CHAPTER 7: GOLDON ALLPORT Flashcards
(224 cards)
1
Q
What did Allport believe strongly?
A
The principles governing the behaviour of nonhuman animals or neurotic humans are different from those governing the behaviour of healthy adult humans.
2
Q
According to Allport, what were theories of becoming based on?
A
Upon the behaviour of sick and anxious people or upon the antics of captive and desperate rats.
3
Q
True or False: Allport was the first to use the term “humanistic psychology.”
A
True.
4
Q
What is the dominant theme running through all of Allport’s works?
A
The importance of the individual.
5
Q
What did Allport believe in psychological research?
A
That it should have practical value.
6
Q
Where and when was Allport born?
A
In Montezuma, Indiana, on November 11, 1897.
7
Q
True or False: Allport was the first American-born personality theorist.
A
True.
8
Q
Who were Allport’s parents?
A
His father, John Edwards Allport, was a physician, and his mother, Nellie Edith Wise Allport, was a teacher.
Both had a strong positive influence on him.
9
Q
What did Nellie Edit Wise Allport encourage out of Goldon Allport?
A
Encouraged his intellectual curiosity and search for answers.
10
Q
What was Allport’s belief?
A
He believed that people reject aggression and hate; he asserted that humans prefer to live a life of peace and love.
11
Q
Where did Allport grow up in?
A
Cleveland, Ohio.
12
Q
Did Allport struggle in Harvard in 1915?
A
Yes, he barely passed the entrance examination and his early grades were C’s and D’s. He worked hard, however, he finished the year with straight A’s, graduating from Harvard in 1919.
13
Q
What degree did Allport graduate with?
A
Major in economics and philosophy.
14
Q
What did Allport do after graduating?
A
He spent the next year teaching English and sociology at Robert College in Istanbul, Turkey.
15
Q
True or False: Did Harvard offer Allport a fellowship to do graduate work in psychology.
A
True.
16
Q
What did Allport write to Freud?
A
Allport asked for permission to visit with him, his permission was granted.
17
Q
What happened between Allport and Freud upon meeting?
A
Freud did not speak to Allport.
18
Q
What was the story Allport told Freud?
A
“I told him of an episode on the tram car on my way to his office. A small boy about four years of age had displayed a conspicuous dirt phobia. He kept saying to his mother, “I don’t want to sit there. Don’t let that dirty man sit beside me.” To him everything was filthy. His mother was a well-stretched Hausfrau, so dominant and purposive looking that I thought the cause and effect apparent.” Allport stated.
19
Q
What did Freud respond to Allport’s story?
A
Freud questioned, “And was that little boy you?”
20
Q
What did Allport realize when speaking to Freud?
A
That Freud was accustomed to neurotic defences and that Allport’s manifest motivation (a sort of rude curiosity and youthful ambition) escaped him.
21
Q
What did Allport conclude after his meeting with Freud?
A
Depth psychology may siometimes misinterpret events and motives by ignoring obvious information in favour of exploring potential unconscious motives.
22
Q
What did Allport believe the best way to discover a person’s true motives?
A
Ask the person about them.
23
Q
What happened when Allport returned to Harvard?
A
He earned his MA in 1921 and his PhD in 1922, at the age of 24.
24
Q
What was Allport’s first publication?
A
He coauthored with his brother Floyed and it was titled “Personality Traits: Their Classification and Measurement.”
25
True or False: Did Allport teach a course on personality?
True: In 1923, the first course on personality ever offered in the United States---Personality: Its Psychological and Social Aspects--- was taught by Allport.
26
Who is Ada Lufkin Gould?
A woman Allport married who later became a clinical psychologist.
27
Who is Robert Brandlee?
Allport’s son who became a paediatrician.
28
What did Allport do for his entire professional career?
Was at Harvard.
29
How did Allport die?
Lung cancer.
30
True or False: Allport served as president of the American Psychological Association.
True.
31
What was Allport a member of during WW2?
The Emergency Committee in Psychology.
Helped refugee psychologists escaping from Nazi Germany.
