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Personalit y psychology is a branch of psychology that studies personality and individual

differences. Its areas of focus include:

Psychology

Constructing a coherent picture of the individual and his or her major psychological processes*
Investigating individual differences - how people are unique
Investigating human nature - how people are alike
"Personality" can be defined as a dynamic and organiz ed set of characteristics possessed by a
person that uniquely influences his or her cognitions, emotions, motivations, and behaviors in
various situations. The word "personality" originates from the Latin persona, which means mask.
Significantly, in the theatre of the ancient Latin- speaking world, the mask was not used as a plot
device to disguise the identity of a character, but rather was a convention employed to represent or
typify that character. Personality may also refer to the patterns of thoughts, feelings and behaviors
consistently exhibited by an individual over time that strongly influence our expectations, selfperceptions, values and attitudes, and predicts our reactions to people, problems and stress. In a
phrase, personality is not just who we are, Gordon Allport (1937) described two major ways to
study personality: the nomothetic and the idiographic. Nomothetic psychology seeks general laws
that can be applied to many different people, such as the principle of self- actualiz ation, or the trait
of extraversion. Idiographic psychology is an attempt to understand the unique aspects of a
particular individual.

History Subfields

Basic scie nce

Abnormal Biological Cognitive
Comparative Cultural Differential
Developmental Evolutionary
Experimental Mathematical
Pe rso nalit y Positive Social

Applie d scie nce

Applied behavior analysis Clinical
Community Consumer Educational
Health Industrial and organiz ational
Legal Military Occupational health
Political Religion School Sport

List s
Disciplines Organiz ations Outline
Psychologists Psychotherapies
Publications Research methods
Theories Timeline Topics

The study of personality has a broad and varied history in psychology, with an abundance of
theoretical traditions. The major theories include dispositional (trait) perspective, psychodynamic,
humanistic, biological, behaviorist and social learning perspective. There is no consensus on the
Po rt al
definition of "personality" in psychology. Most researchers and psychologists do not explicitly
V T E
identify themselves with a certain perspective and often take an eclectic approach. Some research
is empirically driven such as the "Big 5" personality model whereas other research emphasiz es theory development such as
psychodynamics. There is also a substantial emphasis on the applied field of personality testing. In psychological education and training,
the study of the nature of personality and its psychological development is usually reviewed as a prerequisite to courses in abnormal or
clinical psychology.
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Co nt e nt s
1 Philo so phical assumptio ns
2 Perso nality theo ries
2.1 Trait theo ries

2.2 Type theo ries

2.3 Psycho analytic theo ries

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2.4 Behavio rist theo ries

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2.5 So cial co gnitive theo ries

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2.6 Humanistic theo ries

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2.7 Bio psycho lo gical theo ries

Espao l

3 Perso nality tests

4 Perso nality and inner experience

Franais

5 See also

6 No tes

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7 References

8 Further reading

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9 External links

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Philosophical assumptions

[edit]

Many of the ideas developed by historical and modern personality theorists stem from the basic philosophical assumptions they hold.
The study of personality is not a purely empirical discipline, as it brings in elements of art, science, and philosophy to draw general
conclusions. The following five categories are some of the most fundamental philosophical assumptions on which theorists disagree:
1. Freedom versus Det erminism This is the debate over whether we have control over our own behavior and understand the motives
behind it, or if our behavior is causally determined by forces beyond our control; it being considered unconscious, environmental, or
biological by various theories.
2. Heredit y versus Environment Personality is thought to be determined largely by genetics and biology, by environment and
experiences, or by some combination resulting thereof. There is evidence for all possibilities. Contemporary research suggests that most
personality traits are based on the joint influence of genetics and environment. One of the forerunners in this arena is C. Robert Cloninger
with the Temperament and Character model.
3. Uniqueness versus Universalit y
The argument over whether we are all unique individuals ( Uniqueness) or if humans are basically similar in their nature ( Universality).
Gordon Allport , Abraham Maslow, and Carl Rogers were all advocates of the uniqueness of individuals. Behaviorists and cognitive
theorists, in contrast, emphasiz ed the importance of universal principles such as reinforcement and self- efficacy.
4. Act ive versus React ive
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Do we primarily act through our own initiative ( Active), or react to outside stimuli. Behavioral theorists typically believe that humans are
passively shaped by their environments, whereas humanistic and cognitive theorists believe that humans are more active.
5. Opt imist ic versus Pessimist ic
Personality theories differ on whether people can change their personalities ( Optimism), or if they are doomed to remain the same
throughout their lives (Pessimism). Theories that place a great deal of emphasis on learning are often, but not always, more optimistic
than theories that do not emphasiz e learning.

Personality theories

[edit]

Critics of personality theory claim personality is "plastic" across time, places, moods, and situations. Changes in personality may indeed
result from diet (or lack thereof), medical effects, significant events, or learning. However, most personality theories emphasiz e stability
over fluctuation. The definition of personality that is most widely supported to date is attributed to the neurologist Paul Roe. He stated
personality to be "an individual's predisposition to think certain patterns of thought, and therefore engage in certain patterns of behaviour".

