Professional Documents
Culture Documents
Personality
B.Ed. 2015-16
M.Vijayalakshmi
Assistant Professor
Unit – VII
Personality
Personality: Meaning –
Determinants of Personality: Types
Theory, Trait Theory and
Developmental Theory – Integrated
Personality – Assessment of
Personality: Projective, Non-
Projective techniques and Dream
Analysis.
Meaning
• Latin word – persona
• -the mask worn by the actors while playing their role in
the drama
• PERSONALITY
• P – Perception capacity
• E – Emotional maturity
• R – responsiveness to the situation
• S – Sociability
• O – Originality
• N – Neutrality
• A – Appearance (external)
• L – Leadership feeling
• I – Integrated
• T – Tendency
• Y – Young (in thinking)
Definition
• Personality is the dynamic
organization within the individual of
those psycho-physical systems that
determine his unique adjustment to
his environment
- Gordon W. Allport
Characteristics of Personality
• Whole rather than its parts
• Unique
• Comprises of heredity and environment
• Made up of traits
• Dynamic
• Organized
Development of Personality
Physique
• Pituitary Gland
• Thyroid Gland
Chemique • Adrenal Gland
• Sex Gland
• Home
Environment • School
• Society
• Cultural Difference
Learning
Factors influencing Personality Development
Personality
Factors
Intelligence
Physique Home
Motivation
Chemique School Emotion
Nervous System Language Attitude
Culture Interest
Sentiment
Theories of Personality
Type Theory
Trait Theory
Introvert
Extrovert
Ambivert
Trait Theory – R.B.Cattell
Surface Traits
Source Traits
Type-cum-Trait Theory –
Hans J. Eysenck
Introvert Extrovert
Neurotic Psychotic
Psychoanalytic Theory
• Id – Pleasure Principle –
Unconscious mind
• Ego – Reality Principle –
Sub-conscious mind
• Superego – Conscience –
Conscious mind
Freud’s Psycho-sexual Development
Theory of Personality
Oral Stage
Anal Stage
Phallic Stage
Latency Stage
Genital Stage
Freud’s Psycho-sexual Development
Theory of Personality
Integrated Personality
• Self-actualized personality
• Emotionally and socially mature
individual
• Well adjusted personality
Harmony between five
Aspects of personality
• Harmony between one’s abilities and
capabilities
• Harmony among one’s interest
• Harmony between one’s abilities and interest
• Harmony between one’s self concept and
social constraints
• Harmony between one’s life goals and social
codes of conduct
Allport
• Self extension
• Self Objectification
• Be yourself and accept yourself
Personality
Assessment
Techniques
Non-projective Projective
Techniques Techniques
Subjective Methods
Objective Methods
Assessment of Personality
Subjective Methods
Objective Methods
Projective Methods
Subjective Methods
Case History
Autobiography
Self-rating
Eliciting verbal responses of the subject –
• Questionnaires
• Attitude Scales
• Inventories
• Interview
• Aptitude Tests
• Interest Inventories
Objective Methods
Personality Inventories
Observation
Check list
Rating Scale
Sociogram
Performance and Situational
Tests
Projective Methods
Perceptive Technique
(Rorschach Ink-blot Test)
Apperceptive Technique
Thematic Apperceptive Test (T.A.T)
Sentence Completion Test
Story telling and Story Completion Test
Free association and Dream Analysis Test
Productive Technique
Self-rating
• Subject rates himself
• Susceptible to distortions due to self-interest
• Rating by others is more objective and valid
• Factors like
personal bias,
generosity error,
inaccuracies due to the ambiguity of the
rating scale
Hallo effect
- affect the reliability and validity of rating
Questionnaires
• Device for securing answers to
questions by using an inquiry
form which the respondent fills
in himself. In it, various
important questions regarding
the topic under investigation or
personality traits will find a place
- Good & Hatt
Types of Questionnaires
• Closed Form or Restricted
Questionnaire
Yes or No, Short response
• Open Form or Unrestricted
Questionnaire
Free-response or unstructured form
Characteristics of a
Good Questionnaire
Attitude Scales or Opinionnaire
• Opinion and Attitude are allied but
not Synonymous terms
• Attitude - Inner feeling or belief of a
person towards a particular
phenomenon
• Opinion – what a person says about
his attitude towards some
phenomenon
Types of Attitude Scales
• Thurstone Technique of
Scaled Values
• Likert Method of
Summated Ratings
Thurstone Technique of Scaled Values
• 20 or more statements – express – groups,
institution, idea or practice
• Submitted – panel of 50 or more judges
• 11 groups – assigning a position to an item
• Disagreement – discarded
• Median scale value – falls between 1 to 11
• Given to the subjects – check - agreement –
responses - quantified
Likert Method of Summated Ratings
• Without the panel of judges
• Less time and efforts to construct
• Collecting a number of statements
• Express definite favourableness or unfavourableness
• Approximately equal statements
• Trial test – administrated to the subjects
• Eliminate – ambiguous
• SA, A, U, DA & SDA