32
Personality.
According to Allport, personality is the dynamic organization within the individual of those psychophysical systems that determine characteristic behaviour and thought.
33
What was Allport’s early theorizing influenced by?
Gestalt psychology.
34
Gestalt psychology.
Emphasized the wholeness and interrelatedness of conscious experience and also ignored the unconscious mind almost completely.
35
What did Allport distrust?
Science as a source of information about personality.
36
What was Allport most comfortable in?
Descriptions of humans found in literature and philosophy.
37
True or False: Allport did ignore scientific information.
False: he did not want to be restricted on purely scientific information, he incorporated science into a few of his beliefs.
38
How did Allport begin reviewing the history of the word personality?
Its ties to the Latin word “persona” which means mask.
39
What is Allport’s famous definition of personality?
“Personality is the dynamic organization within the individual of those psychophysical systems that determine his unique adjustments to his environment."
40
True or False: Allport changed the phase “unique adjustments to his environment."
True: He changed it to “characteristic behaviour and thought.
41
What transpires out of personality?
Personality is never something that is; rather it is something that is becoming.
42
Becoming.
According to Allport, personality is never static; rather, it is always becoming something else.
43
Does similarly exist within people?
Yes: people maintain their identity from one experience to another in a sense, they never are quite the same people they were before a particular experience.
44
What Idea did Allort borrow from the ancient Greek philosopher Heraclitus?
Heraclitus said, “Nothing is, everything is becoming.” and “No man can step into the same river twice.”
Allport said it was the same with personality; it has organization and continuity within the person, but it is constantly changing or becoming something different.
45
Psychophysical systems.
Reminds us that personality is neither exclusively mental nor exclusively biological.
The organization entails the operation of both body and mind, inextricably fused into a personal unit.
46
Determine.
Personality is not an abstraction or a convenient fiction; it actually exists: “Personality is something and does something it is what lies behind specific acts and within the individual."
47
How is a person’s behaviour generated?
By the personality structure.
48
Why did Allport change the phrase to “Characterizing behaviour and thought?"
His revised definition covered all behaviour and thought whether or not they were related to adaptation to the environment.
49
True or False: One’s dream is just as important as satisfying the hunger drive.
True.
50
What does Allport’s definition of personality stress?
The importance of individuality.
51
What did Allport always repeat throughout his studies?
That no two humans are the same. The only way to learn about a particular person is to study that particular person.
52
Character.
Description of a person that includes a value judgment. A person’s character can be “good” or “bad” whereas a personality cannot be.
53
Temperament.
One of the raw materials from which personality is shaped. Temperament is the emotional component of the personality.
54
Raw Materials of Personality.
Temperament, intelligence, and physique.
55
Type.
Category into which one person can be placed by another person. To label a person as an “aggressive type” is to place him or her in a descriptive category based on behaviour.
56
(1) Views Personality as Contained Within The Person.
A good theory personality should possess.
Theories that explain personality in terms of the various roles people play or in terms of behaviour patterns elicited by environmental circumstances are inadequate.
57
How should personality be explained during the “Views Personality as Contained Within The Person” stage.
In terms of internal mechanisms rather than external mechanisms.
58
(2) Views Person as Filled With Variables That Contribute to His or Her Actions.
A good theory personality should possess.
Shows Allport’s disdain of those behaviourists who assumed, for methodological reasons, that the human organism was empty.
59
What is the proper way to study human behaviour during the “Views Person as Filled With Variables That Contribute to His or Her Actions” stage.
Make a "functional analysis" of stimulating conditions (S) and responses to those conditions (R).
60
What should any theory of personality pretend during the “Views Person as Filled With Variables That Contribute to His or Her Actions” stage.
Theories of personality pretending adequacy must be dynamic and to be dynamic, must assume a well-shocked organism.
61
(3) Seeks Motives For behaviour in Present Instead of Past.
A good theory personality should possess.
Allport expressed his dissatisfaction with psychoanalytic theory that traces adult motives in childhood experiences.
