PsychologyPersonality

B.Ed. 2015-16

M.VijayalakshmiAssistant Professor

Unit – VIIPersonality

Personality: Meaning –Determinants of Personality: Types Theory, Trait Theory and Developmental Theory – Integrated Personality – Assessment of Personality: Projective, Non-Projective techniques and Dream Analysis.

Meaning

• Latin word – persona• -the mask worn by the actors while playing their role in the drama• PERSONALITY• P – Perception capacity• E – Emotional maturity• R – responsiveness to the situation• S – Sociability• O – Originality• N – Neutrality• A – Appearance (external)• L – Leadership feeling• I – Integrated• T – Tendency • Y – Young (in thinking)

Definition

• Personality is the dynamic organization within the individual of those psycho-physical systems that determine his unique adjustment to his environment

- Gordon W. Allport

Characteristics of Personality

• Whole rather than its parts• Unique• Comprises of heredity and environment• Made up of traits• Dynamic• Organized

Development of Personality

Physique

Chemique

Environment

Learning

Factors influencing Personality Development

Personality Factors

Biological Factors

PhysiqueChemiqueNervous System

Sociological Factors

Home School

LanguageCulture

Psychological Factors

IntelligenceMotivation

EmotionAttitudeInterest

Sentiment

Theories of Personality

Type Theory

Trait Theory

Type cum Trait Theory

Type theory – Hippocrates’ ClassificationCholeric Emotionally weak, bodily strong

and easily tempted

Melencholic Emotionally and bodily weak – Pessimist

Phlegmatic Emotionally strong – able to control his emotions - bodily weak – lazy type – always happy

Senguine Bodily strong – Energetic – control type – an optimist

Kretschmer’s ClassificationBody Type Body Characteristics Personality Characteristics

Pyknic Fat types, in whom fat is more than muscle

Social and helping to others

Athletic Healthy, balance between muscles and bone development

Energetic, optimist can adjust to any situation

Asthenic Thin, and lean tall, no muscle, only bone

Unsociable, shy, pessimist and always alone

Sheldon’s ClassificationBody Type Body Characteristics Personality

Characteristics

Endomorphy No muscle development etc. prominent stomach

Takes everything easy, sociable and affectionate

Mesomorphy Balance between development of stomach and bones

Likes to work, interested in adventurous activities

Ectomorphy Weak, tall, thin Pessimist, unsociable and alone

Jung’s Classification

Introvert

Extrovert

Ambivert

Trait Theory – R.B.Cattell

Surface Traits

Source Traits

Type-cum-Trait Theory – Hans J. Eysenck

Introvert Extrovert

Neurotic Psychotic

Psychoanalytic Theory

• Id – Pleasure Principle – Unconscious mind• Ego – Reality Principle –

Sub-conscious mind• Superego – Conscience –

Conscious mind

Freud’s Psycho-sexual Development Theory of Personality

Oral Stage

Anal Stage

Phallic Stage

Latency Stage

Genital Stage

Freud’s Psycho-sexual Development Theory of Personality

Integrated Personality

• Self-actualized personality• Emotionally and socially mature

individual• Well adjusted personality

Harmony between five Aspects of personality

• Harmony between one’s abilities and capabilities

• Harmony among one’s interest• Harmony between one’s abilities and interest• Harmony between one’s self concept and

social constraints• Harmony between one’s life goals and social

codes of conduct

Allport

• Self extension• Self Objectification• Be yourself and accept yourself

Personality Assessment Techniques

Non-projective TechniquesSubjective Methods

Objective Methods

Projective Techniques

Assessment of Personality

Subjective Methods

Objective Methods

Projective Methods

Subjective MethodsCase HistoryAutobiographySelf-ratingEliciting verbal responses of the subject – • Questionnaires• Attitude Scales• Inventories• Interview• Aptitude Tests• Interest Inventories

Objective Methods

Personality InventoriesObservationCheck listRating ScaleSociogramPerformance and Situational

Tests

Projective MethodsPerceptive Technique

(Rorschach Ink-blot Test)Apperceptive Technique

Thematic Apperceptive Test (T.A.T)Sentence Completion TestStory telling and Story Completion TestFree association and Dream Analysis TestProductive Technique

Self-rating

• Subject rates himself• Susceptible to distortions due to self-interest • Rating by others is more objective and valid• Factors like personal bias, generosity error, inaccuracies due to the ambiguity of the

rating scaleHallo effect - affect the reliability and validity of rating

Questionnaires• Device for securing answers to

questions by using an inquiry form which the respondent fills in himself. In it, various important questions regarding the topic under investigation or personality traits will find a place

