Chapter 13

Personality

psychology
fourth edition
Psychology, Fourth Edition Copyright ©2015, 2012, 2008 by Pearson Education, Inc.
Saundra K. Ciccarelli • J. Noland White All rights reserved.
 Learning Objectives
13.1 What is personality, and how do the various perspectives in psychology
view personality?
13.2 How did Freud’s view of the mind and personality form a basis for
psychodynamic theory?
13.3 How did the neo-Freudians modify Freud’s theory, and how does
modern psychodynamic theory differ from that of Freud’s?
13.4 How do behaviorists and social cognitive theorists explain personality?
13.5 How do humanists such as Carl Rogers explain personality?
13.6 How does the trait perspective conceptualize personality?
13.7 What part do biology, heredity, and culture play in personality?
13.8 What are the advantages and disadvantages of various measures of
personality?
13.9 What are some of the biological bases of the Big Five theory of
personality?

Psychology, Third Edition Copyright © 2015, 2012, 2008 by Pearson Education, Inc.
Saundra K. Ciccarelli • J. Noland White All rights reserved.
 Personality
LO 13.1 Personality from Various Perspectives

• Personality: the unique and relatively

stable ways in which people think, feel,
and behave
• Character: value judgments made about a
person’s moral and ethical behavior
• Temperament: the enduring
characteristics with which each person is
born

Psychology, Third Edition Copyright © 2015, 2012, 2008 by Pearson Education, Inc.
Saundra K. Ciccarelli • J. Noland White All rights reserved.
 Islamic Overview
• Man’s personality differs in terms of his the
correctness of his `aqidah, `ibadah and
akhlaq. These shaksiyyah Islamiyyah
dimensions are important to gain hidayah
from Allah

Psychology, Third Edition Copyright © 2015, 2012, 2008 by Pearson Education, Inc.
Saundra K. Ciccarelli • J. Noland White All rights reserved.
• Man’s personality also differs in terms of
characteristics and traits. These
personality dimensions are given by Allah
to show uniqueness among human being.
• Each characteristic has its own
advantages and disadvantages and
becomes a test for us from Allah to use it
to gain hidayah

Psychology, Third Edition Copyright © 2015, 2012, 2008 by Pearson Education, Inc.
Saundra K. Ciccarelli • J. Noland White All rights reserved.
 Sigmund Freud
LO 13.2 Freud’s View of the Mind, and Psychodynamic Theory

• Freud was the founder of the

psychoanalytic movement in psychology
• Europe during the Victorian Age
– men were supposedly unable to control their
“animal” desires; a good Victorian husband
would father several children with his wife and
then turn to a mistress for sexual comfort,
leaving his virtuous wife untouched
– women were not supposed to have sexual
urges
Psychology, Third Edition Copyright © 2015, 2012, 2008 by Pearson Education, Inc.
Saundra K. Ciccarelli • J. Noland White All rights reserved.
 Divisions of Consciousness
13.2 Freud’s View of the Mind, and Psychodynamic Theory

• Preconscious mind: level of the mind in

which information is available but not
currently conscious
• Conscious mind: level of the mind that is
aware of immediate surroundings and
perceptions

Psychology, Third Edition Copyright © 2015, 2012, 2008 by Pearson Education, Inc.
Saundra K. Ciccarelli • J. Noland White All rights reserved.
 Divisions of Consciousness
13.2 Freud’s View of the Mind, and Psychodynamic Theory

• Unconscious mind: level of the mind in

which thoughts, feelings, memories, and
other information that are not easily or
voluntarily brought into consciousness are
kept
– can be revealed in dreams and Freudian slips
of the tongue

Psychology, Third Edition Copyright © 2015, 2012, 2008 by Pearson Education, Inc.
Saundra K. Ciccarelli • J. Noland White All rights reserved.
Figure 13.1 Freud’s Conception of the Personality
This iceberg represents the three levels of the mind. The part of the iceberg visible above the surface is the conscious
mind. Just below the surface is the preconscious mind, everything that is not yet part of the conscious mind. Hidden
deep below the surface is the unconscious mind, feelings, memories, thoughts, and urges that cannot be easily brought
into consciousness. While two of the three parts of the personality (ego and superego) exist at all three levels of
awareness, the id is completely in the unconscious mind.