62
Erikson’s belief on the “Seeks Motives For Behaviour in Present Instead of Past” stage.
“People are busy leading their lives into the future, whereas psychology, is busy tracing them into the past."
63
Who are prisoners of their past?
Neurotics.
64
How do you deal with prisoners of their past?
Psychoanalytic methods may be useful in dealing with them, but the motives for healthy, mature adults are found in the present.
65
(4) Employs Units of Measure Capable of “Living Synthesis."
A good theory personality should possess.
The integrity of the total personality must never be lost. People are more than a collection of test scores or conditioned reflexes. Whatever units of measure are used to describe a person, must be capable of describing the whole dynamic personality.
66
(5) Adequately Accounts for Self-Awareness.
A good theory personality should possess.
Humans are the only animals possessing self-awareness.
67
What would an adequate theory of personality employ?
Units of measure capable of “living synthesis.”
Unit = Trait.
68
What were traits for Allport?
Biophysical structures.
69
Trait
Mental structure that initiates and guides reactions and thus accounts for the consistency in one’s behaviour.
70
What does a trait cause a person to do?
To respond to similar environmental situations in a similar way. Traits develop through a combination of innate needs and learning.
71
What is Allport’s example of gregariousness?
When a young child finds that his mother is nearly always present to satisfy his wants, the child develops an early affective attachment (conditioning).
The child then finds other social contacts to be conduct to their happiness and successful adjustment such as payments or family gatherings.
The child gradually comes to seek people, rather than to avoid them.
The trait of gregariousness develops.
72
True or False: A person possessing a strong trait of friendliness will react differently to a stranger than a person possessing a strong trait of suspiciousness.
True: The stimulus is the same but reactions are different because different traits are involved.
73
True or False: Traits guide peoples behaviours.
True: people can respond to the world only in terms of their traits.
74
What do traits do?
Traits initiate and guide behaviour.
75
Can traits be observed directly?
No, their existence must be inferred.
76
What did Allport posit?
If the person demonstrates a characteristic with regular frequency, in a variety of situations, and with certain amount of intensity, then it is a consistent personality trait.
77
What does Allport’s theory predict?
Considerable cross-situational consistency in a person’s behaviour.
The type of consistency displayed is assumed to be determined by the traits of a person possesses.
78
Interaction of Traits and Situations
A person’s trait create a possible range of responses to a given situation but it is the nature of the situation itself that determines which of the potential behaviours actually occur.
79
Interaction of Traits and Situations example.
If a person has the trait of anxiety, they would have a range of anxiety, but it is unlikely that they would never be anxious.
This underlying trait of anxiety will generate a range of behaviour that they may exhibit in any situation.
80
What did Allport believe through Traits and Situations?
Different situations can arouse trait-related behaviours to varying degrees.
81
What did Allports belief through Traits and Situations concluded.
Allport was an early interactionist, instead of a pure trait theorist.
An interactionist is who believes that behaviour always results from the combined influence of person variables (traits) and situation variables.
82
Habit.
Specific mode of responding---for example, putting on clean clothing in the morning that develops because a more general trait exists (trait of cleanliness).
83
True or False: A trait synthesizes a number of specific habits.
True.
84
Attitude.
Attitudes, like habits, are more specific than traits.
One can, for example, have a favourable attitude toward boxing, but this may be only a single manifestation of the more general trait of aggressiveness.
85
How does a person have an attitude toward something?
They can have it toward a certain person, a maker of automobile, or travel.
86
How is a trait, conversely, more general?
For example, if a person is basically aggressive, he or she will tend to act aggressively toward strangers, acquaintances, animals, world affairs, and the like.
87
Distinction between attitudes and traits.
Attitudes usually imply evaluation. Attitudes are usually for, or against something; they are either positive or negative and they imply either acceptance or rejection of something.
Traits, are responsible for all behaviour and cognitions whether or not evaluation is involved.
88
Individual Traits.
Either the unique patterns of traits possessed by an individual or the unique way that a particular trait manifests itself in the personality of a particular person.
