personality

Psychology
History Subfields
Basic science
Abnormal Biological Cognitive Comparative Cultural Differential Developmental Evolutionary Experimental Mathematical Personality Positive Social
Applied science
Applied behavior analysis Clinical Community Consumer Educational Health Industrial and organizational Legal Military Occupational health Political Religion School Sport
Lists
Disciplines Organizations Outline Psychologists Psychotherapies Publications Research methods Theories Timeline Topics
Portal
v d e

Personality psychology is a branch of psychology that studies personality and individual differences. Its areas of focus include:

• Constructing a coherent picture of the individual and his or her major psychological processes^[1]
• Investigating individual differences - how people are unique
• Investigating human nature - how people are alike

"Personality" can be defined as a dynamic and organized set of characteristics possessed by a person that uniquely influences his or her cognitions, emotions, motivations, and behaviors in various situations.^[2] The word "personality" originates from the Latin persona, which means mask. Significantly, in the theatre of the ancient Latin-speaking world, the mask was not used as a plot device to disguise the identity of a character, but rather was a convention employed to represent or typify that character. Personality may also refer to the patterns of thoughts, feelings and behaviors consistently exhibited by an individual over time that strongly influence our expectations, self-perceptions, values and attitudes, and predicts our reactions to people, problems and stress. In a phrase, personality is not just who we are, it is also how we are.^[3]

The pioneering American psychologist Gordon Allport (1937) described two major ways to study personality: the nomothetic and the idiographic. Nomothetic psychology seeks general laws that can be applied to many different people, such as the principle of self-actualization, or the trait of extraversion. Idiographic psychology is an attempt to understand the unique aspects of a particular individual.

The study of personality has a broad and varied history in psychology, with an abundance of theoretical traditions. The major theories include dispositional (trait) perspective, psychodynamic, humanistic, biological, behaviorist and social learning perspective. There is no consensus on the definition of "personality" in psychology. Most researchers and psychologists do not explicitly identify themselves with a certain perspective and often take an eclectic approach. Some research is empirically driven such as the "Big 5" personality model whereas other research emphasizes theory development such as psychodynamics. There is also a substantial emphasis on the applied field of personality testing. In psychological education and training, the study of the nature of personality and its psychological development is usually reviewed as a prerequisite to courses in abnormal or clinical psychology.

Philosophical assumptions

Many of the ideas developed by historical and modern personality theorists stem from the basic philosophical assumptions they hold. The study of personality is not a purely empirical discipline, as it brings in elements of art, science, and philosophy to draw general conclusions. The following five categories are some of the most fundamental philosophical assumptions on which theorists disagree:

1. Freedom versus Determinism

This is the debate over whether we have control over our own behavior and understand the motives behind it (Freedom), or if our behavior is causally determined by forces beyond our control (Determinism). Determinism has been considered unconscious, environmental, or biological by various theories.

2. Heredity versus Environment

Personality is thought to be determined largely by genetics and biology, by environment and experiences, or by some combination resulting thereof. There is evidence for all possibilities. Contemporary research suggests that most personality traits are based on the joint influence of genetics and environment. One of the forerunners in this arena is C. Robert Cloninger with the Temperament and Character model.

3. Uniqueness versus Universality

The argument over whether we are all unique individuals (Uniqueness) or if humans are basically similar in their nature (Universality). Gordon Allport, Abraham Maslow, and Carl Rogers were all advocates of the uniqueness of individuals. Behaviorists and cognitive theorists, in contrast, emphasized the importance of universal principles such as reinforcement and self-efficacy.

4. Active versus Reactive

Do we primarily act through our own initiative (Active), or react to outside stimuli (Reactive)? Behavioral theorists typically believe that humans are passively shaped by their environments, whereas humanistic and cognitive theorists believe that humans are more active.

5. Optimistic versus Pessimistic

Personality theories differ on whether people can change their personalities (Optimism), or if they are doomed to remain the same throughout their lives (Pessimism). Theories that place a great deal of emphasis on learning are often, but not always, more optimistic than theories that do not emphasize learning.

Personality theories

Critics of personality theory claim personality is "plastic" across time, places, moods, and situations. Changes in personality may indeed result from diet (or lack thereof), medical effects, significant events, or learning. However, most personality theories emphasize stability over fluctuation. The definition of personality that is most widely supported to date is attributed to the neurologist Paul Roe. He stated personality to be "an individual's predisposition to think certain patterns of thought, and therefore engage in certain patterns of behaviour".

Trait theories

According to the Diagnostic and Statistical Manual of the American Psychiatric Association, personality traits are "enduring patterns of perceiving, relating to, and thinking about the environment and oneself that are exhibited in a wide range of social and personal contexts." Theorists generally assume a) traits are relatively stable over time, b) traits differ among individuals (for instance, some people are outgoing while others are reserved), and c) traits influence behavior.

