Prepared to accompany Theories of Personality (5th ed.) by Susan C. Cloninger (2008), published by...

Prepared to accompany Theories of Personality (5th ed.) by Susan C. Cloninger (2008), published by Prentice Hall, Inc. All rights reserved.

Theories of Personality

Power Point Presentation by Avidan Milevsky, Ph.D.

Touro College South

This presentation copyright Susan C. Cloninger. Some images are from "Holy Cow! 250,000 Graphics," by Macmillan Digital Publishing USA.

Prepared to accompany Theories of Personality (5th ed.) by Susan C. Cloninger (2008), published by Prentice Hall, Inc. All rights reserved.

CHAPTER ELEVEN

DOLLARDAND MILLER:

Psychoanalytic Learning Theory

Prepared to accompany Theories of Personality (5th ed.) by Susan C. Cloninger (2008), published by Prentice Hall, Inc. All rights reserved.

Chapter Overview

Psychoanalytic Learning Theory: Dollard and Miller

Four fundamental concepts about learningThe learning processLearning by imitationThe four critical training periods of childhoodConflictFrustration and aggressionLanguageNeurosisPsychotherapySuppression

Psychoanalytic Learning Theory Reconsidered

Prepared to accompany Theories of Personality (5th ed.) by Susan C. Cloninger (2008), published by Prentice Hall, Inc. All rights reserved.

Preview of Dollard and Miller’s Theory

Prepared to accompany Theories of Personality (5th ed.) by Susan C. Cloninger (2008), published by Prentice Hall, Inc. All rights reserved.

Four fundamental conceptsabout learning

“In order to learn, one must want something, notice something, do something, and get something.”drive (“want something”)cue (“notice something”)response (“do something”)reward (“get something”)

Prepared to accompany Theories of Personality (5th ed.) by Susan C. Cloninger (2008), published by Prentice Hall, Inc. All rights reserved.

drive

what a person wants, which motivates learning

hungerthirstsexual driveapproval-seeking

Definition:

Examples:

Prepared to accompany Theories of Personality (5th ed.) by Susan C. Cloninger (2008), published by Prentice Hall, Inc. All rights reserved.

cue

what a person notices, which provides a discriminative stimulus for learning

mother callingsight of someone you love

Definition:

Examples:

Prepared to accompany Theories of Personality (5th ed.) by Susan C. Cloninger (2008), published by Prentice Hall, Inc. All rights reserved.

response

what a person does, which is learned

cryingasking for helpcriticizing someone

Definition:

Examples:

Prepared to accompany Theories of Personality (5th ed.) by Susan C. Cloninger (2008), published by Prentice Hall, Inc. All rights reserved.

response

response hierarchydominant responseresultant hierarchy

Prepared to accompany Theories of Personality (5th ed.) by Susan C. Cloninger (2008), published by Prentice Hall, Inc. All rights reserved.

Example of a response hierarchy: child

R1: cry

R2: grab teddy bear

R3: hide

R4: demand Daddy

R5: go quietly to bed

dominant response

Prepared to accompany Theories of Personality (5th ed.) by Susan C. Cloninger (2008), published by Prentice Hall, Inc. All rights reserved.

reward

what a person gets as a result of a response in the learning sequence, which strengthens responses because of its drive-reducing effect

foodapproval

Definition:

Examples:

Prepared to accompany Theories of Personality (5th ed.) by Susan C. Cloninger (2008), published by Prentice Hall, Inc. All rights reserved.

The learning process

learning dilemma: a situation in which existing responses are not rewarded

Prepared to accompany Theories of Personality (5th ed.) by Susan C. Cloninger (2008), published by Prentice Hall, Inc. All rights reserved.

Extinction

020406080

1 2 3 4 5 6 7

Day

Tim

e Cry

ing

When reinforcement is withheld, the rate of behavior decreases. In this example, if parents ignore a child who cries at bedtime, the child will cry less and less as time

goes on.

Prepared to accompany Theories of Personality (5th ed.) by Susan C. Cloninger (2008), published by Prentice Hall, Inc. All rights reserved.

When cues signal the appropriate response,

we must also consider

stimulus generalizationdiscrimination

Prepared to accompany Theories of Personality (5th ed.) by Susan C. Cloninger (2008), published by Prentice Hall, Inc. All rights reserved.

gradient of reward

The more closely the response is followed by reward, the more it is strengthened.Language can influence this by making a response "close" by talking about it.

anticipatory response

Prepared to accompany Theories of Personality (5th ed.) by Susan C. Cloninger (2008), published by Prentice Hall, Inc. All rights reserved.

Learning by imitation

Learning theory permits careful analysis of 3 kinds of “imitation” or “identification.” same behaviorcopyingmatched dependent behavior

Prepared to accompany Theories of Personality (5th ed.) by Susan C. Cloninger (2008), published by Prentice Hall, Inc. All rights reserved.

The four critical training periods of childhood

1. Feeding

2. Cleanliness Training

3. Early Sex Training

4. Anger-Anxiety Conflicts

Prepared to accompany Theories of Personality (5th ed.) by Susan C. Cloninger (2008), published by Prentice Hall, Inc. All rights reserved.

