?
No matter how you feel you learn best, branching out and trying other learning strategies may help maximize your learning
potential. One reason is that learning styles can change over time.
 One study found that learning styles change for a variety of reasons. Factors that can contribute to changes in learning
style include:12 Context
 Environment
 Teaching method
 Subject matter
Jean William Fritz Piaget (1896 – 1980) was a Swiss psychologist known for his work on child development. He worked on
developmental psychology.
In the model Piaget developed , he argued that intelligence develops in a series of stages that are related to age and are
progressive because one stage must be accomplished before the next can occur. For each stage of development the child
forms a view of reality for that age period. At the next stage, the child must keep up with earlier level of mental abilities to
reconstruct concepts. Piaget conceived intellectual development as an upward expanding spiral in which children must
constantly reconstruct the ideas formed at earlier levels with new, higher order concepts acquired at the next level.

Piaget believed in two basic principles relating to character education: that children develop moral ideas in stages and that
children create their conceptions of the world. According to Piaget, "the child is someone who constructs his own moral
view, who forms ideas about right and wrong, and fair and unfair, that are not the direct product of adult teaching and that
often maintained in the face of adult wishes to the contrary” Piaget believed that children made moral judgments based on
own observations of the world.Piaget proposed that morality developed out of peer interaction and that it was autonomous
from authority mandates. Peers, not parents, were a key source of moral concepts such as equality, reciprocity, and justice.
He is also known as father of Constructivism , the theory that says learners construct knowledge rather than just passively
take in information. As people experience the world and reflect upon those experiences, they build their own representations
and incorporate new information into their pre-existing knowledge

Burrhus Frederic Skinner ( 1904 – 1990) was an American psychologist, behaviorist, inventor, and social philosopher.Skinner saw human action
as dependent on consequences of previous actions, a theory he would articulate as the principle of reinforcement: If the consequences to an
action are bad, there is a high chance the action will not be repeated; if the consequences are good, the probability of the action being
repeated becomes stronger.
Skinner developed behavior analysis, especially the philosophy of radical behaviorism, and founded the experimental analysis of behavior, a
school of experimental research psychology. He also used operant conditioning to strengthen behavior, considering the rate of response to be
the most effective measure of response strength. To study operant conditioning, he invented the operant conditioning chamber (aka the
Skinner box),and to measure rate he invented the cumulative recorder. Using these tools, he and Charles Ferster produced Skinner's most
influential experimental work, outlined in their 1957 book Schedules of Reinforcement.
Carl Ransom Rogers (1902 – 1987) was an American psychologist who was one of the founders of humanistic psychology and was known
especially for his person-centered psychotherapy. Rogers is widely considered one of the founding fathers of psychotherapy research and was
honored for his pioneering research with the Award for Distinguished Scientific Contributions by the American Psychological Association (APA)
in 1956.
The person-centered approach, Rogers's approach to understanding personality and human relationships, found wide application in various
domains, such as psychotherapy and counseling (client-centered therapy), education (student-centered learning), organizations, and other
group settings. For his professional work he received the Award for Distinguished Professional Contributions to Psychology from the APA in
1972. Rogers was considered to be the sixth most eminent psychologist of the 20th century and second, among clinicians,] only to Sigmund
Freud. also he was considered the most influential psychotherapist in history (Freud ranked third).

Abraham Harold Maslow (April 1, 1908 – June 8, 1970) was an American psychologist who created Maslow's hierarchy of
needs, a theory of psychological health predicated on fulfilling innate human needs in priority, culminating in self-
actualization. Maslow was a psychology professor at Brandeis University, Brooklyn College, New School for Social Research,
and Columbia University. He stressed the importance of focusing on the positive qualities in people, as opposed to treating
them as a "bag of symptoms". A Review of General Psychology survey, published in 2002, ranked Maslow as the tenth most
cited psychologist of the 20th century. Hierarchy of needs
Maslow described human needs as ordered in a prepotent hierarchy—a pressing need would need to be mostly satisfied
before someone would give their attention to the next highest need. This now iconic pyramid frequently depicts the spectrum
spectrum of human needs, both physical and psychological, as accompaniment to articles describing Maslow's needs theory
and may give the impression that the hierarchy of needs is a fixed and rigid sequence of progression. Yet, starting with the first
first publication of his theory in 1943, Maslow described human needs as being relatively fluid—with many needs being
present in a person simultaneously.
The hierarchy of human needs model suggests that human needs will only be fulfilled one level at a time.
According to Maslow's theory, when a human being ascends the levels of the hierarchy having fulfilled the needs in the
hierarchy, one may eventually achieve self-actualization. Late in life, Maslow came to conclude that self-actualization was not
an automatic outcome of satisfying the other human needs.

Self-actualization
Maslow defined self-actualization as achieving the fullest use of one's talents and interests—the need "to become everything
that one is capable of becoming". As implied by its name, self-actualization is highly individualistic and reflects Maslow's
premise that the self is "sovereign and inviolable" and entitled to "his or her own tastes, opinions, values, etc." Indeed, some
have characterized self-actualization as "healthy narcissism."
Maslow realized that the self-actualizing individuals he studied had similar personality traits. Maslow selected individuals
based on his subjective view of them as self-actualized people. All were "reality centered," able to differentiate what was
fraudulent from what was genuine. They were also "problem centered," meaning that they treated life's difficulties as
problems that demanded solutions. These individuals also were comfortable being alone and had healthy personal
relationships. They had only a few close friends and family rather than a large number of shallow relationships.
Self-actualizing people tend to focus on problems outside themselves; have a clear sense of what is true and what is false; are
spontaneous and creative; and are not bound too strictly by social conventions.