The most common models of traits incorporate three to five broad dimensions or factors. The least controversial dimension, observed as far back as the ancient Greeks, is simply extraversion and introversion (outgoing and physical-stimulation-oriented vs. quiet and physical-stimulation-averse).

• Gordon Allport delineated different kinds of traits, which he also called dispositions. Central traits are basic to an individual's personality, while secondary traits are more peripheral. Common traits are those recognized within a culture and thus may vary from culture to culture. Cardinal traits are those by which an individual may be strongly recognized.

• Raymond Cattell's research propagated a two-tiered personality structure with sixteen "primary factors" (16 Personality Factors) and five "secondary factors."

• Hans Eysenck believed just three traits—extraversion, neuroticism and psychoticism—were sufficient to describe human personality. Differences between Cattell and Eysenck emerged due to preferences for different forms of factor analysis, with Cattell using oblique, Eysenck orthogonal rotation to analyze the factors that emerged when personality questionnaires were subjected to statistical analysis. Today, the Big Five factors have the weight of a considerable amount of empirical research behind them, building on the work of Cattell and others.

• Lewis Goldberg proposed a five-dimension personality model, nicknamed the "Big Five":
  1. Openness to Experience: the tendency to be imaginative, independent, and interested in variety vs. practical, conforming, and interested in routine.
  2. Conscientiousness: the tendency to be organized, careful, and disciplined vs. disorganized, careless, and impulsive.
  3. Extraversion: the tendency to be sociable, fun-loving, and affectionate vs. retiring, somber, and reserved.
  4. Agreeableness: the tendency to be softhearted, trusting, and helpful vs. ruthless, suspicious, and uncooperative.
  5. Neuroticism: the tendency to be calm, secure, and self-satisfied vs. anxious, insecure, and self-pitying^[4]

The Big Five contain important dimensions of personality. However, some personality researchers argue that this list of major traits is not exhaustive. Some support has been found for two additional factors: excellent/ordinary and evil/decent. However, no definitive conclusions have been established.^[4]

• Michael Ashton and Kibeom Lee, in 2008, proposed a six dimensional HEXACO Model of Personality Structure. The HEXACO personality traits/factors are: Honesty-Humility (H), Emotionality (E), Extraversion (X), Agreeableness (A), Conscientiousness (C), and Openness to Experience (O). The three dimensions - Extraversion, Conscientiousness and Openness to Experience are considered to be basically the same as their counterpart dimensions in the Big Five Model. However, in the HEXACO model, Honesty-Humility, Emotionality and Agreeableness differ from the Neuroticism and Agreeableness factors of the Big Five Model. Ashton and Lee especially emphasize the Honesty-Humility (H) factor as differentiating the HEXACO model from other personality frameworks. Specifically, the H factor is described as sincere, honest, faithful/loyal, modest/unassuming, fair-minded, VERSUS sly, deceitful, greedy, pretentious, hypocritical, boastful and pompous. The H factor has been linked to criminal, materialistic, power-seeking and unethical tendencies.^[5]

• John L. Holland's RIASEC vocational model, commonly referred to as the Holland Codes, stipulates that six personality traits lead people to choose their career paths. In this circumplex model, the six types are represented as a hexagon, with adjacent types more closely related than those more distant. The model is widely used in vocational counseling.

Trait models have been criticized as being purely descriptive and offering little explanation of the underlying causes of personality. Eysenck's theory, however, does propose biological mechanisms as driving traits, and modern behavior genetics researchers have shown a clear genetic substrate to them.^[vague] Another potential weakness of trait theories is that they may lead some people to accept oversimplified classifications—or worse, offer advice—based on a superficial analysis of personality. Finally, trait models often underestimate the effect of specific situations on people's behavior. It is important to remember that traits are statistical generalizations that do not always correspond to an individual's behavior.

Genetics of Personality

Personality genetics is a scientific field that examines the relationship between personality and genetics. Interest in the field is also driven by molecular genetic^[6] and evolutionary ideas about personality.^[7]

Most studies on personality genetics rely on twin studies, which compare identical and fraternal twins. Twin studies consistently indicate moderate genetic influence—heritability estimates for most traits are about 40% and are not influenced by the environmental factors shared by twins.^[8] The estimated heritabilities for the personality measures were much lower than those obtained in studies of identical and fraternal twins, which suggests that twin studies have exaggerated the degree of genetic variation in personality.

