How We Become Who We Are. Processes & Patterns of Change
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1 How We Become Who We Are Processes & Patterns of Change
2 A General Framework for Personality Psychology Life Events and Broad Social Contexts Biology Neural Structures Biochemistry Genes Latent/Enduring Dispositions Traits the broad strokes of how we differ from each other, eg N, E, O, A, C (& H?) In the Moment Occurrent Cognitions Objective Environmental Properties Perceived Environmental Properties Social and Behavioral Events Occurrent Emotions
3 Environmental Foundations of Personality Macrosystem Exosystem Microsystem Child/ Person
4 Goals Environmental Foundations Understand the basic processes through our environment shapes our behavioral and emotional tendencies. How your personality might be shaped by the environment. Know what s meant by the environment (i.e., Who/what shapes your personality) Understand (some of) the relevant empirical evidence, demonstrating environmental effects Be able to explain what s meant by an interaction between biology and environment
5 Environmental Foundations: How is your personality shaped? Three kinds of conditioning/learning, each of which can explain some aspects of personality and behavior I. Classical/Respondent Conditioning (Pavlov) II. III. Operant/Instrumental Conditioning (Skinner) Observational Conditioning (Bandura)
6 Classical Conditioning Classical Conditioning A type of learning in which a previously neutral stimulus (e.g., clicking sound) acquires the capacity to evoke a response (e.g., salivation) that was originally evoked by another stimulus (e.g., food).
7 Classical Conditioning A previously neutral stimulus acquires the capacity to evoke a response that was originally evoked by another stimulus.
8 Examples: Classical Conditioning Certain perfume/cologne elicits attraction, affection What is the UCS, UCR, CS, CR? Seinfeld episode Phobias What is the UCS, UCR, CS, CR?
9 Classical Conditioning So a large part of the emotional side to our personality may come from classical conditioning processes. But we don t just respond to the environment
10 Behaviorist Approaches (How is your personality shaped?) Three kinds of conditioning, each of which can explain some aspects of personality and behavior I. Classical/Respondent Conditioning (Pavlov) II. III. Operant/Instrumental Conditioning (Skinner) Observational Conditioning
11 Operant Conditioning Operant conditioning responses are controlled by their consequences Organisms tend to repeat those responses that are followed by favorable consequences
12 Operant Conditioning Organisms tend to repeat those responses that are followed by favorable consequences
13 Classical v Operant Conditioning In Classical Conditioning, Env stim (CS) Resp Stimulus elicits a response In Operant Conditioning Resp Env Stim (Reinforcement) Response elicits stimulus
14 Operant Conditioning Forms of operant conditioning: Increasing (or maintaining) the occurrence of a behavior - reinforcement Decreasing the occurrence of a behavior
15 Operant Conditioning - Reinforcement 2 kinds of reinforcement (two ways to increase the occurrence of a behavior) 1) Positive reinforcement - the behavior is followed by presentation of a rewarding stimulus. 2) Negative reinforcement the behavior is followed by removal of an aversive (unpleasant) stimulus.
16 Operant Conditioning 2 ways to decrease the occurrence of a behavior 1) Stop reinforcing the behavior 2) Punishment the behavior is followed by presenting an aversive stimulus or removing a pleasant stimulus.
