Dispositional And Learning Approach To Personality Analysis 3

Dispositional and Learning Approach to Personality Analysis
Learning Team C
Maria Gabriel, Tannis Tyler, Shandrell Conner, and Britny Holt
PSY 405
May 4, 2015
Angela Snelling

Introduction

This paper will describe the role of personality in affecting situational behavior and it will also examine the personality characteristics attributed to dispositional and learning theories. With the theories selected for this analysis, this paper will aim to explain the interpersonal relational aspects associated with the selected theories.
The Role of Personality in Affecting Situational Behavior

Personality is one of the most commonly researched areas of Psychology. Behavior is affected by an individual’s personality. Dispositional personality theories argue that each individual has a set of dispositions that make up his or her personality and therefore affect his or her behavior. “A trait can be thought of as a relatively stable characteristic that causes individuals to behave in certain ways” (Cherry, 2013, para. 1). Traits and characteristics are manifested in an individual’s behavior, sometimes defining that individual by the traits and characteristics that the individual possesses. Dispositional personality theories are composed of Allport’s Psychology of the Individual and Eysenck, McCrae, and Costa’s Trait and Factors Theories. According to Feist and Feist (2009), “In the personality theory of McCrea and Costa, behavior is predicted by an understanding of three central or core components and three peripheral ones” (p. 424). The three central components in Eysenck’s trait and factor theory are basic tendencies, characteristic adaptations, and self-concept. Basic tendencies are the rare components of personality. These personalities are biological, environmental, or changed by psychological interventions. Basic tendencies often define an individual and that individual’s direction in life. Situational behavior results from the underlying basic tendencies of an individual. Basic tendencies are composed of the five personal traits, sexual orientation, cognitive abilities, acquisition of language, and cognitive abilities. According to Feist & Feist (2009), “The essence of basic tendencies is their basis in biology and their stability over time and situation” (p.424). Characteristic adaptations are personality components modified by environmental factors. An individual’s personality acclimates to the environment, making behavior reliant on the environmental factors present from situation to situation. Feist & Feist (2009) stated that “Characteristic adaptations can be influenced by external influences, such as acquired skills, habits, attitudes, and relationships that result from the interaction of individuals with their environment” (p. 425). Considering that situations change an individual’s skills, attitudes, relationships, and habits, it is evident that behavior is influenced by varieties of situations. Self-concept is a characteristic adaptation and is defined as an individual’s view of him or herself. Self-concept also influences situational behavior because how an individual feels about itself shows in it behavior. Individuals see themselves differently, depending on the situation they are in. No matter how self-confident an individual is, it can always find itself in a situation that makes it uncomfortable or fearful, which influences its behavior on various situations. Peripheral components of the five-factor personality theory also influence situational behavior. These components are object biography, biological bases, and external influences. Biological bases suggest that behavior is a result of biological factors such as brain structure, genes, and hormones. As cited by Feist & Feist (2009), “the second peripheral component is objective biography, defined as everything the person does, thinks, or feels across the whole lifespan” (p. 426). McCrae and Costa argue that behavior is a result of the interaction between the third peripheral component, external influences, and characteristic adaptations. This concept assumes that situational behavior influences personality. Dispositional personality theories focus on an individual’s traits and characteristics, while learning theories focus on observable behavior. Observable behavior does not only consist of actions viewed by other but also thoughts and feelings that can be observed by the individual feeling it. Learning theories are composed of Skinner’s behavior analysis, Rotter and Mischel’s cognitive social learning theory, Bandura’s social cognitive theory, and Kelly’s psychology of personal constructs (Feist & Feist, 2009). “As an environmentalist, Skinner held that psychology must not explain behavior on the basis of the physiological or constitutional components of the organism but rather on the basis of environmental stimuli” (Feist & Feist, 2009, p. 442). Skinner believed in genetic factors, but he considered them to be less important behavior, and that these factors are present at birth and unchangeable, meaning they cannot control behavior. Skinner believed that past experiences have the greatest influence on behavior. This theory suggests that an individual’s behavior from varying situations is a result of the individual’s history. Bandura suggests that “people regulate their conduct through both external and internal factors” (Feist & Feist, 2009, p. 479). This implies that internal and external factors influence behavior from one situation to the next, depending on the present factors. However, not all learning comes from experience. Bandura suggests that most learning occurs by watching the behavior of other individuals and acting on them accordingly.
Personality Characteristic Attributed to the Dispositional Theory
It is a common assumption within the dispositional theory that each individual will have a stable and long-lasting disposition to display certain attitudes, emotions and certain behaviors. This in whole is an individual’s personality; this is the make-up of who that individual is. These behaviors are usually predictable and this dispositional theory would explain why people act in certain ways in many different situations (Simmons, 2002). There are two types of personality categories that individuals will be placed in according to the dispositional theory. Type theory will assign an individual to a category based on their overall temperament. Dr. Galen suggested that temperament was associated with body fluids.
Blood is for the sanguine personality; someone who is easygoing, warmhearted and is usually optimistic.
Phlegm is for the phlegmatic personality; someone who is slow and lethargic, calm.
Black bile is for the melancholic personality; someone who is sad and depressed.
Yellow bile is for the choleric personality; someone who is assertive, angry and quick tempered.
This was an attempt at a scientific approach of personality; the personality would be determined by the balance of the bodily fluids. The problem with this is that, it is almost impossible to assign an individual to only one category as moods will change according to situation. It is almost impossible to be a sanguine personal all the time especially in the time of great conflict or while facing devastating situations such as the loss of a loved one. Simmons stated, “It seems to make more sense to talk about the degree of a trait that someone possesses.” The trait theory is in contrast to the type theory; trait assumes individuals have many various and different traits which are continuing qualities that each individual will have in different amounts. Dr. Allport hypothesizes that there are three different kinds of personality traits.
Central traits are ones that organize and control behavior in many situations.
Secondary traits are ones that are a little more specific to certain situations and that control far less behavior, these are more like preferences.
Cardinal traits are ones that are so general and pervasive that they govern virtually everything that a person does.
The problem with this theory is that the trait theory is better at describing an individual rather than truly understanding them.
Personality Characteristics Attributed to the Learning Theory
According to the learning theory, an individual will alter the way it perceives its environment, the way it interprets the incoming stimuli, and therefore the way it interacts or behaves based on its different personalities (Watson, 1956). There have been many studies and much data collected on how the process of learning will have an effect on an individuals’ behavior or personalities. An individual has the ability to learn multiple attitudes, skills and behaviors. Most of an individual’s learning will come from one of the following learning styles.
Observational is when we will learn through watching others personalities, actions or behaviors.
Modeling is when we will act like what was just witnessed with the outcome possibly a little different due to our individual personalities.
Enactive learning is where your actions driven by your personality will be followed with a consequence.
The downside to this theory is that observers are not 100% sure what personality styles an individual is born with and which ones were developed and learned over time.
Interpersonal Relational Aspects Associated with Dispositional and Learning Theories
“There is nothing new under the sun” (Ecclesiastes 1:4-11). All things done have been done before. The human species is a learning and evolving one. The knowledge an individual acquires is from learned behaviors of watching others. Behaviors are influenced as young as a baby. A child grows up learning to be observant individuals; to watch and surveillance behaviors, in order to know how to counteract and establish their own responses. Individuality is a conglomerate of learned behaviors mixed with internalized characteristics that make up a person’s personality. Learning behaviors and overall dispositional temperament is influenced by what the individual was exposed to and chose to retain as their personal nature. Dispositional personalities reveal that no two people are the same; however many people may share the same personality type. “The dynamic organization within the individual of those psychophysical systems determine his unique adjustment to his environment” (Allport, 1937). Having a dispositional stance on personalities, an individual may have external influences; however their own perception of the influence and their ability to recreate or mimic the behavior is left to their unique comprehension and level of consciousness and self-awareness. Trustworthy, hardworking, diligent, receptive, and determined are all characteristics of a good learner. In order to be a good learner, an individual has to learn how to learn. Sure, some things seem like common sense, or second nature; however an individual has to be taught how to be resourceful, and it has to learn its own individual learning styles. Learning is the ability to acquire knowledge; however it is a learned behavior and not instinctive. At a young age, children are taught how to be a student. Having disciplined times of studying, homework and research tactics helps those students to learn how to be effective problem solvers and develop essential yearn to learn. “Psychologically mature people are characterized by proactive behavior, that is, they not only react to external stimuli, but they are capable of consciously acting on their own environment in new and innovative ways and causing their environment to react to them” (Feist & Feist, 2013, p.353). Proactivity to all environments, even learning ones, is a cultured result to proper conditioning of how to learn. Personality in the realm of learning is cultivated by environmental influences, and the inclination to be receptive and driven for the outcome desired. Parents, peers, teachers, and authoritative figures have influenced behavior in order to shape and mold oneself and for future dominance of others.
Conclusion