Psychology, Third Edition Copyright © 2015, 2012, 2008 by Pearson Education, Inc.
Saundra K. Ciccarelli • J. Noland White All rights reserved.
Freud’s Theory: Parts of Personality
13.2 Freud’s View of the Mind, and Psychodynamic Theory

• Id: part of the personality present at birth;

completely unconscious
– libido: the instinctual energy that may come
into conflict with the demands of a society’s
standards for behavior
– pleasure principle: principle by which the id
functions; the immediate satisfaction of needs
without regard for the consequences

Psychology, Third Edition Copyright © 2015, 2012, 2008 by Pearson Education, Inc.
Saundra K. Ciccarelli • J. Noland White All rights reserved.
Freud’s Theory: Parts of Personality
13.2 Freud’s View of the Mind, and Psychodynamic Theory

• Ego: part of the personality that develops

out of a need to deal with reality; mostly
conscious, rational, and logical
– reality principle: principle by which the ego
functions; the satisfaction of the demands of
the id only when negative consequences will
not result

Psychology, Third Edition Copyright © 2015, 2012, 2008 by Pearson Education, Inc.
Saundra K. Ciccarelli • J. Noland White All rights reserved.
Freud’s Theory: Parts of Personality
13.2 Freud’s View of the Mind, and Psychodynamic Theory

• Superego: part of the personality that acts

as a moral center
– ego ideal: part of the superego that contains
the standards for moral behavior
– conscience: part of the superego that
produces pride or guilt, depending on how
well behavior matches or does not match the
ego ideal

Psychology, Third Edition Copyright © 2015, 2012, 2008 by Pearson Education, Inc.
Saundra K. Ciccarelli • J. Noland White All rights reserved.
 Defense Mechanisms
13.2 Freud’s View of the Mind, and Psychodynamic Theory

Psychological defense mechanisms:

unconscious distortions of a person’s
perception of reality that reduce stress and
anxiety

•Denial: the person refuses to acknowledge

or recognize a threatening situation

Psychology, Third Edition Copyright © 2015, 2012, 2008 by Pearson Education, Inc.
Saundra K. Ciccarelli • J. Noland White All rights reserved.
 Defense Mechanisms
13.2 Freud’s View of the Mind, and Psychodynamic Theory

• Repression: the person refuses to

consciously remember a threatening or
unacceptable event, instead pushing those
events into the unconscious mind
• Rationalization: the person invents
acceptable excuses for unacceptable
behavior

Psychology, Third Edition Copyright © 2015, 2012, 2008 by Pearson Education, Inc.
Saundra K. Ciccarelli • J. Noland White All rights reserved.
 Defense Mechanisms
LO 13.2 Freud’s Historical Views of Personality

• Projection: unacceptable or threatening

impulses or feelings are seen as
originating with someone else, usually the
target of the impulses or feelings

Psychology, Third Edition Copyright © 2015, 2012, 2008 by Pearson Education, Inc.
Saundra K. Ciccarelli • J. Noland White All rights reserved.
 Defense Mechanisms
LO 13.2 Freud’s Historical Views of Personality

• Reaction formation: the person forms an

emotional or behavioral reaction opposite
to the way he or she really feels in order to
keep those true feelings hidden from self
and others
• Displacement: redirecting feelings from a
threatening target to a less threatening
one

Psychology, Third Edition Copyright © 2015, 2012, 2008 by Pearson Education, Inc.
Saundra K. Ciccarelli • J. Noland White All rights reserved.
 Defense Mechanisms
LO 13.2 Freud’s Historical Views of Personality

• Regression: the person falls back on

childlike patterns of responding in reaction
to stressful situations
• Identification: the person tries to become
like someone else to deal with anxiety

Psychology, Third Edition Copyright © 2015, 2012, 2008 by Pearson Education, Inc.
Saundra K. Ciccarelli • J. Noland White All rights reserved.
 Defense Mechanisms
LO 13.2 Freud’s Historical Views of Personality

• Compensation (substitution): the person

makes up for deficiencies in one area by
becoming superior in another area
• Sublimation: channeling socially
unacceptable impulses and urges into
socially acceptable behavior

