PSY 405
Theories of Personality
September
23, 2013
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Theory
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Assumptions
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Reliability
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Validity
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Application
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Behavioral Analysis
Theory
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Behaviorists
follow the assumption that to be useful as a scientific tool one must be able
to observe a behavior, thus such traits as thinking, remembering, and
anticipating can be behavioral but ego, drives, needs, and free will are
hypothetical and not scientific according to the behaviorist point of view
(Feist & Feist, 2009). In addition to the observable, Skinner and Watson
(history’s most radical behaviorists) held that an individual’s history (i.e., environmental
conditioning) rather than his or her anatomy secures a person’s behavior (p.
442).
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Behavioral
analysis has generated a large amount of research and because it deals in the
realm of the observable there remains, as Feist and Feist (2009) put it, “an
abundance of descriptive research turned out by Skinner and his followers”
(p. 472). Thus, this theory is reliable
for the most significant areas of training, teaching, and therapy.
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Because
the behavioral theory works, the observable is highly falsifiable; however,
its theories do not lend themselves overtly to other concepts. Although, internal consistencies receives a
very high rating according to Feist
and Feist (2009) (italics added).
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Scientists’
use conditioning research as a part of reinforcement of behavior since its
inception, particularly those working with pharmacological therapy such as
addiction and treatment facilities.
Such treatments reflect that conditioning affects personality and
personality affects conditioning in return.
According to Beaver et. al., 2006; as restated by Feist and Feist,
2009, researchers have found recently that the brain actively responds to the
mere sight of specific rewards (e.g., food) and scientists’ are just
beginning to understand the neural pathways, thanks to fMRI that engage
during this process.
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Social Cognitive
Theory
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Bandura’s
social cognitive theories suggest that humans are characteristically flexible,
depending on the situation and that people can regulate his or her social and
cultural life. Furthermore, he
indicates that there is also a measure of control over ones environment and
quality of life (Feist & Feist, 2009).
The means of this control is by way of internal and external factors
(e.g., self-observation, judgmental processes, and self-reaction).
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A
useful theory to therapists’, teachers, and parents alike, Bandura’s theory
is consistent and well written (Feist & Feist, 2009).
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Speaking
to the validity or falsifiability of Bandura’s social cognitive theory is
easy because of “his carefully constructed formulations” Feist and Feist
(2009) reflect his theory is high on the falsifiability scale (p. 505).
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One
of the most popular research theories, self-efficacy generates hundreds of
studies a year (Feist & Feist, 2009).
One such significant piece of work is that of self-efficacy and
terrorism. Fischer and colleagues,
2006; as restated by Feist and Feist, 2009, worked on the basis of mood as related
to intrinsic and extrinsic religious beliefs during times of terrorism. Feist and Feist (2009) also indicate that the
social cognitive theory is a part of research regarding the management of
chronic health related diseases (e.g., diabetes).
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Cognitive
Social Learning Theory
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Rotter
and Mischel’s assumptions lie in the cognitive factors (e.g., thought
processes, experiences, and future expectations) that shape behaviors. With five basic assumptions on Rotter’s
cognitive social learning theory provide predictive behavioral patterns;
these assumptions are
1.
“humans interact
with their meaningful environments…
2.
human personality
is learned…
3.
personality has a
basic unity…
4.
motivation is goal
directed; [and]…
5.
people are capable
of anticipating events…” (Feist & Feist, 2009, p. 512-513).
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The
organization of knowledge for this theory is useful to therapists but
according to Feist and Feist (2009) is only moderately practical for parents
and teachers as there are no specific guidelines for why “people behave differently
in different situations…” (p. 544).
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Although
there has been a large amount of work generated on Rotter’s locus of control
theories, Feist and Feist (2009) indicate that there has been less work on
the core of his theories. Regardless,
with less research for Mischel’s work it has been “more relevant” to the core
of his theories lending to its falsification.
Whereas, Rotter’s work is less so.
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Significant
work on the locus of control aspect of personality, such as that of Midlarsky
and colleagues (2005) as it relates to the holocaust heroes of World War II
continues to be in the forefront of research.
Her research works on identifying by applications of this theory
(locus of control) the personality identity by heroic acts of rescuers during
the Holocaust. The results reflect
that during these extreme times those with a higher internal locus of control
demonstrated more autonomy, had a stronger sense of social responsibility,
more tolerance, empathy, and altruistic moral reasoning; that they were the
predicted hero personality (Feist & Feist, 2009).
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References
Feist, J., &
Feist, G. J. (2009). Theories of
personality (7th ed.). New York, NY: McGraw Hill.
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