1. Psychology 3051 Psychology 305: Theories of Personality Lecture 7

2. Psychology 3052 Scoring Your Questionnaire 1.Reverse score items 10 and 19. 2.Sum the following items: 1, 4, 7, 10, 12, 15, 19 2, 3, 5, 6, 8 9, 11, 13, 18 14, 16, 17, 20

3. Office Hour Invitations by Student Number June 7 th, 3:30-4:30, Kenny 2517 14849087 18483081 23056096 25798091 37322104 3 38219051 43557115 47856075 60168085 67528083

4. Exam Preparation Tips The exam will include questions unique to the textbook content, questions unique to the lecture content, and questions that reflect overlap between the two sources of information. You are encouraged to study both sources of information thoroughly.

5. Identify the primary points of each section with key words or phrases and use these key words or phrases to test yourself. With respect to the textbook content: Familiarize yourself with all terms that are bolded or italicized. Create questions with the title and subtitles of each section. Use the content of each section to answer the questions that you have generated.

6. With respect to the lecture content: Use the learning objectives to guide your studying.

7. You need not memorize the names of researchers who conducted idiosyncratic studies or the dates of those studies. However, you should familiarize yourself with the names of all major theorists (e.g., Eysenck, Cattell, Murray, Gray).

8. The goal of the exam is to assess your mastery of the course content. In order to demonstrate your mastery of the course content on the short answer questions, you should provide thorough and detailed responses. The instructions for the short answer section will read: “Please respond to each of the questions below. Note that point form answers are acceptable. Your responses should be thorough and detailed. If necessary, you may write on the back side of the page.”

9. The exam questions will assess your ability to recall, synthesize, and apply course content. Examples:

10. Psychology 30510 Recall: According to Eysenck’s theory of personality, ___________ is among the three primary dimensions of personality. (a) conscientiousness. (b) openness to experience. (c) extraversion. (d) agreeableness. (e) c and d.

11. Psychology 30511 Synthesize: List three similarities and three distinctions between Eysenck’s theory of personality and the Five Factor Model of personality. (6 points) Apply: What is intrasexual selection? Generate an example of a human characteristic that is likely to have evolved through this process. (4 points)

12. Psychology 30512 Apply: Personality assessments indicate that Jennifer is high in aggressiveness. However, Jennifer does not consistently act in an aggressive manner—she aggresses only in situations in which she feels threatened. Which of the following theoretical approaches best explains the variation in Jennifer’s aggressive behaviour across situations? (a) The dispositional approach. (b) The interactionist approach. (c) The situationist approach. (d) The trait approach.

13. In order to correctly respond to questions that require synthesis and application, recall of information is necessary. The correlation between recall questions and synthesis/application questions typically exceeds.70.

14. Psychology 30514 Lecture 7 Questions That Will be Answered in Today’s Lecture 1.What are heritability and environmentality and how are they assessed? (continued) 2. What personality characteristics are heritable? 3. Who was Phineas Gage? 4. What physiological theories of personality were proposed by early scientists?

15. Psychology 30515 5. What physiological measures are commonly used in contemporary personality research? 6. What does contemporary research suggest about the physiological basis of (a) extraversion and (b) sensitivity to reward and punishment.

16. By the end of today’s class, you should be able to: 1. identify distinct temperaments. 2. discuss the heritability of diverse personality characteristics. 3. describe Somatotype Theory. 4. describe contemporary physiological measures used in personality research. 16

17. 6. review evidence to support Eysenck’s theory of the physiological basis of extraversion. 8. discuss the roles of the BAS and the BIS in learning. 17 5. describe Eysenck’s theory of the physiological basis of extraversion. 7. distinguish between the BAS and the BIS.

18. Psychology 30518 3. Twin Studies  Examine whether or not monozygotic (MZ) twins are more similar than dizygotic (DZ) twins with respect to a given personality characteristic.  The most powerful means by which to assess heritability and environmentality.  MZ twins share 100% of the same genes; DZ twins share 50% of the same genes. What are heritability and environmentality and how are they assessed? (continued)

19. Psychology 30519  For a given personality characteristic, two correlations are calculated: r 2 : The correlation between DZ twin pairs on the characteristic (reflects a small degree of genetic overlap).  r 1 > r 2 indicates that the personality characteristic is heritable. r 1 : The correlation between MZ twin pairs on the characteristic (reflects a large degree of genetic overlap).

