CLICK HERE FOR MPC 003 QUESTIONS ✅ SECTION A 1-3 SECTION A 4-6 SECTION A 7-11 SECTION B 1-5 SECTION B 6-11 SECTION C
✅ QUESTION 4Explain Freud’s Psychoanalytic Theory / Stages of Psychosexual Development
________________________________________
1. Introduction
Sigmund Freud (1856–1939) developed the Psychoanalytic Theory, one of the earliest and most comprehensive explanations of personality.
He emphasized:
• unconscious motives
• childhood experiences
• inner conflicts
• instinctual drives (libido)
Freud believed personality is largely formed by age five and shaped through psychosexual stages.
________________________________________
2. Structure of Personality
1. Id
• Primitive, instinctual, unconscious
• Operates on the Pleasure Principle
• Seeks immediate gratification
• Source of libido and aggression
2. Ego
• Logical, rational part
• Operates on the Reality Principle
• Mediates between Id, Superego, and environment
3. Superego
• Internalized morals, rules, conscience
• Represents societal standards
• Strives for perfection
A healthy personality requires balance between these three elements.
________________________________________
3. Levels of Mind
a) Conscious – thoughts we are aware of
b) Preconscious – memories easily brought to awareness
c) Unconscious – repressed wishes, fears, and conflicts
The unconscious strongly influences behaviour.
________________________________________
4. Psychosexual Stages of Development
Freud proposed that libido focuses on different body areas at different ages.
Stage Age Focus Characteristics Fixation Effects
1. Oral 0–1.5 yrs Mouth Sucking, feeding Dependency, overeating, smoking
2. Anal 1.5–3 yrs Anus Toilet training Anal-retentive (orderly), Anal-expulsive (messy)
3. Phallic 3–6 yrs Genitals Oedipus/Electra complex; identification with same-sex parent Vanity, oedipal issues
4. Latency 6–12 yrs Dormant sexuality Socialization, school skills Low social/academic skills
5. Genital 12+ Genitals Mature sexuality, love, work Healthy adult if earlier conflicts resolved
Personality disorders arise from fixation at any stage.
________________________________________
5. Defense Mechanisms
Used by the Ego to reduce anxiety:
• Repression
• Projection
• Rationalization
• Displacement
• Regression
• Sublimation
These operate unconsciously and distort reality.
________________________________________
6. Evaluation
Strengths
• Introduced the unconscious mind
• Emphasized early childhood influence
• Created foundation for psychotherapy
• Influenced art, literature, and culture
Limitations
• Overemphasis on sexuality
• Hard to test scientifically
• Gender-biased and culturally limited
• Based on clinical case studies
________________________________________
7. Conclusion
Freud’s Psychoanalytic Theory remains a landmark contribution to psychology.
Although criticized, it provides profound insights into unconscious motivation, emotional conflict, and early childhood experiences that continue to shape personality throughout life.
________________________________________
✅ QUESTION 5
Discuss Pavlov’s (or Skinner’s) Learning / Behavioural Theory of Personality
________________________________________
1. Introduction
The Behavioural approach views personality not as an inner structure but as a set of learned patterns of behaviour acquired through interaction with the environment.
Two major contributors are Ivan Pavlov (Classical Conditioning) and B.F. Skinner (Operant Conditioning).
Both demonstrate that personality develops through learning, reinforcement and experience, rather than instincts or unconscious conflicts.
________________________________________
A. Pavlov’s Classical Conditioning Theory
________________________________________
2. Classical Conditioning: Basic Idea
Learning occurs when a neutral stimulus becomes associated with an unconditioned stimulus, leading to a conditioned response.
Example:
Food → salivation
Bell + food → salivation
Bell alone → salivation (learned reaction)
________________________________________
3. Key Principles of Classical Conditioning
1. Acquisition
The stage during which the association between the conditioned and unconditioned stimulus is learned.
2. Extinction
When CS is repeatedly presented without UCS, the conditioned response weakens.
3. Spontaneous Recovery
After extinction, a rest period may cause the CR to reappear.
4. Generalisation
A response learned to one stimulus occurs to similar stimuli.
5. Discrimination
Learning to respond to one specific stimulus but not others.
________________________________________
4. Personality Implications of Pavlov’s Theory
• Emotional reactions (phobias, anxiety, preferences) are learned through associations.
• Personality habits (likes/dislikes, fears, avoidance) develop through conditioning.