17 Behaviorist Approaches (How is your personality shaped?) Three kinds of conditioning, each of which can explain some aspects of personality and behavior I. Classical Conditioning (Pavlov) II. Operant Conditioning (Skinner) III. Observational Conditioning (Bandura)
18 Observational Conditioning So far - learning through direct experience We also learn by observing others, by watching other people be conditioned. Vicarious reinforcement
19 Environmental Foundations Goals Understand the basic processes through our environment shapes our behavioral and emotional tendencies. How your personality might be shaped by the environment. Know what s meant by the environment (i.e., Who/what shapes your personality) Understand (some of) the relevant empirical evidence, demonstrating environmental effects Be able to explain what s meant by an interaction between biology and environment
20 Environmental Foundations: Parents Parents & Parenting style (how parents treat kids) Example: Shyness / Behavioral Inhibition
21 Environmental Foundations: Parents Chen, Rubin et al. (1998) Developmental Psychology Studied 150 Canadian mothers and children. All kids did a set of in-lab activities They were observed by research assistants, who recorded behavioral inhibition
22 Environmental Foundations: Parents Mothers completed questionnaire about six parenting styles How much do they use... Acceptance Rejection Encouraging achievement Encouraging indpendence Punishment Protection/concern
23 Environmental Foundations: Parents Correlations between child shyness and mother parenting styles: (* = statistically significant) Acceptance -.22* Rejection.10 Encouraging achievement -.21* Encouraging indpendence.12 Punishment.21* Protection/concern.22*
24 Environmental Foundations: Parents So, relatively shy kids had mothers who tended to be: less accepting not enourage achievement more punishing more protective. A. Caspi Shyness is fairly consistent across childhood and adutlhood
25 Environmental foundations Siblings How might siblings affect personality? Birth order effects. How might we study this empirically?
26 Environmental foundations Siblings In general, only little support for a clear link between birth order and personality Example Jefferson, Herbst, & McCrae (1998). Associations between birth order and personality traits: Evidence from selfreports and observer ratings. Journal of Research in Personality, 32, No links between birth order and personality ratings provided by self or by spouses. Some evidence for ratings provided by peers. (LB > FB, for O & A)
27 Environmental foundations Siblings Frank Sulloway Meta-analysis of 196 studies First Borns Later Borns Antagonistic, aggressive Agreeable, friendly Traditional-minded Assertive, dominant Obedient, rule-oriented Jealous, sensitive-threat Open-minded Rebellious, non-conform.
28 Environmental foundations Siblings Ho might these effects (though small) arise at all? Discuss s/9p0lhk/frank-sulloway
29 Goals Environmental Foundations Understand the basic processes through our environment shapes our behavioral and emotional tendencies. How your personality might be shaped by the environment. Know what s meant by the environment (i.e., Who/what shapes your personality) Understand (some of) the relevant empirical evidence, demonstrating environmental effects Be able to explain what s meant by an interaction between biology and environment
30 Environmental Foundations: Peers Peers as socialization agents Peers reinforce, punish, model and generally exert pressure us to act, believe, and feel in certain ways. Example - sex-appropriate and sexinappropriate behavior M. Lamb et al. (1980) Child Development
31 Environmental Foundations: Peers Observed 3-5 year-olds as their playmates exhibited sex-appropriate or sexinappropriate activities. How did they react? Reinforced sex-appropriate activities and criticized (punished) or disrupted sexinappropriate activities. Children stopped more quickly when punished for sex-inappropriate behavior
32 Environmental Foundations WHAT DETERMINES WHAT SHOULD AND SHOULD NOT BE REINFORCED? Society & Culture
33 Ecological systems model (Urie Bronfenbrenner) The developing individual is embedded within several nested environmental systems Macrosystem Exosystem Microsystem Child/ Person
34 Ecological systems model Microsystem Immediate contexts that the individual actually experiences. Exosystem Settings that the child does not directly experience, but that might affect his/her development. Macrosystem Broad cultural ideologies and values. Laws, Customs, History, Language, Race, Gender Economic issues, Collectivism/Individualism.
