UNIT 1 PERSONALITY AND INDIVIDUAL

DIFFERENCES*
Structure
1.1 Objectives
1.2 Introduction
1.3 Individual Differences
1.3.1 Factors Contributing to Individual Differences

1.4 Defining Personality

1.4.1 Aspects of Personality

1.5 Theories of Personality

1.5.1 Psychodynamic Theory of Personality
1.5.2 Behavioural and Cognitive Theories
1.5.3 Humanistic Theories
1.5.4 Trait Theories of Personality
1.5.4.1 Five Factor Theory
1.5.4.2 Biological Trait theory
1.5.5 Behavioural Approach System and Behavioural Inhibition System
1.5.6 Indian Perspective on Self and Personality

1.6 Let Us Sum Up

1.7 Key Words
1.8 Answers to Self Assessment Questions
1.9 Unit End Questions
1.10 References
1.11 Suggested Readings

1.1 OBJECTIVES
After you go through this Unit, you will be able to:
Explain the concept of individual differences;
Define personality;
Know the aspects of personality;
Discuss the various theories of personality; and
Explain Indian perspective on self and personality.

1.2 INTRODUCTION
Personality is one of the indicators of individual differences. It is a commonly used term.
However we need to understand it in a proper way as it has implications in many fields
including our academic success, interpersonal relationship, social behaviour and job

* Prof. Swati Patra, Faculty of Psychology, School of Social Sciences, IGNOU, New Delhi 13
Individual performance. Personality traits also impact our physical as well as psychological health
Differences and well-being.They are strong correlates of our happiness across temporal and situational
factors. Individual differences are also studied in other aspects such as intelligence,
creativity, interests (educational and vocational) and leadership. Study of such individual
differences contributes a lot to our understanding of who we are.
In the present Unit we will mainly discuss about the concept of individual differences
and the factors that contribute to individual differences. Further, the term personality
will also be defined and its theories will be explained in detail, including psychodynamic
theory of personality, behavioural and cognitive theories, humanistic theories and trait
theories of personality (five factor theory and biological trait theory). The Unit will also
cover behavioural approach system and behavioural inhibition system besides the Indian
perspective on self and personality.

1.3 INDIVIDUAL DIFFERENCES

Individual differences, as the term suggests, refers to how individuals differ from each
other. Different people have different interests; and their behaviour is influenced by
these interests, likings, dislikings, values and beliefs etc. Even if we are of the same age
group or gender, we are aware of how we differ from others and, others are also aware
of these differences. For instance, you may like dancing and gossiping with friends, but
your friend may not like these, she may prefer painting and interacting with a few friends
only. Further, your friend may be good in playing football, but you may not be that
skilled in football. If you take note of people around you, you will find many such
differences. One student is good in language whereas another student in the same class
may be good in science. Thus we find individual differences in personality, intelligence,
interest, motivation and so on.
Psychology tries to address these individual differences and studies the nature of the
differences, factors affecting it and the aspects of individual differences. You may be
wondering here that, on the one hand, we say there are similarities among individuals,
as we have the stages of development that have similar characteristic features,
developmental tasks and needs; and on the other hand, we say there are individuals
differences. But this is not at all contradictory. Though individuals of a particular
developmental stage share similar needs and demands, they also differ from each other
owing to their hereditary and environment related factors.
Psychology of individual differences, thus, is the scientific study of the observable
differences between individuals. It is also called as the ‘Differential Psychology’,
which studies these differences as observed by the self and others and their underlying
psychological determinants. The study of individual differences enables us to understand,
explain and predict the likelihood of an individual behaving in a particular way. It studies
such aspects of the individual as personality, intelligence, motivation, creativity and
problem solving. It focuses on what makes the individual unique. As put by Tomas
Chamorro-Premuzic (2015), the goal of individual difference researchers is to identify
the most general aspects underlying individuality and conceptualize a theoretical
classification for predicting differences and similarities in human thought, emotionality,
and behaviour. Thus the study of individual differences tries to explain the ‘how’ and
‘why’ of the human behaviour by focusing on the underlying psychological determinants.

1.3.1 Factors Contributing to Individual Differences

The individual differences that we will be focusing on are related to the psychological
14 characteristics. People also differ in their physical characteristics. Generally we are
more similar to our parents/ siblings than individuals from outside the family. These Personality and
physical similarities are more obvious as compared to the psychological characteristics. Individual Difference
The role of heredity is mostly important when we talk of physical features such as black
eyes or fair complexion and other such aspects. However, when we talk of psychological
characteristics such as intelligence or personality, are we similar to our parents or are
we different? Whether genetics has a role to play here or the environmental factors
including the child rearing practices, early stimulating environment, good school
environment etc. have an impact on the development of these psychological
characteristics? This nature (heredity) vs. nurture (environment) debate is central to the
study of individual differences. A relatively new area of study related to this is the
behavioural genetics, which refers to the study of biological basis of individual
differences. Differential psychology has used various research methods ranging from
brain imaging to studying the impact of early childhood experiences. It has studied the
role of genes as well as the influence of cultural practices on the human behaviour.
Self Assessment Questions I
1) Individual differences studies differences between individuals: True or False
2) Psychology of individual differences is also known as ................................. .
3) Two main factors that affect individual differences are ............... and
............... .

