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PSY 435 Week 1

by: Leya Zewolde

PSY 435 Week 1 Psy 435-1004

Leya Zewolde

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About this Document

Personality Psychology. These notes cover the first part of the lecture on Knowing A Person.
Paul Nelson
Class Notes
personality, Psychology, Dispositions, traits, Motives, Identity, Psychodynamic, humanism




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This 5 page Class Notes was uploaded by Leya Zewolde on Monday September 5, 2016. The Class Notes belongs to Psy 435-1004 at University of Nevada - Las Vegas taught by Paul Nelson in Fall 2016. Since its upload, it has received 9 views. For similar materials see Personality in Psychology at University of Nevada - Las Vegas.


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Date Created: 09/05/16
PSY 341 – Personality Psychology Week 1 Lecture Notes Lecture 1: Knowing a Person Part 1   Personality: Explanation of a whole person   Definition: An individual’s relatively consistent patterns of thinking, feeling, and behaving.  What Do We Know When We Know a Person?  o What a person is:   Anatomy – What is/isn’t present about a person   Functions – How the person works  o Why a person is:  Origin – How the person came to be  Intuition o Subjective Experience   Only known by the individual  o Quick and Embodied   gut­feeling  implicit gestalt  o Particular   About a specific event  ***widely criticized paradigm of personality but still most widely used way to  understand it o Examples of Intuition   Anecdotes ­ Connect idiosyncratic features of present with past  experience  Visual Characteristics  Non­verbal behavior  Roles   Psychic Readings  Astrology   Mandalas   How We Know Personality: Systematic Models  o Systematic models are also called paradigms   Definition: a theoretical view of personality that focuses on some  phenomena and ignores others  o Systematic Models  Evidence Based  Rational  Predictive  o 3 Levels of Personality (McAdams)  o Level III: Narrative Identity – Life Stories   Self­defining life stories – The “vehicle” of identity   Proximal, contextualized, inner experience  How we create meaning   Source of agency and free­will  o Narrative (Jerome Bruner)   Memory  Perception  Scripts   Self­history  “Who am I?” “Where am I going?” o Level II: Motives ­ Characteristic Adaptations  Personal strivings, goals, and tasks coping  “What do I want and value?”  “How do I cope?”  Motives – Needs, Values, Concerns, Attachment,  etc. o Subjective State – (not objectively visible)  Explicit – consciously aware of  motive’s influence on behavior   Implicit – unconsciously influences  your behavior   More contextualized  TIME – adolescent vs adult   PLACE – classroom vs strip  ROLE – friend vs worker o Psychodynamic Model (Freudian)   Deterministic ­ Early  experience determines later  problems   Unconscious Motives –  Irrational; Sex and Death  Instincts drive behavior  Internal Psychic Conflict ­  Desire vs.  Reality/Anxiety/Defenses  o Humanism Model (Rogers)  Phenomenology –  Conscious experience of  the world/ everything a  person hears, feels, and  thinks. Psychological  experience more  important than the world  itself   Free Will  People are basically good   Maslow’s Hierarchy of  Needs o Self­Actualize: To maintain and  enhance your  experience  o Fully functioning  person (Rogers) o Problems with Motives  o Conflict Motives:   Cultural values vs Own  values  Needs met does not mean  enduring  satisfaction/happiness   o Level I – Dispositional Traits    Temperament   Traits – Lexical Hypothesis (Allport)  Important features of personality will be  coded into language into single words  The Big 5 Traits: OCEAN  o Openness: Curious, creative,  intellectual  o Conscientiousness – Organized,  dependable, achievement oriented  o Extraversion – Outgoing, talkative,  positive affect  o Agreeableness – Affable, tolerable,  warm o Neuroticism – Anxious, moody,  negative affect   Dispositions  Traits: o Observable Behavior o Decontextualized o Stable­consistent  o Comparable  Normally distributed   Predict future behavior    “Biology  1. The Brain o Child temperament  o Heritability  o Reward Sensitivity  o Punishment Sensitivity   Behavior/Learning Model  o Classical Conditioning (Pavlov)    Harness existing response  accidental  pairings o Operant Conditioning (Skinner)   Reinforcement increases behavior  Punishment decreases behavior  o Modeling (Bandura) –   Learning through observation &  modeling


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