35 SES & Personality Chapman et al (2010, Am J of Epid) Close to truly random sample of US adults: Random phone # dialing across US in 1995 N = 2,998 Results: Higher SES = Higher C, O, E, Lower N and A
36 Cultural variables - Indvidualism vs Collectivism Twenty Statements Test Who am I? One way of becoming more self-aware is to notice the words you use to describe yourself. Some important facts about our public selves are revealed on the official forms we fill out, when we give our name, age, birthplace, marital status, etc. Other, more subtle aspects of our self-images are revealed in the way we introduce ourselves, or the things we choose to reveal in the first few minutes of a new acquaintance. In effect, the answers you just jotted down in response to the question Who Am I? provide an outline for an autobiography and give some insights about your self-image. How can we organize and make sense of your responses? Eg, Roles, traits, physical, existential
37 Cultural variables - Indvidualism vs Collectivism Individualistic cultures Emphasize individual freedom, self-determination, choice, achievement, uniqueness, assertiveness The squeaky wheel gets the grease Getting Ahead 20ST Abstract, internal, context-free traits List of adjectives to describe self - 96% Americans checked special 18% checked ordinary
38 Cultural variables - Indvidualism vs Collectivism Collectivistic cultures Emphasize the group over the individual. The nail that sticks up gets pounded down Getting Along 20 ST Relational or role ideas. List of adjectives 55% of Japanese checked Special and 84% check ordinary!
39 Cultural variables - Indvidualism vs Collectivism Suggests that people from different cultures have fundamentally different ways of seeing the self independent vs interconnected?
40 Your scores Indvidualism vs Collectivism as personality characteristic
41 Indvidualism vs Collectivism as personality characteristic Individualism - independent self-construals, exchange relationships, personal goals. Collectivism interdependent self-construals, communal relationships, in-group goals. Vertical v. Horizontal Differences/Hierarchy/Status vs Equality Integrating these two dimensions: Vertical Collectivism seeing the self as a part of a collective and being willing to accept hierarchy and inequality within that collective Vertical Individualism seeing the self as fully autonomous, but believing that inequality will exist among individuals and that accepting this inequality. Horizontal Collectivism seeing the self as part of a collective but perceiving all the members of that collective as equal. Horizontal Individualism seeing the self as fully autonomous, and believing that equality between individuals is the ideal.
42 Cultural variables - Indvidualism vs Collectivism Characteristic of culture and of individuals within cultures
43 Cultural variables - Indvidualism vs Collectivism Is shyness different in different cultures? Chen, Rubin et al (1998) Developmental Psychology Studied Canadian and Chinese mothers and children. Kids did in-lab activities They were observed by research assistants, who recorded behavioral inhibition Mothers completed questionnaire about parenting styles - Acceptance, Rejection, Punishemnt
44 Cultural variables - Indvidualism vs Collectivism Correlations between child shyness and mother parenting styles: Can. Chinese Acceptance -.22*.17* Rejection * Encouraging achievement -.21*.18* Encouraging independ * Punishment.21* -.15* Protection/concern.22*.03
45 Cultural variables - Indvidualism vs Collectivism So shy CANADIAN kids have mothers who tend to exhibit a negative style Shy CHINESE kids have mothers who tended to be more accepting, less rejecting, don t use punishemnt, and are not necessarily more protective.
46 Cultural variables - Indvidualism vs Collectivism Why the difference? Behavioral inhibition- not stand out, fit in, go along Individualistc culture Get ahead Collectivistic culture Get along
47 Foundations of Personality How do you become who you are? Biology and Environment separately Biology/Environment Interactions - The environment affects people differently, depending on their biological qualities.
48 Foundations of Personality How do you become who you are? Biology/Environment Interactions - Ex. the effect of life stress on depression is different for people with different genetic characteristics (Caspi et al., 2002). - In general, more stress = more depression - But this effect was more pronounced for people with specific genetic characteristic, and less pronounced for people with a different genetic characteristic
49 Foundations of Personality How do you become who you are?
50 Environmental Foundations Goals Understand the basic processes through our environment shapes our behavioral and emotional tendencies. How your personality might be shaped by the environment. Know what s meant by the environment (i.e., Who/what shapes your personality) Understand (some of) the relevant empirical evidence, demonstrating environmental effects Be able to explain what s meant by an interaction between biology and environment
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