Psychology 3051 Psychology 305A: Theories of Personality Lecture 21 1

2 Exam: April 23, 12:00-2:30 PM, SRC A The exam will include 30 multiple choice questions (1 point each) and 5-6 short answer questions (ranging in value from 2-6 points; totaling 20 points). The exam is worth one-third of your final grade if you did not writing the optional paper and one-quarter of your final grade if you did writing the optional paper. The exam will be scored out of 50 points.

3 In addition to questions related to lecture content, the exam will include questions related to chapters of the textbook. Chapter 14 compares the theoretical perspectives we have considered. We have compared the perspectives through the term. The exam will include 2-3 multiple choice questions (no short answer questions) related to chapter 14.

4 Please arrive on time to facilitate rapid distribution of the exams. Bring a pencil, eraser, pen, and your student ID to the exam. All electronic devices must be put away before the start of the exam. Bags and backpacks should be left at the front of the room. Valuables (e.g., laptops) may be placed under your seat. Hats (e.g., baseball caps) should not be worn during the exam.

5 Office Hours I will hold the following office hours in April to assist students with exam preparation: Thursday, April 19: 12:00-2:00 Friday, April 20: 1:00-3:00 Monday, April 23: 9:00-11:00

6 Reminder Course evaluations will be available online until April 10 th. If you have not received an regarding evaluations, visit: Your feedback is extremely valuable—both to the Psychology Department and to me. I modify courses on the basis of student feedback. Please complete your evaluation for this course. Your evaluation will be secure and anonymous. 6

Psychology 3057 Analysis of the Personality of a Civil Rights Leader: Malcolm X Discussion Questions 1.What learning processes (e.g., classical conditioning, operant conditioning, observational learning) do you think shaped Malcolm X’s personality? Identify specific examples to illustrate how these learning processes shaped his personality. 7

Psychology Prior to imprisonment, Malcolm X did not adhere to a separatist view regarding race relations. However, after imprisonment, he did adhere to this view, ultimately joining the Nation of Islam. How can Dollard and Miller’s learning theory be used to explain this change in Malcolm X’s attitudes and behaviour? 3. Maslow maintained that, in the hierarchy of conative needs, lower-order needs have greater strength, potency, and priority than higher-order needs. Were Malcolm X’s actions consistent with this assertion? 8

Psychology How does Maslow’s notion of the self-actualizer differ from Rogers’ notion of the fully functioning person? Can both concepts be applied to Malcolm X? 5. Would Maslow’s hierarchy of conative needs adequately explain motivation among collectivists? 9

Psychology Deci and Ryan emphasized the importance of “self- determination” in determining well-being. At what point in his life do you believe that Malcolm X achieved self- determination? 7. Mischel proposed 5 “cognitive-social learning person variables” to describe personality: competencies, personal constructs, expectancies, subjective values, and self-regulatory plans. Use these variables to describe Malcolm X’s personality when he was in Boston. 10

8.Grouzet et al. (2005) represent goals in a two- dimensional circumplex in which adjacent goals are compatible and distant goals are incompatible. Using this circumplex, explain how Malcolm X’s goals changed across time. 9. Powers (1973) proposed the notions of system concepts, principles, and programs in discussing feedback hierarchies. Describe Malcolm X’s system concepts, principles, and programs during his years in Boston. 11

12 Classical conditioning Operant conditioning Observational learning Extrinsic reinforcement Intrinsic reinforcement Vicarious reinforcement Self-reinforcement Some learning concepts:

Racism, social isolation (US) Negative emotions (UR; e.g., anxiety) Reflexive Presence at school (CS) Learned Repeatedly paired Highly similar Negative emotions (CR) Example of Classical (Emotional) Conditioning 13

Death of father, burning of home (US) Negative emotions (UR; e.g., anger, fury) Reflexive Presence of “whites” (KKK) (CS) Learned Repeatedly paired Highly similar Negative emotions (CR) Example of Classical (Emotional) Conditioning 14

Psychology Factors that may account for self-actualization in the absence of lower-order need satisfaction (Heylighenl, 1991): 1.Prior need satisfaction (a temporal factor). 2. Perceived competence to satisfy lower-order needs (a cognitive factor). Perceived competence emerges from (a) material competence and (b) cognitive competence. 15

Psychology Physiological Needs Safety Needs Belonging Needs Esteem Needs Self- Actualization Needs 16 Maslow’s Hierarchy of Conative Needs

Belonging Needs Physiological Needs Safety Needs Self- Actualization Needs (in the service of society) A Hierarchy of Conative Needs for Collectivistic Cultures (The People’s Republic of China; Nevis, 1983) 17

18 Mischel’s Cognitive-Social Learning Person Variables Encoding strategies and personal constructs (reflect “if … then” contingencies) Competencies. Expectancies. Subjective values. Self-regulatory systems and plans. 18

Sample Schema 19 Skin colour Wealth Privilege Tokenism Equality Injustice Death of father Violence KKK Hostile Poverty “Whites” Inequality Segregation

Circumplex of Goals (Grouzet et al., 2005) Self-Transcendence Physical Self ExtrinsicIntrinsic Conformity Popularity Spirituality Community Affiliation Self-Acceptance Hedonic Pleasure Financial Success ● ● ● ● ● ● ● ● Years in Boston Prior to death As member of Nation of Islam 20

Ideal Self-Image/System Concept: A highly abstract guide for behaviour. Trait/Principle: Broad qualities of behaviour, which can be displayed in many ways. Behaviour/Program: Specifies a course of action. Corresponds to scripts or strategies. 21

Psychology 305A: Theories of Personality Definitions Research Methods Personality Assessment Trait Perspective Motive Perspective Biological Perspective Psychoanalytic Perspective Psychosocial Perspective Learning Perspective Organismic Perspective Cognitive Perspective Self Regulation Perspective 22