- Good & Hatt

Types of Questionnaires

• Closed Form or Restricted QuestionnaireYes or No, Short response• Open Form or Unrestricted

QuestionnaireFree-response or unstructured form

Characteristics of a Good Questionnaire

Attitude Scales or Opinionnaire• Opinion and Attitude are allied but

not Synonymous terms• Attitude - Inner feeling or belief of a

person towards a particular phenomenon• Opinion – what a person says about

his attitude towards some phenomenon

Types of Attitude Scales

• Thurstone Technique of Scaled Values• Likert Method of

Summated Ratings

Thurstone Technique of Scaled Values

• 20 or more statements – express – groups, institution, idea or practice

• Submitted – panel of 50 or more judges• 11 groups – assigning a position to an item• Disagreement – discarded• Median scale value – falls between 1 to 11• Given to the subjects – check - agreement –

responses - quantified

Likert Method of Summated Ratings• Without the panel of judges• Less time and efforts to construct• Collecting a number of statements• Express definite favourableness or unfavourableness• Approximately equal statements• Trial test – administrated to the subjects• Eliminate – ambiguous• SA, A, U, DA & SDA• Favourable statements – 5, 4, 3, 2 & 1• Unfavourable statements – 1, 2, 3, 4 & 5• 50 * 5 = 250 – Most Favourable response• 50 * 3 = 150 – Neutral attitude• 50 * 1 = 50 – Most Unfavourable attitude

InventoriesPersonality Inventories

• Similar to Questionnaire• Form of statements• Respondent – mark one among three

positions• Analysis – nature of the personality

Sl.No. Statements Always Sometimes Never

1 When speaking to strangers, I feel a bit of nervousness in me

Minnesota Multiphasic Personality (MMPI)

• S.R. Hathaway and J.C. Mekinky• 550 statements • True, false and cannot say• 16 years and older ones• Nine clinical scales - Hypochondriasis (HS) Depression (D) Hysteria (HY) Psychopathetic deviant (Pd) Masculinity and feminity interest (Mf) Paronia (Pa) Psychosthenia (Pt) Wschizophrenia (Sc) Hypomania (Ma)

Bell’s Adjustment Inventory

• Available in two forms – school students & adults• School students – 140 items • Four domains – Family, health,

community and emotions• 35 items for each domain

Interview

• Oral questionnaire• Interviewer & Interviewee• Verbal information, face-to-face relationship• Introductory, Fact finding, Diagnostic or Prognostic• Has a Beginning – establish Rapport• Middle – elicit information regarding personality

traits• End – terminate the interview on a cordial note by

thanking the interviewee• Noted down or tape recorded - analysis

Types of Interview

Functions

1.Diagnostic2.Clinical

3.Research

Number of Participants

1.Individual2.Group3.Single

Interviewer4.Panel of

Interviewers

Format of Response

1.Structured2.Non-

structured

1.Non-directive2.Focuse

d3.Depth

Requisites of a Good Interview

Proper Preparation

Skillful evaluation

Adequate recording and interpretation

Limitations

• An Art and skill – not present in all• Subjectively involved – biggest

limitation• Interviewer – dominate or humiliate• Interviewer – thrust his ideas on the

interviewee

Uses of Interview

• Best option to collect information – Children, senior citizen, patients, illiterate persons and VIP in the society

• Student admission, filling vacant posts, student counselling, occupational guidance, medical counselling and judicial enquiry

• Research – historical studies, clinical studies and survey

Aptitude Tests

• Science, literature as the latent potentialities or skills

• Converted into special skills• Potentiality of clerical• Trained further to write exams in IAS and IPS

cadres • Group I or II services

Measurement of Aptitude• Differential Aptitude Tests1. Verbal reasoning2. Numerical ability3. Abstract reasoning4. Space relations5. Mechanical Reasoning6. Clerical speed and accuracy7. Language usage – Spelling and GrammarFirst three (1, 2, 3) – measure the functions related

to general intelligence 4, 5, 6 & 7 measure specific aptitudes

Interest Inventories• The tools used for describing and measuring

interests of individuals – Interest Inventories or Interest Blanks

• Self-report instruments – in which the individuals note their own likes and dislikes