Trait theories

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According to the Diagnostic and Statistical Manual of the American Psychiatric Association, personality traits are "enduring patterns of
perceiving, relating to, and thinking about the environment and oneself that are exhibited in a wide range of social and personal
contexts." Theorists generally assume a) traits are relatively stable over time, b) traits differ among individuals (for instance, some people
are outgoing while others are reserved), and c) traits influence behavior.
The most common models of traits incorporate three to five broad dimensions or factors. The least controversial dimension, observed as
far back as the ancient Greeks, is simply extraversion and introversion (outgoing and physical- stimulation- oriented vs. quiet and
physical- stimulation- averse).
Gordon Allport delineated different kinds of traits, which he also called dispositions. Central traits are basic to an individual's
personality, while secondary traits are more peripheral. Common traits are those recogniz ed within a culture and thus may vary from
culture to culture. Cardinal traits are those by which an individual may be strongly recogniz ed.
Raymond Cat t ell's research propagated a two- tiered personality structure with sixteen "primary factors" (16 Personality Factors) and
five "secondary factors."
Hans Eysenck believed just three traitsextraversion, neuroticism and psychoticismwere sufficient to describe human personality.
Differences between Cattell and Eysenck emerged due to preferences for different forms of factor analysis , with Cattell using oblique,
Eysenck orthogonal rotation to analyz e the factors that emerged when personality questionnaires were subjected to statistical analysis.
Today, the Big Five factors have the weight of a considerable amount of empirical research behind them, building on the work of
Cattell and others.
Lewis Goldberg proposed a five- dimension personality model, nicknamed the "Big Five":
1. Openness t o Experience: the tendency to be imaginative, independent, and interested in variety vs. practical, conforming,
and interested in routine.
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2. Conscient iousness: the tendency to be organiz ed, careful, and disciplined vs. disorganiz ed, careless, and impulsive.
3. Ext raversion: the tendency to be sociable, fun- loving, and affectionate vs. retiring, somber, and reserved.
4. Agreeableness: the tendency to be softhearted, trusting, and helpful vs. ruthless, suspicious, and uncooperative.
5. Neurot icism: the tendency to be calm, secure, and self- satisfied vs. anxious, insecure, and self- pitying [1]
The Big Five contain important dimensions of personality. However, some personality researchers argue that this list of major traits is
not exhaustive. Some support has been found for two additional factors: excellent/ordinary and evil/decent. However, no definitive
conclusions have been established.[1]
Michael Ashton and Kibeom Lee, in 2008, proposed a six dimensional HEXACO Model of Personality Structure . The HEXACO
personality traits/factors are: Honesty- Humility (H), Emotionality (E), Extraversion (X), Agreeableness (A), Conscientiousness (C), and
Openness to Experience (O). The three dimensions - Extraversion, Conscientiousness and Openness to Experience are considered
to be basically the same as their counterpart dimensions in the Big Five Model. However, in the HEXACO model, Honesty- Humility,
Emotionality and Agreeableness differ from the Neuroticism and Agreeableness factors of the Big Five Model. Ashton and Lee
especially emphasiz e the Honesty- Humility (H) factor as differentiating the HEXACO model from other personality frameworks.
Specifically, the H factor is described as sincere, honest, faithful/loyal, modest/unassuming, fair- minded, VERSUS sly, deceitful,
greedy, pretentious, hypocritical, boastful and pompous. The H factor has been linked to criminal, materialistic, power- seeking and
unethical tendencies.[2]
John L. Holland's RIASEC vocational model, commonly referred to as the Holland Codes, stipulates that six personality traits lead
people to choose their career paths. In this circumplex model, the six types are represented as a hexagon, with adjacent types more
closely related than those more distant. The model is widely used in vocational counseling.
Trait models have been criticiz ed as being purely descriptive and offering little explanation of the underlying causes of personality.
Eysenck's theory, however, does propose biological mechanisms as driving traits, and modern behavior genetics researchers have
shown a clear genetic substrate to them.[vague] Another potential weakness of trait theories is that they may lead some people to accept
oversimplified classificationsor worse, offer advicebased on a superficial analysis of personality. Finally, trait models often
underestimate the effect of specific situations on people's behavior. It is important to remember that traits are statistical generaliz ations
that do not always correspond to an individual's behavior.
Does the importance of genetic influences on personality characteristics change across the 5 year period?
Are genetic influences important for the likeliness of co- twins to change in the same way over the period of time?
Are there genetic influences on the tendency of the co- twins to change, without keeping in mind the direction of the change
Age differences create more variables even within a family, so the best comparisons are found using twins. Twins typically share a family
environment called a shared environment because they may share other aspects like teachers, school, and friends. A non- shared
environment means completely different environment for both subjects. "Biologically related children who are separated after birth and
raised in different families live in non- shared environments." Identical twins separated at birth and raised in different families constitute the
best cases for heredity and personality because similarities between the two are due only to genetic influences. Vulnerability was a factor
in this study that was taken into consideration regarding the issue of genetic influences on vulnerability. The study concluded that the
monoz ygotic co- twins would be more similar than diz ygotic co- twins in change over time. To answer the questions as to whether change
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is genetically influenced through personality, the data concluded that there was no significant differences for either variances between the
monoz ygotic and diz ygotic co- twins.[3][4]
A link was found between the personality trait of neuroticism and a polymorphism called 5- HTTLPR in the serotonin transporter gene, but
this association was not replicated in larger studies.[5] Other candidate gene studies have provided weak evidence that some
personality traits are related to AVPR1A ("ruthlessness gene") and MAOA ("Warrior gene"). Genotypes, or the genetic make up of an
organism, influence but don't fully decide the physical traits of a person. Those are also influenced by the environment and behaviors
they are surrounded by. For example, a person's height is affected by genetics, but if they are malnourished growth will be stunted no
matter what their genetic coding says. Environment is also not completely responsible for an outcome in personality. An example from
"Psychobiology of Personality" by Marvin Zuckerman is alcoholism: Studies suggest that alcoholism is an inherited disease, but if a
subject with a strong biological background of alcoholism in their family tree is never exposed to alcohol, they will not be so inclined
regardless of their genome.[6]
Another factor that can be addressed is biological versus adoptive relatives, a real- life experiment, adoption. This creates two groups:
genetic relatives (biological parents and siblings) and environmental relatives (adoptive parents and siblings). So the question can be
asked, are adopted children more like their biological parents, who share the same genes, or their adoptive parents, who share the
same home environment? And consequently to sharing that home environment, do those adopted siblings come to share traits as well?
After studying hundreds of adoptive families, the discovery was that people who grow up together, whether biologically related or not, do
not much resemble one another in personality. In characteristics such as extroversion and agreeableness, adoptees are more like their
biological parents than to their adoptive parents. However, the minute shared- environment effects do not mean that adoptive parenting is
ineffective. Even though genetics may limit the family environment's influence on personality, parents do influence their children's attitudes,
values, faith, manners and politics. In adoptive homes, child neglect and abuse and even divorce between the parents is uncommon. In
accordance to that, it is not surprising, despite a somewhat greater risk of psychological disorder, most adopted children excel,
especially when they're adopted as infants. In fact, seven out of eight have reported feeling a strong connection with one or even both of
their adoptive parents.[7]

