BIOLOGICAL
PSYCHOLOGY
NATURE VS. NURTURE
Gordon Allport

Founder of the Trait Theory
Predispositions to respond, in a
same or similar manner, to
different stimuli
 After meeting Freud, Allport
felt there was too much
emphasis on inner drives

Trait Theories of Personality
We can describe
people’s personalities
by specifying their
main characteristics
(traits).
 Traits (honesty,
laziness, ambition,
outgoing) are thought
to be stable over
course of life

Key Ideas of Trait Theory

We are psychophysical beings



Personality develops from both mental and biological influence
Each person is unique





Mind and body function together
Everything is a characteristic of us and no one else
Heredity (genetics) provides “raw materials”
Environment shapes, expands, or limits heredity (raw materials)
In other words, the individual combination of genes (except for
identical twins) + the environment = personality
Two personalities



Childhood (more biological)
Adulthood (more environmental)
Childhood personality does not determine adult personality!
Characteristics of Traits

Traits
 They are real and exist; not
theoretical
 Determine behavior; motivate us to
seek stimuli and interact with
environment
 Observable; we can see traits
through consistency of response
 Interrelated; traits may overlap –
related ones could occur
simultaneously
 Vary with situations; could display
one then the opposite
Types of Traits

Two types of traits

Individual – unique to the
person



Defines person
Also known as personal
dispositions
Common – common to
culture

Can change over time
Types of Traits

Three types of personal
dispositions (individual traits)
 Cardinal
 Influential;
it touches everything
 Our “ruling passion”
 EVERYBODY knows this about you
 Central
 5-10
themes that describe behavior
Take a moment and list what
 Most people know this about you
 Secondary
 Less
consistent, even rare
 Only those close would know it
you believe to be a cardinal
trait, two or three central
traits and at least one
secondary trait.
Other Characteristics

Habits




Specific responses to specific
stimuli
Inflexible
Ex. Washing hands, brushing
teeth
Attitudes
Specific objects of
reference (not traits)
 Usually positive or negative
 Usually involves judgment or
evaluation


Allport: they guide
behavior but aren’t traits
Personality
Personality
Heredity
Environment
Traits
Habits/attitudes
Individual
Common
Cardinal Central Secondary
Personality
Functional Autonomy

The motives of emotionally
healthy adults
Not committed to past
 Independent of original
circumstances
 Example: adult children
no longer dependent on
parents

Functional Autonomy – Two parts

Perseverative functional
autonomy




Habitual ways of
performing everyday
tasks
We just do them – no
external reward
Not integral part of
personality – they
persevere
Example: We take the
same route to school or
work because it gets us
there
Functional Autonomy – Two parts

Propriate functional
autonomy
Proprium is ego or self
 Which motives do we keep?

 Retain
those enhancing selfesteem (I like)
 Discard those not enhancing
self-esteem (I don’t like)
 Relationship
between
interests and abilities
 Allows for organization of
stimuli (like/dislike)
Organization of Propriate functioning


Three principles
Organizing the energy level



Mastery and Competence



Directing excess energy
constructively
Ex: new interests as we age
High level at which we satisfy
motives
Motivation to perform highest
level
Propriate patterning



Strive for consistency and
integration of personality
Keep what enhances self-image
Reject what doesn’t

Other behaviors not
governed
 Reflexes,
fixations,
biological drives
Functional Autonomy
Functional Autonomy
Perseverative
Propriate
Organizing Mastery Propriate
the Energy
and
Patterning
Level
Competence
LEADS TO EMOTIONALLY HEALTHY ADULT!
Development of Proprium



First Stage
Bodily self
Ages birth to age three
 Awareness
of body
 Able to distinguish self
from other objects
Development of Proprium



Second Stage
Self-identity
Ages birth to age three
 Realize
you’re the same
person despite changes
Development of Proprium



Third Stage
Self-esteem
Ages birth to age three
 Can
accomplish things on
own
 Crucial period
 Thwarting
parents can
create humiliation and
anger
Development of Proprium



Fourth Stage
Extension of Self
Ages four to six
 Awareness
of other objects
and people belonging to
child
Development of Proprium



Fifth Stage
Self-image
Ages four to six
 How
child sees self
 How child would like to see
self
 Parents make child aware
of expectations
Development of Proprium



Sixth Stage
Self as rational coper
Ages six to twelve
 Rational/logical
abilities
can be applied to solving
everyday problems
Development of Proprium



Seventh (and final) Stage
Propriate striving
After age twelve
 Existence
of self and long
range goals
 Begin to form future plans

Where are you at with
your propriate striving?
Development of Proprium – role of parents

IF parents provide
affection and security
 Proprium
develops
 Childhood motives
transform to autonomy
 Self will grow
 Pattern of personal
dispositions will form
 Result is a MATURE,
EMOTIONALLY HEALTHY
ADULT!

IF childhood needs are
frustrated
 Lack
of psychological
growth
 Proprium doesn’t develop
 Child becomes insecure,
aggressive, demanding,
jealous, self-centered
 Psychological growth is
stunted
 Adult functioning at a level
of childhood drives
Criteria for mature emotionally healthy adults
1.
2.
3.
4.
5.
6.
Extend sense of self to others/activities beyond self
Relate warmly to others (closeness, compassion,
tolerance)
Self-acceptance = emotional security
Realistic perception of self, develop personal skills,
make commitment to some form of work
Sense of humor/ self-objectification; understand self
Unifying philosophy; directs toward future goals
REFLECTION
Based on Allport’s theory, how do you see your
proprium developing? Based on the six criteria for
a mature, emotionally healthy adult personality, how
do you feel you are progressing down that path?
What about non-healthy adults?




Humans have conscious control
Always in the process of “becoming”
Shape life based on present and future
HOWEVER


Already formed traits and personal dispositions are
hard to change
Tension (is a good thing)



Motivates us to accomplish
Seek new challenges
Accomplishment is the reward
Study of Values







Creates our philosophy of life
Theoretical – discovery of truth
Economic – what is useful and practical
Aesthetic – artistic experiences
Social – human relationships
Political – personal power, influence, and prestige
Religious – mystical; understanding of the world
Criticisms of Allport




How do you evaluate someone in a clinical setting?
How do you test for other variables?
How does an original motive get transformed into
an autonomous one?
Can you divorce childhood experiences and adult
behaviors?