• Frequently used in educational and vocational guidance and in case studies

• Defined as eagerness, attention, curiosity, likes and dislikes

Measurement of Interest

E.K.Strong’s Vocational Interest Blank (SVIB)

G.F.Kuder Preference Record (KPR)

E.K.Strong’s Vocational Interest Blank (SVIB)

• Classified for men, women, students and those who left the school long back

• Blank for men – 420 items with 8 divisions

• Subject will indicate – Like (L), Dislike (D) and Indifference (I) - Symbols

• 40 to 55 minutes• 17 years of age and above

G.F.Kuder Preference Record (KPR)

• High school and college198 items• Comprises of three preferences• Ten fields – outdoor, mechanical,

computational, scientific, persuasive, artistic, literacy, musical, social service and clerical

Observation

• External behaviour of persons in appropriate situations

• Controlled or uncontrolled• Expert, purposive, systematic, carefully

focused and thoroughly recorded• Should be accurate, valid and reliable• Tools such as check list and score-card, tape-

recorder, thermometers, audiometer, stop-watch, binoculars etc.

Use of Observation

• In descriptive research• Significant aspects of personality which

express themselves in behaviour• Physical aspects of school buildings or

students and teachers – through physical examination, measurement, assessment and comparison with fixed standards

• In classroom – learning behaviour• Cumulative record – anecdotal evidence –

research studies

Types of Observation

Participant

Non-Participant

Requisites of a Good Observation

Proper Planning

Skilful Execution

Recording and Interpreting Observation

Check List• Consisting of prepared list of items• Used to record the presence or absence of the

item• By checking ‘yes’ or ‘no’ or by inserting the

appropriate word or number• Matter of fact and not judgement or opinion• In educational studies• Educational appraisal studies of school

buildings, text books, facilities available• Recreation, laboratory, library etc.

Rating Scale

• Personality of a individual is not assessed by himself but by other persons who know the individual well

• Student – teacher• Teacher rating, personality rating, testing the

validity of many objective instruments like paper-pencil inventories of personality & School appraisal

• Limited number of items to which values on a scale have to be assigned

• The value be represented in the form of a number or one among a series of worded descriptions

• Usual to have 5 to 7 points on the scale for every item to be rated

Highly emotional

Occasionally emotional

Socially average

Very rarely emotional

Not at all emotional

Limitations• Hallo – Effect• Rater frequently carry over one generalised

impression of the person from one rating to another• Generosity Error• Rater develops a tendency to over estimate the

desirable qualities of the rate whom he likes• Constant Error• There is a tendency on the part of the rater to see

others as opposite to himself on a trait• Average Category• Rater have a tendency to play it safe and may mark

all items in the centre

Means of reducing errors• Hallo – Effect• Various ratings of different persons made independently

- without being aware – rating the same person again• Generosity Error• By using relatively neutral descriptive terms for the scale

positions rather than evaluative ones• Constant Error• To train the raters carefully and make them aware of the

possibility of such bias in rating• Average Category• By splitting the middle point into two – above average

and below average

Sociogram • Graphic way of representing the data• Stars • Chosen most often – located near the centre of the

diagram and the ones chosen less often are placed progressively outward

• Isolates • Not chosen by others – outside• Y-shape • Chain• Circular

Performance or Productive

• Performance of the subject -oWhat he draws oWhat object he makes of plastic

clayoHow he plays a role

Situational Tests

Psychodrama

Sociodrama

Psychodrama• Play a role spontaneously in a situation• Behaviour is observed by trained observers• Used to assess the personality of

maladjusted persons• Director or therapist – organising situations –

subject may express his bottled up emotions• Central principle – spontaneity of the

individual

Sociodrama

• Portrays problem with which the audience is concerned

• Deals with the problems of the group, its structure and thinking

• E.g. modern pictures written and directed by creative thinkers

• They reflect on the screen – corruptions, nepotism, favouritism and redtapism of the administrative set up

• Projective Techniques• To evaluate unconscious behaviour of the

individuals• Total personality of an individual• By projection• Relatively indefinite and unstructured stimuli

– provided to the subject – asked to structure them – way he likes

• Unconsciously projects his own desires, hopes, fears, repressed wishes, etc

Ink-Blot Test

• Hermann Rorschach (1882 – 1922)• Swiss Psychiatrist - Developed – 1921• Died – 1922Test MaterialAdministrationScoring Interpretation

Test Material• 10 cards – Ink-blots Patterns• Stiff cardboard of 8”*10”• 5 blots – Black and Grey