Psychology, Third Edition Copyright © 2015, 2012, 2008 by Pearson Education, Inc.
Saundra K. Ciccarelli • J. Noland White All rights reserved.
Psychology, Third Edition Copyright © 2015, 2012, 2008 by Pearson Education, Inc.
Saundra K. Ciccarelli • J. Noland White All rights reserved.
 Freud’s Theory:
Stages of Personality Development
13.2 Freud’s View of the Mind, and Psychodynamic Theory

• Fixation: if the person does not fully

resolve the conflict in a particular
psychosexual stage, it will result in
personality traits and behaviors associated
with that earlier stage
• Psychosexual stages: five stages of
personality development proposed by
Freud and tied to the sexual development
of the child
Psychology, Third Edition Copyright © 2015, 2012, 2008 by Pearson Education, Inc.
Saundra K. Ciccarelli • J. Noland White All rights reserved.
 Freud’s Theory:
Stages of Personality Development
13.2 Freud’s View of the Mind, and Psychodynamic Theory

• Oral stage: first stage, occurring in the first

year of life, in which the mouth is the
erogenous zone and weaning is the
primary conflict; id dominated

Psychology, Third Edition Copyright © 2015, 2012, 2008 by Pearson Education, Inc.
Saundra K. Ciccarelli • J. Noland White All rights reserved.
 Freud’s Theory:
Stages of Personality Development
13.2 Freud’s View of the Mind, and Psychodynamic Theory

• Anal stage: second stage, occurring

between about one and three years of
age; the anus is the erogenous zone and
toilet training is the source of conflict; ego
develops
– anal expulsive personality: a person fixated in the
anal stage who is messy, destructive, and hostile
– anal retentive personality: a person fixated in the
anal stage who is neat, fussy, stingy, and
stubborn
Psychology, Third Edition Copyright © 2015, 2012, 2008 by Pearson Education, Inc.
Saundra K. Ciccarelli • J. Noland White All rights reserved.
 Freud’s Theory:
Stages of Personality Development
13.2 Freud’s View of the Mind, and Psychodynamic Theory

• Phallic stage: third stage, occurring from

about three to six years of age; the child
discovers sexual feelings; superego develops
– Oedipus complex: situation occurring in the
phallic stage in which a child develops a sexual
attraction to the opposite-sex parent and jealousy
of the same-sex parent
– Electra complex: a similar process for girls

Psychology, Third Edition Copyright © 2015, 2012, 2008 by Pearson Education, Inc.
Saundra K. Ciccarelli • J. Noland White All rights reserved.
 Freud’s Theory:
Stages of Personality Development
13.2 Freud’s View of the Mind, and Psychodynamic Theory

• Latency stage: fourth stage occurring

during the school years, in which the
sexual feelings of the child are repressed
while the child develops in other ways
• Genital stage: during and after puberty,
sexual feelings reawaken with appropriate
targets

Psychology, Third Edition Copyright © 2015, 2012, 2008 by Pearson Education, Inc.
Saundra K. Ciccarelli • J. Noland White All rights reserved.
 LO 12.4 Freud’s stages of personality development

Menu
Psychology, Third Edition Copyright © 2015, 2012, 2008 by Pearson Education, Inc.
Saundra K. Ciccarelli • J. Noland White All rights reserved.
 Modern Psychoanalytic Theory
LO 13.3 Neo-Freudians and Modern Psychodynamic Theory

• Current research has found support for:

– defense mechanisms
– the concept of an unconscious mind that can
influence conscious behavior
• Other Freudian concepts cannot be
scientifically researched
– Freud based diagnosis on interpretation of
dreams and free association

Psychology, Third Edition Copyright © 2015, 2012, 2008 by Pearson Education, Inc.
Saundra K. Ciccarelli • J. Noland White All rights reserved.
 The Behaviorist View
LO 13.4 Behavioral and Social Cognitive Explanations of Personality

• Behaviorists define personality as a set of

learned responses or habits
– habit: well-learned response that has become
automatic

Psychology, Third Edition Copyright © 2015, 2012, 2008 by Pearson Education, Inc.
Saundra K. Ciccarelli • J. Noland White All rights reserved.
 The Social Cognitive View
LO 13.4 Behavioral and Social Cognitive Explanations of Personality