For example, a particular person’s way of displaying aggressiveness. Later in the development of his theory, Allport changed the term individual trait to personal disposition.
89
Common traits.
Traits are used to describe a group of individuals.
90
What is the distinction between individual and common traits?
It is determined by what is being specified.
Any group can be described by its traits.
For example, a group can be described as friendly, aggressive, or intelligent.
For an individual, they can be described by his or her traits, one can be described as friendly, aggressive, or intelligent.
91
What is impossible to imagine for an individual trait?
It is impossible to imagine any individual without some degree of friendliness, honesty, neatness, aggression, or any other trait.
92
What did Allport mean by individual uniqueness?
It is the pattern of traits that an individual possesses.
One person may have a strong friendliness trait, a weak trait, and a moderate aggressiveness trait.
Unique patterns of traits possessed by a particular individual.
93
True or False: No two people are aggressive in the exact same way under the same circumstances.
True: individuals differ not only in the pattern of traits they possess but also in how any particular trait manifests itself in their personalities.
94
What methods do personality theorists use?
The ideographic method of research and the nomothetic method.
95
Idiographic method.
Research method that studies a single case in great detail and depth.
96
Nomothetic method.
Research method that studies groups of individuals and therefore concentrates on average performance, rather than on the performance of a single individual.
97
What did Allport change the term “individual trait” too?
Personal disposition.
98
(1) Personal disposition.
Identical to an individual trait. The term individual trait was changed to personal disposition to avoid confusion with the term common trait.
99
What is Erikson’s definition of a personal disposition?
“A generalized neuropsychiatric structure (peculiar to the individual), with the capacity to render many stimuli functional equivalent, and to initiate and guide consistent (equivalent) forms of adaptive and stylistic behaviour.”
100
Why did Allport create more dispositions?
Not all dispositions a person possesses have the same impact on personality.
101
(2) Cardinal dispositions.
“Ruling passion” that influences almost everything a person does. Only a few individuals possess a cardinal disposition.
102
What is an example of cardinal dispositions?
When you think of Don Juan, you think of a man possessed by romance.
When you think of Oprah Winfrey, you think of a person with resileience.
103
What are adjectives that describe cardinal dispositions?
Christlike, Dionysian, Faustian, Machiavellian, Quixotic, and sadistic.
104
(3) Central disposition.
Those qualities about a person that you would mention in a letter of recommendation. The 5-10 characteristics that summarize a particular person’s personality.
105
Example of central disposition.
“Think of a person you know quite well. Now pretend you have been asked to describe them to someone else. Jot down the person’s characteristics that you would mention in such narrative.”
Examples: punctuality, neatness, irritability, and persistence.
106
(4) Secondary dispositions.
More specific than cardinal or central dispositions but still more general than habits and attitudes. A secondary disposition may be a person’s preference for flamboyant clothing or for sweet food.
107
Proprium.
Facts about a person that make him or her unique.
108
True or False: Is personality a dynamic organization?
True.
109
What is a soul?
All of the diverse aspects of personality that are continuous and organized implies the existence of an organizing agent.
110
What is the soul called now?
Self, mind, or ego.
111
First Developmental Sequence Stage: Sense of Bodily “Me” (First Year)
Infants learn their bodies exist because of the many sensations they experience.
112
Bodily “me."
Attribute that emerges during the first stage in the development of the proprium. At this stage, infants learn that their bodies exist because of their sensory experience.
113
What is the first aspect of the proprium to evolve?
The Sense of Bodily “Me."
114
What does the first stage of the "Sense of Bodily “Me” distinguish?
What is part of oneself, and therefore, warm and intimate, and what is foreign to oneself.
115
Second Developmental Sequence Stage: Sense of Self-Identity (Second Year).
Comes with the realization that there is self-continuity over time.
Children come to realize they are the same people although there are changes in their size and experiences.
Development of language.
Children learn their name, which acts as an anchor for their identity through a variety of experiences.
116
Self-identity.
Attribute that emerges during the second stage in the development of the proprium.
At this stage, the child develops a self-identity; for example, realizing that he or she is the same person although conditions change.
