1 Psychology 3314 Psychology of Personality

2 Your instructor: Dr. William IckesDistinguished Professor of Psychology Ph.D. from the University of Texas at Austin Office: Room 510 Life Science tickets tickets = ickes

3 Intellectual ancestry of William IckesWilliam James Franz Brentano Herman Lotze James R. Angell Carl Stumpf John B. Watson Kurt Lewin Karl Lashley Leon Festinger C. P. Stone Jack Brehm Harry Harlow Abraham Maslow Elliot Aronson Robert Wicklund William Ickes His Students

4 Textbooks

5 A free on-line study guide?Dr. Ickes, Here is the link for the publisher’s website that acts as a study guide for the text: Sincerely, Josephine Taylor

6 Chapter 1 What Is Personality?

7 Human personality is complicated

8 Influences on behavior that are commonly studied by personality and social psychologistsInternal (Dispositional) External (Situational) Stable psychological traits temperaments attitudes, beliefs, and values situational factors emotional environment stable local norms, beliefs, and values Unstable psychological states moods short-term preferences and whims situational flux, chance events current emotional climate unstable local norms, beliefs, and values

9 Four major themes in personality researchThere are substantial individual differences in the way people act, think, and feel, even when they are in the “same” situation. Despite these differences between people, individuals display substantial cross-temporal and cross-situational consistency in their own actions, thoughts, and feelings. Individuals are also self-aware agents who develop self-concepts which they use to guide and regulate their own behavior. Personality displays both continuity and change across the lifespan.

10 Situations and dispositions both affect behavior Example: the number of smiles in two different situations Participant Party Funeral Sue 84 17 Eddie 65 15 Carlos 51 11 Anna 46 8 Linda 40 6 John 33 4 Mary 27 3 Frank 22

11 There is room for both situational and dispositional (i. eThere is room for both situational and dispositional (i.e., individual difference) factors to influence behavior.

12 Four major themes in personality researchThere are substantial individual differences in the way people act, think, and feel, even when they are in the “same” situation. Despite these differences between people, individuals display substantial cross-temporal and cross-situational consistency in their own actions, thoughts, and feelings. Individuals are also self-aware agents who develop self-concepts which they use to guide and regulate their own behavior. Personality displays both continuity and change across the lifespan.

13 Your instructor at different ages

14 Six approaches to the study of personalityThe psychoanalytic approach The classic psychoanalytic approach (Freud) The neo-Freudians (Adler, Jung, Erickson, Horney, Fromm) The trait approach (Allport, Cattell, Eysenck) The biological approach (Eysenck, Gray, Plomin) The humanistic approach (Rogers, Maslow) The behavioral / social learning approach Behaviorism (Watson, Thorndike, Skinner) Social learning theory (Rotter, Bandura) The cognitive approach (Kelly, Markus, Mischel, Beck, Ellis)

15 Explaining behavior using the six approaches: The blind men and elephant metaphorExplaining aggressive behavior Psychoanalytic, trait, biological, humanistic, behavioral/social learning, and cognitive explanations Explaining depressive behavior

16 The six approaches to personality: comparisons and contrastsGenetic Environmental Influence Influence ▲ ▲ ▲ ▲ _ Biological Trait Psychoanalytic Humanistic Behavioral / Social Learning Cognitive Unaware of Conscious of Determinants Determinants ▲ ▲ ▲ ▲ ▲ _ Psychoanalytic Behavioral / Social Learning Trait Humanistic Cognitive Biological Determinism Free Will ▲ ▲ ▲ ▲ ▲ _ Behavioral / Psychoanalytic Trait Cognitive Humanistic Social Learning Biological

17 The four aspects of each approach to the study of personalityTheory Application Assessment Research

18 William James (1842–1910) ReturnWilliam James is considered by many to be the father of American Psychology, representing the transition of influence in the field from Europe to the United States. Many of his influential ideas were first presented in his landmark publication, The Principles of Psychology. From these ideas, the school of functionalism grew. James helped to fold the evolutionary theories of Charles Darwin and others into the Prevailing psychological trends. He also expanded the scope of psychology by studying all aspects of human behavior. James introduced several influential concepts, including the stream of consciousness, the impact of habits and instincts, aspects of the self, the James- Lange theory of emotion, and the ideo-motor theory of behavior. Return