20. Psychology 30520  E.g., Computation of the heritability and environmentality of dominance using data obtained from a twin study: r 1 =.57 (MZ twins) r 2 =.12 (DZ twins) Heritability = 2 (r 1 – r 2 ) Environmentality = (1.00 – heritability) These results indicate that 90% of observed variance in dominance is due to individual differences in genetic makeup, whereas 10% of observed variance in dominance is due to individual differences in environmental factors. = 2 (.57 –.12) =.90 = 1.00 -.90 =.10

21. Psychology 30521 What personality characteristics are heritable? Temperaments Buss and Plomin (1984) define temperaments as personality characteristics that appear during the 1 st year of life, persist across the lifespan, have a pervasive influence on behaviour, and are highly heritable. These researchers have identified 3 distinct temperaments.

22. Psychology 30522 1.Activity level: Degree to which an individual expends physical energy through motor activity (i.e., intensity of behaviour, speed of action). 2.Sociability: Degree to which an individual prefers to be with others rather than be alone. 3.Emotionality: Degree to which an individual becomes physiologically aroused in upsetting situations. Comprised of 3 components: anger, distress, and fear.

23. Psychology 30523 Heritability statistics (Wlodzimierz et al.,2003): Activity level:.58 Sociability:.42 Emotionality—Anger:.62 Emotionality—Distress:.54 Emotionality—Fear:.70

24. Psychology 30524 The Big 5 Dimensions Research suggests that the dimensions of the Big 5 are heritable. Heritability statistics (Jang et al., 1998): Extraversion:.50 Agreeableness:.48 Conscientiousness:.49 Neuroticism:.49 Openness to Experience:.48

25. Psychology 30525 Personality Characteristics Related to Psychopathy Heritability statistics (Blonigen et al., 2003; Bouchard et al., 1990; Tellegen et al., 1988): Fearlessness …………………………………………… >.95 Carefree Nonplanfulness (i.e., impulsiveness)……....94 Machiavellianism (i.e., enjoys manipulating others)....74 Social potency (i.e., skilled at influencing others) …..66 Aggressiveness ………………………………………...67 Research suggests that characteristics related to psychopathy are heritable.

26. Psychology 30526 Heritability statistics (Bouchard et al., 1990; Tellegen et al., 1988) Creativity or imagination …………………………..74 Sense of alienation …………………………..........59 Traditionalism ……………………………………….59 Low risk taking ……………………………….........45 Achievement orientation …………………............38 Other Personality Characteristics Research suggests that there are a number of other characteristics that are heritable.

27. Psychology 30527 Who was Phineas Gage? Phineas Gage was a 19 th century rail worker involved in construction in Vermont. In 1848, an accidental explosion blew an iron rod through his head. The rod entered under his left cheek and passed through his frontal lobes, ultimately exiting through the top of his head. Biological Perspective: Physiological Approach

28. 28 The Skull of Phineas Gage, 1823 - 1860

29. 29 Reconstruction of the Path of the Iron Rod Through Gage’s Skull

30. Psychology 30530 According to Gage's physician, Gage’s personality radically changed after the accident: Gage was fitful, irreverent, indulging at times in the grossest profanity (which was not previously his custom), manifesting but little deference for his fellows, impatient of restraint or advice when it conflicts with his desires, at times obstinate, yet capricious and vacillating, devising many plans of future operations, which are no sooner arranged than they are abandoned in turn for others appearing more feasible. A child in his intellectual capacity and manifestations, he has the animal passions of a strong man. Previous to his injury, although untrained in the schools, he possessed a well-balanced mind, and was looked upon by those who knew him as a shrewd, smart businessman, very energetic and persistent in executing all his plans of operation. In this regard his mind was radically changed, so decidedly that his friends and acquaintances said he was “no longer Gage.” (Harlow, 1848)

31. Psychology 30531 Neurologist Antonio Damasio has written extensively on Gage. According to Damasio, Gage's story marks the historical beginnings of the scientific study of the physiological basis of personality.

32. Psychology 30532 Physiological Approach: What physiological theories of personality were proposed by early theorists? What physiological theories of personality were proposed by early scientists? One of the earliest recorded physiological theories of personality was proposed by Roman physician Galen in A.D. 170. Building on the work of Greek physician Hippocrates, Galen proposed the Bodily-Fluid Theory of Personality. This theory maintains that the amount of four fluids present in the body determine personality.

33. Psychology 30533  Excessive phlegm:  Excessive blood:  Excessive yellow bile:  Excessive black bile: Passive, calm, and thoughtful (i.e., phlegmatic) personality. Happy, outgoing, and optimistic (i.e., sanguine) personality. Unstable, aggressive, and irritable (i.e., choleric) personality. Unhappy, pessimistic, and somber (i.e., melancholic) personality.