117
Third Developmental Sequence Stage: Sense of Self-Esteem (Third Year).
The feeling of pride emerges when children learn they can do things on their own.
Children often seek complete independence from adult supervision.
118
Self-Esteem.
Attribute that emerges during the third stage in the development of the proprium. At this stage, the child develops a feeling of pride by doing things on his or her own.
119
Fourth Developmental Sequence Stage: Sense of Self-Extension (Fourth Year).
Children learn the meaning of the word “mine.”
They realize that not only do their bodies belong to them but so do certain toys, games, parents, pets, sisters, etc.
Sense of self is extended to external objects.
120
Self-Extension.
Attribute that emerges during the fourth stage in the development of the proprium.
At this stage, the child’s self-identity generalizes to external objects.
121
Fifth Developmental Sequence Stage: Emergence of Self-Image (Fourth to Sixth Year).
Children develop a conscience that acts as a frame of reference for “the good me” and “the bad me.”
Children can compare what they do with the expectations others have of them.
Children begin to formulate future goals for themselves.
122
Self-Image
Attribute that emerges during the fifth stage in the development of the proprium.
At this stage, the child develops a conscience and begins to formulate future goals.
123
Sixth Developmental Sequence Stage: Emergence of Self as a Rational Coper (Sixth to Twelfth Year).
Children recognize “thinking” as a means of solving life’s problems.
Children begin to think about thinking.
124
Self as a Rational Coper
Attribute that emerges during the sixth stage in the development of the proprium.
At this stage, the child begins to use complex mental operations (thinking) to solve problems.
125
Seventh Developmental Sequence Stage: Emergence of Propriate Striving (Twelfth year Through Adolescence).
People become almsot completely future-oriented.
Long-term goals are created that give organization and meaning to life.
126
Propriate Striving.
Attribute that emerges during the seventh stage in the development of the proprium. At this stage, the adolescent becomes almost completely future oriented.
127
What is the primary objective in life during the Seventh Developmental Sequence Stage: "Emergence of Propriate Striving."
Need induction.
128
Need reduction.
Satisfaction of a basic need. To many theorists, the elimination or reduction of needs is the primary goal in life. Allport did not agree.
129
Need induction.
Creation of needs rather than their reduction.
Allport believed the healthy human lives in accordance with long-term goals that create more problems than they solve.
Thus this theory is said to emphasize need induction rather than need reduction.
130
What is the measure of our intellectual maturity?
Is our capacity to feel less and less satisfied with our answers to better and better problems.
131
Eighth Developmental Sequence Stage: Emergence of Self as Knower (Adulthood).
The final stage of development occurs when the self is aware of, unified, and transcends the preceding seven aspects of the self.
Other words: Self as Knower.
132
Self as Knower.
Attribute that emerges during the eighth and final stage in the development of the proprium.
At this stage, the proprium is aware of, unifies, and transcends the preceding seven aspects of the proprium.
133
Conscience.
The conscience emerges along with the several aspects of the proprium, especially self-esteem, self-image, and propriety striving.
134
What are two stages of conscience evolving?
1 - Must Conscience.
2 - Ought Conscience.
135
Must Conscience.
Moral guide used by children whereby their moral judgments are determined by the internalized values of authority figures such as the parents. The must conscience is similar to the superego postulated by Freud.
136
Ought Conscience.
Moral guide used by normal, healthy adults whereby their moral judgements are governed by their own personal values and propriate strivings.
137
What is must conscious sustained by?
Fear of punishment.
138
What is an example of ought conscience.
The young adult realizes that if certain long-term goals are to be attained, certain experiences ought to be sought out and others avoided.
139
How did Allport summarized the ought consceince?
As the rational aspect of conscious, in which one makes decisions based on self-image and not fear of discipline.
Based on self-control.
140
True or False: The morality of some adults is governed by infantile prohibitations and restrictions.
True: these adults are unhealthy.
141
What is normal adult morality?
The ought variety and is therefore rational, future oriented, and personal.
