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Personality THEORY OF PSYCHOANALYSIS Psychic Foraas - ^ Psyehbsexuai Stages Unconscious Motivation Research and Measurement tRAIT APPROACH Personality Typing identifying Traits Research and Measurement .LEARNING THEORY ,,. Operant Learning Social Learning Theory Research and Measurement HUMANISTIC VIEWPOINT Conception of Human Nature Person-Свмвяка Approech Research and Measurement JtcLEcmcJSM m STUDYING PCTSOHAUTY Jemfiy titattcrson is tall, sturdy, and slightly rugged. H*r dress is immaculate thoagb a St old-fashioned. With gray-green eyes and jet Ыаск hair, Jenny is a physically striking woman in her late fifties. Jenny's behavior is sometimes striking* too» Aw ri№ffetjMtyspeaks her ma&. With no money and without family except for her distant son Ross, she accepted a job caring for yoiuig children. Soon she left in a storm of protest'. "Those devils!" site exclaimed. They «jistreajted "dear helpless babies." Outspoken in flsftny ways. Jean; has been especially vehement about her son's girlfriends, celling them M she-dog," "prostitute-woman," "beast," and "The Chip." None were good. еяоздЬ, for Ross, whektcr ! entered into a secret marriage (Allport, 1965; Figure 1Ж1).
398 Integration of Behavior In this chapter we consider Jenny in detail, focusing upon her personality. We are concerned here with her whole being, not a selected aspect, as in most earlier chapters. This chapter therefore marks a point of transition in our book. The next chapters, involving adjustment, therapy, and social behavior, are also concerned with the individual in a global sense. The term personality refers to the characteristic and unique ways in which an individual responds to the environment. It emphasizes consistent patterns of behavior, but uniqueness is also stressed. All of us have some characteristics in common with other people, but in each of us these are combined in special ways and unite with less common characteristics to form a set of behaviors and experiences that are distinct from all others, as Jenny's life illustrates. But how do we go about understanding the whole individual, this personality called Jenny Masterson? The task is a difficult one, for we cannot examine every detail of her past and present behavior and experience, and we cannot say everything that might be said. Instead, we consider several perspectives, each emphasizing a psychological understanding and giving emphasis to a special psychological process. These perspectives, which show points of commonality and also differences, are psychoanalytic theory, the trait approach, learning theory, and the humanistic approach. THEORY OF PSYCHOANALYSIS Figure 15.1 Jenny. As usual, Jenny is wearing black, a choker around her neck, and a gold pin which was a wedding-day gift from her husband (Allport, 1965). Sigmund Freud developed the theory of psychoanalysis near the beginning of this century, using several cases in his private practice and an intensive self-analysis. Emphasizing motivation, the theory of psychoanalysis regards human personality as significantly influenced by two basic forces, sex and aggression, constantly seeking expression in the individual. These impulses, according to the theory, are part of our inborn nature, and denial of their expression, as often required by society, does not result in their disappearance. Instead, they find release in a disguised form. This process of denial and disguised expression is called unconscious motivation. It is the central idea in psychoanalytic theory, and it is most relevant to childhood, when the personality is being formed. Conflicts and frustration at this age, especially concerning sex and aggression, can have a significant and unexpected influence later, in the adult personality. This viewpoint was strongly resisted in the early post-Victorian era, and orthodox psychoanalysis gained only a limited following. But the general psychoanalytic perspective gradually has risen to a position of prominence in the social sciences and public thinking. Many of the original concepts have been clarified or made more useful than they were initially, and today psychoanalysis, in its overall sense, is one of the most pervasive and influential modes of twentieth-century thought (Figure 15.2). Psychic Forces The building blocks of personality in psychoanalytic theory consist of three systems or forces: the id, ego, and superego. Sometimes these systems are said to represent, in a loose way, the biological, psychological, and social forces of personality, respectively. Inborn Id The new baby is activated purely by innate impulses. It strives for physical satisfaction and nothing more. These inborn biological urges, found in all human beings, are collectively referred to as the id. The id includes various reflexes and the two forces mentioned earlier. One, the sex impulse or, more commonly, the life instinct, concerns survival. The needs for food, drink, protection, and sleep are paramount, as well as the desire for sex in its broadest sense. The other, the death instinct, was a late addition to psychoanalytic theory and not as fully discussed. Operating in a more subtle fashion, it involves the impulse to
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MUNN'S NTRODUCTION TO FERNALD/FERNA
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INTRODUCTION TO Psychology L. DODGE
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List of Figures xv Acknowledgments
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viii Contents Part 2 The Human Orga
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Contents Part 4 Learning and Inform
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xii Contents Part 6 Individual Diff
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xiv Contents Part 8 Psychology and
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xvi List of Figures Figure 8.1 Lana
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As the reader Purely will decide, t
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A Journey
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Prologue Title Topic Source /. Psyc
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Prologue xxvii Like the response pa
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INTRODUCTION TO Psychology
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Background and Methods At mealtime
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Background and Methods Figure 1.2 T
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10 Background and Methods 'One spri
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12 Background and Methods It should
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14 Background and Methods James and
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16 Background and Methods Figure 1.