Type theories

[edit]

Personality type refers to the psychological classification of different types of people. Personality types are distinguished from personality
traits, which come in different levels or degrees. For example, according to type theories, there are two types of people, introverts and
extraverts. According to trait theories, introversion and extraversion are part of a continuous dimension, with many people in the middle.
The idea of psychological types originated in the theoretical work of Carl Jung [citation needed] and William Marston, whose work is reviewed
in Dr. Travis Bradberry's Self-Awareness . Jung's seminal 1921 book on the subject is available in English as Psychological Types .
Building on the writings and observations of Jung, during World War II, Isabel Briggs Myers and her mother, Katharine C. Briggs,
delineated personality types by constructing the Myers- Briggs Type Indicator.[8] This model was later used by David Keirsey with a
different understanding from Jung, Briggs and Myers.[9] In the former Soviet Union, Lithuanian Aura Augustinaviit independently
derived a model of personality type from Jung's called Socionics.
The model is an older and more theoretical approach to personality, accepting extraversion and introversion as basic psychological
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orientations in connection with two pairs of psychological functions:

Perceiving functions: sensing and intuition (trust in concrete, sensory- oriented facts vs. trust in abstract concepts and imagined
possibilities)
Judging functions: thinking and feeling (basing decisions primarily on logic vs. considering the effect on people).
Briggs and Myers also added another personality dimension to their type indicator to measure whether a person prefers to use a judging
or perceiving function when interacting with the external world. Therefore they included questions designed to indicate whether someone
wishes to come to conclusions (judgment) or to keep options open (perception).[8]
This personality typology has some aspects of a trait theory: it explains people's behaviour in terms of opposite fixed characteristics. In
these more traditional models, the sensing/intuition preference is considered the most basic, dividing people into "N" (intuitive) or "S"
(sensing) personality types. An "N" is further assumed to be guided either by thinking or feeling, and divided into the "NT" (scientist,
engineer) or "NF" (author, humanitarian) temperament. An "S", by contrast, is assumed to be guided more by the judgment/perception
axis, and thus divided into the "SJ" (guardian, traditionalist) or "SP" (performer, artisan) temperament.[9] These four are considered basic,
with the other two factors in each case (including always extraversion/introversion) less important. Critics of this traditional view have
observed that the types can be quite strongly stereotyped by professions (although neither Myers nor Keirsey engaged in such
stereotyping in their type descriptions [8][9]), and thus may arise more from the need to categoriz e people for purposes of guiding their
career choice.[10] This among other objections led to the emergence of the five- factor view, which is less concerned with behavior under
work conditions and more concerned with behavior in personal and emotional circumstances. (It should be noted, however, that the MBTI
is not designed to measure the "work self", but rather what Myers and McCaulley called the "shoes- off self." [11]) Some critics have
argued for more or fewer dimensions while others have proposed entirely different theories (often assuming different definitions of
"personality").
Type A and Type B personalit y t heory : During the 1950s, Meyer Friedman and his co- workers defined what they called Type A and
Type B behavior patterns. They theoriz ed that intense, hard- driving Type A personalities had a higher risk of coronary disease because
they are "stress junkies." Type B people, on the other hand, tended to be relaxed, less competitive, and lower in risk. There was also a
Type AB mixed profile.