19 James R. Angell (1869–1949) James R. Angell was a student of John Dewey and William James. He served as president of the University of Chicago and Yale University, and helped develop intelligence testing for the U.S. Army during World War I. In 1937, he became the educational counselor of the National Broadcasting Company. His writings include several standard psychology textbooks, Chapters from Modern Psychology, American Education, and numerous articles on psychology and education. Return

20 John Broadus Watson (1878-1958)John B. Watson was educated at Furman University and the University of Chicago, where he later taught from 1903 to From 1908 to 1920, he was professor of experimental and comparative psychology and director of the psychological laboratory at John Hopkins University. In 1920, he entered the advertising field. He eventually became a vice president of the J. Walter Thompson Company, New York City, in He was vice president of William Esty & Company from 1936 until Watson was one of the first and most influential proponents of behaviorism, which dominated the psychological community of the United States in the 1920s. By the late 1940s its influence had declined, but its impact upon the field of psychology is still clearly evident. Return

21 Karl Spencer Lashley (1890-1958)While working toward his Ph.D. in genetics at Johns Hopkins University, Karl Lashley became associated with the influential psychologist John B. Watson. During three years of postdoctoral work on vertebrate behavior ( ), he began formulating the research program that was to occupy the remainder of his life. In 1920 he became an assistant professor of psychology at the University of Minnesota, Minneapolis, where his prolific research on brain function gained him a professorship in 1924. He was later a professor at the University of Chicago ( ) and Harvard University ( ) and also served as director of the Yerkes Laboratories of Primate Biology, Orange Park, Florida. His work included research on brain mechanisms related to sense receptors and on the cortical basis of motor activities. He studied many animals, including primates, but his major work was done on the measurement of behavior before and after specific, carefully quantified, induced brain damage in rats. Return

22 Calvin Perry Stone ( ) C.P. Stone received his Ph.D. from the University of Minnesota while studying under Karl Lashley. Stone’s main interest was comparative and physiological psychology. His Work with animals included a focus on instincts, learning, maturation, and the effects of electroconvulsive shock. While teaching at Stanford in 1923, Stone offered the first course on Freudian psychology as part of the regular curriculum at an American university. Return

23 Harry Frederick Harlow (1905-1981)Harry F. Harlow received both his B.A. (1927) and Ph.D. (1930) from Stanford University. He began his teaching career at the University of Wisconsin, where he eventually became chairman of the department of psychology. Harlow was President of the American Psychological Society (APA) in He was awarded the APA’s Distinguished Scientific Contribution Award in He is often cited in textbooks for his 1959 study with infant rhesus monkeys, which demonstrated the importance of contact comfort in attachment. Return

24 Abraham Harold Maslow (1908-1970)Abraham Maslow earned all of his degrees at the University of Wisconsin, where he did research on primate behavior. He spent a brief, one and a half year period at Columbia University. From 1937–1951 he served on the faculty of Brooklyn College. In 1951 he joined the department of psychology at Brandeis University, where he stayed until Maslow became a resident fellow of the Laughlin Foundation in Menlo Park, California from 1969 until his death in He has been called a leading spokesman for the so-called "third force" in psychology: humanistic psychology. Maslow’s studies focused on the inner nature of man and the realization of human potential. He originated three new concepts in this area: metaneeds, traits of self-actualizing individuals, and peak experiences. Return

25 Franz Clemens Brentano (1838-1917)Franz Brentano was an Italian born in Germany. He studied for the priesthood, but left because he could not agree with the concept of the infallibility of the pope. He went on to teach philosophy at the University of Vienna. He studied De Anima, and was influenced by Aristotle in his scientific procedure. He published his most influential work, Psychology from an Empirical Standpoint in Brentano was influential in the development of Gestalt and existential psychology and counted Sigmund Freud among his students. Return

26 Rudolph Hermann Lotze (1817-1881)Rudolph Hermann Lotze was a German philosopher and psychologist who studied medicine and philosophy in Leipzig. Lotze sought to reconcile the views of mechanistic science with the principles of romantic idealism. He started with the idea that all phenomena are determined by the interaction of substance. By analogy from immediate knowledge of spiritual existence in the self, Lotze argued that the centers of force are stages of development within the underlying substance of the world mind. Some of Lotze’s more important works are: Metaphysik (1841), Logik (1843), and Mikrokosmus (1885). An analogy between the whole world and its parts comes from the Greek word mikros kosmos, "little world,“ a Western philosophical term designating man as being a little world in which the universe is reflected. Lotze’s work on "medical psychology" entitled him to becalled one of the founders of physiological psychology. Return

