To demonstrate mastery of this chapter, the student should be able to:
1.
Define the term “personality” and explain how personality differs from character and temperament.
2.
Define the term “trait.”
3.
Discuss the stability of personality traits from one situation to another.
4.
Briefly describe at what age personality traits are firmly established.
5.
Describe the trait approach and the type approach to personality, and explain the shortcoming of the type approach. Define the terms “introvert” and “extrovert.”
6.
Explain the concepts self-concept and self-esteem and how they affect behavior and personal adjustment.
7.
Briefly describe cultural differences in self-esteem.
8.
Define the term “personality theory.”
9.
List and describe the five broad perspectives of personality included in this chapter.
10.
Characterize the general approach to the study of personality taken by a trait theorist.
The following objective is related to the material in the “Discovering Psychology” section of the text.
11.
Describe the four types of personalities that are related to musical tastes.
12.
Distinguish common traits from individual traits.
13.
Define and give examples of Allport’s cardinal traits, central traits, and secondary traits.
14.
Distinguish between surface traits and source traits, and state how Cattell measures source traits.
15.
Explain how Cattell’s approach to personality traits differed from Allport’s approach.
16.
Discuss the five-factor model of personality.
17.
Explain what a trait-situation interaction is.
18.
Explain how twin studies are used to assess the relative contributions of heredity and environment to personality.
19.
Discuss how the similarities in the personalities of twins can be explained.
20.
Discuss relative contributions of heredity and environment to the makeup of personality.
21.
Briefly discuss the development of psychoanalytical theory and its founder. List and describe the three parts of the personality according to Freud and discuss the principle that each operates on.
22.
Describe the dynamic conflict between the three parts of the personality and relate neurotic and moral anxiety to the conflict.
23.
Describe the three levels of awareness and their relationship to the three parts of the

personality.
24.
List and describe Freud’s four psychosexual stages. In your answer, include an explanation of fixation and the corresponding age range for each stage.
25.
Discuss the positive and negative aspects of Freud’s developmental theory.
26.
Explain how behaviorists view personality and traits. Include a definition of the term
“situational determinants.”
27.
Explain how learning theorists view the structure of personality. Include in your discussion the terms “habit,” “drive,” “cue,” “response,” and “reward.”
28.
Explain how learning theory and social learning theory differ. Include in your discussion a description of the terms “psychological situation,” “expectancy,”
“reinforcement value,” “self-reinforcement,” and “self-efficacy.”
29.
Explain how self-reinforcement is related to self-esteem and depression.
30.
Using the behavioristic view of development, explain why feeding, toilet training, sex training, and learning to express anger or aggression may be particularly important to personality formation.
31.
Describe the role of identification, imitation, and social reinforcement in the development of sex-appropriate behavior.
32.
Briefly explain how the humanists set themselves apart from the Freudian and behaviorist viewpoints of personality.
33.
Describe the development of Maslow’s interest in self-actualization.
34.
Using at least five of the characteristics of self-actualizers listed in your text, describe a self-actualizing person. From the original list of 11, evaluate yourself and explain what may be helping or hindering your self-actualization.
35.
List and briefly explain or describe (where applicable) eight steps to promote selfactualization.
36.
List and briefly describe the six human strengths that contribute to well-being and life satisfaction.
37.
Describe Rogers' view of a fully functioning individual.
38.
Discuss Rogers’ view of an incongruent person. Include a description of the terms
“self,” “self-image,” “symbolization,” and the “ideal self.”
39.
Explain how “possible selves” help translate our hopes, dreams, and fears and ultimately direct our future behavior.
40.
Explain how “conditions of worth,” “positive self-regard,” “organismic valuing,” and
“unconditional positive regard” may affect personality formation.
41.
Discuss the following assessment techniques in terms of purpose, method, advantages, and limitations: a. unstructured and structured interviews (include halo effect.) b.
direct observation (include rating scales, behavioral assessment, and situational testing) c.
personality questionnaires (include validity, reliability, and a description of the
MMPI-2) d.
honesty tests e.
projective tests (include descriptions of Rorschach, TAT)
42.
Describe the personality characteristics of sudden murderers and explain how their characteristics are related to the nature of their homicidal actions.
43.
List and describe the three elements of shyness.

44.
State what situations usually cause shyness.
45.
Compare the personality of the shy and the non-shy. Include the concepts labeling and self-esteem.
46.
List and discuss the changes that can be made to three major areas of a shy person’s life that can help reduce shyness.