Psychoanalytic theories

[edit]

Psychoanalytic theories explain human behaviour in terms of the interaction of various components of personality. Sigmund Freud was the
founder of this school. Freud drew on the physics of his day (thermodynamics) to coin the term psychodynamics. Based on the idea of
converting heat into mechanical energy, he proposed psychic energy could be converted into behavior. Freud's theory places central
importance on dynamic, unconscious psychological conflicts.
Freud divides human personality into three significant components: the id, ego, and super- ego. The id acts according to the pleasure
principle, demanding immediate gratification of its needs regardless of external environment; the ego then must emerge in order to
realistically meet the wishes and demands of the id in accordance with the outside world, adhering to the reality principle. Finally, the
superego(conscience) inculcates moral judgment and societal rules upon the ego, thus forcing the demands of the id to be met not only
realistically but morally. The superego is the last function of the personality to develop, and is the embodiment of parental/social ideals
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established during childhood. According to Freud, personality is based on the dynamic interactions of these three components.[12]
The channeling and release of sexual (libidal) and aggressive energies, which ensues from the "Eros" (sex; instinctual self- preservation)
and "Thanatos" (death; instinctual self- annihilation) drives respectively, are major components of his theory.[12] It is important to note that
Freud's broad understanding of sexuality included all kinds of pleasurable feelings experienced by the human body.
Freud proposed five psychosexual stages of personality development. He believed adult personality is dependent upon early childhood
experiences and largely determined by age five.[12] Fixations that develop during the Infantile stage contribute to adult personality and
behavior.
One of Sigmund Freud's earlier associates, Alfred Adler , did agree with Freud that early childhood experiences are important to
development, and believed birth order may influence personality development. Adler believed the oldest was the one that set high goals
to achieve to get the attention they lost back when the younger siblings were born. He believed the middle children were competitive and
ambitious possibly so they are able to surpass the first- born's achievements, but were not as much concerned about the glory. He also
believed the last born would be more dependent and sociable but be the baby. He also believed that the only child loves being the
center of attention and matures quickly, but in the end fails to become independent.
Heinz Kohut thought similarly to Freud's idea of transference. He used narcissism as a model of how we develop our sense of self.
Narcissism is the exaggerated sense of one self in which one is believed to exist in order to protect one's low self esteem and sense of
worthlessness. Kohut had a significant impact on the field by extending Freud's theory of narcissism and introducing what he called the
'self- object transferences' of mirroring and idealiz ation. In other words, children need to idealiz e and emotionally "sink into" and identify
with the idealiz ed competence of admired figures such as parents or older siblings. They also need to have their self- worth mirrored by
these people. These experiences allow them to thereby learn the self- soothing and other skills that are necessary for the development of
a healthy sense of self.
Another important figure in the world of personality theory was Karen Horney. She is credited with the development of the " real self" and
the "ideal self". She believes all people have these two views of their own self. The "real self" is how you really are with regards to
personality, values, and morals; but the "ideal self" is a construct you apply to yourself to conform to social and personal norms and
goals. Ideal self would be "I can be successful, I am CEO material"; and real self would be "I just work in the mail room, with not much
chance of high promotion".

Behaviorist theories

[edit]

Behaviorists explain personality in terms of the effects external stimuli have on behavior. It was a radical shift away from Freudian
philosophy. This school of thought was developed by B. F. Skinner who put forth a model which emphasiz ed the mutual interaction of the
person or "the organism" with its environment. Skinner believed children do bad things because the behavior obtains attention that serves
as a reinforcer. For example: a child cries because the child's crying in the past has led to attention. These are the response, and
consequences. The response is the child crying, and the attention that child gets is the reinforcing consequence. According to this theory,
people's behavior is formed by processes such as operant conditioning . Skinner put forward a "three term contingency model" which
helped promote analysis of behavior based on the "Stimulus - Response - Consequence Model" in which the critical question is: "Under
which circumstances or antecedent 'stimuli' does the organism engage in a particular behavior or 'response', which in turn produces a
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particular 'consequence'?"
Richard Herrnstein extended this theory by accounting for attitudes and traits. An attitude develops as the response strength (the tendency
to respond) in the presences of a group of stimuli become stable. Rather than describing conditionable traits in non- behavioral language,
response strength in a given situation accounts for the environmental portion. Herrstein also saw traits as having a large genetic or
biological component as do most modern behaviorists.
Ivan Pavlov is another notable influence. He is well known for his classical conditioning experiments involving dogs. These physiological
studies led him to discover the foundation of behaviorism as well as classical conditioning.