• Social cognitive learning theorists

emphasize the importance of:
– the influences of other people’s behavior
– the influence of a person’s own expectancies
on learning
• Social cognitive view: learning theory that
includes cognitive processes such as
anticipating, judging, memory, and
imitation of models
Psychology, Third Edition Copyright © 2015, 2012, 2008 by Pearson Education, Inc.
Saundra K. Ciccarelli • J. Noland White All rights reserved.
 Reciprocal Determinism
LO 13.4 Behavioral and Social Cognitive Explanations of Personality

• Reciprocal determinism: Bandura’s

explanation of how the factors of
environment, personal characteristics, and
behavior can interact to determine future
behavior
• Self-efficacy: an individual’s perception of
how effective a behavior will be in any
particular circumstance (not the same as
self-esteem)
Psychology, Third Edition Copyright © 2015, 2012, 2008 by Pearson Education, Inc.
Saundra K. Ciccarelli • J. Noland White All rights reserved.
Figure 13.2 Reciprocal Determinism
In Bandura’s model of reciprocal determinism, three factors influence behavior: the environment, which consists of the
physical surroundings and the potential for reinforcement; the person (personal/cognitive characteristics that have been
rewarded in the past); and the behavior itself, which may or may not be reinforced at this particular time and place.

Psychology, Third Edition Copyright © 2015, 2012, 2008 by Pearson Education, Inc.
Saundra K. Ciccarelli • J. Noland White All rights reserved.
 Behaviorism and Personality
LO 13.4 Behavioral and Social Cognitive Explanations of Personality

• Rotter’s Social Learning Theory

– locus of control
– expectancy
• Behaviorism as an explanation of the
formation of personality has its limitations

Psychology, Third Edition Copyright © 2015, 2012, 2008 by Pearson Education, Inc.
Saundra K. Ciccarelli • J. Noland White All rights reserved.
Humanistic Theories of Personality
LO 13.5 How Humanists Explain Personality

• Humanistic perspective: the “third force”

in psychology
– focuses on those aspects of personality that
make people uniquely human, such as
subjective feelings and freedom of choice
– developed as a reaction against the negativity
of psychoanalysis and the deterministic
nature of behaviorism

Psychology, Third Edition Copyright © 2015, 2012, 2008 by Pearson Education, Inc.
Saundra K. Ciccarelli • J. Noland White All rights reserved.
Rogers’s Theory of Personality
LO 13.5 How Humanists Explain Personality

• Self-actualizing tendency: the striving to

fulfill one’s innate capacities and
capabilities
• Self-concept: the image of oneself that
develops from interactions with important,
significant people in one’s life
– self-archetype that works with the ego to
manage other archetypes and balance the
personality
Psychology, Third Edition Copyright © 2015, 2012, 2008 by Pearson Education, Inc.
Saundra K. Ciccarelli • J. Noland White All rights reserved.
Rogers’s Theory of Personality
LO 13.5 How Humanists Explain Personality

• Real self: one’s perception of actual

characteristics, traits, and abilities
• Ideal self: one’s perception of whom one
should be or would like to be

Psychology, Third Edition Copyright © 2015, 2012, 2008 by Pearson Education, Inc.
Saundra K. Ciccarelli • J. Noland White All rights reserved.
Figure 13.3 Real and Ideal Selves
According to Rogers, the self-concept includes the real self and the ideal self. The real self is a person’s actual
perception of traits and abilities, whereas the ideal self is the perception of what a person would like to be or thinks he
or she should be. When the ideal self and the real self are very similar (matching), the person experiences harmony
and contentment. When there is a mismatch between the two selves, the person experiences anxiety and may engage
in neurotic behavior.

Psychology, Third Edition Copyright © 2015, 2012, 2008 by Pearson Education, Inc.
Saundra K. Ciccarelli • J. Noland White All rights reserved.
 Rogers’s Theory of Personality
LO 13.5 How Humanists Explain Personality

• Positive regard: warmth, affection, love,

and respect that come from significant
others in one’s life
– unconditional positive regard: positive regard
that is given without conditions or strings
attached
– conditional positive regard: positive regard
that is given only when the person is doing
what the providers of positive regard wish

Psychology, Third Edition Copyright © 2015, 2012, 2008 by Pearson Education, Inc.
Saundra K. Ciccarelli • J. Noland White All rights reserved.
Rogers’s Theory of Personality
LO 13.5 How Humanists Explain Personality

• Fully functioning person: a person who is

in touch with and trusting of the deepest,
innermost urges and feelings
• Current thought on the humanistic
perspective
– picture is a little too rosy
– very difficult to test scientifically
– connection to “positive psychology”

