1. Chapter 11 Self and Personality

2. Personality
An organized combination of attributes, motives, values, and behaviors
Unique to each individual
Traits
consistent across situations and time
Self-concept: Domain specific views of self
Self esteem: Global evaluation of self
Identity: overall sense of who you are

3. Trait Theory
Psychometric approach
Personality: a set of traits
Individual differences in each trait
Measurement approach
“Big Five” - Universal and stable
Evidence of genetic basis
Universal

5. Social Learning Theory
Personality
A set of behavior tendencies
Shaped by interactions
Found in specific social situations
No universal stages
Not enduring traits
People change as environment changes
Situational influences important

6. Infancy: The Emerging Self
First 6 months: Discover physical self
Joint attention – 9 months
Difference in perceptions can be shared
Self-recognition – 18 months
Categorical self (age, sex) - 18 – 24 months
Based on cognitive development
Requires social experience
The looking-glass self: a “reflection”

8. Temperament Refers to individual differences in behavioral style.
Tendencies to respond in predictable ways
Seen in infancy
Genetically based
Building blocks of personality
In addition, it is based on:
parenting techniques
Learning to interpret cues
Sensitive responding

9. The Child
Childhood “Self”
By age 2
Use of “I” “me” “mine”
Use physical characteristics to describe
By age 8
Social identity
Personality trait terms used
Social comparison

10. Self Esteem: Multidimentional
By 3rd grade (Harter)
Scholastic competence
Social acceptance
Behavioral conduct
Athletic competence
Physical appearance
Accuracy improves with age

11. Influences on Self-Esteem
Competence Differences
Social feedback – positive or negative
Genetic
Parents (cross-cultural)
Warm and democratic
Enforce clearly stated rules

12. Early Temperament and Later Personality
Some weak links found
Shy 3 yr-olds become cautious teens
Difficult 3 yr-olds remain difficult
Well-adjusted 3 yr-olds also
Current research
Temperament and Big 5 related
May carry-over into adulthood

13. Adolescent Integration
Different selves in different situations
Storm and Stress in about 20%
Move to middle school
Often difficult
Especially for females
Most readily regain high self-esteem

14. A Sense of Identity
Erikson: Identity vs. Role Confusion
Adolescence
Identity Crisis
Marcia’s Identity Statuses (next slide)
Diffusion
Foreclosure
Moratorium
Achievement

16. Influences on Identity Formation
1. Cognitive growth: formal operations
2. Relationships with parents
Rejection except for diffusion status
Identification w/parents first helps
Foreclosure: may not develop own ID
Achieved more likely if living independently
Moratorium -> Identity Achieved
Affection and freedom at home

17. Influences on Identity
3. Experiences outside the home
e.g., going to college
4. Broader cultural context
Modern Western society
Forge own ID after exploration of many
Traditional societies
Foreclosure may be more adaptive

18. Self-Concept and Aging
Stable self-esteem generally good
Ability to adjust ideal to real self
Evaluate self with different standards
Comparisons with age-mates
Related to stable personality traits
Collectivist vs Individualistic culture

19. Changes in Personality
Cross-sectional studies show changes
Longitudinal/cross-cultural studies
Adulthood: achievement and confidence
Older adults
Activity levels decline
Introversion and introspection increase

20. Costa & McRae: “The Big 5”
Biologically based
Cross-age consistency
Resistant to environmental changes
Historical context influential
Universal maturational change
Achievement through middle adulthood
Less N, E, and O
More C and A

21. Influences on Personality Change
Effects of early experiences
Stability of environment
Gene-environment interaction
Biological factors (disease)
Social environment
Poor person-environment fit

22. Adulthood: Erikson and Research
Men: Identity then Intimacy
Women: Identity & Intimacy together
Generativity supported
Integrity supported
Life review