142
What were Allport’s four requirements for an adequate theory of motivation?
(1) It must recognize the contemporary nature of motives.
(2) It must allow for the existence of several types of motives.
(3) It must recognize the importance of cognitive processes.
(4) It must recognize that each person’s pattern of motivation is unique.
143
First Step of Adequate Theory of Motivation: It Must Recognize The Contemporary Nature of Motives.
For a motive to be a motive, it must exist in the present.
144
Second Step of Adequate Theory of Motivation: It Must Allow For The Existence of Several Types of Motives.
To reduce all human motivation to one factor.
For example: drive reduction or aspiring for superiority was foolhardy.
145
Third Step of Adequate Theory of Motivation: It Must Recognize the Importance Of Cognitive Processes.
It was impossible to truly understand a person’s motvies without knowing his or her plans, values, and intentions.
Allport believed that perhaps the best way to understand a person’s personality structure is to ask, “What do you want to be doing five years from now?
146
Fourth Step of Adequate Theory of Motivation: It Must Recognize That Each Person’s Pattern of Motivation is Unique.
No two people have the same configuration of motives.
147
Allport asks, “What is the relation between units of motivation and units of personality?"
All units of motivation are at the same time units of personality.
148
Functional Autonomy.
Motive that existed once for some practical reason later exists for its own sake. In other words, a motive that was once a means to an end becomes an end in itself.
149
What’s Allport’s most famous and controversial concept?
Functional autonomy.
150
How did Allport define functional autonomy?
He defined it as “any acquired system of motivation in which the tensions involved are not of the same kind as the antecedent tensions from which the acquired system developed."
151
What did he refer functional autonomy as?
Due to its importance, he referred to it as “a declaration of independence for the psychology of personality."
152
What happens when motives become apart of the proprium?
They become pursued for their own sake and not for external encouragement or reward.
153
Why are motives self-sustaining?
Because they have become apart of the person.
154
What are two types of functional autonomy?
(1) Perseverative Functional Autonomy
(2) Propriate Functional Autonomy
155
Perseverative Functional Autonomy.
Low-level habits retained even though they are no longer functional.
156
Propriate Functional Autonomy.
Important motives around which one organizes one’s life. Such motives are independent of the conditions that originally produced them.
Interests, values, goals, attitudes, and sentiments.
157
What is an example of Perseverative Functional Autonomy?
Activties occur independently out of reward and independently out of the past but are low-level activities of little importance.
Example: when a person still rises at 7:30 am each morning although he or she has been retired for some time.
158
What are the three principles governed by the proptiate functional autonomy?
(1) Principle of organizing energy level.
(2) Principle of mastery and competence.
(3) Principle of propriety patterning.
159
Principle of Organizing Energy Level
Principle stating that energy was once used for survival can be changed into concern for the future when survival is no longer an issue.
For instance, future goals (propriate striving).
160
Principle of Mastery and Competence.
Principle stating that an innate need exists for humans to aspire to greater mastery and competence.
Healthy humans have a need to become better and better at more and more tasks.
For instance, drive induction, instead of drive reduction.
161
Principle of Propriate Patterning.
Principle stating that the proprium is the frame of reference that is used by a person in determining what is worth pursuing and what is not.
All motives must be compatible with the total self (proprium)
Ensures consistency and the integration of the personality.
162
True or False: Not all behaviour is caused by functionally autonomous motives.
True: Much human behaviour is stimulated by biological drives, reflex action, reward, and habit.
163
What is the difference between a neurotic and a healthy person?
Former motives lie in the past whereas the latter’s lie in the present.
164
Capacity for self-extension.
Participation in a wide range of events that characterizes the healthy, mature adult.
165
What is an example of the “capacity for self-extension."
They have many friends and hobbies and tend to be active politically or religiously.
166
Capacity for warm, human interactions.
Ability to have intimate relationships with others without being possessive or jealous. Such an ability characterizes the healthy, mature adult.
167
Example of the “Capacity for warm, human interactions."
Such people are compassionate as evidenced by their ability to tolerate major differences in values and beliefs between themselves and others.