• Favourable statements – 5, 4, 3, 2 & 1
• Unfavourable statements – 1, 2, 3, 4 & 5
• 50 * 5 = 250 – Most Favourable response
• 50 * 3 = 150 – Neutral attitude
• 50 * 1 = 50 – Most Unfavourable attitude
Inventories
Personality Inventories
• Similar to Questionnaire
• Form of statements
• Respondent – mark one among three
positions
• Analysis – nature of the personality
Sl.No. Statements Always Sometimes Never
1 When speaking to
strangers, I feel a bit of
nervousness in me
Minnesota Multiphasic Personality (MMPI)
• S.R. Hathaway and J.C. Mekinky
• 550 statements
• True, false and cannot say
• 16 years and older ones
• Nine clinical scales -
Hypochondriasis (HS)
Depression (D)
Hysteria (HY)
Psychopathetic deviant (Pd)
Masculinity and feminity interest (Mf)
Paronia (Pa)
Psychosthenia (Pt)
Wschizophrenia (Sc)
Hypomania (Ma)
Bell’s Adjustment Inventory
• Available in two forms – school
students & adults
• School students – 140 items
• Four domains – Family, health,
community and emotions
• 35 items for each domain
Interview
• Oral questionnaire
• Interviewer & Interviewee
• Verbal information, face-to-face relationship
• Introductory, Fact finding, Diagnostic or
Prognostic
• Has a Beginning – establish Rapport
• Middle – elicit information regarding personality
traits
• End – terminate the interview on a cordial note
by thanking the interviewee
• Noted down or tape recorded - analysis
Types of
Interview
Number of Format of
Functions
Participants Response
1.Diagnostic 1.Individual
2.Group 1.Structured
2.Clinical
3.Single 2.Non-structured
3.Research
Interviewer
4.Panel of
Interviewers
1.Non-directive
2.Focused
3.Depth
Requisites of a Good Interview
Proper Preparation
Skillful evaluation
Participant
Non-Participant
Requisites of a Good Observation
Proper Planning
Skilful Execution
Recording and
Interpreting
Observation
Check List
• Consisting of prepared list of items
• Used to record the presence or absence of
the item
• By checking ‘yes’ or ‘no’ or by inserting the
appropriate word or number
• Matter of fact and not judgement or opinion
• In educational studies
• Educational appraisal studies of school
buildings, text books, facilities available
• Recreation, laboratory, library etc.
Rating Scale
• Personality of a individual is not assessed by
himself but by other persons who know the
individual well
• Student – teacher
• Teacher rating, personality rating, testing the
validity of many objective instruments like
paper-pencil inventories of personality &
School appraisal
• Limited number of items to which values on a
scale have to be assigned
• The value be represented in the form of a
number or one among a series of worded
descriptions
• Usual to have 5 to 7 points on the scale for
every item to be rated
Highly Occasionally Socially Very rarely Not at all
emotional emotional average emotional emotional
Limitations
• Hallo – Effect
• Rater frequently carry over one generalised
impression of the person from one rating to
another
• Generosity Error
• Rater develops a tendency to over estimate the
desirable qualities of the rate whom he likes
• Constant Error
• There is a tendency on the part of the rater to
see others as opposite to himself on a trait
• Average Category
• Rater have a tendency to play it safe and may
mark all items in the centre
Means of reducing errors
• Hallo – Effect
• Various ratings of different persons made
independently - without being aware – rating
the same person again
• Generosity Error
• By using relatively neutral descriptive terms for
the scale positions rather than evaluative ones
• Constant Error
• To train the raters carefully and make them
aware of the possibility of such bias in rating
• Average Category
• By splitting the middle point into two – above
average and below average
Sociogram
• Graphic way of representing the data
• Stars
• Chosen most often – located near the centre of
the diagram and the ones chosen less often are
placed progressively outward
• Isolates
• Not chosen by others – outside
• Y-shape
• Chain
• Circular
Performance or Productive
Psychodrama Sociodrama
Psychodrama
• Play a role spontaneously in a situation
• Behaviour is observed by trained observers
• Used to assess the personality of maladjusted
persons
• Director or therapist – organising situations –
subject may express his bottled up emotions
• Central principle – spontaneity of the
individual
Sociodrama
• Portrays problem with which the audience is
concerned
• Deals with the problems of the group, its
structure and thinking
• E.g. modern pictures written and directed by
creative thinkers
• They reflect on the screen – corruptions,
nepotism, favouritism and redtapism of the
administrative set up
• Projective Techniques
• To evaluate unconscious behaviour of the
individuals
• Total personality of an individual
• By projection
• Relatively indefinite and unstructured stimuli
– provided to the subject – asked to structure
them – way he likes
• Unconsciously projects his own desires,