In summary of this paper, dispositional theories implies that from birth, personality in an individual is already present, and this personality through experience over time will and can be modified. On the hand, learning personality theories suggests that it is through learning that an individuals’ personality is formed. An individual’s personality affects its environment, and the environment affects an individuals’ personality based on dispositional personality theories. Interpersonal relationships are affected by learned behaviors, either positive ones or negative ones, according to the learning personality theories.
These different theories just goes on to show how adaptable and malleable personalities are in each individual and that personality is not only affected and based on an individuals’ biological makeup but also in the makeup of an individuals’ environment.

References
Cherry, K. (2013). Trait theory of personality. Retrieved from http://psychology.about.com/od/theoriesofpersonality/a/trait-theory.htm Feist, Gregory, Feist, Jess, Roberts, Tomi-Ann “Theories of Personality” 2013, 8th
Edition, McGraw Hill Publications, New York, New York, USA.
McAdams, Dan P., “The Person”, 1994, 2nd Edition, Harcourt Brace & Company,
Orlando, Florida, USA.
Simmons, M. (2002) Theories of Personality, retrieved from www.westmont.edu

References: Cherry, K. (2013). Trait theory of personality. Retrieved from http://psychology.about.com/od/theoriesofpersonality/a/trait-theory.htm Feist, Gregory, Feist, Jess, Roberts, Tomi-Ann “Theories of Personality” 2013, 8th Edition, McGraw Hill Publications, New York, New York, USA. McAdams, Dan P., “The Person”, 1994, 2nd Edition, Harcourt Brace & Company, Orlando, Florida, USA. Simmons, M. (2002) Theories of Personality, retrieved from www.westmont.edu