27 Carl Stumpf ( ) Carl Stumpf was a German philosopher and psychologist. He was a student of the phenomenologist, Franz Brentano, and of Hermann Lotze. He is known for his early and innovative research in the psychology of sound and music. He was appointed to head the commission that investigated Clever Hans, a horse that reputedly could count and do arithmetic (it couldn’t). Carl Stumpf mentored a number of students who became famous in philosophy and psychology. They included Edmund Husserl, the founder of modern phenomenology, and Wolfgang Köhler and Kurt Koffka, the co-founders of Gestalt psychology. Return

28 Kurt Lewin ( ) A German-born psychologist, Karl Lewin studied mathematics and physics at Berlin and received his doctorate in 1914 under the supervision of Carl Stumpf. He was an early disciple in the Gestalt psychology movement. He moved to the United States in 1932, and taught at Stanford, Cornell, Iowa, and MIT. He is best known for applying field theory to problems of group dynamics and social psychology, and was the first to investigate the problem of conflict experimentally. Lewin is known as the father of social psychology. Return

29 Leon Festinger ( ) Leon Festinger was, in the 1950s and 1960s, one of the most influential social psychologists in the world. He attended City College of New York as an undergraduate and the University of Iowa for his graduate studies, which he pursued under the mentorship of Kurt Lewin. He held teaching positions at Iowa, Rochester, MIT, Minnesota, Michigan, and Stanford before joining the faculty at the New School for Social Research in New York City in During his years at Stanford, he trained several young social psychologists who went on to make important and lasting contributions to the field. Leon Festinger is best known for his theory of cognitive dissonance, which has generated more research than almost any other concept in social psychology. His social comparison theory has also been widely influential, and has helped to solidify his reputation as one of social psychology’s foremost theorists. Return

30 Elliot Aronson Elliot Aronson attended Brandeis University as an undergraduate, where he worked with Abraham Maslow. He received his Ph.D. at Stanford University under the guidance of Leon Festinger. He has held academic positions at Harvard University, the University of Minnesota, and the University of Texas, and is currently a professor of psychology at the University of California at Santa Cruz. As a social psychologist, he has pursued a wide range of research interests in areas that include social influence and attitude change, cognitive dissonance, research methodology, and interpersonal attraction. Elliot Aronson received the American Psychological Association’s Distinguished Scientific Contribution Award, considered the "Nobel Prize of psychology." One of his major contributions was a refinement of the theory of cognitive dissonance, which first revealed how people strive to alter their attitudes to conform to their actions. The APA award recognized Aronson’s contributions to basic research, the brilliance of his experimental style, and his courage in investigating difficult phenomena Aronson’s revolutionary work on reducing classroom prejudice is known as "The Jigsaw classroom." Return

31 Jack W. Brehm Jack Brehm received his B.A. from Harvard University in 1952 and his Ph.D. from the University of Minnesota in Formerly on the faculty of Duke University, he is currently a faculty member in the social psychology program at the University of Kansas. In 1998, he received the Distinguished Scientist Award from the Society of Experimental Social Psychology, the highest honor bestowed by that organization. Jack Brehm’s current research interests concern emotion’s intensity and how it relates to motivation. In the past, his work has focused on dissonance theory and choice. Return

32 Robert Wicklund Robert Wicklund was an undergraduate at the University of Washington and received his Ph.D. from Duke University while studying under Jack Brehm. A brilliant and insightful theorist, he is the co-author of the well-known theory of objective self-awareness, and his research during the past three decades has focused on different aspects of the self. His first faculty position was at the University of Texas at Austin, where he mentored William Ickes. An inveterate traveler, Robert Wicklund was for many years a member of the faculty of the University of Bielefeld in Germany. His current position is in Italy, at the University of Trieste. Return

33 William Ickes William Ickes received his Ph.D. in 1973 at the University of Texas. His intellectual mentors were Robert Wicklund and Elliot Aronson. He has held academic positions at the University of Wisconsin, the University of Missouri-St. Louis, and the University of Texas at Arlington, where he has been since 1981. In the decade from , his research focused on personality influences on behavior in naturally occurring, dyadic interactions. Since 1986, his work has focused on the study of empathic accuracy (everyday mind reading) and other intersubjective phenomena. In 1997, he received the Berscheid / Hatfield Award for Distinguished Mid-Career Achievement from the International Network on Personal Relationships. In 1998, he received the New Contribution Award from the International Society for the Study of Personal Relationships. His creativity as methodologist has been compared to that of one of his mentors, Elliot Aronson. Return