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Personality Development, 2002.
A comparison of the theories of B. F. Skinner and R. B. Cattell on personality development.
1,378 words (approx. 5.5 pages), 2 sources, MLA, $ 46.95
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Abstract
This paper discusses how theories of personality development vary with different schools of psychological thinking. It compares the theories of B. F. Skinner, who believed behavioral factors determine personality and R. B. Cattell, who believed trait factors determine personality. It shows that while Skinner and Cattell adhere to different theories of personality development, their theories have at least some elements in common. Both agreed that personality development is partly determined by the life experiences of the individual. It looks at how Skinner believed that these experiences are stimuli which result in certain behavior patterns, while Cattell believed that, though the environment has some influence one early development, basic factor traits exist and that stimuli act differently on people with different traits. Cattell offers a way of predicting behavior patterns whereas Skinner offers a way of analyzing and changing them.
From the Paper
"These two factors are important in the development of behavior patterns. They are also tools for teaching behavior, and for behavior modification. A stimulus can produce a positive or negative response, i.e. it can reinforce a certain behavior by resulting in a pleasant occurrence, a reward, a feeling of pleasure etc.: on the other hand, some behavior will produce a negative response, such as burning a hand when putting it in a flame, or inciting the wrath of a parent by disobeying an order. As negative reinforcement will deter the person from behaving in that way in the future, i.e. it is a PUNISHING STIMULUS. These are the basic tenets of Skinner?s theory of personality development - that it is shaped by the experiences of the individual, and that aberrant behavior can be modified by inducing appropriate behaviors in a controlled setting. However, Skinner recognized that in one sense, all behavior is inherited , since the organism that behaves in a certain way is the product of natural selection (Skinner, 1974, p. 43). He believed OPERANT CONDITIONING is as much a part of genetic endowment as digestion or gestation. Skinner further believed that, while the conditions under which a person acquires behavior are accessible and can be manipulated, the conditions under which a species acquires behavior are out of reach."
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Theology and Personality Development, 2005.
A discussion on personality development according to the theories of Adler, Jung, Erikson and Rogers.
3,150 words (approx. 12.6 pages), 10 sources, $ 124.95
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Abstract
This paper discusses how the differences between personalities develop from a psychological point of view and a theological point of view. The paper discusses the theories of Adler, Jung, Erikson and Rogers with respect to theology and psychology. The paper concludes that the one closet to a theological perspective in personality development is Adler.
From the Paper
"Theological and Psychological Approaches to the Study of Personality In today's highly scientific and technological world many issues that are not computer and technologically related are oftentimes relegated to the annals of forgotten history. No longer are there ensuing debates regarding Rene Descartes' ageless words Cogito Ergo Sum or I think, therefore I am, the subject of debate in college classrooms or local campus coffee houses. Due to emerging monumental technological advances in virtual reality since Descartes first coined the phrase in the seventeenth century, "My computer thinks, therefore I am" has become the contemporary version of this statement. Descartes' words have most definitely given way to a lesser meaning by way of our popular culture. Today it is the computer that possesses knowledge over mind and human thought has now been relegated to the artificial intelligence capabilities of a machine."
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Personality Development, 2005.
A psychological discussion on personality development.
900 words (approx. 3.6 pages), 4 sources, $ 35.95
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Abstract
This paper is a high level discussion of development and personality theories in psychology. Through the use and examination of President George W. Bush contrasts between the impact of environment and heredity are discussed, inclusive of his father's impact and life in Texas. A review of contrasting developmental theorists of adult cognitive development verse those that end at adolescence is also reviewed relative to President Bush.
From the Paper
"Developmental theories abound in the field of psychology, ranging from Paiget to Maslow to a host of others. As our text points out (Leahy, 2004), developmental psychology seeks to address to various aspects of human development: physical, cognitive, emotional, personality, and moral. In looking at the life of George Bush, Jr. there are many forces that have strongly impacted his life and in turn his ultimate election as president of the United States. This paper will focus on these various forces and highlight the distinction between heredity and environmental forces upon President Bush's psychological developing, inclusive of a look at his moral and emotional development. Of interest to President Bush is the effect that his parental practices and social support systems had in optimizing his development, especially in light of his father having also been President of the United States."
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Long-term Stability in Personality Development, 2002.
This paper addresses the question of whether or not personality development is largely complete by the age of five years, remaining basically consistent from that point into adulthood and beyond.