Social cognitive theories

[edit]

In cognitive theory, behavior is explained as guided by cognitions (e.g. expectations) about the world, especially those about other
people. Cognitive theories are theories of personality that emphasiz e cognitive processes such as thinking and judging.
Albert Bandura , a social learning theorist suggested the forces of memory and emotions worked in conjunction with environmental
influences. Bandura was known mostly for his "Bobo Doll experiment". During these experiments, Bandura video taped a college student
kicking and verbally abusing a bobo doll. He then showed this video to a class of kindergarten children who were getting ready to go out
to play. When they entered the play room, they saw bobo dolls, and some hammers. The people observing these children at play saw a
group of children beating the doll. He called this study and his findings observational learning, or modeling.
Early examples of approaches to cognitive style are listed by Baron (1982). These include Witkin's (1965) work on field dependency,
Gardner's (1953) discovering people had consistent preference for the number of categories they used to categorise heterogeneous
objects, and Block and Petersen's (1955) work on confidence in line discrimination judgments. Baron relates early development of
cognitive approaches of personality to ego psychology. More central to this field have been:
Attributional style theory [13] dealing with different ways in which people explain events in their lives. This approach builds upon locus of
control, but extends it by stating we also need to consider whether people attribute to stable causes or variable causes, and to global
causes or specific causes.
Various scales have been developed to assess both attributional style and locus of control. Locus of control scales include those used
by Rotter and later by Duttweiler, the Nowicki and Strickland (1973) Locus of Control Scale for Children and various locus of control
scales specifically in the health domain, most famously that of Kenneth Wallston and his colleagues, The Multidimensional Health Locus
of Control Scale.[14] Attributional style has been assessed by the Attributional Style Questionnaire, [15] the Expanded Attributional Style
Questionnaire, [16] the Attributions Questionnaire, [17] the Real Events Attributional Style Questionnaire [18] and the Attributional Style
Assessment Test.[19]
Achievement style theory focuses upon identification of an individual's Locus of Control tendency, such as by Rotter's evaluations, and
was found by Cassandra Bolyard Whyte to provide valuable information for improving academic performance of students.[20]
Individuals with internal control tendencies are likely to persist to better academic performance levels, presenting an achievement
personality, according to Cassandra B. Whyte [20]
Recognition that the tendency to believe that hard work and persistence often results in attainment of life and academic goals has
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influenced formal educational and counseling efforts with students of various ages and in various settings since the 1970's research about
achievement. [21] Counseling aimed toward encouraging individuals to design ambitious goals and work toward them, with recognition that
there are external factors that may impact, often results in the incorporation of a more positive achievement style by students and
employees, whatever the setting, to include higher education, workplace, or justice programming.[22] [21]
Walter Mischel (1999) has also defended a cognitive approach to personality. His work refers to "Cognitive Affective Units", and considers
factors such as encoding of stimuli, affect, goal- setting, and self- regulatory beliefs. The term "Cognitive Affective Units" shows how his
approach considers affect as well as cognition.
Personal Const ruct Psychology (PCP) is a theory of personality developed by the American psychologist George Kelly in the 1950s.
From the theory, Kelly derived a psychotherapy approach and also a technique called The Repertory Grid Interview that helped his
patients to uncover their own "constructs" (defined later) with minimal intervention or interpretation by the therapist. The Repertory Grid was
later adapted for various uses within organiz ations, including decision- making and interpretation of other people's world- views. From his
1963 book, A Theory of Personality , pp. 103104:
Fundamental Postulate: A person's processes are psychologically channeliz ed by the ways in which the person anticipates events.
Construction Corollary: A person anticipates events by construing their replications.
Individuality Corollary: People differ from one another in their construction of events.
Organiz ation Corollary: Each person characteristically evolves, for convenience in anticipating events, a construction system
embracing ordinal relationships between constructs.
Dichotomy Corollary: A person's construction system is composed of a finite number of dichotomous constructs.
Choice Corollary: People choose for themselves the particular alternative in a dichotomiz ed construct through which they anticipate the
greater possibility for extension and definition of their system.
Range Corollary: A construct is convenient for the anticipation of a finite range of events only.
Experience Corollary: A person's construction system varies as the person successively construes the replication of events.
Modulation Corollary: The variation in a person's construction system is limited by the permeability of the constructs within whose
ranges of conveniences the variants lie.
Fragmentation Corollary: A person may successively employ a variety of construction subsystems which are inferentially incompatible
with each other.
Commonality Corollary: To the extent that one person employs a construction of experience which is similar to that employed by
another, the psychological processes of the two individuals are similar to each other.
Sociality Corollary: To the extent that one person construes another's construction processes, that person may play a role in a social
process involving the other person.

