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

2. 2 Exam: December 13, 8:30-11:00, WOOD 2 The exam will include 30 multiple choice questions (1 point each) and 5-7 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 The exam is not cumulative. In addition to questions related to lecture content, the exam will include questions related to chapters 10, 11, 12, (p. 287-298, 304-314), 13, and 14 (p. 354-357) of the textbook.

4. 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. 5 Office Hours I will hold the following office hours in December to assist students with exam preparation: Tuesday, December 4, 11:30-12:30 Tuesday, December 11: 10:00-12:30 Wednesday, December 12: 1:00-3:00

6. Psychology 3056 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. 6

7. Psychology 3057 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.Mischel proposed 5 “cognitive-social learning person variables” to describe personality: competencies, encoding strategies/personal constructs, expectancies, subjective values, and self-regulatory systems/plans. Use these variables to describe Malcolm X’s personality when he was in Boston. 7

8. 4. Grouzet et al. 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. 5. Powers proposed the notions of system concepts, principles, and programs in discussing feedback hierarchies. Describe Malcolm X’s system concepts, principles, and programs after his return from Mecca. 8

9. Psychology 3059 6. 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? 7. Would Maslow’s hierarchy of conative needs adequately explain motivation among collectivists? 9

10. Psychology 30510 8. 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? 9. 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? 10

11. 11 Classical conditioning Operant conditioning Observational learning Extrinsic reinforcement Intrinsic reinforcement Vicarious reinforcement Self-reinforcement Some learning concepts:

12. 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 12

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 13

14. Psychology 30514 Dollard and Miller’s Social-Cognitive Learning Theory 1. Drive 2. Cue 3. Response 4. Reinforcement 5. Habit Hierarchy 14

15. 15 (b) Encoding strategies and personal constructs (i.e., schemas). (a) Competencies. (c) Expectancies. (d) Subjective values. (e) Self-regulatory systems and plans (this variable is central to the self-regulation perspective on personality). 15 Mischel’s Cognitive-Social Learning Person Variables

16. Sample Schema 16 Theft Drug Dealing Pimping Injustice Death of father Violence Love Belonging Poverty “Money” Friends Happiness Social Acceptance Self Acceptance

17. 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 17

18. Ideal Self-Image or System Concept: Fulfillment contributes to self-actualization, personal wholeness, or personal integration. Trait or Principle : Broad qualities, can be expressed in multiple ways. Behaviour or Program: Strategies or scripts, specifies a course of action. 18

19. Highest level Goal 1 Input 1 C1 Output 1 and Goal 2 Input 2 C2 Output 2 and Goal 3 Input 3 C3 Ideal Self-Image (System Concept): Socially useful Trait (Principle): Dedicated Output Behaviour (Program): Participate in speaking engagements to promote cause Hierarchical Feedback Loops 19

20. Highest level Goal 1 Input 1 C1 Output 1 and Goal 2 Input 2 C2 Output 2 and Goal 3 Input 3 C3 Ideal Self-Image (System Concept): Man of integrity Trait (Principle): Honest Output Behaviour (Program): Always tell the truth Hierarchical Feedback Loops 20

21. Psychology 30521 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 (in due time) and (b) cognitive competence. 21

22. Psychology 30522 Physiological Needs Safety Needs Belonging Needs Esteem Needs Self- Actualization Needs 22 Maslow’s Hierarchy of Conative Needs

23. Belonging Needs Physiological Needs Safety Needs Self- Actualization Needs (in the service of society) A Hierarchy of Conative Needs for Collectivistic Cultures (see Cianci & Gambrel, 2003; Nevis, 1983) 23

24. Psychology 305A: Theories of Personality Definitions Research Methods Personality Assessment Trait Perspective Motive Perspective Biological Perspective Psychoanalytic Perspective Psychosocial Perspective Learning Perspective Cognitive Perspective Self Regulation Perspective Organismic Perspective 24 What is personality?