1.4 DEFINING PERSONALITY

The term ‘personality’ is used so commonly that we need to differentiate the lay
connotations of personality from the scientific way of defining personality. We usually
say, ‘that person has a great personality’, ‘she has a charming personality’, ‘the two
brothers have very different personalities’, ‘my grand father had a very strong personality’
or ‘he does not have a personality’. So what do we mean by personality? What does it
include? The term ‘personality’ comes from the Latin ‘persona’ which means ‘mask’.
You are showing some aspect of yourself, but you may actually be different within,
behind the mask. When we refer to a person as being shy or clever, we mean personality.
In other words, it refers to characteristic ways of behaving. But personality is not so
simple as we function in a complex and ever-changing world. Thus, the everyday use of
the term personality refers to the outer roles or characters played by the person and
relates to nice or charming ways of behaving.
If we define personality in terms of individuality or having individual differences, it may
not fully convey the meaning. Individuals differ in physical characteristics, age, gender,
nationality, language and so many other aspects that may not be exactly relevant from a
personality viewpoint. Hence, we need to emphasize individual differences in
psychological characteristics such as thinking, mental ability, problem solving, emotion,
motivation and interests. However, here again, it may be noted that mental abilities or
intellectual abilities are not covered under personality. Psychologists usually deal with
individual differences in personality and intelligence separately. Thus, personality consists
of non-intellectual abilities. The issue here is when we consider emotions and moods,
or attitudes and habits, which are all non-intellectual aspects, can they be part of
personality? One is angry or sad, one is short-tempered, or one prefers studying late
night, or one has strong attitude against reservation policy for specific groups of society.
In all these cases, it is a fleeting emotion and may not be enduring or stable over time.
Even though attitude and habit are lasting, still they relate to some specific responses or
actions. Whereas, personality needs to be stable as well as broad.
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Individual Thus, personality (Haslam, Smillie & Song, 2017) refers to those individual differences
Differences that (1) are psychological in nature, (2) fall outside the intellectual domain, (3) are
enduring dispositions rather than transient states, and (4) form relatively broad or
generalized patterns. Further, it also studies the underlying psychological mechanisms
(Funder, 1997) that explain the individual’s characteristic patterns of thought, emotion
and behaviour.
As we see by now, personality has more to it than we thought. Now let us see some
definitions of personality as given by various psychologists. It was Gordon Allport who
published the first major textbook of personality psychology in 1937. Initially he defined
personality as “the sum total of all the biological innate dispositions, impulses, tendencies,
appetites, and instincts of the individual, and the acquired dispositions and tendencies
acquired by experience.” Later on he revised it (1961, p.28) and defined personality as
“the dynamic organization within the individual of those psychophysical systems that
determine the individual’s characteristic behaviour and thought”. This definition
emphasizes on the following main aspects:
Organization: refers to the idea that personality is whole. It is the individual in
totality, not a few aspects of the individual. Thus, personality is specific and unique
for each and every individual.
Dynamic: indicates that personality is not static but dynamic in nature. It is adaptive
and sensitive to the context and the environment. Personality of an individual keeps
adjusting itself to the environment on a continuous basis. A fine balance is maintained
between the environmental and the inner forces.
Psychophysical systems: includes both the physical or biological as well as
psychological or mental aspects of the personality.
Characteristic behaviour and thought: refers to traits which indicate relatively
stable and consistent ways of thoughts, emotional responses and behaviour.
In a similar way, Walter Mischel (1973) states, personality consists of the distinctive
patterns of behaviour including thoughts and emotions that characterize each individual’s
adaption to the situations of his or her life.
Here let us know a little more about personalty traits and states. These can be said to
mark the difference between the dispositional and situational approaches to personality.
Traits underlie an internal disposition or preference to act. Thus, it focuses on differences
between individuals – why different individuals differ in their thoughts, feelings or
behaviour. Whereas, State approach refers to differences within the individual – why
the same individual thinks, feels or behaves differently in different situations. Your
behaviour in a party scenario definitely differs from your behaviour in the workplace.
Thus, while traits reflect how you generally act or your typical behaviour, it may not
indicate how you will act in a particular situation.
Research has generated evidence for the biological basis of personality traits (e.g.
Turkheimer,Pettersson & Horn, 2014). Genetic factors, brain structures and
neurochemistry have been found to play important role in personality. Neuropsychology
which studies how the brain relates to specific psychological processes and behavioural
genetics, studying the biological basis of our behaviour have enhanced our understanding
of human personality. In fact, Yamagata et al. (2006) have found evidence for the
genetic basis of personality traits across cultures. Of course, the environment also plays
a role as the expression of the genes in the individual is affected by it. Hence personality
is a complex interplay between the genetic make up and the factors related to one’s
16 environment.
Genes are also responsible for producing biological differences in personality. These Personality and
differences are called temperaments which refer to general tendencies to feel or act in Individual Difference
particular ways. These are broader than personality traits and are more stable (Rothbart,
2011) as they have biological roots. Three main types of temperament as described by
Buss & Plomin (1984) are activity level, emotionality and sociability.