Humanistic theories

[edit]

In humanistic psychology it is emphasiz ed people have free will and they play an active role in determining how they behave.
Accordingly, humanistic psychology focuses on subjective experiences of persons as opposed to forced, definitive factors that determine
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behavior. Abraham Maslow and Carl Rogers were proponents of this view, which is based on the "phenomenal field" theory of Combs and
Snygg (1949).[23]
Maslow spent much of his time studying what he called "self- actualiz ing persons", those who are "fulfilling themselves and doing the best
they are capable of doing". Maslow believes all who are interested in growth move towards self- actualiz ing (growth, happiness,
satisfaction) views. Many of these people demonstrate a trend in dimensions of their personalities. Characteristics of self- actualiz ers
according to Maslow include the four key dimensions:
1. Awareness - maintaining constant enjoyment and awe of life. These individuals often experienced a "peak experience". He
defined a peak experience as an "intensification of any experience to the degree there is a loss or transcendence of self". A peak
experience is one in which an individual perceives an expansion of his or herself, and detects a unity and meaningfulness in life.
Intense concentration on an activity one is involved in, such as running a marathon, may invoke a peak experience.
2. Realit y and problem cent ered - they have tendency to be concerned with "problems" in their surroundings.
3. Accept ance/Spont aneit y - they accept their surroundings and what cannot be changed.
4. Unhost ile sense of humor/democrat ic - they do not like joking about others, which can be viewed as offensive. They have
friends of all backgrounds and religions and hold very close friendships.
Maslow and Rogers emphasiz ed a view of the person as an active, creative, experiencing human being who lives in the present and
subjectively responds to current perceptions, relationships, and encounters. They disagree with the dark, pessimistic outlook of those in
the Freudian psychoanalysis ranks, but rather view humanistic theories as positive and optimistic proposals which stress the tendency of
the human personality toward growth and self- actualiz ation. This progressing self will remain the center of its constantly changing world; a
world that will help mold the self but not necessarily confine it. Rather, the self has opportunity for maturation based on its encounters with
this world. This understanding attempts to reduce the acceptance of hopeless redundancy. Humanistic therapy typically relies on the client
for information of the past and its effect on the present, therefore the client dictates the type of guidance the therapist may initiate. This
allows for an individualiz ed approach to therapy. Rogers found patients differ in how they respond to other people. Rogers tried to model
a particular approach to therapy- he stressed the reflective or empathetic response. This response type takes the client's viewpoint and
reflects back his or her feeling and the context for it. An example of a reflective response would be, "It seems you are feeling anxious
about your upcoming marriage". This response type seeks to clarify the therapist's understanding while also encouraging the client to
think more deeply and seek to fully understand the feelings they have expressed.

Biopsychological theories

[edit]

Some of the earliest thinking about possible biological bases of personality grew out of the case of Phineas Gage. In an 1848 accident,
a large iron rod was driven through Gage's head, and his personality apparently changed as a result, although descriptions [24] of these
psychological changes are usually exaggerated.[25][26]
In general, patients with brain damage have been difficult to find and study. In the 1990s,
researchers began to use Electroencephalography (EEG), Positron Emission Tomography (PET)
and more recently functional Magnetic Resonance Imaging (fMRI), which is now the most widely
used imaging technique to help localiz e personality traits in the brain. One of the founders of this
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area of brain research is Richard Davidson of the University of WisconsinMadison. Davidson's

research lab has focused on the role of the prefrontal cortex (PFC) and amygdala in
manifesting human personality. In particular, this research has looked at hemispheric asymmetry
of activity in these regions. Neuropsychological experiments have suggested that hemispheric
asymmetry can affect an individual's personality (particularly in social settings) for individuals
with NLD (non- verbal learning disorder), which is marked by the impairment of nonverbal
information controlled by the right hemisphere of the brain. Progress will arise in the areas of
gross motor skills, inability to organiz e visual- spatial relations, or adapt to novel social
situations.[clarification needed] Frequently, a person with NLD is unable to interpret non- verbal cues,
and therefore experiences difficulty interacting with peers in socially normative ways.
One integrative, biopsychosocial approach to personality and psychopathology, linking brain
and environmental factors to specific types of activity, is the hypostatic model of personality,
created by Codrin Stefan Tapu.[28]

Personality tests

[edit]

Graphic by Damasio et al. [2 4 ]

showing how the tamping iron may have
damaged both frontal lobes. (A 2004
study by Ratiu and colleagues suggests

There are two major types of personality tests. Project ive tests assume personality is primarily
the damage was more limited.) [2 7]
unconscious and assess an individual by how he or she responds to an ambiguous stimulus,
like an ink blot. The idea is unconscious needs will come out in the person's response, e.g. an
aggressive person may see images of destruction. Object ive tests assume personality is
consciously accessible and measure it by self- report questionnaires. Research on psychological assessment has generally found
objective tests are more valid and reliable than projective tests. Critics have pointed to the Forer effect to suggest some of these appear
to be more accurate and discriminating than they really are.

Personality and inner experience

[edit]

This section requires expansion.

Psychology has traditionally defined personality through behavioral patterns, and more recently with neuroscientific study of the brain. In
recent years, some psychologists have turned to the study of inner experiences for insight into personality and individuality. Russel
Hurlburt, a psychologist at the University of Nevada, Las Vegas has studied personality by having individuals record their individual
experiences at random times throughout the day.[29] In analyz ing the mental freez e- frames that his subjects report, he has found
significant variation in inner mental life, and several correlations with behavioral patterns.