1,019 words (approx. 4.1 pages), 1 source, MLA, $ 36.95
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Abstract
The paper addresses many studies that have been done on this issue, noting that there have been positions taken by researchers on both sides of the question. This issue is particularly significant because it also relates to many other questions in the field of developmental psychology and personality theory.
From the Paper
"The question of whether or not personality development is completed as early as age five has been looked at by researchers for many years each using many different methodologies. According to Caspi, it is a particularly difficult question to study ?because it requires costly and time-consuming longitudinal studies that track people over time and across multiple developmental studies? (158). Because of this problem, methodological questions have been raised about many of the studies that have been done."
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Birth-order & Personality Development, 1989.
Psychological study of impact of birth-position (first-born, "middle" children & youngest children) on personal & social development.
1,350 words (approx. 5.4 pages), 5 sources, $ 47.95
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From the Paper
"This paper discusses the significance of birth.order in personality development. Both folklore and modern psychological studies have indicated that a child's position in the "family constellation" of siblings has a major impact on personality traits. First.born and last.born children show particular traits related to their positions in the family, while "middle" children also share distinct characteristics. These patterns are further modified by gender and by the age separations between children.
Apart from our parents, the individuals with the greatest impact on our early lives are our siblings: our brothers and sisters. While these siblings all have different and unique personalities, certain basic patterns have a major impact on the ways we relate to them, and they to us. In particular, the sex and birth.order of children shape the ways in which they relate (...)"
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Personality Development, 2004.
An analysis of the development of a person's personal identity.
858 words (approx. 3.4 pages), 5 sources, MLA, $ 30.95
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Abstract
This paper discusses the development of one's personality. Based on a combination of the opinions of experts and the author's personal observations, the paper contends that all human personality development is variable and different. The paper also claims that personality development springs from complicated interactions of 'nature' and 'nurture' plus outside environmental characteristics, such as social and cultural expectations, peer group interactions and the influences of teachers and other relatives.
From the Paper
" Within all human beings, personal identity, or the image one has of oneself, is affected by an intricate mixture of genetic and environmental variables, unique to every individual. For example, studies have shown that even among identical twins raised under identical circumstances within the same households, less-than-identical personality characteristics emerge (Vandell, 2000; Harris, November 2000). According to Lykken (1997), the good or bad influences of one's peer group have more to do with personality development than often assumed, but others (Tavris, 1998; Vandell, 2000; Harris, November 2000) feel that a child's personality is most responsible for personality development. "
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Personality Development Online, 2007.
This paper examines how people develop personalities on the Internet.
1,553 words (approx. 6.2 pages), 8 sources, APA, $ 50.95
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Abstract
This paper presents a detailed examination of personal implications of the Internet. The writer explores the way people use the Internet to develop personalities and become part of online communities worldwide. The paper takes a look at the well-known site, Myspace.com as well as other sites. The writer argues that stereotypes have a significant impact on perception as people come online where no one can see them and become whatever they wish.
From the Paper
"The technological boom of the past 20 years has taken mankind to heights never before dreamed possible. Today with the click of a button one can plan and take vacations, manage stocks, shop worldwide and chat with people around the globe. While the ability to shop and pay for purchases is fun, there have been many years of paying for things in alternative fashion including credit card by phone. The real innovation when it comes to the Internet experience is the connection with other people. The Internet community has provided an explosion of new availability to explore other cultures and communities. In addition, the Internet provides an arena to become whatever and whoever one wants to become. The young man who is so shy at school can become a football hero online simply by typing that he is one. The woman who weighs 400 pounds and has never had a date can become a professional model online and woo the men who "chat" with her under her screen name of "Glamourbabe". Regardless of what a person seems to be in real life they can go online and become someone completely different. People who spend time online often participate in two kinds of communication. They are involved with emails that they may send to family and friends one on one, and they are often also involved in an online community in which they take part in open discussion with the entire group through chatrooms or message board/newsgroups. Myspace.com and other Internet sites have recently come under fire when predators have taken on different personalities through the sites and lured youngsters to their death or harm by pretending to be someone they aren't as well."
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Personal Values Development, 2005.
Describes the student's personal values development.
1,150 words (approx. 4.6 pages), 0 sources, APA, $ 39.95
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Abstract
This paper describes the student's personal values development--the people and other factors that have influenced the development of personal values, and what some of those values are.
From the Paper
The development of my personal values has come about through a variety of sources. One of the first influences was my close relationship with my grandmother who was a Greek immigrant..."
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Personal Development, 2002.