1.4.1 Aspects of Personality

Thus, from the above discussion, it can be said that personality includes the physical,
biological, psychological as well as social aspects.
Biological aspects include:
physical appearance of an individual.
physiological processes and hormones which have an effect on the personality
and behaviour of the individual.
temperament also plays an important role in shaping one’s personality.
Psychosocial aspects include:
Interests of the individual.These interest are acquired and may be influenced by
parents, peer group and other situational factors.
Abilities of the individual also have an impact on his personality.
Sociability of the individual, which refers to relating and interacting with others in a
social environment.
Emotional characteristics of the individual shape the personality of the individual.
Typical behavioural responses.
It may be noted here that consistency in the above psychological characteristics is
important to be considered as personality traits.
Self Assessment Questions II
1) When individual differences are transient in nature, can it be called as a part of
personality? Yes or No
2) Analyze the definition of personality given by Allport.
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3) What is temperament?
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Individual 4) Differentiate between state and trait.
Differences
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1.5 THEORIES OF PERSONALITY

The trait approach has been the dominant model to explain personality. However,
personality has also been explained and understood from the viewpoint of major
psychological theories such as psychoanalytic, behavioural and humanistic theories.
We will now consider the various theories of personality including the contemporary
trait theories and biological theories of personality.

1.5.1 Psychodynamic Theories of Personality

Freud was the pioneer in psychodynamic theories of personality which includes theories
mainly by Freud, Erikson and Adler. Freud’s original theory was called psychoanalysis.
The psychodynamic theories including psychoanalysis emphasize the role of unconscious
motives, desires and forces in shaping the personality of an individual. It is called dynamic
as there is a constant tussle or conflict between the unconscious and conscious
psychological forces. According to Freud, our behaviour and personality is determined
by unconscious needs, memories and motivation. Our thoughts, feelings and motives
underlying behaviour are mostly unconscious. Freud represents the unconscious part
as the greater portion of an iceberg lying under water whereas the smaller portion of it
above water represents the conscious awareness. The unconscious contains those mental
processes that are not easily available to the individual.

Figure 1aF : Freud’s Theory

(Source: commons.wikimedia.org)
When one is governed by these unconscious forces about which one is not aware, it
leads to conflict between the three structures of personality such as the id, the ego and
the superego. Thus, Freud proposes three basic structures of personality, and interaction
18 between these determine the nature of the individual’s personality. The id resides in the
unconscious level, refers to the unconscious desires and is governed by the pleasure Personality and
principle, i.e., you want to satisfy or fulfill your desires instantly disregarding the situational Individual Difference
factors or societal norms and rules. The superego refers to the moral side which is
governed by the rules and standards of conduct of the society. Parental regulations and
societal expectations influence the development of superego. It acts as a keeper of
morality and prevents the undesirable wishes of the id. The ego which operates on the
reality principle tries to balance between the unwanted desires of the id and the moral
dictats of the superego. It employs rational thinking and problem solving. In the process,
the ego uses defense mechanisms to handle the conflict and reduce the anxiety caused
due to the conflict. Defense mechanisms are mental mechanisms that protect the person
from breaking down in the conflict between the id and the superego.These operate at
the unconscious level. Examples of some common defense mechanisms are given below.
Rationalization: giving a justification or logical reason for behaviour that otherwise
would be considered as inappropriate or wrong, e.g., the student copies in an exam
because other students also did it in the brief absence of the examiner.
Denial: refuse to accept the fact as it will lead to anxiety and cause distress, e.g.,
parents refusing to accept that their child has failed the class test (as it will reflect
badly on them).
Sublimation: channeling undesirable impulses into socially acceptable and constructive
behaviour, e.g., channelizing aggression into excelling in football or gardening
etc.
Regression: going back to an earlier stage of development and, behaviour and
mannerisms characteristic of that stage, e.g., the adolescent starts bed wetting when
parents put pressure for high academic performance.
Repression: repressing or removing the source of distress and anxiety from the
awareness, thus, it is not available in the conscious e.g., person forgets the abuse
incident of the childhood.
Reaction Formation: avoids an unacceptable, uncomfortable and distressful thought
(that are actual) about the self by overemphasizing the opposite of it, e.g., being
excessively generous to avoid thoughts about one being miser.
Projection: projecting or attributing one’s unacceptable thoughts and qualities to
someone else, e.g., attributing one’s angry feelings to the traffic situation/the other
person.
Displacement: shifting the emotional reaction from one person/ object to another,
e.g., anger at the boss in the workplace is expressed on your spouse or child at
home.
Freud has emphasized that early childhood experiences play an important role in
personality. According to him, the development of personality occurs in five stages
which he has termed as psychosexual stages of development, marked by the
unconscious desire of children to satisfy their libidinal urges.These are the Oral stage
(birth to 18 months), Anal stage (18months – 3 years), Phallic stage ( 3 – 6 years),
Latency stage (6 – 12 years), and Genital stage ( 12 - 20 years). In each of these
stages, the child’s source of pleasure is focused on one of the erogenous zones such as
the mouth, the anus, and the genitals. Infants in the oral stage satisfy their hunger by
being breast-fed; so they associate pleasure with mouth. In the anal stage, they are
toilet trained, and hence the focus is on anus. This is followed by the phallic stage where
the children become curious about their genitals. In the latency stage, the libidinal urges 19
Individual are suppressed. Finally, the genital stage is marked by a mature and healthy interest and
Differences attitude towards sexuality, intimate relationships and reproduction. Progression through
these stages marks the development of personality. Children need to move from one
stage to the next successfully by not getting fixated in a particular stage. Fixation may
happen by the way children are raised and the disciplinary methods used by the parents.
For example, if the parents follow strict toilet training, it may affect the child in a different
way than the use of proper discipline. Similarly, excessive indulgence in the oral stage
makes the child fixated at that stage and the child as an adult seeks to derive pleasure
through the mouth, such as smoking. Thus, how the child makes progress through these
psychosexual stages affects the development of a mature adult personality.
Freud’s theory has been criticized a lot, especially his emphasis on sexual urges. However,
the influence of Freud has been seminal, and it has resulted in neo-Freudians who,
while rejecting some aspects of Freud’s thinking, has accepted the notions of unconscious
forces, and have brought into focus many other influences such as the self and the social
interactions.