Behavior genetics methods have similarities to natural experiments in which groups are found who have differences in genetic similarity or environmental similarity. The most popular method of determining human inheritance compares mono-zygotic and di-zygotic twins. Mono-zygotic twins develop from the same fertilized ovum and share the same set of inherited blueprints, often called identical twins. Another way to describe them is to say that their genotype is identical. Because mono zygotic twins are genetically identical, any observed differences between the twins can be noted to the environment.

Di-zygotic twins develop from two separate ova. They are no more alike genetically than other brothers and sisters; on average, they share 50% of their genes. Any observed differences between fraternal twins are attributable to a combination of genetic and environmental causes. The twin method assumes that environmental influences are essentially the same for the two types of twins. If the identical twins are observed to be more similar than the fraternal twins, this difference in their correlations is ascribed to the greater genetic similarity of the identical twins. This means that the trait is influenced by genetic factors.^[9]

In order to examine the complications of developmental genetic influences on personality characteristics during the time of young adulthood, the study applied a longitudinal twin study. This classic twin design is a well-used method for determining the presence of genetic influences on individual differences. There were two different types of twins used in the study: monozygotic (identical) and dizygotic (fraternal) . Monozygotic twins share 100% of their genes, whereas dizygotic share only 50%. If there is a strong genetic influence, monozygotic co-twins have a tendency to be more similar than dizygotic twins.

A longitudinal design is a branch of this cross-sectional twin design in that the twins are assessed twice in their life. A longitudinal study can find the presence of genetic influences at two different times and can determine the genetic influences that operate on a intra-individual change over a period of time. Longitudinal twin studies have been used repeatedly to investigate the behavioral and intellectual development in infants and young children. Most twin studies of adult personality characteristics have been cross-sectional. Cross-sectional studies do not show the full impact that developmental genetics has on adult personality. Even though cross-sectional methods have led to interesting findings,they are subject to associational effects and sample variation across different ages, and therefore cannot investigate intra-individual change.

This study assessed a large sample of mono-zygotic and dizygotic twins when they were 20 and 25 years of age, using a shorter version of the Minnesota Multiphasic Personality Inventory (MMPI). This inventory was used to measure self-reported personality characteristics of particular behavior of genetics interest. Three primary questions were developed during this assessment:

• Does the importance of genetic influences on personality characteristics change across the 5 year period?
• Are genetic influences important for the likeliness of co-twins to change in the same way over the period of time?
• Are there genetic influences on the tendency of the co-twins to change, without keeping in mind of the direction of the change

Age differences create more variables even within a family, so the best comparisons are found using twins. Twins typically share a family environment called a shared environment because they may share other aspects like teachers, school, and friends. A non-shared environment means completely different environment for both subjects. "Biologically related children who are separated after birth and raised in different families live in non-shared environments." Identical twins separated at birth and raised in different families constitute the best cases for heredity and personality because similarities between the two are due only to genetic influences.^[10]

Vulnerability was a factor in this study that was taken into consideration regarding the issue of genetic influences on vulnerability. The study concluded that the monozygotic co-twins would be more similar than dizygotic co-twins in change over time. To answer the questions as to whether change is genetically influenced through personality, the data concluded that there was no significant differences for either variances between the monozygotic and dizygotic co-twins.^[11][12]

Studies also investigate the link by genetic association studies where subjects are genotyped and their personality is quantified with a personality test.

A link was found between the personality trait of neuroticism and a polymorphism called 5-HTTLPR in the serotonin transporter gene, but this association was not replicated in larger studies.^[13] Other candidate gene studies have provided weak evidence that some personality traits are related to AVPR1A ("ruthlessness gene") and MAOA ("Warrior gene").^[14]

Genotypes, or the genetic make up of an organism, influence, but don't fully decide the physical traits of a person. Those are also influenced by the environment and behaviors they are surrounded by. For example, a person's height is affected by genetics, but if they are malnourished growth will be stunted no matter what their genetic coding says. Environment is also not completely responsible for an outcome in personality. An example from Psychobiology of Personality by Marvin Zuckerman is alcoholism: studies suggest that alcoholism is an inherited disease, but if a subject with a strong biological background of alcoholism in their family tree is never exposed to alcohol, they will not get that way regardless of their genome.^[10]

Another factor that can be addressed is biological versus adoptive relatives, a real-life experiment, adoption. This creates two groups: genetic relatives (biological parents and siblings) and environmental relatives (adoptive parents and siblings). So the question can be asked, are adopted children more like their biological parents, who share the same genes, or their adoptive parents, who share the same home environment? And consequently to sharing that home environment, do those adopted siblings come to share traits as well? After studying hundreds of adoptive families, the discovery was that people who grow up together, whether biologically related or not, do not much resemble one another in personality. In characteristics such as extroversion and agreeableness, adoptees are more like their biological parents than to their adoptive parents. However, the minute shared-environment effects do not mean that adoptive parenting is ineffective. Even though genetics may limit the family environment's influence on personality, parents do influence their children's attitudes, values, faith, manners and politics. In adoptive homes, child neglect and abuse and even divorce between the parents is uncommon. In accordance to that, it is not surprising, despite a somewhat greater risk of psychological disorder, most adopted children excel, especially when they're adopted as infants. In fact, seven out of eight have reported feeling a strong connection with one or even both of their adoptive parents.^[15]