34. Psychology 30534 Galen’s theory remained in favor for centuries. However, the theory fell out of favor with advances in physiology. An early, modern physiological theory of personality that was influential for some time was proposed by William Sheldon. His Somatotype Theory of Personality suggests that body type determines personality. Sheldon’s theory distinguishes between 3 body types:

35. Psychology 30535

36. Psychology 30536 Sheldon assigned individuals “somatotype ratings.” These ratings are comprised of 3 numbers, each ranging from 1 to 7. The numbers reflect an individual’s scores on the 3 dimensions of obese, muscular, and thin, respectively.

37. Psychology 30537 According to Somatotype Theory, the following characteristics are associated with each body type:  Ectomorph (“skinny”): Apprehensive, introverted, and restrained personality (cerebrotonia temperament).  Mesomorph (muscular): Assertive, adventurous, and bold personality (somatotonia temperament).  Endomorph (“fatty”): Sociable, relaxed, and fun- loving personality (viscerotonia termperament).

38. Psychology 30538 In contrast to Sheldon, most contemporary personality psychologists do not focus on global variables such as gross body type. Sheldon reported research findings to support his theory. However, efforts to replicate these findings were unsuccessful.

39. Psychology 30539 Today, the vast majority of researchers in this area employ measures of distinct physiological systems (e.g., heart rate). The primary goal of contemporary research is to identify differences in the physiological responses of individuals with distinct personality characteristics.

40. Psychology 30540 What physiological measures are commonly used in contemporary personality research? Four physiological measures are of particular interest to contemporary personality psychologists: 1. Measures of Electrodermal Activity (Skin Conductance)  Assess the concentration of water or sweat on the palms.  Provide a direct measure sympathetic nervous system activity (i.e., the fight-or-flight response).

41. Psychology 30541  Typically, this technique involves placing 2 electrodes on the palm of one hand. A very low voltage of electricity is sent through one electrode into the skin. The amount of electricity detected at the second electrode assesses how well the skin is conducting electricity.  E.g., Research assessing electrodermal activity suggests that people who are high in neuroticism have chronically activated sympathetic nervous systems.

42. Psychology 30542 2. Measures of Cardiovascular Activity  Include measures of blood pressure and heart rate.  Blood pressure and heart rate provide direct measures of sympathetic nervous system activity.  E.g., Research assessing cardiovascular activity suggests that people who are characterized by impatience, competitiveness, and hostility (i.e., the “Type A” personality) experience chronic cardiac reactivity, a condition that contributes to heart disease.

43. Psychology 30543 3. Measures of Brain Activity  Include positron emission tomography (PET) and functional magnetic resonance imaging (fMRI).  PET involves administering a radioactive substance to the participant. The radioactive substance is typically attached to glucose. The PET scanner detects the emission of positrons from the radioactive substance, thereby indicating where glucose consumption and physiological activity is greatest.

44. 44 PET Image of the Brain

45. Psychology 30545  fMRI uses radio waves and magnetic fields to produce an image of physiological activity. fMRI identifies regions in the brain where blood vessels are expanded and extra oxygen is being delivered, thereby indicating where physiological activity is greatest.

46. 46 fMRI Image of the Brain

47. Psychology 30547  E.g., Research employing fMRI suggests that individuals who are high in neuroticism experience increased frontal brain activation when exposed to negative images, whereas individuals who are high in extraversion experience increased frontal brain activation when exposed to positive images.

48. Psychology 30548 4. Biochemical Measures of Blood and Saliva  Assess hormone levels (e.g., testosterone) and enzyme levels (e.g., monoamine oxidase).  E.g., Research suggests that shy children have relatively high levels of cortisol in their systems. Cortisol is a byproduct of noradrenaline, a hormone released under stress.

49. Psychology 30549 What does contemporary research suggest about the physiological basis of extraversion? Eysenck (1967) proposed a physiological theory to account for individual differences in extraversion. According to Eysenck’s theory, the ascending reticular activating system (ARAS) plays a critical role in determining levels of extraversion. The ARAS is a structure in the brainstem that controls cortical arousal. High levels of ARAS activity result in high levels of cortical arousal. Low levels of ARAS activity result in low levels of cortical arousal.

50. Psychology 30550 Eysenck suggested that introverts have relatively high levels of ARAS activity and, therefore, relatively high levels of cortical arousal. In order to avoid further arousal, introverts restrain themselves, seek low-stimulation settings, and avoid social interactions that may exacerbate their often over stimulated condition. That is, introverts engage in activities that regulate their levels of arousal downward.

51. Psychology 30551 In contrast, Eysenck suggested that extraverts have relatively low levels of ARAS activity and, therefore, relatively low levels of cortical arousal. In order to enhance their levels of arousal, extraverts seek high-stimulation experiences, settings, and social interactions. That is, extraverts engage in activities that regulate their levels of arousal upward.