1.5.2 Behavioural and Cognitive Theories

Freud’s emphasis on internal processes have been criticized by the behaviourists such
as Skinner who focused on behaviour as being a learned response through
reinforcement. Thus behaviourists proposed that personality is influenced by learning
and, learning occurs through patterns of reinforcement. According to Skinner’s operant
conditioning theory, personality is influenced by the reinforcing consequences of the
individual’s behaviour. He talks about operant behaviour versus respondent behaviour.
Behaviour which is elicited by stimuli in the environment are called respondent behaviour.
These are involuntary and the behaviour occurs automatically in response to the particular
stimulus. However, operant behaviour/responses operate on the environment which
causes changes in the environment. These changes have reinforcing consequences on
future response of the individual with regard to the particular stimulus. Thus, the operant
behaviour is also known as instrumental behaviour. It is voluntary. The reinforcement in
operant behaviour is associated with the response, not the stimulus.
According to Skinner, our behaviour is shaped by reinforcement. He has proposed the
method of successive approximations or shaping to influence behaviour and personality.
It talks about rewarding the desired behaviour in gradual steps, first starting with related
behaviour and then gradually proceeding to the actual behaviour. Let us now briefly
discuss the types of reinforcement as given by Skinner and the schedules of
reinforcement. A reinforcer is a stimulus that increases the strength of a particular
response/behaviour when given after the occurrence of that response. The reinforcer
can be positive or negative. Positive reinforcement is when you add something pleasant
or desirable, e.g., when you get a medal or cash prize after winning a debate, it acts as
a reinforcement for you. Negative reinforcement is when you take away or remove
something unpleasant or undesirable, e.g., Sonu agreed to his mother that if he would
give the garbage to the person who comes to collect it thrice a week, he can get to play
games on the mobile (restriction on playing mobile games removed).
Skinner’s reinforcement schedule is based on the intermittent reinforcement which
refers to getting reinforcement not every time the individual shows the particular
behaviour. For example, when the rat in Skinner’s experiment did not get the
reinforcement every time it pressed the bar in the rat cage (called Skinner box), it is
called intermittent reinforcement. Whereas, continuous reinforcement refers to getting
the reinforcement every time the response is displayed. Intermittent reinforcement
20 schedule is further divided into four types: fixed ratio, fixed interval, variable ratio and
variable interval schedule. Ratio refers to number of responses and interval refers to Personality and
time period. Thus, fixed ratio involves giving the reinforcement after a fixed number of Individual Difference
responses, may be after every 3rd or 5th response. Fixed interval indicates that the
reinforcement is given after a fixed time period, say after every five minutes. In variable
ratio and variable interval, the number of responses and the time period after which
reinforcement is given, does not stay constant. It changes, e.g., you may get the
reinforcement after 3rd response, then after 2nd response, next after 7th response and so
on. The variable schedule of reinforcement has more impact on our behaviour.
Learning theories were limited in their explanation of personality and gradually the role
of social context and cognition was recognized in the understanding of personality.
Social learning theories of Bandura advocated that observation and imitation in the
social situation also affects our behaviour and has an impact in shaping our personality.
Earlier learning theories while explaining behaviour in terms of the learning principles,
did not take into account the social context. Bandura’s book on Social Learning and
Personality Development (Bandura & Walters, 1963) and other works focused on the
interaction of the individual with the environment. Later on Bandura renamed his social
learning theory as social cognitive theory, to emphasize the role of human cognition in
determining personality. Behaviour of other people, the social context, the environmental
factors, and one’s own thought processes all interact together. Thus, there is reciprocal
determinism among the factors which may vary in strength and in the degree of causation.
Bandura’s Social Cognitive Theory Diagram as indicated by P-B-E (Person – Behaviour
– Environment) is given below in Figure1bF. The diagram shows that there is a reciprocal
or two-way interaction among the factors related to the person, the environment and
the behaviour itself that affects the behaviour and shapes the personality. Sometimes
the environmental factors are more important in determining personality whereas at
other times, it may be the person’s cognitive factors related to the person are more
influencing factors.