Type theories

Personality type refers to the psychological classification of different types of people. Personality types are distinguished from personality traits, which come in different levels or degrees. For example, according to type theories, there are two types of people, introverts and extraverts. According to trait theories, introversion and extraversion are part of a continuous dimension, with many people in the middle. The idea of psychological types originated in the theoretical work of Carl Jung^{[citation needed]} and William Marston, whose work is reviewed in Dr. Travis Bradberry's Self-Awareness. Jung's seminal 1921 book on the subject is available in English as Psychological Types.

Building on the writings and observations of Jung, during World War II, Isabel Briggs Myers and her mother, Katharine C. Briggs, delineated personality types by constructing the Myers-Briggs Type Indicator.^[16] This model was later used by David Keirsey with a different understanding from Jung, Briggs and Myers.^[17] In the former Soviet Union, Lithuanian Aušra Augustinavičiūtė independently derived a model of personality type from Jung's called Socionics.

The model is an older and more theoretical approach to personality, accepting extraversion and introversion as basic psychological orientations in connection with two pairs of psychological functions:

• Perceiving functions: sensing and intuition (trust in concrete, sensory-oriented facts vs. trust in abstract concepts and imagined possibilities)
• Judging functions: thinking and feeling (basing decisions primarily on logic vs. considering the effect on people).

Briggs and Myers also added another personality dimension to their type indicator to measure whether a person prefers to use a judging or perceiving function when interacting with the external world. Therefore they included questions designed to indicate whether someone wishes to come to conclusions (judgment) or to keep options open (perception).^[16]

This personality typology has some aspects of a trait theory: it explains people's behaviour in terms of opposite fixed characteristics. In these more traditional models, the sensing/intuition preference is considered the most basic, dividing people into "N" (intuitive) or "S" (sensing) personality types. An "N" is further assumed to be guided either by thinking or feeling, and divided into the "NT" (scientist, engineer) or "NF" (author, humanitarian) temperament. An "S", by contrast, is assumed to be guided more by the judgment/perception axis, and thus divided into the "SJ" (guardian, traditionalist) or "SP" (performer, artisan) temperament.^[17] These four are considered basic, with the other two factors in each case (including always extraversion/introversion) less important. Critics of this traditional view have observed that the types can be quite strongly stereotyped by professions (although neither Myers nor Keirsey engaged in such stereotyping in their type descriptions^[16][17]), and thus may arise more from the need to categorize people for purposes of guiding their career choice.^[18] This among other objections led to the emergence of the five-factor view, which is less concerned with behavior under work conditions and more concerned with behavior in personal and emotional circumstances. (It should be noted, however, that the MBTI is not designed to measure the "work self", but rather what Myers and McCaulley called the "shoes-off self."^[19]) Some critics have argued for more or fewer dimensions while others have proposed entirely different theories (often assuming different definitions of "personality").

Type A and Type B personality theory: During the 1950s, Meyer Friedman and his co-workers defined what they called Type A and Type B behavior patterns. They theorized that intense, hard-driving Type A personalities had a higher risk of coronary disease because they are "stress junkies." Type B people, on the other hand, tended to be relaxed, less competitive, and lower in risk. There was also a Type AB mixed profile.

Psychoanalytic theories

Psychoanalytic theories explain human behaviour in terms of the interaction of various components of personality. Sigmund Freud was the founder of this school. Freud drew on the physics of his day (thermodynamics) to coin the term psychodynamics. Based on the idea of converting heat into mechanical energy, he proposed psychic energy could be converted into behavior. Freud's theory places central importance on dynamic, unconscious psychological conflicts.

Freud divides human personality into three significant components: the id, ego, and super-ego. The id acts according to the pleasure principle, demanding immediate gratification of its needs regardless of external environment; the ego then must emerge in order to realistically meet the wishes and demands of the id in accordance with the outside world, adhering to the reality principle. Finally, the superego(conscience) inculcates moral judgment and societal rules upon the ego, thus forcing the demands of the id to be met not only realistically but morally. The superego is the last function of the personality to develop, and is the embodiment of parental/social ideals established during childhood. According to Freud, personality is based on the dynamic interactions of these three components.^[20]

The channeling and release of sexual (libidal) and aggressive energies, which ensues from the "Eros" (sex; instinctual self-preservation) and "Thanatos" (death; instinctual self-annihilation) drives respectively, are major components of his theory.^[20] It is important to note that Freud's broad understanding of sexuality included all kinds of pleasurable feelings experienced by the human body.