hopes, fears, repressed wishes, etc
Ink-Blot Test
• Hermann Rorschach (1882 – 1922)
• Swiss Psychiatrist - Developed – 1921
• Died – 1922
Test Material
Administration
Scoring
Interpretation
Test Material
• 10 cards – Ink-blots Patterns
• Stiff cardboard of 8”*10”
• 5 blots – Black and Grey
(Card No. 1, 4, 5, 6 and 7)
• Two – Black and Red
(Card No. 2 and 3)
• Three – multi coloured
(Card No. 8, 9 and 10)
• Ink-blots – highly unstructured
• Do not have any specific meaning
Administration
• Presented at a time in a particular order
• Individual – asked – specify what he/she in it
• Own time and permitted to give any number
of responses he likes
• Experiments take note of the responses given
by the subject
• And the time taken for each card
Scoring
• Responses are entered in specific
symbols
• In four columns
Location
Content
Originality
Determinants
Location
• Part of the blot with which the subject
associates his response is identified
• Given by symbols
W- whole Blot
D- Large details
d- Small details
s- white spaces
Content
• Content of the response realised by the
subject
• Symbols are given
H- Human forms
Hd- Human details
Ad- Animal details
N- Natural objects like rivers, mountains etc
O- Inanimate objects like lamp, shade etc
Originality
Symbols W D d s H A Hd Ad N P O F C K M
Frequency
Interpretation
• If the number of W is greater the d – Subject
is considered as mature and intelligent
• If colour is more than movement – subject is
considered as extrovert
• Poor colour naming responses – considered
to indicate lack of emotional control
• If the individual sees human beings, he/she is
regarded as stable
• If animal - Unstable
Thematic Apperception Test (TAT)
• Henry Murray in 1943
• Later – fully developed – C.D.Morgan
• 30 pictures
• Expose human beings - a variety of life situations and
a blank white card
• Total – 31 cards
• Pictures – vague and indefinite
• Four sets of cards suited to different age and sex
groups
• Conducted in two sessions
• Atleast a gap of one day in between
• Using 10 pictures in each session
• Set – I – 20 pictures – girls below the age
of 14 years
• Set – II – 20 pictures – boys below the
age of 14 years
• Set – III – 20 pictures – females above
the age of 14 years
• Set – IV – 20 pictures – males above the
age of 14 years
Administration
• Pictures are presented at a single time
• Vague and indefinite
• Subject – asked – develop a story to each picture
in a allotted time
• The story of the subject should be centered
round the following question -
o What is happening in the picture?
o What has led to the scene?
o What is being thought of?
o What will happen?
Scoring
• Hero of the story
• Theme of the story
• Style of the story
• Content of the story
• Test situation as a whole
• Particular emphasis or omissions
• Subject’s attitude towards authority and sex
• Outcome
Sentence Completion Test
• Introduced by Pyane
• Subject – given sentences which he is
encouraged to complete in any way he likes
• Sentences are –
The future ….
I fear ….
I am very ….
I feel hurt ….
I dislike …..
I like ….
No one …..
• Subject gives a clue to certain repressed
desires
• Subject feels to write unco9nsciously reveals
the conscious part of his mind
• Making an interpretation – 3 categories
Positive of healthy responses
Negative or unhealthy responses
Neutral responses
• Useful in applying projective technique to a
group of individuals
Story Telling and Story Completion Test
• Children – informed about the beginning of the
story
• Narrating - Father, mother, their son and
daughter – going to a picnic on the banks of a
river
• While parents are preparing food – two children
playing – suddenly, some one screams….
• Person who is being studied asked to complete
it
• Reveal something about his feeling and desires
• Psychologist – traits of personality of the child –
way he finishes the story
Free Association Test
• Developed – Jung
• Further elaborated by Kent and Rosanoff
• Involves uttering of a Stimulus word by the
tester
• Subject responds immediately by another word
• Time taken – long – indicate blocks – need some
more probing
• Response – desires personality
Dream Analysis
• Sigmund Freud and Carl Jung
• Find out – repressed unconscious desires,
emotions and feelings of individual men and
women
• First – psycho-analyst wins the confidence of the
subject
• Subject – asked – take a comfortable position
and recline on a sofa
• Encouraged to talk about his trouble, freely
• Certain point – stops free conversation and
resists in expressing ideas freely
• Many sittings – came to know – significant
factors of personality
Analysis of Dream – 5 steps
• Ask the dreamer to describe his dream and
write it out
• Ask the dreamer to list all the components of
the dream, be the people, place, events or
circumstances
• Next – make the dreamer write down all his
associations to each of the dream elements
• Investigator tries to amplify the dream
• Dreamer is asked to think and describe about
yesterday’s events vividly