See also
Big Five personality traits
Career development

[edit]
Wikiversity has learning
materials about Personality
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Career
Clinical psychology
Dissociative identity disorder
Educational psychology
Enneagram of Personality
Holland Codes
Individual differences
Journal of Individual Differences
Myers- Briggs Type Indicator
Person
Personality disorder
ProScan Survey
Psychological typologies
Psychotherapy
Self- concept
Self- esteem
Self- Concealment
Team Composition
Trait Leadership
Trait theory
Type A personality
Will (philosophy)

Notes

[edit]

1. ^ a b Santro ck, J.W. (20 0 8 ). The Self, Identity, and Perso nality. In Mike Ryan (Ed). A Topical Approach to Life-Span Development. (pg 411-412).
New Yo rk:McGraw-Hill.
2. ^ Ashto n, M.; Lee, K. (20 0 8 ). "The HEXACO Mo del o f Perso nality Structure"
do i:10 .1111/j.1751-9 0 0 4.20 0 8 .0 0 134.x .

. Social and Personality Psychology Compass 2 (5): 19 52.

3. ^ Po gue-Geile, Michael F.; Ro se, Richard J. (19 8 5). "Develo pmental Genetic Studies o f Adult Perso nality". Developmental Psychology 21 (3):
547557. do i:10 .10 37/0 0 12-16 49 .21.3.547 .
4. ^ Scarr, Sandra; Webber, Patricia L.; Weinberg, Richard A.; Wittig, Michele A. (19 8 1). "Perso nality Resemblance amo ng Ado lescents and Their
Parents in Bio lo gically Related and Ado ptive Families". Journal of Personality and Social Psychology 4 0 (5): 8 8 58 9 8 . do i:10 .10 37/0 0 223514.40 .5.8 8 5 .
5. ^ Terracciano , Anto nio ; et al. (20 0 9 ). "Variants o f the sero to nin transpo rter gene and NEO-PI-R Neuro ticism: No asso ciatio n in the BLSA and
SardiNIA samples" . Am J Med Genet B Neuropsychiatr Genet. 15 0 B (8 ): 10 70 7. do i:10 .10 0 2/ajmg.b.30 9 32 . PMC 278 8 6 6 9 .
PMID 19 19 9 28 3 .
PDFmyURL.com

6 . ^ Marvin Zuckerman
7. ^ Myers,D. G. (20 10 ). Psycho lo gy (9 th ed.). New Yo rk: Wo rth Publishers.
8 . ^ a b c Myers, Isabel Briggs with Peter B. Myers (19 8 0 , 19 9 5). Gifts Differing: Understanding Personality Type . Mo untain View, Califo rnia: DaviesBlack Publishing. ISBN 0 -8 9 10 6 -0 74-X.
9 . ^ a b c Keirsey, David (May 1, 19 9 8 ) [19 78 ]. Please Understand Me II: Temperament, Character, Intelligence (1st ed.). Pro metheus Nemesis Bo o k
Co . ISBN 18 8 570 50 26 .
10 . ^ Pittenger, David J. (No vember 19 9 3). "Measuring the MBTI. . .And Co ming Up Sho rt"
5 4 (1): 48 52.

(PDF). Journal of Career Planning and Employment

11. ^ Myers, Isabel Briggs; Mary H. McCaulley (19 8 5). Manual: A Guide to the Development and Use of the Myers-Briggs Type Indicator
Palo Alto , Califo rnia: Co nsulting Psycho lo gists Press. pp. 8 . ISBN 0 -8 9 10 6 -0 27-8 .

(2nd ed.).

12. ^ a b c Carver, C., & Scheier, M. (20 0 4). Perspectives on Personality (5th ed.). Bo sto n: Pearso n.
13. ^ Abramso n, Seligman and Teasdale, 19 78
14. ^ Wallsto n et al, 19 78
15. ^ Peterso n et al, 19 8 2
16 . ^ Peterso n & Villano va, 19 8 8
17. ^ Go ng-guy & Hammen, 19 9 0
18 . ^ No rman & Antaki, 19 8 8
19 . ^ Anderso n, 19 8 8
20 . ^ a b Whyte, Cassandra Bo lyard (19 78 ). "Effective Co unseling Metho ds fo r High-Risk Co llege Freshmen". Measurement and Evaluation in
Guidance 10 (4): 19 8 20 0 .
21. ^ a b Lauridsen Kurt (ed) and Whyte, Cassandra B. (19 8 5) An Integrated Co unseling and Learning Assistance Center-Chapter fo r New
Directio ns So urcebo o k. Jo ssey-Bass, Inc
22. ^ Whyte,Cassandra and Whyte, William R.(19 8 2)."Accelerated Pro grams Behind Priso n Walls". Co llege Student Jo urnal. 16 .(1).70 -74.
23. ^ Co mbs, Arthur W., and Snygg, Do nald. : A New Frame of Reference for Psychology . New Yo rk, Harper and Bro thers. Article o n Snygg and
Co mbs' Pheno meno lo gical Field Theo ry
24. ^ a b Damasio H., Grabo wski T,. Frank R., Galaburda AM., Damasio AR (19 9 4). "The return o f Phineas Gage: clues abo ut the brain fro m the
skull o f a famo us patient". Science 26 4 (516 2): 110 2110 5. do i:10 .1126 /science.8 178 16 8 . PMID 8 178 16 8 .
25. ^ Macmillan, M. (20 0 0 ). "Chs. 6 ,13,14". An Odd Kind of Fame: Stories of Phineas Gage . MIT Press. ISBN 0 26 21336 36 .
26 . ^ Macmillan, M. (20 0 8 ). "Phineas Gage Unravelling the myth"

. The Psychologist (British Psycho lo gical So ciety) 21 (9 ): 8 28 8 31.