Freud proposed five psychosexual stages of personality development. He believed adult personality is dependent upon early childhood experiences and largely determined by age five.^[20] Fixations that develop during the Infantile stage contribute to adult personality and behavior.

One of Sigmund Freud's earlier associates, Alfred Adler, did agree with Freud early childhood experiences are important to development, and believed birth order may influence personality development. Adler believed the oldest was the one that set high goals to achieve to get the attention they lost back when the younger siblings were born. He believed the middle children were competitive and ambitious possibly so they are able to surpass the first-born's achievements, but were not as much concerned about the glory. He also believed the last born would be more dependent and sociable but be the baby. He also believed that the only child loves being the center of attention and matures quickly, but in the end fails to become independent.

Heinz Kohut thought similarly to Freud's idea of transference. He used narcissism as a model of how we develop our sense of self. Narcissism is the exaggerated sense of one self in which is believed to exist in order to protect one's low self esteem and sense of worthlessness. Kohut had a significant impact on the field by extending Freud's theory of narcissism and introducing what he called the 'self-object transferences' of mirroring and idealization. In other words, children need to idealize and emotionally "sink into" and identify with the idealized competence of admired figures such as parents or older siblings. They also need to have their self-worth mirrored by these people. These experiences allow them to thereby learn the self-soothing and other skills that are necessary for the development of a healthy sense of self.

Another important figure in the world of personality theory was Karen Horney. She is credited with the development of the "real self" and the "ideal self". She believes all people have these two views of their own self. The "real self" is how you really are with regards to personality, values, and morals; but the "ideal self" is a construct you apply to yourself to conform to social and personal norms and goals. Ideal self would be "I can be successful, I am CEO material"; and real self would be "I just work in the mail room, with not much chance of high promotion".

Behaviorist theories

Behaviorists explain personality in terms of the effects external stimuli have on behavior. It was a radical shift away from Freudian philosophy. This school of thought was developed by B. F. Skinner who put forth a model which emphasized the mutual interaction of the person or "the organism" with its environment. Skinner believed children do bad things because the behavior obtains attention that serves as a reinforcer. For example: a child cries because the child's crying in the past has led to attention. These are the response, and consequences. The response is the child crying, and the attention that child gets is the reinforcing consequence. According to this theory, people's behavior is formed by processes such as operant conditioning. Skinner put forward a "three term contingency model" which helped promote analysis of behavior based on the "Stimulus - Response - Consequence Model" in which the critical question is: "Under which circumstances or antecedent 'stimuli' does the organism engage in a particular behavior or 'response', which in turn produces a particular 'consequence'?"

Richard Herrnstein extended this theory by accounting for attitudes and traits. An attitude develops as the response strength (the tendency to respond) in the presences of a group of stimuli become stable. Rather than describing conditionable traits in non-behavioral language, response strength in a given situation accounts for the environmental portion. Herrstein also saw traits as having a large genetic or biological component as do most modern behaviorists.

Ivan Pavlov is another notable influence. He is well known for his classical conditioning experiments involving dogs. These physiological studies led him to discover the foundation of behaviorism as well as classical conditioning.

Social cognitive theories

In cognitive theory, behavior is explained as guided by cognitions (e.g. expectations) about the world, especially those about other people. Cognitive theories are theories of personality that emphasize cognitive processes such as thinking and judging.

Albert Bandura, a social learning theorist suggested the forces of memory and emotions worked in conjunction with environmental influences. Bandura was known mostly for his "Bobo Doll experiment". During these experiments, Bandura video taped a college student kicking and verbally abusing a bobo doll. He then showed this video to a class of kindergarten children who were getting ready to go out to play. When they entered the play room, they saw bobo dolls, and some hammers. The people observing these children at play saw a group of children beating the doll. He called this study and his findings observational learning, or modeling.

Early examples of approaches to cognitive style are listed by Baron (1982). These include Witkin's (1965) work on field dependency, Gardner's (1953) discovering people had consistent preference for the number of categories they used to categorise heterogeneous objects, and Block and Petersen's (1955) work on confidence in line discrimination judgments. Baron relates early development of cognitive approaches of personality to ego psychology. More central to this field have been:

• Self-efficacy work, dealing with confidence people have in abilities to do tasks;^[21]

• Locus of control theory^[22] dealing with different beliefs people have about whether their worlds are controlled by themselves or external factors;

• Attributional style theory^[23] dealing with different ways in which people explain events in their lives. This approach builds upon locus of control, but extends it by stating we also need to consider whether people attribute to stable causes or variable causes, and to global causes or specific causes.