Figure 1bF: Bandura’s Reciprocal Determinism

Other psychologists have also explained personality in terms of the cognitive factors.
Rotter (1954) has proposed the concept of locus of control which refers to the 21
Individual assumption held by people whether they have control or not over situations/events in
Differences their lives. When they assume that their responses and actions can directly influence the
consequences, they have control over it – this is called internal locus of control. External
locus of control assumes that the control is outside the individual and lies in other
individuals/situation/luck/fate etc. Rotter further said that internal or external locus of
control depend on the person’s ‘expectancies’ for reinforcement and the ‘values’ the
person ascribes to particular reinforcers. Thus, if you expect that study will lead to
good grades and you value getting good grades, you will devote more time and hard
work for study, indicating an internal locus of control.
Further, cognitive theorists also emphasize the personal beliefs, self-efficacy and
interpretations of social situations and the world that influence the behaviour and the
personality of the individual.
The CAPS (Cognitive-Affective Personality System) model of Walter Mischel
and Shoda (1995) also highlights the cognitive- affective influences on the behaviour of
the individual. They state that our behaviour and consequently our personality is affected
by four things: perception of the situation, affective oremotional responses to the situation,
skills of the person to deal with the situation and anticipation of the outcome of their
behaviour.
Self Assessment Questions III
1) What are the three basic structures of personality according to Freud?
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2) Name the four types of intermittent reinforcement schedule.
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3) Explain social learning theory.
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4) What is external locus of control?
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1.5.3 Humanistic Theories Personality and
Individual Difference
Humanistic approaches to personality contested the deterministic views of personality,
that is, personality as being determined by the influences of the unconscious and the
reinforcement patterns, both of which are not under the individual’s control. Humanistic
theorists believe that human beings are basically good. They aim at greater self-
understanding and strive for self actualization. Maslow’s hierarchy of needs puts
self-actualization as the highest motive. It starts from the basic biological needs, and
proceeds to psychological needs, ultimately aiming to fulfill one’s potential.

