Personality, 9e Jerry M. Burger © 2016 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website for classroom use.

The Biological Approach: Theory, Application, and Assessment Chapter 9

Chapter Outline Hans Eysenck’s theory of personality Temperament Evolutionary personality psychology Application: Children’s temperaments and school © 2016 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website for classroom use. 9 - 3

Chapter Outline Assessment: Brain electrical activity and cerebral asymmetry Strengths and criticisms of the biological approach © 2016 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website for classroom use. 9 - 4

Hans Eysenck’s Theory of Personality Structure of personality Eysenck employed factor analysis to identify supertraits All traits can be subsumed within three basic personality dimensions Extraversion–introversion Neuroticism Psychoticism © 2016 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website for classroom use. 9 - 5

Figure 9.1 - Eysenck’s Hierarchical Model of Personality © 2016 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website for classroom use. 9 - 6

Hans Eysenck’s Theory of Personality Eysenck divided the elements of personality into units that can be arranged hierarchically Basic structure - Specific response level Initial factor analytic research yielded in two basic dimensions Extraversion–introversion Neuroticism Personality dimensions are independent of one another © 2016 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website for classroom use. 9 - 7

Figure 9.2 - Traits Associated with Eysenck’s Two Major Personality Dimensions Source: From Eysenck, H. J., and Eysenck, B. G. (1968), Manual for the Eysenck Personality Inventory, San Diego: EDITS. Reprinted by permission of Educational and Industrial Testing Service. © 2016 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website for classroom use. 9 - 8

Hans Eysenck’s Theory of Personality Extraverts are outgoing, impulsive, uninhibited, and sociable Introverts are quiet, introspective, reserved, and distant except to intimate friends People high on neuroticism are unstable or highly emotional, easily upset, and angered Individuals low on neuroticism are less prone to emotional swings © 2016 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website for classroom use. 9 - 9

Hans Eysenck’s Theory of Personality Psychoticism - Third supertrait found by Eysenck People on the high end of psychoticism are egocentric, aggressive, and impersonal © 2016 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website for classroom use. 9 - 10

Biological Basis for Personality Eysenck’s arguments Consistency of extraversion–introversion over time Cross-cultural researches indicate the three dimensions of personality Genetics play a vital role in determining a person’s placement on the personality dimensions © 2016 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website for classroom use. 9 - 11

Sensitivity to stimulation Physiological Differences: Stimulation Sensitivity and Behavioral Activation/Inhibition Systems Sensitivity to stimulation Introverts and extraverts differ in how their brains respond to emotional stimuli Introverts are quickly aroused when exposed to external stimulation © 2016 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website for classroom use. 9 - 12

Sensitivity to reinforcement Physiological Differences: Stimulation Sensitivity and Behavioral Activation/Inhibition Systems Sensitivity to reinforcement Reinforcement sensitivity theory Human brain has a behavioral approach system (BAS) and a behavioral inhibition system (BIS) Individuals differ in the strength of these systems, and differences are stable over time © 2016 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website for classroom use. 9 - 13

People with a high BAS seek out and achieve pleasurable goals Physiological Differences: Stimulation Sensitivity and Behavioral Activation/Inhibition Systems People with a high BAS seek out and achieve pleasurable goals Experience more anger and frustration Individuals low on BAS get pleasure out of rewards and anticipating those rewards People with a high BIS are apprehensive and quick to retreat from problematic situations Experience more anxiety © 2016 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website for classroom use. 9 - 14

Temperament General behavioral dispositions that can be expressed in different ways depending on an individual’s experiences Development into stable personality traits depends on complex interplay of genetic predispositions and environment © 2016 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website for classroom use. 9 - 15

Temperament and Personality Dimensions in temperament Emotionality - Intensity of emotional reactions Children high on emotionality frequently express anger As adults, they are easily upset and have quick temper © 2016 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website for classroom use. 9 - 16

Temperament and Personality Activity - Person’s general level of energy Highly active children move around a lot and prefer games that require running and jumping As grown-ups, they are always on the go and prefer high-energy activities Sociability - General tendency to affiliate and interact with others Sociable children seek out other children to play As adults, they have a lot of friends and enjoy social gatherings © 2016 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website for classroom use. 9 - 17

Temperament and Personality Gender differences in temperament Girls exhibit a higher level of effortful control than boys Boys are identified with an increased level of surgency than girls © 2016 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website for classroom use. 9 - 18