52. Psychology 30552 Research has provided support for Eysenck’s theory.  E.g., Brebner & Cooper (1978) Found that extraverts pushed a button at a higher rate than introverts when pushing the button resulted in a change in the visual environment.  E.g., Campbell & Hawley (1982) Found that extraverts were more likely to study in noisy reading rooms, whereas introverts were more likely to study in quiet reading rooms.

53. Psychology 30553  E.g., Geen (1984) found: (b) When extraverts were asked to complete the learning task under the noise level preferred by introverts, they became bored (i.e., under aroused) and their performance deteriorated. (a) Extraverts preferred to undertake a learning task under noisier conditions than introverts. (c) When introverts were asked to complete the learning task under the noise level preferred by extraverts, they became distressed (i.e., over aroused) and their performance deteriorated.

54. Psychology 30554 What does contemporary research suggest about the physiological basis of sensitivity to reward and punishment? Gray (1972, 1990, 2000) proposed a physiological theory to account for individual differences in sensitivity to reward and punishment: Reinforcement Sensitivity Theory. Gray’s theory hypothesizes that there are two systems within the brain that respond to reward and punishment: The behavioural activation system (BAS) and the behavioural inhibition system (BIS). The BAS is based in the left prefrontal cortex. The BIS is based in the right prefrontal cortex.

55. Psychology 30555 Gray maintained that the BAS is responsive to rewards or incentives, generates positive emotions (e.g., eagerness, excitement), and regulates “approach” behaviours. E.g., In a child, the BAS would recognize music emanating from an ice cream truck as a reward cue, would generate positive emotions in response to that cue, and would create an urge to run to the truck.

56. Psychology 30556 The BAS appears to be linked to dopamine levels. Gray believed that the BAS is responsible for the personality dimension of extraversion or impulsivity.

57. Psychology 30557 In contrast, Gray maintained that the BIS is responsive to punishment or frustration, generates negative emotions (e.g., anxiety, fear), and regulates “avoidance” behaviours. E.g., In a child who is shouting, the BIS would recognize a mother’s stern glance as a punishment cue, would generate negative emotions in response to that cue, and would inhibit further shouting.

58. Psychology 30558 The BIS appears to be linked to serotonin levels. Gray believed that the BIS is responsible for the personality dimension of neuroticism or anxiety.

59. Psychology 30559 BAS/BIS Sensitivity Survey Score on items: 1, 4, 7, 10, 12, 15, 19 = BIS Sensitivity 2, 3, 5, 6, 8 = BAS Sensitivity: Reward Responsiveness 9, 11, 13, 18 = BAS Sensitivity: Drive 14, 16, 17, 20 = BAS Sensitivity: Fun Seeking

60. Psychology 30560 The 3 BAS sensitivity subscales are as follows.  Reward responsiveness: Assesses how responsive one is to the occurrence or anticipation of rewards.  Drive: Assesses the persistence with which one pursues desired goals.  Fun seeking: Assesses one’s desire for new rewards and one’s willingness to approach potentially rewarding events on the spur of the moment.

61. Psychology 30561 BAS/BIS Sensitivity Survey Means and Standard Deviations (Carver & White, 1994), N = 732 MeanSD BIS Sensitivity19.993.70 BAS Sensitivity: Reward Responsiveness17.592.14 BAS Sensitivity: Drive12.052.36 BAS Sensitivity: Fun Seeking12.432.26

62. Psychology 30562 Gray integrated his theory with learning theory and generated the following hypotheses. (a) People who have a sensitive BAS are more likely to learn when they are rewarded than when they are punished. (b) People who have a sensitive BIS are more likely to learn when they are punished than when they are rewarded. Research has provided support for Gray’s hypotheses:

63. Psychology 30563  E.g., Larsen et al. (2003) Had participants engage in a learning task. Some participants were rewarded for each correct response, earning $5 over the course of the experiment. Other participants were punished for each incorrect response; they were given $10 and lost $5 over the course of the experiment.

64. Psychology 30564 Found that: (b) participants who obtained high BIS sensitivity scores (i.e., were higher in neuroticism/anxiety) performed better when they worked to avoid punishment. (a) participants who obtained high BAS sensitivity scores (i.e., were higher in extraversion/impulsivity) performed better when they worked for reward.

65. Psychology 30565 Lecture 7 Questions That Will be Answered in Today’s Lecture 1.What are heritability and environmentality and how are they assessed? (continued) 2. What personality characteristics are heritable? 3. Who was Phineas Gage? 4. What physiological theories of personality were proposed by early scientists?

66. Psychology 30566 5. What physiological measures are commonly used in contemporary personality research? 6. What does contemporary research suggest about the physiological basis of (a) extraversion and (b) sensitivity to reward and punishment.