168
Demonstration of Emotional Security and Self Acceptance.
Healthy adults have the tolerance necessary to accept the conflicts and frustrations inevitable in life.
They also have a positive image of themselves.
Contrasted with the immature person who is filled with self-pity and has a negative self-image.
169
Demonstration of Realistic Perceptions.
Healthy adults see events as they are, not as they hoped they would be.
Such persons display good common sense when appraising a situation and in determining adjustments to it.
170
Realistic Perceptions.
Those accurate perceptions that characterize the healthy, mature adult.
171
Demonstration of Self-Objectification.
Healthy adults have an accurate picture of their own assets and liabilities.
They also have a good sense of humour
Humour necessitates the ability to laugh at what one cherishes, including oneself.
Persons who are not sure of themselves see nothing fun about jokes directed at them or at what they believe.
172
Self-objectification.
Honest appraisal of one’s assets and liabilities that characterizes the healthy, mature adult. A person with self-objectification typically has a good sense of humour.
173
Demonstration of Unifying Philosophy of Life.
The lives of healthy adults are guided by purpose.
Each person has a vision of some sort and they live their life with the intention of achieving their goal.
174
True or False: Allport believed the importance of religion can be realized only in adulthood.
True: Allport believed all healthy adults have a need for some unifying orientation.
175
Unhealthy Person.
The unhealthy person is one whose growth has been stiffed.
176
Where is motivation found for an unhealthy person?
Motivation is found in the past.
177
True or False: The unhealthy person lacks of security in early life.
True: the child turns into an adult driven by the same jealousy, narcissism, or clinginess experienced as a child in an environment that was not safe and secure.
178
How does an unhealthy person overcome their difficulties?
They must experience the love that he or she msised early in life.
This love can be provided by family, friends, or a therapist.
179
What was Allport’s quote on love?
Love received and love given comprise the best form of therapy.
180
How does the unhealthy person become healthy?
When he or she begins living in accordance with his or her proprium--that is, in accordance with his or her own personal goals, values, and aspirations.
181
How is society sick?
When it encourages violence or greed.
182
What did Allport believe regarding religious orientation?
They often characterize the healthy adult personality.
183
True or False: Allport believes that embracing some forms of religion was beneficial and embracing other forms was harmful.
True: There was a healthy religion and an unhealthy religion.
184
What is an unhealthy religion?
Extrinsic Religion.
185
Extrinsic Religion.
Superficial religion that is participated in for entirely selfish, pragmatic reasons.
186
What is an example of Extrinsic Religion?
Extrinsic religion constructs a deity who favours the interests of those who believe in them, “like a Santa Claus or overindulgent father. Or the sentiment may be of a tribal sort: My church is better than your church. God prefers my people then your people."
187
Why is Extrinsic religion embraced?
It is superficially useful.
For example, membership in a church can be used to make business contacts or to become a respected member of the community.
188
What happens when embracing the extrinsic religion?
It creates an individual who lacks most of the criteria of a healthy, mature adult.
189
Who is most likely to be prejudiced?
Churchgoers.
190
True or False: Extrinsic religion is often divisive and does not promote the characteristics need for psychological healthy.
True.
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Intrinsic Religion.
Religion that seeks a higher meaning and purpose in life and provides possible answers to the many mysteries that characterize human existence. Allport considered such religion to be healthy.
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What does Intrinsic Religion motivate a person to do?
To seek and follow the value underlying all reality for its own sake and as an end in itself; directs the course of a person’s life and development; facilitates the realization that many important experiences transcend one’s own existence; provides a possible explanation for many mysteries that characterize human existence, such as the fact that human behaviour appears to be both free and determined, the simultaneous existence of good and evil, and the fact that the innocent often suffer; and creates a perspective within which to evaluate one’s self and organize one’s life.
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What does Intrinsic religion encourage?
An identification with all of humanity.
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What does intrinsic religion provide?
A unifying theme that characterizes the healthy, mature adult personality.
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True or False: Allport was a devout Episcopalian.