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22 Background and Methods 'Sitting
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24 Background and Methods Each of t
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26 Background and Methods Emergence
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30 Background and Methods "My mothe
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32 Background and Methods Collectin
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34 Background and Methods A related
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38 Background and Methods *l was on
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40 Background and Methods CLINICAL
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42 Background and Methods Psycholog
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Background and Methods Another trou
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48 Background and Methods When the
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50 Background and Methods RESEARCH
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52 Background and Methods Prior to
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54 Background and Methods Survey Me
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60 The Human Organism The study of
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62 The Human Organism Figure 3.4 In
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64 The Human Organism Figure 3.7 De
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66 The Human Organism The increased
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68 The Human Organism This totally
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Plate 2 Eight-Week-Old Fetus. In ju
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70 The Human Organism Sensorimotor
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72 The Human Organism The deprivati
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74 The Human Organism Figure 3.13 I
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76 The Human Organism The qualifica
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78 The Human Organism Figure 3.15 D
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80 The Human Organism Figure 3.17 A
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82 The Human Organism Transfer Grou
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84 The Human Organism INDIVIDUAL DI
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86 The Human Organism Heredity and
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fftgtepoiitfHf ДОИ* * L» i-'"-,
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Physiology and Behavior 91 Figure 4
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Physiology and Behavior 93 —f Res
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Physiology and Behavior 95 Figure 4
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Physiology and Behavior 97 Receptor
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Physiology and Behavior 99 Motor Pr
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Physiology and Behavior 101 Nonsens
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.,••. ь • • : • ; •
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Physiology and Behavior 105 On this
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Physiology and Behavior 107 Lung He
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Physiology and Behavior 109 part of
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Physiology and Behavior 111 One fun
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Physiology and Behavior 113 Figure
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Physiology and Behavior 115 Subcort
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•'л§ а- 1 : '•:£•* a i'A
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122 Modes of Awareness In this chap
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124 Modes of Awareness *James Bond
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126 Modes of Awareness TRADITIONAL
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128 Modes of Awareness Figure 5.5 T
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130 Modes of Awareness *l knew a gu
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132 Modes of Awareness Figure 5.8 C
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Plate 6 Retinal Color Zones. This c
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134 Modes of Awareness whereas the
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136 Modes of Awareness -J- Hair Fre
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138 Modes of Awareness Figure 5.13
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140 Modes of Awareness 'I've often
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142 Modes of Awareness the light ea
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144 Modes of Awareness 5. The stimu
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K^^rT, •. -Y - w* 7 r< - ч. 3i>.
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148 Modes of Awareness The boy's ar
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150 Modes of Awareness Stimulus Cha
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152 Modes of Awareness Figure 6.3 I
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1S4 Modes of Awareness L \ С Figur
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156 Modes of Awareness MAKING AN IN
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158 Modes of Awareness 'When I was
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160 Modes of Awareness The same sor
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164 Modes of Awareness Achieving an
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166 Modes of Awareness Altogether,
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170 Modes of Awareness A most impor
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172 Modes of Awareness 7. An illusi
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,_•,„-:..&и';#&*•;,. 77:^7
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7 Learning as Conditioning CLASSICA
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Learning as Conditioning 179 Classi
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Learning as Conditioning 181 Consid
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Learning as Conditioning 183 the cl
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Learning as Conditioning 185 Pavlov
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Learning as Conditioning 187 A food
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Learning as Conditioning 189 hours,
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Learning as Conditioning 191 1,000
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Learning as Conditioning 193 Extern
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Learning as Conditioning 195 The or
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Learning as Conditioning 197 This v
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Learning as Conditioning 199 Critic
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202 Learning and Information Proces
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Memory Rote Mnembiifc'fievices iMRn
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Memory 233 which in this case were
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Memory 235 Reappearance Hypothesis
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Memory 237 Method of Recognition If
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Memory 239 Images in the Sensjry Sy
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Memory 241 In this sense Harold Bur
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Memory 243 Depth of processing is n
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Plate 9 Structure of DNA. The disco
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Memory 245 Figure 9.10 Decay Theory
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Memory 247 Figure 9.12 Interference
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Memory 249 Repressive Forgetting Ou
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Memory 251 Type of Passage Original
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Memory 253 Figure 9.18 Overlearning
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Memory 255 Memory trace Physiologic
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Memory 257 10. Forgetting apparentl
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- " - • ~ and Instruction . p Of
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Learning and Instruction 261 After
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Learning and Instruction 263 For th
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Learning and Instruction 265 Figure
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Learning and Instruction 269 1. Stu
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Learning and Instruction 271 domain
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— Learning and Instruction 273 d>
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Learning and Instruction 277 Useful
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Learning and Instruction 279 cube,
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Learning and Instruction 281 10. Th
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d l Robin's Voyage ••-,-й . я
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286 Motivation and Emotion Robin's
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288 Motivation and Emotion Figure 1
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290 Motivation and Emotion Robin al