Psychology, Third Edition Copyright © 2015, 2012, 2008 by Pearson Education, Inc.
Saundra K. Ciccarelli • J. Noland White All rights reserved.
 Trait Theories of Personality
LO 13.6 The Trait Perspective of Personality

• Trait theories: theories that endeavor to

describe the characteristics that make up
human personality in an effort to predict
future behavior
– trait: a consistent, enduring way of thinking,
feeling, or behaving
• Allport first developed a list of about 200
traits; he believed that these traits were
part of the nervous system
Psychology, Third Edition Copyright © 2015, 2012, 2008 by Pearson Education, Inc.
Saundra K. Ciccarelli • J. Noland White All rights reserved.
 Trait Theories of Personality
LO 13.6 The Trait Perspective of Personality

• Cattell reduced the number of traits to

between sixteen and twenty-three with a
computer method called factor analysis
– developed the 16PF test

Psychology, Third Edition Copyright © 2015, 2012, 2008 by Pearson Education, Inc.
Saundra K. Ciccarelli • J. Noland White All rights reserved.
 Trait Theories of Personality
LO 13.6 The Trait Perspective of Personality

• Surface traits: aspects of personality that

can easily be seen by other people in the
outward actions of a person
• Source traits: the more basic traits that
underlie the surface traits, forming the
core of personality
– example: introversion
 dimension of personality in which people tend to
withdraw from excessive stimulation

Psychology, Third Edition Copyright © 2015, 2012, 2008 by Pearson Education, Inc.
Saundra K. Ciccarelli • J. Noland White All rights reserved.
Figure 13.4 Cattell’s Self-Report Inventory
The personality profiles of individuals working in various occupations may be characterized by using such tools as
Cattell’s 16PF self-report inventory. For example, airline pilots versus writers. Airline pilots, when compared to writers,
tend to be more conscientious, relaxed, self-assured, and far less sensitive. Writers, on the other hand, were more
imaginative and better able to think abstractly. Based on Cattell (1973).

Psychology, Third Edition Copyright © 2015, 2012, 2008 by Pearson Education, Inc.
Saundra K. Ciccarelli • J. Noland White All rights reserved.
 The Big Five Theory
LO 13.6 The Trait Perspective of Personality

• Five-factor model (Big Five): describes five

basic trait dimensions
1. openness: willingness to try new things and be
open to new experiences
2. conscientiousness: the care a person gives to
organization and thoughtfulness of others;
dependability
3. extraversion: one’s need to be with other people
 extraverts: people who are outgoing and sociable
 introverts: people who prefer solitude and dislike being
the center of attention
Psychology, Third Edition Copyright © 2015, 2012, 2008 by Pearson Education, Inc.
Saundra K. Ciccarelli • J. Noland White All rights reserved.
 The Big Five Theory
LO 13.6 The Trait Perspective of Personality

• Five-Factor Model (Big Five) (cont’d)

4. agreeableness: the emotional style of a
person that may range from easygoing,
friendly, and likeable to grumpy, crabby, and
unpleasant
5. neuroticism: degree of emotional instability or
stability

Psychology, Third Edition Copyright © 2015, 2012, 2008 by Pearson Education, Inc.
Saundra K. Ciccarelli • J. Noland White All rights reserved.
Psychology, Third Edition Copyright © 2015, 2012, 2008 by Pearson Education, Inc.
Saundra K. Ciccarelli • J. Noland White All rights reserved.
 Trait Theories Today
LO 13.6 The Trait Perspective of Personality

• Cross-cultural research has found support

for the five-factor model of personality
traits in a number of different cultures
– future research will explore the degree to
which childrearing practices and heredity may
influence the five personality factors

Psychology, Third Edition Copyright © 2015, 2012, 2008 by Pearson Education, Inc.
Saundra K. Ciccarelli • J. Noland White All rights reserved.
 Trait Theories Today
LO 13.6 The Trait Perspective of Personality

• Trait-situation interaction: the particular

circumstances of any given situation will
influence the way in which a trait is
expressed

Psychology, Third Edition Copyright © 2015, 2012, 2008 by Pearson Education, Inc.
Saundra K. Ciccarelli • J. Noland White All rights reserved.
 END OF CHAPTER 13

