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DEVELOPMENTAL PSYCHOLOGY
7
PERSONALITY DEVELOPMENT
24.5.2017
Prof.Dr.Mustafa Ergün
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Usually when we talk about someone's
personality, we are talking about what
makes that person different from other
people, perhaps even unique. This
aspect of personality is called
individual differences.
Some people are neurotic, others are
not; some people are more introverted,
others more extroverted; and so on.
24.5.2017
Prof.Dr.Mustafa Ergün
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Temperament is that aspect of our
personalities that is genetically
based, inborn, there from birth or
even before.
The ancient Greeks leading to four
“types” based on what kind of
fluids (called humors) they had too
much or too little of.
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Prof.Dr.Mustafa Ergün
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These four types are actually the
corners of two dissecting lines:
temperature and humidity.
Sanguine people are warm and
wet. Choleric people are warm
and dry. Phlegmatic people are
cool and wet. Melancholy
people are cool and dry.
24.5.2017
Prof.Dr.Mustafa Ergün
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Some people remain very calm during
emergencies; some people feel considerable fear
or other emotions; and some are terrified by even
very minor incidents. (normality-to-neuroticism)
extraversion-introversion
1. Ectomorphs: Slender, often tall, people, with
long arms and legs and fine features.
2. Mesomorphs: Stockier people, with broad
shoulders and good musculature.
3. Endomorphs: Chubby people, tending to “pearshaped.”
24.5.2017
Prof.Dr.Mustafa Ergün
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THEORIES OF PERSONALITY DEVELOPMENT
1. SOCIAL LEARNING /
BEHAVIORISM
2. SYMBOLIC INTERACTION
3. PSYCHOANALYTIC THEORY
4. COGNITIVE DEVELOPMENT
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Prof.Dr.Mustafa Ergün
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I. SOCIAL LEARNING / BEHAVIORISM
A. KEY FIGURE: B. F. SKINNER
B. BASIC PRINCIPLES
1. Psychology is study of animal behavior
2. Only overt behavior is proper subject of scientific
study
3. Behavior is understood in terms of stimulus and
response.
“Conditioning” involves attaching proper responses to
rewards and punishments.
4. Operant conditioning--conditioning to proudce a
given effect
5. Social Learning--involves imitation of models
6. Personality = learned behavior
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Prof.Dr.Mustafa Ergün
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II. SYMBOLIC INTERACTION
A. KEY FIGURES: C.H.Cooley and G. Herbert Mead
B. THE “LOOKING-GLASS SELF” (COOLEY)
C. THE GENERALIZED OTHER (MEAD)
I
impetuous, impulsive
disorderly, helter-skelter
eccentric
demonstrative, open
irrational
hunch-playing
illogical
subjective
crude, primitive
nonconforming
spontaneous
inner-directed
24.5.2017
ME
self-restrained, controlled
orderly, methodical
predictable
staid, passive
rational
analytical
logical
objective
polished, sophisticated
conforming
inhibited
other-directed
Prof.Dr.Mustafa Ergün
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III. PSYCHOANALYTIC THEORY
A. KEY FIGURE: Sigmund Freud
B. COMPONENTS OF THE PERSONALITY
1. ID--Operates on pleasure principle,
seeks to satisfy drives
a. sex (libido), energy
b. aggression
2. EGO--Helps manage the Id, on basis of
reality principle . The ego uses defense
mechanisms (repression, projection, sublimation,
rationalization, convesion).
3. SUPER-EGO (Conscience)
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Prof.Dr.Mustafa Ergün
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III. PSYCHOANALYTIC THEORY
C. STAGES OF DEVELOPMENT
1. ORAL (Birth to one year)
2. ANAL (1 - 3 years)
3. PHALLIC (2.5 - 6 years) (Oedipal and Electra
Complexes)
4. LATENCY (6 - 11)
a. Identification with same-sexed parent
b. Child learns about world
c. Personality becomes stabilized
5. GENITAL (Adolescence)
6. ADULTHOOD (Personality already fixed)
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Prof.Dr.Mustafa Ergün
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Erickson’s stages of psychosocial development
Life crisis
First year
Favorable outcomes
Unfavorable outcomes
Trust –mistrust
Hope
Fear of the future
Will
Sens of loss of self-control
Initiate activities
Fear of punishment
Relate to the world of
skills and tools
A sense of inadequacy and
inferiority
Identity-confusion about
one’s role
Fidelity
Confusion over who one is
Early adulthood
Love
Second year
Autonomy-shame, doupt
Third-fifth years
Initiative-guilt
Sixty year-puberty
Industry-inferiority
Adolescence
Avoidance
Intimacy-isolationb
Middle age
Generativity-stagnation
Old age
Care
Self indulgance, boredom
Wisdom
Disgust with life
Integrity-despair
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Prof.Dr.Mustafa Ergün
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Freud ve Erikson’un bir arada değerlendirilmesi
Erikson
Freud
Temel Güven – Güvensizlik (anne çok önemli)
Oral
Özerklik – Utanç, kuşku (tuvalet eğitimi,
müsrif-tutucu)
Anal
Girişimcilik – suçluluk (3-7 yaş)
(meraklı, keşif,soru), kompleksler
Fallik
Çalışkanlık – aşağılık duygusu (başarı, rekabet)
(cinsellik örtülür, unutulur)
Latent
Kimlik kazanma- rol karmaşası (ben kimim?
bunalım), (haz almaya yönelik cinsellik)
Genital
Yakınlık – yalıtılmışlık (iş ve eş bulma, toplum adamı)
Üreticilik – Verimsizlik (eve ve işe yerleşir, işte yükselir, çocuk
yetiştirir)
Benlik bütünlüğü – umutsuzluk (emeklilik, hayatı değerlendirme)
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Prof.Dr.Mustafa Ergün
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IV. COGNITIVE DEVELOPMENT
A. KEY FIGURE: Jean Piaget
B. METHOD--Performing tests on children of
different ages, comparing how they
respond.
C. COGNITIVE STAGES
1. SENSORIMOTOR (0-18 Months)
a. Contact with environment
b. Assimilation
c. Accomodation
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Prof.Dr.Mustafa Ergün
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IV. COGNITIVE DEVELOPMENT
2. PRE-OPERATIONAL (18 months to 6-7 years)
a. Dealing with symbols
b. Still egocentric
3. CONCRETE OPERATIONAL ( 6/7 - 11/12)
Understands conservation, class inclusion,
serialization
4. FORMAL (ABSTRACT) OPERATIONS (11/12+)
a. Thinking becomes self-consciously deductive,
more abstract
b. Formulates hypotheses
c. Plays by rules of game, accepts impersonal
authority
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Prof.Dr.Mustafa Ergün
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