An analysis of Stephen Covey?s "Seven Habits of Highly Effective People and Principle Centered Leadership", and Peter M. Senge?s "The Fifth Discipline".
1,330 words (approx. 5.3 pages), 2 sources, $ 44.95
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Abstract
This paper analyzes and examines the above books and discusses the seven habits of highly effective people. Based on these readings, the author provides a personal development plan on three specific behaviors she feels would be important for her to develop as a leader.
From the Paper
"The third habit of highly effective people is putting first things first. As Covey notes, individuals and/or teams should ?create a clear, mutual understanding of what needs to be accomplished, focusing on what, not how; results not methods. Spend time. Be patient. Visualize the desired result.? Simply put, in order to develop a personal development plan or other concept, individuals and/or teams need to prioritize. It is impossible for anyone, in one year?s time, to work on everything they would like to learn. Having nine, ten, or more goals and dozens of objectives is akin to being set up for failure."
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Early Childhood Trauma in the Development of Borderline Personality Disorder, 2002.
An in-depth analysis of whether trauma in childhood may lead to the development of BPD.
6,540 words (approx. 26.2 pages), 8 sources, APA, $ 150.95
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Abstract
This paper includes an extensive literature review of the role of trauma in the development of BPD, along with a clinical case study of a girl with BPD, and a transcript of an actual conversation between therapist and patient. BPD is characterized by a combination of impulsive, emotional, and cognitive deficits in personality functioning. The disorder seems to develop as a result of early childhood trauma, especially traumatic experiences related to parental neglect and abuse. Children who are classified as being highly abused tend to have greater tendencies toward developing BPD than non-abused children. This paper explores the association between childhood trauma and the development of borderline personality disorder in adult females.
From the Paper
"Borderline Personality Disorder is characterized by an array of symptoms that are most prevalent in females. According to the DSM-IV, BPD is defined as: A pervasive pattern of instability of interpersonal relationships, self-image, and affects, and marked impulsivity beginning by early adulthood and present in a variety of contexts, as indicated by five (or more) of the following: 1. Frantic efforts to avoid real or imagined abandonment 2. A pattern of unstable and intense interpersonal relationships characterized by alternating between extremes of idealization and devaluation. 3. Identity disturbance: markedly and persistently unstable self-image or sense of self. 4. Impulsivity in at least two areas that are potentially self-damaging (e.g., spending, sex, substance abuse, reckless driving, binge eating). 5. Recurrent suicidal behavior, gestures, or threats, or self-mutilating behavior. 6. Affective instability due to a marked reactivity of mood (e.g., intense episodic dysphoria, irritability, or anxiety usually lasting a few hours and only rarely more than a few days). 7. Chronic feelings of emptiness. 8. Inappropriate, intense anger or difficulty controlling anger (e.g., frequent displays of temper, constant anger, recurrent physical fights). 9. Transient, stress-related paranoid ideation or severe dissociative symptoms. (American Psychiatric Association, 1995) "
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"The Developing Person through the Life Span", 2002.
An analysis of the first chapter of this book by Kathleen Stassen Berger which introduces the fundamentals of human development.
750 words (approx. 3.0 pages), 2 sources, MLA, $ 26.95
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Abstract
This paper gives an analysis of the first chapter of the book that concentrates on the bio-social, cognitive and psychosocial aspects of development. The paper shows how the student can explore the processes undergone in the human life-cycle and learn about the influences on development such as socio-economic status, genetics, culture, school, family and society. The different research methods are explained.
From the Paper
"Firstly, the development means change in quantity such as increase in vocabulary and then in quality such as acquiring the concept of rhyming words. However, special concern is given to distinctive new thought along with the behavior patterns. Secondly, the author?s developmental psychology book is concerned with not only identifying what changes occur during the human life cycle, but also discovering why these changes take place, and how they take place."
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Birth Order and Personality, 2007.
This paper explores the idea of personality development being affected by the order of a child's birth.
1,254 words (approx. 5.0 pages), 4 sources, APA, $ 42.95
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Abstract
The paper researches the theory of birth order and personality development and shows how the theory of birth order can only be positively identified with poor families because of financial insecurities that occur with a greater number of children. The paper relates that one specific element cannot alone create the personality of a child; environment, birth order, society, the family ideals and economic factors all affect a person. The paper concludes that, while the concept of birth order in regard to personality development can be applied to some children, it is not a universal standard that explains the complete personality of all people.
