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How We Become Who We Are – Processes & Patterns of Change A General Framework for Personality Psychology Life Events and Broad Social Contexts •Latent/Enduring Dispositions Biology Neural Structures Biochemistry Genes 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 Social and Behavioral Events Perceived Environmental Properties Occurrent Emotions Environmental Foundations of Personality Macrosystem Exosystem Microsystem Child/ Person 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 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. Operant/Instrumental Conditioning (Skinner) III. Observational Conditioning (Bandura) 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). Classical Conditioning A previously neutral stimulus acquires the capacity to evoke a response that was originally evoked by another stimulus. Classical Conditioning Examples: Certain perfume/cologne – elicits attraction, affection What is the UCS, UCR, CS, CR? Seinfeld episode What is the UCS, UCR, CS, CR? Phobias 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 Behaviorist Approaches (How is your personality shaped?) Three kinds of conditioning, each of which can explain some aspects of personality and behavior I. II. III. Classical/Respondent Conditioning (Pavlov) Operant/Instrumental Conditioning (Skinner) Observational Conditioning Operant Conditioning “Operant conditioning” – responses are controlled by their consequences Organisms tend to repeat those responses that are followed by favorable consequences Operant Conditioning Organisms tend to repeat those responses that are followed by favorable consequences 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 Operant Conditioning Forms of operant conditioning: Increasing (or maintaining) the occurrence of a behavior - reinforcement Decreasing the occurrence of a behavior 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. 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. 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) Observational Conditioning So far - learning through direct experience We also learn by observing others, by watching other people be conditioned. “Vicarious reinforcement” 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 Environmental Foundations: Parents Parents & Parenting style (how parents treat kids) Example: Shyness / “Behavioral Inhibition” 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” Environmental Foundations: Parents Mothers completed questionnaire about six parenting styles – How much do they use... • • • • • • Acceptance Rejection Encouraging achievement Encouraging indpendence Punishment Protection/concern Environmental Foundations: Parents Correlations between child shyness and mother parenting styles: (* = statistically significant) • Acceptance • Rejection • Encouraging achievement • Encouraging indpendence • Punishment • Protection/concern -.22* .10 -.21* .12 .21* .22* 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 Environmental foundations Siblings How might siblings affect personality? Birth order effects. How might we study this empirically? 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, 498-509. 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) Environmental foundations Siblings Frank Sulloway Meta-analysis of 196 studies First Borns Later Borns Antagonistic, aggressive Agreeable, friendly Traditional-minded Open-minded Assertive, dominant Obedient, rule-oriented Rebellious, non-conform. Jealous, sensitive-threat Environmental foundations Siblings Ho might these effects (though small) arise at all? Discuss http://thecolbertreport.cc.com/video s/9p0lhk/frank-sulloway 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 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 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 Environmental Foundations WHAT DETERMINES WHAT SHOULD AND SHOULD NOT BE REINFORCED? Society & Culture Ecological systems model (Urie Bronfenbrenner) The developing individual is embedded within several “nested” environmental systems Macrosystem Exosystem Microsystem Child/ Person 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. 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 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 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” 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”! Cultural variables Indvidualism vs Collectivism Suggests that people from different cultures have fundamentally different ways of seeing the “self” – independent vs interconnected? Indvidualism vs Collectivism as personality characteristic Your scores 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. Cultural variables Indvidualism vs Collectivism Characteristic of culture and of individuals within cultures http://www.kwintessential.co.uk/map/hofstedeindividualism.html 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 Cultural variables Indvidualism vs Collectivism Correlations between child shyness and mother parenting styles: Can. Chinese • • • • • • Acceptance -.22* Rejection .10 Encouraging achievement -.21* Encouraging independ. .12 Punishment .21* Protection/concern .22* .17* -.18* .18* .18* -.15* .03 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. 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 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. 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 Foundations of Personality – How do you become who you are? 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