(Card No. 1, 4, 5, 6 and 7)• Two – Black and Red

(Card No. 2 and 3)• Three – multi coloured

(Card No. 8, 9 and 10)• Ink-blots – highly unstructured • Do not have any specific meaning

Administration• Presented at a time in a particular order• Individual – asked – specify what he/she in it• Own time and permitted to give any number

of responses he likes• Experiments take note of the responses given

by the subject • And the time taken for each card

Scoring

• Responses are entered in specific symbols• In four columnsLocationContentOriginalityDeterminants

Location

• Part of the blot with which the subject associates his response is identified

• Given by symbolsW- whole BlotD- Large detailsd- Small detailss- white spaces

Content• Content of the response realised by the

subject• Symbols are givenH- Human formsHd- Human detailsAd- Animal detailsN- Natural objects like rivers, mountains etcO- Inanimate objects like lamp, shade etc

Originality

• Response id original – symbol – O• If it is popularly recognised by

many individuals – symbol - P

Determinants• Emphasises the manner of

perception• SymbolForm – FColour – CMovement – MShading - K

Scores are entered in a tabular form

Location Content Originality Determinants

Symbols W D d s H A Hd Ad N P O F C K M

Frequency

Interpretation• If the number of W is greater the d – Subject

is considered as mature and intelligent• If colour is more than movement – subject is

considered as extrovert• Poor colour naming responses – considered

to indicate lack of emotional control• If the individual sees human beings, he/she is

regarded as stable• If animal - Unstable

Thematic Apperception Test (TAT)• Henry Murray in 1943• Later – fully developed – C.D.Morgan• 30 pictures • Expose human beings - a variety of life situations and a

blank white card• Total – 31 cards• Pictures – vague and indefinite• Four sets of cards suited to different age and sex groups• Conducted in two sessions• Atleast a gap of one day in between• Using 10 pictures in each session

• Set – I – 20 pictures – girls below the age of 14 years

• Set – II – 20 pictures – boys below the age of 14 years

• Set – III – 20 pictures – females above the age of 14 years

• Set – IV – 20 pictures – males above the age of 14 years

Administration• Pictures are presented at a single time• Vague and indefinite• Subject – asked – develop a story to each picture in

a allotted time• The story of the subject should be centered round

the following question -o What is happening in the picture?o What has led to the scene?o What is being thought of?o What will happen?

Scoring

• Hero of the story• Theme of the story• Style of the story• Content of the story• Test situation as a whole• Particular emphasis or omissions• Subject’s attitude towards authority and sex• Outcome

Sentence Completion Test• Introduced by Pyane• Subject – given sentences which he is encouraged to

complete in any way he likes• Sentences are – The future …. I fear …. I am very …. I feel hurt …. I dislike ….. I like …. No one …..

• Subject gives a clue to certain repressed desires

• Subject feels to write unco9nsciously reveals the conscious part of his mind

• Making an interpretation – 3 categoriesPositive of healthy responsesNegative or unhealthy responsesNeutral responses• Useful in applying projective technique to a

group of individuals

Story Telling and Story Completion Test• Children – informed about the beginning of the

story• Narrating - Father, mother, their son and daughter

– going to a picnic on the banks of a river• While parents are preparing food – two children

playing – suddenly, some one screams….• Person who is being studied asked to complete it• Reveal something about his feeling and desires• Psychologist – traits of personality of the child –

way he finishes the story

Free Association Test

• Developed – Jung• Further elaborated by Kent and Rosanoff• Involves uttering of a Stimulus word by the

tester• Subject responds immediately by another word• Time taken – long – indicate blocks – need

some more probing• Response – desires personality

Dream Analysis• Sigmund Freud and Carl Jung• Find out – repressed unconscious desires, emotions

and feelings of individual men and women• First – psycho-analyst wins the confidence of the

subject• Subject – asked – take a comfortable position and

recline on a sofa• Encouraged to talk about his trouble, freely• Certain point – stops free conversation and resists in

expressing ideas freely• Many sittings – came to know – significant factors of

personality

Analysis of Dream – 5 steps• Ask the dreamer to describe his dream and

write it out• Ask the dreamer to list all the components of

the dream, be the people, place, events or circumstances

• Next – make the dreamer write down all his associations to each of the dream elements

• Investigator tries to amplify the dream• Dreamer is asked to think and describe about

yesterday’s events vividly