True.
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Can people possess both intrinsic and extrinsic religion?
Yes: These people were labeled indiscriminately pro religious.
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Personal Documents.
To Allport, one of the best ways to study an individual’s personality was to examine personal documents such as diaries, autobiographies, and letters.
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Who is Jenny Grove Masterson?
Born in Ireland in 1868.
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How did Jenny outrage her family?
When she married a divorced railway inspector.
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Who did Jenny work extremely hard for?
Ross, her only child after her husbands death.
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How was Ross’ life characterized?
By a series of failures and quarrels with his mother.
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Who is Glenn and Isabel?
Ross’ two friends at Princeton.
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True or False: Jenny kept in touch with Glenn and Isabel.
True: Jenny, Isabel, and Glenn had a total of 301 letters.
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What was Ross’ indication of his poor healthy?
He suffered from an ear infection.
The doctors found a tumour on the inner ear and an abscess on the outer tissue covering the brain.
Ross died shortly afterward.
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True or False: Jenny blames Marie (Ross’ Wise) for Ross’ death.
True: Jenny says, “She killed Ross--morally and physically.
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How was Jenny described by Allport?
(1) Quarrelsome--suspicious
(2) Self-centred
(3) Independent
(4) Dramatic
(5) Aesthetic-artistic
(6) Aggressive
(7) Cynical-morbid
(8) Sentimental
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How did Jeffrey Paige describe Jenny?
(1) Agression
(2) Possessiveness
(3) Need for affiliation
(4) Need for autonomy
(5) Need for familial acceptance
(6) Sexuality
(7) Sentience (love of art, literature, etc.)
(8) Martyrdom
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What did Allport’s research on Expressive Behaviour consist of?
Allport investigated a person’s unique facial expressions, style of walking, speech mannerisms, and handwriting.
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What are the six scale of values?
(1) Theoretical
(2) Economic
(3) Aesthetic
(4) Social
(5) Political
(6) Religious
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First Scale of Values: Theoretical.
The person emphasizing this value is primarily concerned with the search for truth.
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Second Scale of Values: Economic.
The person emphasizing this value is very pragmatic and interested in the relevance of knowledge.
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Third Scale of Values: Aesthetic.
The person emphasizing this value is strongly inclined toward artistic experiences.
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Fourth Scale of Values: Social.
The person emphasizing this value gives high priority to developing and maintaining warm human relationships.
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Fifth Scale of Values: Political.
The person emphasizing this value is primarily interested in attaining power.
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Sixth Scale of Values: Religious.
The person emphasizing this value gives great importance to seeking unity and harmony in the universe.
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Allport’s Evaluation.
C+
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True or False: Allport was the first to describe the personality in terms of traits.
True: thousands of studies that involve personality traits are directly or indirectly derived from Allport’s theory.
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What does “ROS” stand for?
Religious Orientation Scale.
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Allport’s Criticism: Lack of Scientific Rigour.
Allport’s insistence on studying unique individuals is more like art than science.
His theory is unscientific.
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Allport’s Criticism: Circularity.
Traits are inferred from behaviour and then are used to explain the very behaviour from which they were inferred.
Such circular reasoning tells us nothing about the cause of someones actions.
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Allport’s Criticism: Absence of Theory
Allport failed to explain personality, little is said about how specific traits or dispositions develop or change.
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Allport’s Criticism: Denial of important Facts about and Approaches to Study of Personality
Allport placed too much emphasis on the conscious mind at the expense of the unconscious mind and for stressing internal causes of behaviour at the expense of external causes.
Allport’s claim's on things not connecting such as animals and humans or children and adults did not adhere to accepting all viewpoints in psychology.
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Allport’s Contributions: Original Concepts and Methodologies.
Allport pioneered the social psychological studies of such complex topics as prejudice, religion, rumour, and values.
Allport showed that a great deal can be learned about a person by using the straightforward methods of self-reports, personal documents, and the observation of expressive behaviour.
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Allport’s Contributions: A Refreshingly New Way of Viewing Personality.
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