Various scales have been developed to assess both attributional style and locus of control. Locus of control scales include those used by Rotter and later by Duttweiler, the Nowicki and Strickland (1973) Locus of Control Scale for Children and various locus of control scales specifically in the health domain, most famously that of Kenneth Wallston and his colleagues, The Multidimensional Health Locus of Control Scale.^[24] Attributional style has been assessed by the Attributional Style Questionnaire,^[25] the Expanded Attributional Style Questionnaire,^[26] the Attributions Questionnaire,^[27] the Real Events Attributional Style Questionnaire^[28] and the Attributional Style Assessment Test.^[29]

Walter Mischel (1999) has also defended a cognitive approach to personality. His work refers to "Cognitive Affective Units", and considers factors such as encoding of stimuli, affect, goal-setting, and self-regulatory beliefs. The term "Cognitive Affective Units" shows how his approach considers affect as well as cognition.

Personal Construct Psychology (PCP) is a theory of personality developed by the American psychologist George Kelly in the 1950s. From the theory, Kelly derived a psychotherapy approach and also a technique called The Repertory Grid Interview that helped his patients to uncover their own "constructs" (defined later) with minimal intervention or interpretation by the therapist. The Repertory Grid was later adapted for various uses within organizations, including decision-making and interpretation of other people's world-views. From his 1963 book, A Theory of Personality, pp. 103–104:

• Fundamental Postulate: A person's processes are psychologically channelized by the ways in which the person anticipates events.
• Construction Corollary: A person anticipates events by construing their replications.
• Individuality Corollary: People differ from one another in their construction of events.
• Organization Corollary: Each person characteristically evolves, for convenience in anticipating events, a construction system embracing ordinal relationships between constructs.
• Dichotomy Corollary: A person's construction system is composed of a finite number of dichotomous constructs.
• Choice Corollary: People choose for themselves the particular alternative in a dichotomized construct through which they anticipate the greater possibility for extension and definition of their system.
• Range Corollary: A construct is convenient for the anticipation of a finite range of events only.
• Experience Corollary: A person's construction system varies as the person successively construes the replication of events.
• Modulation Corollary: The variation in a person's construction system is limited by the permeability of the constructs within whose ranges of conveniences the variants lie.
• Fragmentation Corollary: A person may successively employ a variety of construction subsystems which are inferentially incompatible with each other.
• Commonality Corollary: To the extent that one person employs a construction of experience which is similar to that employed by another, the psychological processes of the two individuals are similar to each other.
• Sociality Corollary: To the extent that one person construes another's construction processes, that person may play a role in a social process involving the other person.

Humanistic theories

In humanistic psychology it is emphasized people have free will and they play an active role in determining how they behave. Accordingly, humanistic psychology focuses on subjective experiences of persons as opposed to forced, definitive factors that determine behavior. Abraham Maslow and Carl Rogers were proponents of this view, which is based on the "phenomenal field" theory of Combs and Snygg (1949).^[30]

Maslow spent much of his time studying what he called "self-actualizing persons", those who are "fulfilling themselves and doing the best they are capable of doing". Maslow believes all who are interested in growth move towards self-actualizing (growth, happiness, satisfaction) views. Many of these people demonstrate a trend in dimensions of their personalities. Characteristics of self-actualizers according to Maslow include the four key dimensions:

1. Awareness - maintaining constant enjoyment and awe of life. These individuals often experienced a "peak experience". He defined a peak experience as an "intensification of any experience to the degree there is a loss or transcendence of self". A peak experience is one in which an individual perceives an expansion of his or herself, and detects a unity and meaningfulness in life. Intense concentration on an activity one is involved in, such as running a marathon, may invoke a peak experience.
2. Reality and problem centered - they have tendency to be concerned with "problems" in their surroundings.
3. Acceptance/Spontaneity - they accept their surroundings and what cannot be changed.
4. Unhostile sense of humor/democratic - they do not like joking about others, which can be viewed as offensive. They have friends of all backgrounds and religions and hold very close friendships.

Maslow and Rogers emphasized a view of the person as an active, creative, experiencing human being who lives in the present and subjectively responds to current perceptions, relationships, and encounters. They disagree with the dark, pessimistic outlook of those in the Freudian psychoanalysis ranks, but rather view humanistic theories as positive and optimistic proposals which stress the tendency of the human personality toward growth and self-actualization. This progressing self will remain the center of its constantly changing world; a world that will help mold the self but not necessarily confine it. Rather, the self has opportunity for maturation based on its encounters with this world. This understanding attempts to reduce the acceptance of hopeless redundancy. Humanistic therapy typically relies on the client for information of the past and its effect on the present, therefore the client dictates the type of guidance the therapist may initiate. This allows for an individualized approach to therapy. Rogers found patients differ in how they respond to other people. Rogers tried to model a particular approach to therapy- he stressed the reflective or empathetic response. This response type takes the client's viewpoint and reflects back his or her feeling and the context for it. An example of a reflective response would be, "It seems you are feeling anxious about your upcoming marriage". This response type seeks to clarify the therapist's understanding while also encouraging the client to think more deeply and seek to fully understand the feelings they have expressed.