Psychology, Third Edition Copyright © 2015, 2012, 2008 by Pearson Education, Inc.
Saundra K. Ciccarelli • J. Noland White All rights reserved.
 Exercises

Psychology, Third Edition Copyright © 2015, 2012, 2008 by Pearson Education, Inc.
Saundra K. Ciccarelli • J. Noland White All rights reserved.
 LO 13.2

A parent says that his abusive punishment of his child is

“for the child's own good,” though it is really because the
parent cannot control his aggressive impulses. Freud would
be most likely to say that this illustrates the defense
mechanism called:

1. Sublimation.
2. Denial.
3. Rationalization.
4. Repression.

49
Psychology, Third Edition Copyright © 2015, 2012, 2008 by Pearson Education, Inc.
Saundra K. Ciccarelli • J. Noland White All rights reserved.
 LO 13.2

A parent says that his abusive punishment of his child is

“for the child’s own good,” though it is really because the
parent cannot control his aggressive impulses. Freud would
be most likely to say that this illustrates the defense
mechanism called:

1. Sublimation.
2. Denial.
3. Rationalization. (p. 506)
4. Repression.

50
Psychology, Third Edition Copyright © 2015, 2012, 2008 by Pearson Education, Inc.
Saundra K. Ciccarelli • J. Noland White All rights reserved.
 LO 13.2

A boy who pushes his little sister off her bicycle cannot
remember hurting her when asked about it later. This
illustrates the Freudian defense mechanism known as:

1. Denial.
2. Projection.
3. Repression.
4. Reaction formation.

51
Psychology, Third Edition Copyright © 2015, 2012, 2008 by Pearson Education, Inc.
Saundra K. Ciccarelli • J. Noland White All rights reserved.
 LO 13.2

A boy who pushes his little sister off her bicycle cannot
remember hurting her when asked about it later. This
illustrates the Freudian defense mechanism known as:

1. Denial.
2. Projection.
3. Repression. (p. 506)
4. Reaction formation.

52
Psychology, Third Edition Copyright © 2015, 2012, 2008 by Pearson Education, Inc.
Saundra K. Ciccarelli • J. Noland White All rights reserved.
 LO 13.2

The division of the mind that is very similar to short term

memory in that it contains all the information a person is
currently using and of which she or he is aware is called the:

1. Conscious.
2. Preconscious.
3. Unconscious.
4. Conscience.
5. Subconscious.

53
Psychology, Third Edition Copyright © 2015, 2012, 2008 by Pearson Education, Inc.
Saundra K. Ciccarelli • J. Noland White All rights reserved.
 LO 13.2

The division of the mind that is very similar to short term

memory in that it contains all the information a person is
currently using and of which she or he is aware is called the:

1. Conscious. (p. 504)

2. Preconscious.
3. Unconscious.
4. Conscience.
5. Subconscious.

54
Psychology, Third Edition Copyright © 2015, 2012, 2008 by Pearson Education, Inc.
Saundra K. Ciccarelli • J. Noland White All rights reserved.
 LO 13.2

A person who experiences great hunger decides to just

push people out of the way in the line at a grocery store.
Which personality structure dominated this person’s
behavior?

1. Ego ideal
2. Superego
3. Id
4. Conscience
5. Libido

55
Psychology, Third Edition Copyright © 2015, 2012, 2008 by Pearson Education, Inc.
Saundra K. Ciccarelli • J. Noland White All rights reserved.
 LO 13.2

A person who experiences great hunger decides to just

push people out of the way in the line at a grocery store.
Which personality structure dominated this person’s
behavior?

1. Ego ideal
2. Superego
3. Id (p. 504)
4. Conscience
5. Libido

56
Psychology, Third Edition Copyright © 2015, 2012, 2008 by Pearson Education, Inc.
Saundra K. Ciccarelli • J. Noland White All rights reserved.
 LO 13.2

According to Freud, fixation is most likely to occur when

children:

1. Deny or distort reality as an unconscious method of

minimizing anxiety.
2. Receive too much or too little gratification during an
early stage of development.
3. Spend too much time concentrating on friends of the
same sex and schoolwork.
4. Become fascinated with the body and play with their
own sex organs.