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292 Motivation and Emotion Species
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296 Motivation and Emotion Method o
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298 Motivation and Emotion Cellular
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300 MotivatiO7i and Emotion *' v
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304 Motivation and Emotion Social I
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306 Motivation and Emotion Critique
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310 Motivation and Emotion 3. As on
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Together i^lf*
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314 Motivation and Emotion Stephen
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316 Motivation and Emotion *We all
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320 Motivation and Emotion 'Last Sa
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322 Motivation and Emotion "This st
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326 Motivation and Emotion of neigh
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328 Motivation and Emotion Here aga
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332 Motivation and Emotion ;...•>
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334 Motivation and Emotion 14 Figur
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338 Motivation and Emotion Summary
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340 Motivation and Emotion Critical
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г -' -'-"i-i-г- • * * • -!*'
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METHODS OF Early Development» Со
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Tests and Measurement 347 Early Dev
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Page 390 and 391: Tests and Measurement 355 Weights H
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Page 406 and 407: Intelligence "tiEMSOHEMENT OFINTELL
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Page 420 and 421: Intelligence 383 ORIGINS OF INTELLI
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Page 428 and 429: Intelligence 391 This commentary, f
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Page 448 and 449: Personality 411 LEARNING THEORY Aft
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Adjustment and Maladjustment 445 Ma
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Adjustment and Maladjustment 447 En
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Adjustment and Maladjustment 449 Fi
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Adjustment and Maladjustment 451 Si
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Adjustment and Maladjustment 453 13
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" *•. i" 'A *-t) V .c | to his д
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Therapy 457 But alcohol was only an
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Therapy 459 f-V '" ..;••*•:
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Therapy 461 merit, using somewhat d
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Therapy 463 T: "You did. You must h
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Therapy 465 A basic procedure in lo
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Therapy 467 Examination hierarchy 1
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Therapy 469 the food itself. Or may
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Therapy 471 Figure 17.12 Boxing and
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Therapy 473 Figure 17.14 JW's Mood
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Therapy 475 Influence of Drugs Drug
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Therapy 477 Problems in Measuring C
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Therapy 479 The extent to which any
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Therapy 481 2. In person-centered c
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Therapy 483 Suggested Readings Belk
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488 Psychology and Society These pe
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490 Psychology and Society Changing
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492 Psychology and Society Figure 1
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494 Psychology and Society In any r
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496 Psychology and Society INTERPER
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500 Psychology and Society 30 Figur
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506 Psychology and Society 'A situa
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508 Psychology and Society petition
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510 Psychology and Society terror i
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512 Psychology and Society Summary
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518 Psychology and Society This pro
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524 Psychology and Society METHODS
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528 Psychology and Society Row Figu
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530 Psychology and Society Study of
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532 Psychology and Society The quan
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534 Psychology and Society Cross Re
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538 Psychology and Society We begin
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540 Psychology and Society To find
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542 Psychology and Society Another
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544 Psychology and Society LAW AND
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648 Psychology and Society Research
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550 Psychology and Society Rank the
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554 Psychology and Society Architec
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558 Psychology and Society Televisi
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560 Psychology and Society Summary
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•*. -V . |Epiloguer* Psychology i
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Epilogue 565 Figure E.2 Research in
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568 Glossary affective state* A psy
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570 Glossary avoidance-avoidance co
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572 Glossary Clever Hans phenomenon
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574 Glossary consolidation theory A
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576 Glossary dependent variable An
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578 Glossary electroconvulsive ther
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580 Glossary fixed ratio reinforcem
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582 Glossary higher-order condition
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584 Glossary intensity The quantita
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586 Glossary Likert method An attit
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588 Glossary motor Pertaining to mu
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590 Glossary operations In the stru
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592 Glossary phobic disorder A stro
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594 Glossary psychoanalysis A syste
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596 Glossary relative movement in p
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598 Glossary self-reinforcement sch
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600 Glossary special classes An app
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602 Glossary telegraphic utterances
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604 Glossary variable A changeable
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606 References Bahrick, L. E., Walk
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608 References Cappon, D., & Banks,
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610 References Eysenck, H. J., & Ka
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612 References Guilford, J. P. (197
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614 References Jensen, A. R' (1969)
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616 References Limber, J. (1977). L
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618 References Moore, В. S. Underw
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620 References Roethlisberger, F. J
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622 References Skeels, H. M. (1973)
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624 References Van Gogh, V. (1888).
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life -"**. - _ T • is * * 4 = * i
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Credits 629 Chapter 3 Figure 3.4 Fr
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Name Index Aarons. L, 272 Abdel-Hal
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Index 633 Hirvonen. M. D., 295 Hitl
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Index 635 Sladen, W. J. L, 33 Slate
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638 Index California Personality In
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640 Index intelligence quotient (!Q
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642 Index reaction formation, 434 r
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