From the Paper
"The idea of personality development being affected by the order that a child is born into the family has been debated for decades. Some researchers suggest that when there is more than one child in the home the children will take on certain personality characteristics simply because of when they were born in relation to other children. Yet, other researchers suggest that the concept of birth order and personality development cannot be proven, or is only evident in poor families. Furthermore, within the debate is the insistence that what many researchers focus upon as birth order affecting children's personalities is actually environmental factors that have not been considered. Because the debate surrounding this issue is so vast, it is apparent that no one common factor can measure the personality development of a child because each child is subjected to his or her own world, which is filled with elements impacting personality."
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The Biological Basis for Personality, 2008.
An analysis of the impact of environmental cues on the genetic predisposition of personality development.
2,561 words (approx. 10.2 pages), 5 sources, APA, $ 77.95
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Abstract
This paper is based on the premise that personality development is affected by the environmental cues an individual experiences throughout his or her life, within the confines of the genetic predisposition. It analyzes this perspective by focusing on two critical points. It discusses that there is an emerging consensus as to what constitutes the fundamental dimensions of personality traits and it suggests that these traits have a strong biological and evolutionary basis.
From the Paper
"Though it can be difficult to accept from a philosophical perspective, the evidence gleaned from several large twin studies clearly concludes that genetics plays a significant role in determining personality, accounting for roughly two-thirds of all observed personality differences. With such a significant influence, it becomes evidence that the role of the environment is greatly diminished and likely only affects how biological personality traits will express themselves, not which traits will develop. From a practical perspective, this means that clinicians must shift from an environmental control model of treatment to one that more fully addresses the basic biological underpinnings of personality development and personality disorders."
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Assessing Personality, 2007.
This paper examines the Myers-Briggs personality test, developed by Katharine Cook Briggs and her daughter.
925 words (approx. 3.7 pages), 2 sources, MLA, $ 32.95
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Abstract
The paper explores the Myers-Briggs personality test designed to assist a person in identifying their personality preferences. The paper discusses how the test is frequently used in the areas of pedagogy, group dynamics, employee training, leadership training, marriage counseling and personal development. The writer then examines the Minnesota Multiphasic Personality Inventory test and maintains that this and the Myers-Briggs test are both ineffective in diagnosing a personality disorder. There are many variables for both tests which can hinder an accurate diagnosis and so additional treatments and evaluations must be given to confirm any illness.
From the Paper
"According to Berens and Nardi, "the Myers Briggs model of personality is based on four preferences." 1. If you prefer to direct your energy to deal with people, things, situations, or "the outer world", then your preference is for Extraversion. If you prefer to direct your energy to deal with ideas, information, explanations or beliefs, or "the inner world", then your preference is for Introversion. 2. If you prefer to deal with facts, what you know, to have clarity, or to describe what you see, and then your preference is for Sensing. If you prefer to deal with ideas, look into the unknown, to generate new possibilities or to anticipate what isn't obvious then your preference is for Intuition."
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Sigmund Freud's Theory of Child Development, 2006.
An overview of the Freudian psychoanalytical model of child personality development.
2,440 words (approx. 9.8 pages), 3 sources, APA, $ 74.95
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Abstract
This paper summarizes and discusses the psychosexual stages of development put forth in Sigmund Freud's "Three Essays on Sexuality". The paper also explains that while almost all of the conclusions drawn by Freud regarding childhood development have been rejected by today's researchers, many of the assumptions underlying Freud's theory of development have been accepted. The paper then goes on to discuss these assumptions and explains that, whether or not a person agrees with Freud's theories, sexuality does not occur all at once and that sexual education is about children learning the values and feelings related to sex.
From the Paper
"During the third stage, the phallic stage of development, between the ages of two and six, the child derives pleasure through stimulation of the genitals or masturbation. During this period, the child becomes aware of his or her parents as sexual objects, which leads to repression of aggressive and sexual urges towards them and identification with either the mother or the father. Here, according to Freud, the paths of male and female children diverge. Male children begin to desire their mother sexually, but they realize that they cannot do so without killing their father or somehow taking his place. Freud called this the "Oedipal complex". Since actually killing their father is forbidden, male children instead identify with him, attempting to model their own beliefs and behaviors after his. Female children, on the other hand, begin to desire sexually their father, the "Electra complex", in part as a consequence of their own lack of a penis, which sexual intercourse can, in a way, rectify. They begin to resent their mother, in part as a consequence of feeling that their mother is responsible for their lack of a penis. However, since both having sex with the father and killing the mother are forbidden, they satisfy their desires by identifying with the mother. "
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