Trait Theories and Their Biological Basis
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53563633773 |
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Essay |
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Masters |
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APA |
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4 |
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5-10 Pages |
Description/Paper Instructions
Trait Theories and Their Biological Basis
Discussion: posting due 6/28; – Personality
On to this week’s discussion on PERSONALITY! I can’t think of this word without thinking of this hit from 1959 by Lloyd Price! No, I’m not that old, I just had old parents! 🙂
The parts of Chapter 11 we’ll cover include:
- What is personality?
- Psychoanalytic Theories (excluding Freud’s Stages of Development)
- Humanistic Theories
- Trait Theories and Their Biological Basis
- Personality Assessment
Ah, personality! We all know what it is, but do we really? What is personality, exactly? Is it how we act or think? Is it what we desire or have? Is it what we project or keep deep inside? How does one study personality? These two questions: (1) what is personality? and (2) how do we study it? are the focus of this week’s discussions.
I want to start out with some quotes (Links to an external site.)on personality. I want you to read these here, and then circle back to these quotes after you read the chapter. These quotes are talking about many of these things we’ll discuss this week: how is personality created? Is it stable? Do we know what it is? What shapes our personality? Remember the questions of nature vs nurture and stability versus change from last week’s development chapter? Those ideas are very much in play this week as well.
- Personality is like a charioteer with two headstrong horses, each wanting to go in different directions. -Dr. Martin Luther King, Jr.
- Never underestimate personality. A sense of humor will make you popular; a little confidence will win you jobs; and the right amount of sass or cockiness will score you dates. Personality shines from within, mingling spirit and intelligence, so it’s safe to assume it originates in the brain.-Susan Scutti
- We continue to shape our personality all our life. If we knew ourselves perfectly, we should die. -Albert Camus
- I want freedom for the full expression of my personality. -Mahatma Gandhi
- Our lives are shaped as profoundly by personality as by gender or race. And the single most important aspect of personality … is where we fall on the introvert-extrovert spectrum. -Susan Cain
What is Personality?
Your book defines personality as
“…the unique, core set of characteristics that influence the way one thinks, acts, and feels — characteristics that many psychologists would agree are relatively consistent and enduring throughout the life span and in a variety of settings.” (page 456)
Think about that. How would you describe your personality or someone else’s?
Theoretical Perspectives on Personality
Table 11.1 details the main points and criticisms of many of the theoretical perspectives that we’ll be talking about this week. While no perspective can claim to be the “correct” perspective, each perspective helps to describe, explain, and predict our behavior that is the result of our personality. These approaches include:
- Psychoanalytic
- Behavioral
- Humanistic
- Social-cognitive
- Biological
- Trait
These approaches shouldn’t sound unfamiliar to you since these are the same perspectives we’ve been talking about all semester long. In this chapter, we’ll use each perspective to try to explain personality development. We won’t cover all of these perspectives, but instead will focus on the psychoanalytic, humanistic, biological, and trait perspectives.
Psychoanalytic/Psychodynamic Perspective
When you think of psychology – really, whenever anyone thinks of psychology – they think of Sigmund Freud (Links to an external site.). While much of what Freud talked about was not based in the scientific method (Links to an external site.) and/or cannot be supported by empirical evidence (Links to an external site.), he did make some major contributions to psychological thinking. He is credited with being the founder of psychoanalysis – a field of psychotherapy where people talk about their unconscious thoughts and desires in order to bring them to the surface to feel the catharsis of feeling better (more on this in the therapy discussion in a few weeks). According to Freud, people’s unconscious thoughts and desires are the root of their problems. Freud also was one of the first to discuss how early childhood experiences shape our future selves.
Freud’s psychoanalytic theories were premised on the idea that we have these negative inner conflicts (usually of a sexual or aggressive nature and unconscious) that lead to our various neuroses. Our personalities are shaped by these inner conflicts. Various neuroses include anything that leads to mental illness or unwellness (anxiety, depression, etc). The point of psychoanalysis is to bring our unconscious conflicts to the surface and deal with them in a healthy manner so that we can be “cured” of our neuroses.