Conflict

Gradient of approach

Gradient of avoidance

Prepared to accompany Theories of Personality (5th ed.) by Susan C. Cloninger (2008), published by Prentice Hall, Inc. All rights reserved.

Four types of conflict

approach-avoidanceavoidance-avoidanceapproach-approachdouble approach-avoidance

Prepared to accompany Theories of Personality (5th ed.) by Susan C. Cloninger (2008), published by Prentice Hall, Inc. All rights reserved.

approach-avoidance

near goal distant0

2

4

6

8

10

12

AVOIDANCE APPROACH

point of maximum

conflictavoid

approach

+ puff of air

Prepared to accompany Theories of Personality (5th ed.) by Susan C. Cloninger (2008), published by Prentice Hall, Inc. All rights reserved.

avoidance-avoidance

Goal 1 Goal 20

2

4

6

8

10

12

AVOID 1 AVOID 2

avoidavoid

Prepared to accompany Theories of Personality (5th ed.) by Susan C. Cloninger (2008), published by Prentice Hall, Inc. All rights reserved.

approach-approach

Goal 1 Goal 20

2

4

6

8

10

12

APPROACH 1 APPROACH 2

approachapproach

Prepared to accompany Theories of Personality (5th ed.) by Susan C. Cloninger (2008), published by Prentice Hall, Inc. All rights reserved.

double approach-avoidance

NEAR 1 NEAR 20

2

4

6

8

10

12

14

AVOID 1 APPROACH 1 AVOID 2 APPROACH 2

Prepared to accompany Theories of Personality (5th ed.) by Susan C. Cloninger (2008), published by Prentice Hall, Inc. All rights reserved.

Reducing Conflict

Trying to reduce conflictcompare drugs (alcohol) with psychotherapy...

Prepared to accompany Theories of Personality (5th ed.) by Susan C. Cloninger (2008), published by Prentice Hall, Inc. All rights reserved.

Frustration and Aggression

The frustration-aggression The frustration-aggression hypothesishypothesis

interference with goal attainment

frustration leads to aggression

Prepared to accompany Theories of Personality (5th ed.) by Susan C. Cloninger (2008), published by Prentice Hall, Inc. All rights reserved.

Modification of the Frustration and Aggression hypothesis

Learning Responses to FrustrationDisplacement and CatharsisHostile Aggression and Instrumental AggressionAggressive Cues The Role of Emotions

Prepared to accompany Theories of Personality (5th ed.) by Susan C. Cloninger (2008), published by Prentice Hall, Inc. All rights reserved.

Individual Differences in Aggressive Responses

Impact of early experience (child abuse) and failure of ego developmentImpact of learningImpact of brain development

Prepared to accompany Theories of Personality (5th ed.) by Susan C. Cloninger (2008), published by Prentice Hall, Inc. All rights reserved.

Language

allows discriminationfacilitates learning and problem-solvingcomparison with Freud’s “secondary process” (ego)

Prepared to accompany Theories of Personality (5th ed.) by Susan C. Cloninger (2008), published by Prentice Hall, Inc. All rights reserved.

Neurosis

Schematic Diagram (simplified) of Some Basic Factors Involved in Neurosis as a “stupidity-misery syndrome”

REPRESSION STUPIDITY

FEAR MISERY

SYMPTOMS

inadequate solutions to problemsCONFLICT

Prepared to accompany Theories of Personality (5th ed.) by Susan C. Cloninger (2008), published by Prentice Hall, Inc. All rights reserved.

Psychotherapy

teaching behavioral copingteaching discrimination of cuesteaching relaxation (drive reduction)language as mediator of learning

Prepared to accompany Theories of Personality (5th ed.) by Susan C. Cloninger (2008), published by Prentice Hall, Inc. All rights reserved.

Suppression

The White Bear Suppression Inventory is correlated with obsessional thinking,

depression, and anxiety.

And, although people can learn to repress unwanted thoughts, they often

"rebound" later, occurring with increased frequency.

Prepared to accompany Theories of Personality (5th ed.) by Susan C. Cloninger (2008), published by Prentice Hall, Inc. All rights reserved.

Suppression

Can be adaptiveCan sensitize to (mis)interpretation of other events (projection, for example)Can produce adverse health effectsSuppression of thoughts is more helpful than suppression of emotions

Prepared to accompany Theories of Personality (5th ed.) by Susan C. Cloninger (2008), published by Prentice Hall, Inc. All rights reserved.

Psychoanalytic Learning Theory Reconsidered

Prepared to accompany Theories of Personality (5th ed.) by Susan C. Cloninger (2008), published by Prentice Hall, Inc. All rights reserved.

Chapter Review

Psychoanalytic Learning Theory: Dollard and Miller

Four fundamental concepts about learningThe learning processLearning by imitationThe four critical training periods of childhoodConflictFrustration and aggressionLanguageNeurosisPsychotherapySuppression

Psychoanalytic Learning Theory Reconsidered