Figure 1cF: Maslow’s Hierarchy of Needs

The lower needs need to be satisfied, then only the person proceeds to the fulfillment of
the higher-order needs. Thus, basic needs of food, sleep etc. need to be fulfilled, then
only the person thinks of safety and security. All other needs become secondary to the
basic physiological needs.
The first four levels are called deficiency or deprivation needs or “D-needs”. If these
needs are not met, deficiency or deprivation is created, and the individual is motivated
to meet these needs. The last level of needs is called the being needs or “B-needs”. This
operates on growth motivation in contrast to the deficit motivation for the D-needs.
Maslow uses the homeostatic principles to explain the deficiency needs. Homeostasis
is the principle by which bodily system operates. Like a thermostat, it switches the heat
on when it is too cold and switches it off when it is too hot. When the individual lacks
something, s/he wants it; and when s/he gets it, the need is fulfilled and s/he moves on to
next things. When you have experienced neglect or abuse in childhood, your need for
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Individual love, care, security may continue unless otherwise fulfilled and it may characterize your
Differences behaviour and personality.
Humanistic theorists focus on the individual and their growth and development,
enhancement of the potential, well-being and quality of life of the individual. Thus, personal
well-being, growth, openness, experiences, personal responsibility, perceived reality
by the individual are discussed here. Humanistic theories have drawn the attention from
the negative side of human behaviour, i.e., the mental illness to the positive side of
human behaviour focusing on the possibilities of a better life, inherent goodness and
optimal mental health. Positive psychology which is a dominant field now within
psychology, can be traced back to the humanistic theories. It has emerged in a big way
in the last two decades when Martin Seligman made it popular by declaring it as the
theme of American Psychological Association (APA) in 1998.
Maslow has significantly contributed to the field by focusing on the person and the
meaning in life and self actualization. However, his theory has also been criticized on the
ground that we have instances of creative and great people actualizing their potential
despite poverty or deprivation or ill health. Thus, these needs can be seen as overlapping
in nature. Further, Maslow, in later years, added another dimension of ‘transcendence’
going beyound self-actualization (Maslow, 1996; Koltko-Rivera, 2006). It relates to
altruism and spirituality, in the quest of reaching the infinite. According to Maslow (1971,
p. 269), “Transcendence refers to the very highest and most inclusive or holistic levels
of human consciousness, behaving and relating, as ends rather than means, to oneself,
to significant others, to human beings in general, to other species, to nature, and to
the cosmos”.
Carl Rogers, another humanistic theorist, emphasizes the need for providing
unconditional love to the children by the parents for positive personality development.
The child when accepted without any conditions will develop into a fully functioning
person and develop a healthy personality. Two famous books of Rogers are ‘On
Becoming a Person’ (1961) and ‘Person to Person’ (1967). The theory focuses on the
person and their subjective understanding of their self. Unconditional positive regard,
genuineness and empathy are three hallmarks of the person-centered therapy developed
by Rogers. Also termed as the self-theory, it focuses on the person – their experiences,
feelings, values and beliefs, thus following a phenomenological approach.
The self or self-concept is the central tenet of Rogers theory. He defines self as the
organized, consistent, conceptual gestalt composed of perceptions of the characteristics
of the “I” or “me”, and the perception of the relationship “I” or “me” in interaction with
various aspects of life, together with the values attached to those perceptions. Thus, the
self develops through interaction with others and the consequent social evaluations
influence the development of the self concept to a great extent.
Rogers talks about personality in terms of the real self and the ideal self and the extent
to which there is congruence between the two. Real self refers to the actual you at
present and what you can become by self actualization. The ideal self refers to who you
would like to be ideally; it reflects the society’s expectations and demands of what you
should be. Congruence between the two would make for a healthy personality. However,
since perfect congruence may not be possible, the relative degree of congruence is
important. As a boy, if you have developed the self concept that boys do not cry, you
will face difficulty in situations where you may feel like crying, e.g., in the event of death
of your parent. If there is greater discrepancy between our self and our experiences, it
leads to maladjustment and eventually may even lead to personality disorganization and
24 mental illness.
Thus, humanistic theories emphasize on the individual as a whole, takes into account Personality and
their integrated personal experience, understanding the individual in the totality, aiming Individual Difference
at realizing the full potential and functioning as a whole. It focuses on the development
of the self and the congruence of the self with the experiences as important for a well
adjusted and healthy personality.

1.5.4 Trait Theories of Personality

Theories prior to the trait approaches, especially the psychodynamic theories focused
on the internal unconscious mental processes, early childhood experiences, emotional
attachment of children with the parents. Behavioural contingencies were emphasized in
the learning theories, whereas, social learning theories proposed that personal beliefs,
expectations, values, and the social context influence personality. The humanistic theories
talked about the inherent goodness, self-understanding, subjective experience, personal
growth and fulfilling the potential.
In contrast to all these theories, the trait theories describe personality in terms of different
traits which refer to dispositions or patterns of thought, emotion and behaviour. Thus,
people differ in their personality dispositions. Traits are relatively stable and consistent
over time and across situations. The trait approach highlights how individuals differ in
various traits, e.g., you may be very sociable while your sister is shy. Your close friend
may always be anxious, whereas, you are calm. Traits vary on a continuum from one
extreme to the other. However, majority of the people fall in the middle of the continuum
of the trait. Allport posits traits as central to understanding of personality. He has divided
traits into three groups such as cardinal, central and secondary traits depending on
the degree of their pervasiveness in an individual’s personality. Cardinal traits are the
most pervasive ones, including many other traits. Many aspects of one’s behaviour and
personality can be explained through cardinal traits. Central traits are less pervasive
than the cardinal ones, but still refer to generalized dispositions of the individual. These
traits can be directly observed in the individual. Secondary traits are less generalised
and cannot be directly or publicly observed. These are also less relevant for the personality
of the individual. When we know and interact with another person frequently and at an
intimate level, we become aware of the secondary traits, e.g., one’s interests, eating
habits etc.
Allport and Odbert (1936) initially have prepared a list of nearly 18000 words from the
dictionary that could be described as personality traits. Later on, Cattell (1965) reduced
these words by grouping, and then used a statistical technique called factor analysis to
finally come up with 16 personality factors. These factors are: warmth, reasoning,
emotional stability, dominance, liveliness, rule consciousness, social boldness, sensitivity,
vigilance, abstractness, privateness, apprehension, openness to change, self reliance,
perfectionsism, and tension. He termed these as source traits which refer to the underlying
basic factors which can explain one’s personality. The source traits exist at a deeper
level in contrast to the surface traits that are observable from outside. A surface trait
includes a set of behavioural characteristics that together describe the particular trait,
e.g., extraversion is described together by certain characteristics such as friendliness,
socially mixing, openness etc.
Cattell proposes that personality is a function of the situation and the person. The traits
interact with the situational factors and influence the personality. He denotes it with the
formula: R = f (S, P) where R refers to the person’s response, f is function, S is the
stimulus situation and P is the personality structure of the individual. Further, Cattell has
considered the relative contribution of heredity and environment in the development of
personality traits. This is reflected in his categorization of source traits into constitutional 25
Individual traits that are derived from the biological and physiological conditions of the person,
Differences and environmental-mold traits that are influenced by the physical and social environment
of the person.
1.5.4.1 Five Factor Theory
Later on another major theory called The Five- factor theory or the Big Five (McCrae
& Costa, 1999) focussed on five basic personality traits described by the acronym
OCEAN (openness, conscientiousness, extraversion, agreeableness and neuroticism).
Openness includes traits related to intellect, imagination, insightful, artistic and creative.
Conscientiousness includes being careful, thoughtful and organized. It includes paying
attention to details, planning, goal-directed behaviour and impulse control. Extraversion
includes traits like sociability, energetic, excitability, gregarious and assertive. There is
high emotional expressiveness. Agreeableness refers to trustfulness, being helpful, kind,
affection, prosocial and altruistic behaviour. Neuroticism refers to traits like being anxious,
moody and irritability. There is lack of emotional stability. Each of these five traits are
thus higher-order traits that consists of several inter-related lower-order traits (refer to
Figure 1dF).