Temperament and Personality Adult personalities are determined by both inherited temperament and the environment Temperament influences the environment which in turn influences the way temperament develops into stable personality traits © 2016 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website for classroom use. 9 - 19

Inhibited and Uninhibited Children Inhibited children: Controlled and gentle ones Attached to their parents Slow to explore new environments Anxiety to novelty Uninhibited children: Excited and rough ones Quick to explore new environments © 2016 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website for classroom use. 9 - 20

Inhibited and Uninhibited Children Inhibited and uninhibited styles represent inherited biological temperaments Inhibited children run the risk of developing social anxiety disorder Uninhibited children are likely to exhibit disruptive behavior disorders © 2016 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website for classroom use. 9 - 21

Table 9.1 - Correlations Between Inhibition Measures at 21 Months and Behaviors at Age 5 1/2 Years Source: From “Inhibited and uninhibited children: A follow-up study,” by J. S. Reznick et al., Child Development, 1986, 57, 660–680. Reprinted by permission of the Society for Research in Child Development, Inc. © 2016 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website for classroom use. 9 - 22

Evolutionary Personality Psychology Inherited tendencies to become nervous and upset in certain situations that allows our species to survive Natural selection - Inherited characteristics of a species that help them meet, survive and reproduce Responsible for psychological mechanisms © 2016 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website for classroom use. 9 - 23

Evolutionary Personality Psychology Anxiety and social exclusion Anxiety - Unpleasant emotional state, a normally functioning person would avoid Primary cause - Social exclusion Primitive people avoided behaviors that lead to social exclusion in order to survive and reproduce © 2016 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website for classroom use. 9 - 24

Children’s Temperaments and School Easy child Eagerly approaches new situations, adaptive, and experiences a positive mood Difficult child Tough to adapt to new environments and are often in a negative mood Slow-to-warm-up child Tend to withdraw from unfamiliar situations and are slow to adapt to new tasks and activities © 2016 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website for classroom use. 9 - 25

Children’s Temperaments and School Temperament and academic performance Children with either the difficult or slow-to- warm-up pattern perform poorly Children with an easy temperament get higher grades © 2016 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website for classroom use. 9 - 26

Children’s Temperaments and School Studies indicate that temperament is not related to intelligence Certain temperaments are compatible with the requirements of the classroom Student’s behavior evokes responses from the teacher Teachers misinterpret temperamental differences in students © 2016 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website for classroom use. 9 - 27

Children’s Temperaments and School Matching temperament and teaching Goodness of fit model Creation of environment and procedures conducive to learning based on the temperament of the student Teachers who match teaching style with temperament: Increase child’s chances of academic success Contribute to the child’s feelings of self-worth © 2016 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website for classroom use. 9 - 28

Brain Electrical Activity and Cerebral Asymmetry Measuring brain activity Electroencephalograph (EEG) - Measures electrical activity in different parts of the human brain Easy and does not harm the individual Records brain activity in quick intervals Alpha wave is useful for research on personality and emotion © 2016 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website for classroom use. 9 - 29

Brain Electrical Activity and Cerebral Asymmetry Difference in the activity level between the anterior region of a person’s right and left cerebral hemisphere Different patterns are associated with differences in emotional experience Higher activation in the: Left hemisphere is associated with positive moods Right hemisphere is indicative of negative moods © 2016 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website for classroom use. 9 - 30

Brain Electrical Activity and Cerebral Asymmetry Individual differences in cerebral symmetry Hemisphere which displays the higher activity level differs among people Differences in cerebral asymmetry tend to be stable over time Left hemisphere activity is related to movement toward the source of the emotion © 2016 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website for classroom use. 9 - 31

Brain Electrical Activity and Cerebral Asymmetry Right hemisphere activity is related to movement away from the source of emotion Anxiety sufferers have higher right side activation than nonanxious individuals Measures of cerebral asymmetry are useful to predict bipolar disorder © 2016 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website for classroom use. 9 - 32

Strengths of the Biological Approach Provides a bridge between the study of personality and discipline of biology Identified realistic parameters for psychologists interested in behavior change Researchers have generated empirical support for hypotheses advanced from this perspective © 2016 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website for classroom use. 9 - 33

Criticisms of the Biological Approach Biologists face limits on their ability to test their ideas Assumption that every human characteristic serves a survival function Lack of an agreed-upon model on temperament No schools of psychotherapy based on biological approach © 2016 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website for classroom use. 9 - 34