Biopsychological theories

Some of the earliest thinking about possible biological bases of personality grew out of the case of Phineas Gage. In an 1848 accident, a large iron rod was driven through Gage's head, and his personality apparently changed as a result, although descriptions^[31] of these psychological changes are usually exaggerated.^[32][33]

Graphic by Damasio et al.^[31] showing how the tamping iron may have damaged both frontal lobes. (A 2004 study by Ratiu and colleagues suggests the damage was more limited.)^[34]

In general, patients with brain damage have been difficult to find and study. In the 1990s, researchers began to use Electroencephalography (EEG), Positron Emission Tomography (PET) and more recently functional Magnetic Resonance Imaging (fMRI), which is now the most widely used imaging technique to help localize personality traits in the brain. One of the founders of this area of brain research is Richard Davidson of the University of Wisconsin–Madison. Davidson's research lab has focused on the role of the prefrontal cortex (PFC) and amygdala in manifesting human personality. In particular, this research has looked at hemispheric asymmetry of activity in these regions. Neuropsychological experiments have suggested that hemispheric asymmetry can affect an individual's personality (particularly in social settings) for individuals with NLD (non-verbal learning disorder), which is marked by the impairment of nonverbal information controlled by the right hemisphere of the brain. Progress will arise in the areas of gross motor skills, inability to organize visual-spatial relations, or adapt to novel social situations.^{[clarification needed]} Frequently, a person with NLD is unable to interpret non-verbal cues, and therefore experiences difficulty interacting with peers in socially normative ways.

One integrative, biopsychosocial approach to personality and psychopathology, linking brain and environmental factors to specific types of activity, is the hypostatic model of personality, created by Codrin Stefan Tapu.^[35]

Personality tests

There are two major types of personality tests. Projective tests assume personality is primarily unconscious and assess an individual by how he or she responds to an ambiguous stimulus, like an ink blot. The idea is unconscious needs will come out in the person's response, e.g. an aggressive person may see images of destruction. Objective tests assume personality is consciously accessible and measure it by self-report questionnaires. Research on psychological assessment has generally found objective tests are more valid and reliable than projective tests.

Examples of personality tests include:

• Forte Communication Style Profile
• Holland Codes
• Keirsey Temperament Sorter
• Kelly's Repertory Grid
• Minnesota Multiphasic Personality Inventory
• Morrisby Profile
• Myers-Briggs Type Indicator
• NEO PI-R
• Personality Assessment Inventory
• ProScan Survey by PDP
• Rorschach test
• Thematic Apperception Test

Critics have pointed to the Forer effect to suggest some of these appear to be more accurate and discriminating than they really are.

Personality and inner experience

This section requires expansion.

Psychology has traditionally defined personality through behavioral patterns, and more recently with neuroscientific study of the brain. In recent years, some psychologists have turned to the study of inner experiences for insight into personality and individuality. Russel Hurlburt, a psychologist at the University of Nevada, Las Vegas has studied personality by having individuals record their individual experiences at random times throughout the day.^[36] In analyzing the mental freeze-frames that his subjects report, he has found significant variation in inner mental life, and several correlations with behavioral patterns.

See also

Wikiversity has learning materials about Personality

Notes

References

This article lacks ISBNs for the books listed in it. Please make it easier to conduct research by listing ISBNs. If the {{Cite book}} or {{citation}} templates are in use, you may add ISBNs automatically, or discuss this issue on the talk page. (April 2011)