57
Psychology, Third Edition Copyright © 2015, 2012, 2008 by Pearson Education, Inc.
Saundra K. Ciccarelli • J. Noland White All rights reserved.
 LO 13.2

According to Freud, fixation is most likely to occur when

children:

1. Deny or distort reality as an unconscious method of

minimizing anxiety.
2. Receive too much or too little gratification during an
early stage of development. (p. 507)
3. Spend too much time concentrating on friends of the
same sex and schoolwork.
4. Become fascinated with the body and play with their
own sex organs.

58
Psychology, Third Edition Copyright © 2015, 2012, 2008 by Pearson Education, Inc.
Saundra K. Ciccarelli • J. Noland White All rights reserved.
 LO 13.2

The tendency for young children to become sexually

attracted to the parent of the opposite sex and hostile
toward the parent of the same sex was referred to by Freud
as:

1. The Oedipus complex.

2. Identification.
3. Resistance.
4. Fixation.

59
Psychology, Third Edition Copyright © 2015, 2012, 2008 by Pearson Education, Inc.
Saundra K. Ciccarelli • J. Noland White All rights reserved.
 LO 13.2

The tendency for young children to become sexually

attracted to the parent of the opposite sex and hostile
toward the parent of the same sex was referred to by Freud
as:

1. The Oedipus complex. (p. 507)

2. Identification.
3. Resistance.
4. Fixation.

60
Psychology, Third Edition Copyright © 2015, 2012, 2008 by Pearson Education, Inc.
Copyright © 2012, Pearson
Saundra Education
K. Ciccarelli • J. Noland White All rights reserved.
 LO 13.2

Based on Freud's view of personality, parents who reward

their children for good behavior and punish them for bad
behavior help their children to develop the:

1. Defense mechanisms.
2. Id.
3. Superego.
4. Ego.

61
Psychology, Third Edition Copyright © 2015, 2012, 2008 by Pearson Education, Inc.
Saundra K. Ciccarelli • J. Noland White All rights reserved.
 LO 13.2

Based on Freud's view of personality, parents who reward

their children for good behavior and punish them for bad
behavior help their children to develop the:

1. Defense mechanisms.
2. Id.
3. Superego. (p. 505)
4. Ego.

62
Psychology, Third Edition Copyright © 2015, 2012, 2008 by Pearson Education, Inc.
Saundra K. Ciccarelli • J. Noland White All rights reserved.
 LO 13.2

According to Freud, during what stage of personality

development do most children identify with the same sex
parent as a means of helping to develop appropriate
understanding of gender roles?

1. Oral
2. Anal
3. Phallic
4. Latency
5. Genital

63
Psychology, Third Edition Copyright © 2015, 2012, 2008 by Pearson Education, Inc.
Saundra K. Ciccarelli • J. Noland White All rights reserved.
 LO 13.2

According to Freud, during what stage of personality

development do most children identify with the same sex
parent as a means of helping to develop appropriate
understanding of gender roles?

1. Oral
2. Anal
3. Phallic (p. 507)
4. Latency
5. Genital

64
Psychology, Third Edition Copyright © 2015, 2012, 2008 by Pearson Education, Inc.
Saundra K. Ciccarelli • J. Noland White All rights reserved.
 LO 13.4

According to the strictest behaviorist view, personality

development is influenced primarily by:

1. Self-efficacy.
2. Reciprocal determinism.
3. Habits.
4. Self-concept.
5. Cognitive processes.

65
Psychology, Third Edition Copyright © 2015, 2012, 2008 by Pearson Education, Inc.
Saundra K. Ciccarelli • J. Noland White All rights reserved.
 LO 13.4

According to the strictest behaviorist view, personality

development is influenced primarily by:

1. Self-efficacy.
2. Reciprocal determinism.
3. Habits. (p. 512)
4. Self-concept.
5. Cognitive processes.

66
Psychology, Third Edition Copyright © 2015, 2012, 2008 by Pearson Education, Inc.
Saundra K. Ciccarelli • J. Noland White All rights reserved.
 LO 13.4

Jessica has experienced many successes playing

basketball, and her competence is acknowledged by others.
Nonetheless, she has a low assessment of her basketball
abilities. She is most likely to:

1. Have very high self-efficacy.

2. Have very low self-efficacy.
3. Have moderate self-efficacy.
4. Expect no future success in basketball.
5. Avoid playing basketball again in the future.