Figure 1dF: The Big Five of Personality

According to the five factor theory, personality traits reflect the basic tendencies of the
individual, thus, highlighting a genetic or biological base for personality. Interaction of
these basic tendencies with the environmental factors influences the development of our
personality. The Big Five theory have been studied widely across cultures and evidence
point out its effectiveness in predicting a wide array of behaviours (Paunonen & Ashton,
2001; Heller, Watson & Ilies, 2004).
1.5.4.2 Biological Trait Theory
Eysenck (1967) proposed the biological trait theory,which places a great emphasis on
a biological basis for our personality. His theory proposes that personality consists of
three dimensions or super-traits, also called types, that can explain personality in contrast
to the 16 traits as given by Cattell. These traits are introversion-extraversion, emotional
stability-neuroticism, and low constraint-high constraint (refer to Figure 1eF). The last
26 dimension was earlier known as psychoticism. However, the term was renamed, as
psychotisism refers to psychological disorder which Eysenck did not mean. When Personality and
Eysenck talks about types, he does not mean discontinuity. Rather, these three dimensions/ Individual Difference
traits range from one extreme to another extreme. Introversion refers to being shy and
reserved whereas extraversion refers to the sociableness and outgoing nature of the
person. This trait is similar to the extraversion trait in the Big Five theory. Emotional
stability refers to consistency in one’s moods and emotions. On the other hand,
neuroticism dimension which is also there in the Big Five, refers to being more emotional,
tense, anxious and moody. Constraint trait refers to the ability to control impulses, and
this is similar to the conscientiousness trait of the Big Five.In the Figure 1eF, the constraint
trait ranges from low constraint/high psychoticism (the neurotic-extraversion segment)
to high constraint/low psychoticism (the introversion-emotionally stable segment).
Neurotic (Unstable)

Extraversion
Introversion

Emotionally Stable
Figure 1eF: Eysenck’s Trait Theory of Personality
According to Eysenck, these personality traits such as introversion or extraversion are
affected by the biological processes. For example, arousal which is governed by the
Reticular Activating System (RAS), leads to differences between introversion and
extraversion. Arousal refers to the level of excitation ranging from low arousal (e.g.,
sleep) to high arousal (e.g., being panic). Each individual has an optimal level of arousal
that helps him to function effectively. Introverts have high arousal level, so they are very
sensitive to any stimulus. They avoid situations/stimulus that will create further arousal
and overwhelm them, for instance, facing an interview, public speaking etc. Since they
usually operate above their optimal arousal level, they do not want any additional arousal.
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Individual They prefer few stimuli, calm environment. On the other hand, extroverts have low
Differences arousal level and thus they are not very sensitive. They need to have more arousal to
function effectively. So they seek out such simulus or situation that lead to excitation.
Similarly, neuroticism is explained in terms of the sympathetic nervous system or visceral
brain. It talks about lower thresholds for activation in the visceral brain in case of
neuroticism. So they get easily upset, anxious and irritable. In contrast, higher thresholds
for activation leads to more emotional stability.
Thus, the biological factor affect our thought, emotions and behaviour. However, Eysenck
also recognizes the contributing role of the environment in addition to the biological
factors.