• Santrock, J.W. (2008).The Self, Identity, and Personality. In Mike Ryan(Ed.). A Topical Approach To Life-Span Development. (pg 411-412). New York:McGraw-Hill.
• Abramson, L., M.E.P. Seligman, and J. Teasdale (1978). "Learned helplessness in humans: Critique and reformulation". Journal of Abnormal Psychology 87 (1): 49–74. doi:10.1037/0021-843X.87.1.49. PMID 649856. 
• Allport, G. W. (1937). Personality: A psychological interpretation. New York: Holt, Rinehart & Winston.
• Baron, J. (1982). "Intelligence and Personality." In R. Sternberg (Ed.). Handbook of Intelligence. Cambridge: Cambridge University Press.
• Bradberry, T. (2007). The Personality Code. New York: Putnam.
• Engler, Barbara (2006). Personality Theories. Houghton Mifflin.
• Foschi R. (2003). L’indagine sulla personalità alle origini della psicologia scientifica francese (1870–1885). Physis, Rivista internazionale di storia della scienza, vol. 40 (1-2), 63-105, ISSN: 0031-9414
• Handbook of Personality, Third Edition: Theory and Research" by Oliver P. John PhD, Richard W. Robins PhD, and Lawrence A. Pervin PhD, The Guilford Press, New York, 2008
• Hjelle, L. and D. Ziegler (1992). Personality: Basic Assumptions, Research and Applications. New York: McGraw Hill
• * Lombardo, Giovanni Pietro; Foschi, Renato (2002). "The European Origins of "Personality Psychology"". European Psychologist 7 (2): 134–145. doi:10.1027//1016-9040.7.2.134. 
• Lombardo, Giovanni Pietro; Foschi, Renato (2003). "The concept of personality in 19th-century French and 20th-century American psychology". History of Psychology 6 (2): 123–142. doi:10.1037/1093-4510.6.2.123. PMID 12817602. 
• Ryckman, R. (2004). Theories of Personality. Belmont, California: Thomson/Wadsworth.
• Tapu, C.S. (2001). Hypostatic Personality: Psychopathology of Doing and Being Made. Ploiesti: Premier.

External links

• Northwestern University-led collaboration between personality psychologists worldwide to "attempt to bring information about current personality theory and research to the readers of the World Wide Web"
• Cambridge University based myPersonality project offering to researchers access to robust database of millions of detailed psycho-demographic profiles
• Personality Theories
• Trait Emotional Intelligence: EI as personality
• Personality: Theory & Perspectives - Individual Differences
• Personality Synopsis at the Virtual Psychology Classroom
• Holland's Types
• Henry A. Murray and Clyde Kluckhohn, Personality in Nature, Society, and Culture (1953)

Further reading

• Mischel, W. (1999). Introduction to Personality. Sixth edition. Fort Worth, Texas: Harcourt Brace.
• Bradberry, T. (2007). The Personality Code. New York: Putnam.
• Buss, D.M., & Greiling, H.(1999). "Adaptive Individual Differences". Journal of Personality, 67, 209-243.
• Lombardo G.P., Foschi R. (2003), "The Concept of Personality between 19th Century France and 20th Century American Psychology", History of Psychology, 6, 133-142.
• Lombardo G.P., Foschi R. (2002). "The European origins of "personality psychology". European psychologist 7 (2): 134–145. doi:10.1027//1016-9040.7.2.134. 

v d e Psychology History · Portal · Psychologist Basic psychology Abnormal · Affective science · Affective neuroscience · Behavioral neuroscience · Cognitive · Cognitive neuroscience · Comparative · Cultural · Developmental · Differential · Evolutionary · Experimental · Intelligence · Mathematical · Personality · Positive · Psycholinguistics · Psychophysics · Psychophysiology · Social · Theoretical Applied psychology Assessment · Clinical · Community psychology · Consumer · Counseling · Educational · Forensic · Health · Industrial and organizational · Legal · Media · Military · Occupational health · Pastoral · Political · Psychometrics · School · Sport and exercise · Systems · Traffic Methodologies Animal testing · Archival research · Behavior genetics · Case study · Content analysis · Experiments · Human subject research · Interviews · Neuroimaging · Observation · Qualitative research · Quantitative research · Self-report inventory · Statistical surveys Orientations Adlerian · Analytical · Behaviorism · Cognitive behavioral therapy · Cognitivism · Descriptive · Ecological systems theory · Existential therapy · Family therapy · Feminist therapy · Gestalt psychology · Humanistic · Narrative therapy · Philosophy · Psychoanalysis · Psychodynamic psychotherapy · Rational emotive behavior therapy · Transpersonal Eminent psychologists Alfred Adler · Gordon Allport · Albert Bandura · Aaron Beck · Raymond Cattell · Kenneth and Mamie Clark · Albert Ellis · Erik Erikson · Hans Eysenck · Leon Festinger · Sigmund Freud · Donald O. Hebb · Clark L. Hull · William James · Carl Jung · Jerome Kagan · Kurt Lewin · Abraham Maslow · David McClelland · George A. Miller · Neal E. Miller · Walter Mischel · Ivan Pavlov · Jean Piaget · Carl Rogers · Stanley Schachter · B. F. Skinner · Edward Thorndike · John B. Watson Lists Counseling topics · Disciplines · Important publications · Organizations · Psychologists · Psychotherapies · Research methods · Schools of thought · Timeline · Topics See also Wiktionary definition · Wiktionary category · Wikisource · Wikimedia Commons · Wikiquote · Wikinews · Wikibooks

Outline of psychology