1. Psychology 3051 Psychology 305A: Theories of Personality Lecture 22 1

2. 2 Final Exam: December 8 th, 2011 12:00-2:30 PM, Osborne 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. 3 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. Hats (e.g., baseball caps) should not be worn during the exam.

4. 4 Reminders 1. The final exam is not cumulative. It will cover the contents of Chapters 10-14 and all accompanying lecture material.

5. 5 2. As noted in the syllabus, Chapter 14 will be assessed on the final exam. It compares the theoretical perspectives we have considered. We have engaged in such comparisons through the term. You will not be examined on details related to theories assessed on the first and second exams; you need only discuss these theories in the level of detail presented in Chapter 14.

6. 6 3. I will hold additional office hours in preparation for the final exam: Tuesday, December 6: 10:30 - 12:30 Wednesday, December 7: 12:30-2:30

7. 7 3. I will hold additional office hours in preparation for the final exam: Tuesday, December 6: 10:30 - 12:30 Wednesday, December 7: 12:30-2:30

8. Psychology 3058 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.

9. Psychology 3059 2.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?

10. Psychology 30510 4. 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. Towards the end of his life, Maslow identified a subgroup of self-actualizers that he referred to as “transcendent self-actualizers.” Can Malcolm X be described as a transcendent self-actualizer? Explain.

11. Psychology 30511 6. 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.

12. 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.

13. 13 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

14. 14 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

15. Psychology 30515 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.

16. Psychology 30516 Transcendent self-actualizers: People whose actualization goes beyond the self to become universal in nature (Maslow, 1971).

17. Sample Schema 17 Skin colour Wealth Privilege Tokenism Equality Injustice Death of father Violence KKK Hostile Poverty “Whites” Inequality Segregation

18. 18 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

19. System Concept: A highly abstract guide for behaviour. Corresponds to one’s ideal self. Principle: Broad qualities of behaviour, which can be displayed in many ways. Correspond to traits. Program: Specifies a course of action. Corresponds to behaviours, scripts, or strategies.