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PSYU9IN - Individual differences WEEK 3
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WEEK 301 October 2022 14:53
3.2 What makes a good theory? 3.4 Theories of Personality 1 (Behaviourists)
Evaluating theories LEARNING THEPRY BASICS
Learning theory basics – pavlov
Classic conditioning
Criteria for good theory! SKINNER
• Description – order to the complexity (simplify, clarify) Operating conditioning
• Explanation - "why" of behaviour and individual differences
• Empirical validity – Generate prediction which can be tested
• Testable concepts – Are concepts explained sufficiently for them to be
testable?
• Comprehensiveness – Should explain normal and abnormal behaviour.
However, cannot explain ALL behavior
• Parsimony – economical in number of concepts employed but not too
sparse (sparsam)
• Heuristic value – stimulates interates and futher research
• Applied value – judging the practical usefulness
Classic (instincts) vs operating (gotta do something voluntarily )
3.3 Theories of Personality 1 (Psychoanalysts)
OPERANT CONDITIONING / REINFORECEMENT
SIGMUND FREUD – PSYCHOANALYSIS
Levels of consciousness
• Conscious thought – things we are activitely aware (right now)
• Pre-conscious – things we become aware of quickly (what did I have for
lunch?)
• UNCONSCIOUS – unacceptable things we are unaware of (sexual urges,
fantasies, memories). Not accessible to our conscious thought due to act
of active "repression"
DREAMS – tell us about out unconscious thoughts
• Manifest dream content – what we can recakk
• Latent dream content – skilled interpreters decipher real meaning
Dreams are primary process thinking – irrationalmental activity, no basis
logic/time
Dreams governed by the pleasure principle – An urge our drives to be met
HOW DOES THIS RELATE TO PERSONALOTY? (DOLLAR AND MILLER)
RATIONAL THOUGHT
Governed by secondary process thinking
• Logical, organised thought
• Reality principle – operating in accordance of facts
MOTIVATION
Primary human drives – hunger and sexuality
Energy stores (LABIDO)
• Used sexual drives
• Life-preserving drives
• Death instinct (THANATOS)
PERSONALITY
ID ALBERT BANDURA
• Raw, uninhibited, instinctual energy Social learning theory
• Aggression, domination, self-destructive tendencies • Mix behaviorism and psychoanalytic theories
• No delayed gratification • We learn from others!
Observing (model characteristics) & our mental state affects our learning (observing characterist
EGO • Reinforcement – positive outcome imitating behaviour?
• Develops through childhood and becomes executive part of PERSONALITY.
• Uses reality principle and secondary process thinking SOCIAL COGNITIVE THEORY
• Reciprocal determinism – response internal and external environment
SUPEREGO
• Conscience of child
• Opposes the ID and helps EGO to re-channel ID impulses
LECTURES Page 1
, • Conscience of child
• Opposes the ID and helps EGO to re-channel ID impulses
LOTTE!!
DEVELOPMENT OF PERSONALITY (STAGES)
ORAL (birth to 1yr)
ANAL (18mo-3yrs)
PERONALITY DEVELOPMENT – GOAL ACHIEVEMENT
Role models
PHALLIC (3-5yrs) Parents, teachers, peers
Self-regulatory processes
Do you self-critise, self-praise
SELF-EFFICASY
Belief that you can succeed to specific task
LATENCY STAGES • Created several scales
GENITAL STAGE • Each regarding specific aspect of life
DEFENCE MECHANISMS
• Failure to meet conflicting demands of ID, EGO and superego
• Latency phase LEARNING THEORIES VIDEO 2
REPRESSION JULIAN ROTTER
• Surpress and deny uncomfortable feelings • LOCUS OF CONTROL
• Normal to certain degree but can develop into pathology (fear of snakes
but cannot recall bitten)
DENIAL
PROJECTION
• Externalise unacceptable feelings and attribute them to others (cheating
spouse thinks their partner is unfaithful)
REACTION FORMATION
• Overcome impulses that are unacceptable (gay bishop performs
conversion therapy on gays)
RATIONALISATION
• Reasons to explain action given after it happens ("I didn’t want job
anyways")
CONVERSION REACTION
• Unacceptable emotions converted to physical symptoms (tremors)
PHOBIC AVOIDANCE High external locus of control
• Avoid anxiety all costs (suffered attack car, wont drive anymore) • Increase depression, anxiety
DISPLACEMENT • Lower academic success, life quality when living chronic illness
• Don’t express feelings directly (punch pillow instead colleague)
REGRESSION Different locus of control: health / academic
• Return earlier state avoid anxiety (child starts wet themselves again after
trauma) WALTER MISCHEL
ISOLATION
• Recall anxiety event without any emotions Delayed gratification (marshmallow test)
UNDOING
• Trying "undo" behavior/make it right (buying gifts resolves don’t spend WALTER MISCHEL'S CONTROVERSY
time w/ them)
SUBLIMATION
• Instinct channeled into something else (satisfying your need to be
aggressive by doing mma)
12 defence mechanism
EVALUATION
LECTURES Page 2
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