Myers-Briggs Personality Type Indicator (MBTI)
The Myers-Briggs Personality Type Indicator is a self-report inventory designed to identify a person's personality type,
strengths, and preferences. The questionnaire was developed by Isabel Myers and her mother Katherine Briggs based on their
work with Carl Jung's theory of personality types. Today, the MBTI inventory is one of the world's most widely used
psychological instruments.
By helping people understand themselves, Myers and Briggs believed that they could help people select occupations that were
were best suited to their personality types and lead healthier, happier lives.
Myers created the first pen-and-pencil version of the inventory during the 1940s, and the two women began testing the
assessment on friends and family. They continued to fully develop the instrument over the next two decades.
Based on the answers to the questions on the inventory, people are identified as having one of 16 personality types. The goal of
of the MBTI is to allow respondents to further explore and understand their own personalities including their likes, dislikes,
strengths, weaknesses, possible career preferences, and compatibility with other people

The Myers Briggs Types
Each type is then listed by its four-letter code:
 ISTJ - The Inspector: Reserved and practical, they tend to be loyal, orderly, and traditional.
 ISTP - The Crafter: Highly independent, they enjoy new experiences that provide first-hand learning.
 ISFJ - The Protector: Warm-hearted and dedicated, they are always ready to protect the people they care about.
 ISFP - The Artist: Easy-going and flexible, they tend to be reserved and artistic.
 INFJ - The Advocate: Creative and analytical, they are considered one of the rarest Myers-Briggs types.3
 INFP - The Mediator: Idealistic with high values, they strive to make the world a better place.
• INTJ - The Architect: High logical, they are both very creative and analytical

 INTP - The Thinker: Quiet and introverted, they are known for having a rich inner world.
 ESTP - The Persuader: Out-going and dramatic, they enjoy spending time with others and focusing on the here-and-now.
 ESTJ - The Director: Assertive and rule-oriented, they have high principles and a tendency to take charge.
 ESFP - The Performer: Outgoing and spontaneous, they enjoy taking center stage.
 ESFJ - The Caregiver: Soft-hearted and outgoing, they tend to believe the best about other people.
 ENFP - The Champion: Charismatic and energetic, they enjoy situations where they can put their creativity to work.
 ENFJ - The Giver: Loyal and sensitive, they are known for being understanding and generous.
 ENTP - The Debater: Highly inventive, they love being surrounded by ideas and tend to start many projects (but may
struggle to finish them).
 ENTJ - The Commander: Outspoken and confident, they are great at making plans and organizing projects.

Taking the Myers-Briggs Type Indicator can provide a lot of insight into your personality, which is probably why the instrument has become
so popular. Even without taking the formal questionnaire, you can probably immediately recognize some of these tendencies in yourself.
According to the Myers & Briggs Foundation, it is important to remember that every type has value.
When working in group situations in school or at work, for example, recognizing your own strengths and understanding the strengths of
others can be very helpful. When you are working toward completing a project with other members of a group, you might realize that
certain members of the group are skilled and talented at performing particular actions. By recognizing these differences, the group can
better assign tasks and work together on achieving their goals.
The MBTI is just one approach to personality typing. Personality typing refers to systems that categorize people based on their traits,
tendencies, and other characteristics. Other popular types of personality tests include:
 The Enneagram
 The Five Love Languages
 The Big Five Personality Assessment
 The Workplace DISC Test
 Cattell's 16 Personality Factor Questionnaire
However, the Myers-Briggs types differ in some important ways. First, the MBTI is not really a "test." There are no right or wrong answers,
and one type is not better than any other type. The purpose of the indicator is not to evaluate mental health or offer any type of diagnosis.

Personality test at work place
DISC type personality test
DISC® is a personal assessment tool used by more than one million people every year to help improve teamwork,
communication, and productivity in the workplace. Organizations and facilitators use these profiles as tools to help ignite
cultural change, inspiring lasting behavior changes that positively shape their workforce.
DISC meaning
DISC is an acronym that stands for the four main personality profiles described in the DiSC model: (D)ominance, (i)nfluence,
(S)teadiness and (C)onscientiousness.
People with D personalities tend to be confident and place an emphasis on accomplishing bottom-line results.
People with i personalities tend to be more open and place an emphasis on relationships and influencing or persuading others.
others.
People with S personalities tend to be dependable and place an emphasis on cooperation and sincerity.
People with C personalities tend to place an emphasis on quality, accuracy, expertise, and competency.
DiSC also measures priorities (the words around the circle), providing more nuanced and memorable feedback in profiles.

https://www.youtube.com/watch?v=FPluLATa5YQ
https://www.youtube.com/watch?v=M0YPj530lNc
https://onlinelibrary.wiley.com/doi/10.1002/da.20457

PERSONALITY DEVELOPMENT Dr. SAROJ KUMAR DATTA

More Related Content

Similar to PERSONALITY DEVELOPMENT Dr. SAROJ KUMAR DATTA

More from CallplanetsDeveloper

Recently uploaded