• Maladaptive responses can be unlearned through counter-conditioning (basis of behavioural therapy).
________________________________________
B. Skinner’s Operant Conditioning Theory
________________________________________
5. Operant Conditioning: Basic Idea
Behaviour is shaped by its consequences.
• Positive reinforcement → behaviour increases
• Negative reinforcement → behaviour increases
• Punishment → behaviour decreases
• Extinction → behaviour weakens when reinforcement stops
________________________________________
6. Schedules of Reinforcement
1. Continuous Reinforcement
Reward after every correct behaviour → rapid learning, but weak long-term retention.
2. Fixed Ratio
Reinforcement after a set number of responses.
3. Variable Ratio
Reinforcement after unpredictable responses → highest resistance to extinction.
4. Fixed Interval
Reward after a fixed time.
5. Variable Interval
Reinforcement at unpredictable time intervals.
These schedules influence rate, strength, and persistence of personality habits.
________________________________________
7. Personality According to Skinner
• Personality is a collection of learned behaviours shaped by reinforcement history.
• There are no internal traits—only learned behavioural repertoires.
• A “friendly” or “aggressive” person is simply someone reinforced repeatedly for such behaviours.
________________________________________
8. Evaluation
Strengths
• Scientific and observable.
• Led to effective therapies: Systematic desensitization, token economy, behaviour modification.
• Emphasizes environmental influence.
Limitations
• Ignores cognition, emotions, and unconscious processes.
• Reduces personality to simple stimulus–response patterns.
• Over-mechanistic and deterministic.
________________________________________
9. Conclusion
Behavioural theories show that personality is learned, not inherited.
Through reinforcement and conditioning, individuals develop habits, emotional reactions, and behavioural patterns that define their personality.
Pavlov and Skinner together provide a powerful and practical learning-based explanation of personality development.
________________________________________
✅ QUESTION 6
Explain the Five-Factor / Big Five Model of Personality
________________________________________
1. Introduction
The Five-Factor Model (FFM), also called the Big Five, is the most widely accepted trait theory in modern personality psychology.
It proposes that personality can be described using five broad, universal dimensions, supported by research across cultures, languages, and age groups.
Key contributors: Costa & McCrae, Goldberg, and Cattell (earlier foundation).
________________________________________
2. The Five Major Personality Factors (OCEAN)
________________________________________
1. Openness to Experience (O)
• Curious, imaginative, creative, adventurous
• Enjoys new ideas, art, unconventional thinking
• Low Openness = practical, routine-oriented, conservative
________________________________________
2. Conscientiousness (C)
• Organized, disciplined, responsible
• High levels predict job success, academic achievement
• Low levels = careless, impulsive, disorganized
________________________________________
3. Extraversion (E)
• Sociable, energetic, assertive
• Enjoys stimulation, group activity
• Opposite pole = Introversion: quiet, reserved, reflective
________________________________________
4. Agreeableness (A)
• Cooperative, trusting, kind, empathetic
• Low Agreeableness = critical, competitive, antagonistic
________________________________________
5. Neuroticism (N)
• Emotional instability, anxiety, moodiness
• High scores indicate vulnerability to stress
• Low = calm, emotionally stable
________________________________________
3. Measurement: NEO Personality Inventory
Developed by Costa & McCrae, the NEO-PI-R measures:
• 30 facets (6 for each factor)
• 240 items
• Provides a detailed personality profile
Shorter version: NEO-FFI (60 items).
________________________________________
4. Features of the Big Five Model
1. Universal
Found in many cultures and languages.
2. Stable
Traits remain relatively stable from age 30 onwards.
3. Predictive
Trait scores predict:
• job performance
• academic success
• mental health outcomes
• relationship satisfaction
4. Descriptive, Not Explanatory
It describes “what” personality is, not “why” it develops.
________________________________________
5. Evaluation
Strengths
• Strong empirical support
• Cross-cultural validity
• Comprehensive and easy to measure
• Useful in research and applied psychology
Limitations
• Too descriptive; ignores motivation and unconscious processes
• May not capture all personality dimensions (e.g., spirituality, honesty)
• Overemphasis on language-based trait descriptions
________________________________________
6. Conclusion
The Big Five Model provides a scientific, universal, and practical method of describing personality.
Its five broad traits—Openness, Conscientiousness, Extraversion, Agreeableness, and Neuroticism—capture the core structure of personality and form the foundation of modern personality assessment.
________________________________________
No comments:
Post a Comment