27. ^ * Ratiu, Peter; Talo s, Io n-Flo rin (20 0 4). "The Tale o f Phineas Gage, Digitally Remastered". New England Journal of Medicine 35 1 (23): e21.
do i:10 .10 56 /NEJMicm0 310 24 . PMID 155750 47 .
28 . ^ Tapu, Co drin Stefan. (20 0 1). Hypostatic Personality: Psychopathology of Doing and Being Made . Plo iesti: Premier.
29 . ^ Ho ffman, Jascha (December 21, 20 0 9 ). "Taking Mental Snapsho ts to Plumb Our Inner Selves"

. New Yo rk Times . Retrieved 3 April 20 11.

References

[edit]
This article lacks ISBNs f or t he books list ed in it . Please make it easier to conduct
research by listing ISBNs. If the {{ Cite book}} or {{ citation}} templates are in use, you may add
ISBNs automatically, or discuss this issue on the talk page. (April 2011)
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Santrock, J.W. (2008).The Self, Identity, and Personality. In Mike Ryan(Ed.). A Topical Approach To Life-Span Development . (pg 411412). New York:McGraw- Hill.
Abramson, L., M.E.P. Seligman, and J. Teasdale (1978). "Learned helplessness in humans: Critique and reformulation". Journal of
Abnormal Psychology 87 (1): 4974. doi:10.1037/0021- 843X.87.1.49 . PMID 649856 .
Allport, G. W. (1937). Personality: A psychological interpretation. New York: Holt, Rinehart & Winston.
Baron, J. (1982). "Intelligence and Personality." In R. Sternberg (Ed.). Handbook of Intelligence . Cambridge: Cambridge University
Press.
Bradberry, T. (2007). The Personality Code. New York: Putnam.
Engler, Barbara (2006). Personality Theories . Houghton Mifflin.
Foschi R. (2003). Lindagine sulla personalit alle origini della psicologia scientifica francese (18701885). Physis, Rivista
internaz ionale di storia della scienz a, vol. 40 (1- 2), 63- 105, ISSN: 0031- 9414
Handbook of Personality, Third Edition: Theory and Research" by Oliver P. John PhD, Richard W. Robins PhD, and Lawrence A. Pervin
PhD, The Guilford Press, New York, 2008
Hjelle, L. and D. Ziegler (1992). Personality: Basic Assumptions, Research and Applications. New York: McGraw Hill
* Lombardo, Giovanni Pietro; Foschi, Renato (2002). "The European Origins of "Personality Psychology"". European Psychologist 7
(2): 134145. doi:10.1027//1016- 9040.7.2.134 .
Lombardo, Giovanni Pietro; Foschi, Renato (2003). "The concept of personality in 19th- century French and 20th- century American
psychology". History of Psychology 6 (2): 123142. doi:10.1037/1093- 4510.6.2.123 . PMID 12817602 .
Ryckman, R. (2004). Theories of Personality . Belmont, California: Thomson/Wadsworth.
Tapu, C.S. (2001). Hypostatic Personality: Psychopathology of Doing and Being Made . Ploiesti: Premier.

Further reading

[edit]

Mischel, W. (1999). Introduction to Personality . Sixth edition. Fort Worth, Texas: Harcourt Brace.
Bradberry, T. (2007). The Personality Code. New York: Putnam.
Buss, D.M., & Greiling, H.(1999). "Adaptive Individual Differences". Journal of Personality , 67, 209- 243.
Lombardo G.P., Foschi R. (2003), "The Concept of Personality between 19th Century France and 20th Century American Psychology",
History of Psychology , 6, 133- 142.
Lombardo G.P., Foschi R. (2002). "The European origins of "personality psychology". European psychologist 7 (2): 134145.
doi:10.1027//1016- 9040.7.2.134 .

External links

[edit]

Northwestern University- led collaboration between personality psychologists worldwide to "attempt to bring information about current
personality theory and research to the readers of the World Wide Web"
Cambridge University based myPersonality project offering to researchers access to robust database of millions of detailed psychodemographic profiles
PDFmyURL.com

Personality Theories
Trait Emotional Intelligence: EI as personality
Personality: Theory & Perspectives - Individual Differences
Personality Synopsis at the Virtual Psychology Classroom
Holland's Types
Henry A. Murray and Clyde Kluckhohn, Personality in Nature, Society, and Culture (1953)
What is Personality Psychology?
Outline of psychology
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