Freud proposed a structural model of the mind (Links to an external site.) (again, not based on empirical evidence, but limited observations) which consisted of the id, ego, and superego. (Figure 11.1 in your text looks like this one (Links to an external site.).) These 3 components of the mind are like warring factions in the mind that seek to help a person solve their internal conflicts.
- The most primitive component is the idwhich relies on the pleasure principle. Think Veruca Salt in Willie Wonka (Links to an external site.) – “Daddy I want a golden egg and I want it now! (Links to an external site.) ”.
- From the id, the egois developed and the person goes from understanding that they can’t always get what they want, but rather they must be able to delay gratification. The ego relies on the reality principlethat allows us to understand the consequences of our actions.
- Finally, there is the superegothat internalizes the rules that are set by society and the various authority figures in our lives (parents, bosses, teachers, etc).
The ego is constantly balancing the desires of the id with the strict rule following of the superego. The ego uses defense mechanisms to achieve this. Infographic 11.1: Ego Defense Mechanisms goes through some of these, and this website (Links to an external site.) lists 15 common ones.
RUBRIC
QUALITY OF RESPONSE |
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POOR / UNSATISFACTORY |
SATISFACTORY |
GOOD |
EXCELLENT |
Content (worth a maximum of 50% of the total points) |
Zero points: Student failed to submit the final paper. |
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30 points out of 50: The essay illustrates a rudimentary understanding of the relevant material by mentioning but not full explaining the relevant content; identifying some of the key concepts/ideas though failing to fully or accurately explain many of them; using terminology, though sometimes inaccurately or inappropriately; and/or incorporating some key claims/points but failing to explain the reasoning behind them or doing so inaccurately. Elements of the required response may also be lacking. |
40 points out of 50: The essay illustrates solid understanding of the relevant material by correctly addressing most of the relevant content; identifying and explaining most of the key concepts/ideas; using correct terminology; explaining the reasoning behind most of the key points/claims; and/or where necessary or useful, substantiating some points with accurate examples. The answer is complete. |
50 points: The essay illustrates exemplary understanding of the relevant material by thoroughly and correctly addressing the relevant content; identifying and explaining all of the key concepts/ideas; using correct terminology explaining the reasoning behind key points/claims and substantiating, as necessary/useful, points with several accurate and illuminating examples. No aspects of the required answer are missing. |
Use of Sources (worth a maximum of 20% of the total points). |
Zero points: Student failed to include citations and/or references. Or the student failed to submit a final paper. |
5 out 20 points: Sources are seldom cited to support statements and/or format of citations are not recognizable as APA 6th Edition format. There are major errors in the formation of the references and citations. And/or there is a major reliance on highly questionable. The Student fails to provide an adequate synthesis of research collected for the paper. |
10 out 20 points: References to scholarly sources are occasionally given; many statements seem unsubstantiated. Frequent errors in APA 6th Edition format, leaving the reader confused about the source of the information. There are significant errors of the formation in the references and citations. And/or there is a significant use of highly questionable sources. |
15 out 20 points: Credible Scholarly sources are used effectively support claims and are, for the most part, clear and fairly represented. APA 6th Edition is used with only a few minor errors. There are minor errors in reference and/or citations. And/or there is some use of questionable sources. |
20 points: Credible scholarly sources are used to give compelling evidence to support claims and are clearly and fairly represented. APA 6th Edition format is used accurately and consistently. The student uses above the maximum required references in the development of the assignment. |
Grammar (worth maximum of 20% of total points) |
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7 points out of 10: Research paper presents an above-average use of formatting skills. The paper has slight errors within the paper. This can include small errors or omissions with the cover page, abstract, page number, and headers. There could be also slight formatting issues with the document spacing or the font Additionally the paper might slightly exceed or undershoot the specific number of required written pages for the assignment. |
10 points: Student provides a high-caliber, formatted paper. This includes an APA 6th edition cover page, abstract, page number, headers and is double spaced in 12’ Times Roman Font. Additionally, the paper conforms to the specific number of required written pages and neither goes over or under the specified length of the paper. |
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