67
Psychology, Third Edition Copyright © 2015, 2012, 2008 by Pearson Education, Inc.
Saundra K. Ciccarelli • J. Noland White All rights reserved.
 LO 13.4

Jessica has experienced many successes playing

basketball, and her competence is acknowledged by others.
Nonetheless, she has a low assessment of her basketball
abilities. She is most likely to:

1. Have very high self-efficacy.

2. Have very low self-efficacy.
3. Have moderate self-efficacy. (p. 512)
4. Expect no future success in basketball.
5. Avoid playing basketball again in the future.

68
Psychology, Third Edition Copyright © 2015, 2012, 2008 by Pearson Education, Inc.
Saundra K. Ciccarelli • J. Noland White All rights reserved.
 LO 13.5

Billy’s parents show him love and affection when he

brings home a report card with straight As. When he does
not receive straight As in school, his parents become
distant and cold. It is likely that Billy is experiencing:

1. Conditional positive regard.

2. Unconditional positive regard.
3. Self-actualization.
4. Mismatch between real self and ideal self.
5. Full functioning.

69
Psychology, Third Edition Copyright © 2015, 2012, 2008 by Pearson Education, Inc.
Saundra K. Ciccarelli • J. Noland White All rights reserved.
 LO 13.5

Billy’s parents show him love and affection when he

brings home a report card with straight As. When he does
not receive straight As in school, his parents become
distant and cold. It is likely that Billy is experiencing:

1. Conditional positive regard. (p. 515)

2. Unconditional positive regard.
3. Self-actualization.
4. Mismatch between real self and ideal self.
5. Full functioning.

70
Psychology, Third Edition Copyright © 2015, 2012, 2008 by Pearson Education, Inc.
Saundra K. Ciccarelli • J. Noland White All rights reserved.
 LO 13.6

Which of the following statements about trait theories is

FALSE?

1. They can be used to describe behavior.

2. They can be used to predict behavior.
3. They can be used to explain behavior.
4. Traits involve consistent, enduring ways of thinking,
feeling, and behaving.
5. Trait theories are not very concerned with changing an
individual’s personality.

71
Psychology, Third Edition Copyright © 2015, 2012, 2008 by Pearson Education, Inc.
Saundra K. Ciccarelli • J. Noland White All rights reserved.
 LO 13.6

Which of the following statements about trait theories is

FALSE?

1. They can be used to describe behavior.

2. They can be used to predict behavior.
3. They can be used to explain behavior. (p. 518)
4. Traits involve consistent, enduring ways of thinking,
feeling, and behaving.
5. Trait theories are not very concerned with changing an
individual’s personality.

72
Psychology, Third Edition Copyright © 2015, 2012, 2008 by Pearson Education, Inc.
Saundra K. Ciccarelli • J. Noland White All rights reserved.
 LO 13.6

Organized, reliable, neat, and ambitious are all _________

traits of the more basic trait of conscientiousness.

1. source
2. surface
3. temperament
4. cardinal
5. character

73
Psychology, Third Edition Copyright © 2015, 2012, 2008 by Pearson Education, Inc.
Saundra K. Ciccarelli • J. Noland White All rights reserved.
 LO 13.6

Organized, reliable, neat, and ambitious are all _________

traits of the more basic trait of conscientiousness.

1. source
2. surface (p. 518)
3. temperament
4. cardinal
5. character

74
Psychology, Third Edition Copyright © 2015, 2012, 2008 by Pearson Education, Inc.
Saundra K. Ciccarelli • J. Noland White All rights reserved.
 LO 13.6

Which of the following Big Five personality traits is

associated with traits such as good natured, trusting, and
helpful?

1. Openness
2. Agreeableness
3. Neuroticism
4. Consciousness
5. Extraversion

75
Psychology, Third Edition Copyright © 2015, 2012, 2008 by Pearson Education, Inc.
Saundra K. Ciccarelli • J. Noland White All rights reserved.
 LO 13.6

Which of the following Big Five personality traits is

associated with traits such as good natured, trusting, and
helpful?

1. Openness
2. Agreeableness (p. 520)
3. Neuroticism
4. Consciousness
5. Extraversion

76
Psychology, Third Edition Copyright © 2015, 2012, 2008 by Pearson Education, Inc.
Saundra K. Ciccarelli • J. Noland White All rights reserved.