1.5.5 Behavioural Approach System and Behavioural

Inhibition System
One of the recent theories emphasizing the biological base of personality is the model
advocated by Jeffrey Gray (1982). It talks about the Behavioural approach system
(BAS) and the Behavioural inhibition system (BIS) influencing behaviour and
personality. BAS is the ‘go system’ that is characterized by stimulus seeking, and reward
orientation. Whereas, the BIS is the ‘stop’ system of the brain that inhibits behaviour as
it may lead to anxiety. The individual here wants to avoid punishment, while BAS is
more influenced by rewards. Thus BIS can be linked to neuroticism and BAS can be
related to extraversion. BAS and BIS involve different brain regions linked to emotion
and reward (DeYoung & Gray, 2009).

1.5.6 Indian Perspective on Self and Personality

The mainstream psychology mainly reflects the western notion of self and personality. It
advocates an individualistic orientation to self and emphasizes the independence and
uniqueness of the self. In contrast, the Indian cultural tradition views self as inter-relational
and contextual. The Indian perspective highlights the interdependent self in the two
types of self-construal: independent and interdependent self as proposed by Markus
and Kitayama (1991). The interdependent self focuses more on the family, the social
context, and the attributes of self and personality are more plural and fluid (Ciccarelli &
White, 2018).
Bhagwad Gita, the Indian scripture, mentions that there are three types of personality
such as Sattva, Rajas and Tamas. In Hindu philosophy, these are called the ‘trigunas’ or
the three ‘gunas’ (tendencies/qualities).
Sattva refers to the spiritual aspect – good nature, peaceful and balanced personality.
Rajas refers to the energetic, active, ambitious, fiery type and action-oriented personality.
Tamas refers to the negative aspects of our personality – anger, fear, laziness, the
negative emotions
All these three aspects of personality are there in each individual, however, one type
may predominate than the other. The interplay of these three ‘gunas’ determines the
nature, characteristics and type of personality of the individual.
Ayurveda talks about the three ‘doshas’, the combination of which makes each individual
unique in his/her nature and personality. These are ‘vata’, ‘pitta’, and ‘kapha’. These
three mind-body types reflect the qualities of the elements they represent. Vata relates
to space and air, pitta relates to fire and water, and kapha relates to water and earth
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Individual
Differences .....................................................................................................................
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.....................................................................................................................
4) What does OCEAN stand for?
.....................................................................................................................
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1.6 LET US SUM UP

In the present Unit, we learned about the concept of individual differences and mainly
focussed on discussing personality, a significant aspect of individual differences.
Psychologists have tried to understand and explain personality by a variety of approaches
including dispositional and non-dispositional theories. Though the dispositional or trait
theories have dominated research in the field of personality, other theories have also
contributed to the understanding of personality. Among these, psychodynamic theories
have focused on the dynamic conflict between unconscious and conscious psychological
forces. In contrast, behaviourist approach emphasized on learning, reinforcement and
observation in place of unobservable internal processes and subjective evaluation. Social
cognitive theories advocated the role of cognition including perception, thinking, memory
and language on our behaviour and personality. The humanistic approach or
phenomenological approach talked about individuality, subjective experiences and self
actualization. Biological approaches to personality explains personality in terms of the
underlying biological correlates. Psychological traits are linked to physical and
physiological aspects, nervous system and brain systems. Behavioural genetics attempts
to study the impact of the genetics and non-genetic or environmental factors on
personality. Finally, the Indian notion of self and personality emphasizes a collectivistic
orientation with an interdependent and relational view of the self.

1.7 KEY WORDS

Differential Psychology : is the scientific study of the observable differences
between individuals and their underlying
psychological determinants.
Behavioural genetics : refers to the study of biological basis of individual
differences.
Temperaments : refer to general tendencies to feel or act in
particular ways.
Traits : refer to an internal disposition or preference to
act.
Defense mechanisms : are mental mechanisms that protect the person
from breaking down in the conflict between the
id and the superego.
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Locus of control : refers to the assumption held by people whether Personality and
they have control or not over situations/events in Individual Difference
their lives.
Big Five : refers to five basic personality traits given by
McCrae & Costa (1999), and is described by
the acronym OCEAN (openness,
conscientiousness, extraversion, agreeableness
and neuroticism).

1.8 ANSWERS TO SELF ASSESSMENT

QUESTIONS
Self Assessment Questions I
1) True
2) Differential psychology
3) Heredity, Environment
Self Assessment Questions II
1) No
2) Allport defined personality as “the dynamic organization within the individual of
those psychophysical systems that determine the individual’s characteristic behaviour
and thought”.
3) Temperament refers to general tendencies to feel or act in particular ways.
4) Traits underlie an internal disposition or preference to act. Thus it focuses on
differences between individuals. Whereas States refer to differences within the
individual.
Self Assessment Questions III
1) The three basic structures of personality according to Freud are the id, ego and
super ego.
2) The four types of intermittent reinforcement schedule are fixed ratio, fixed interval,
variable ratio and variable interval schedule.
3) Social learning theory advocates that observation and imitation in the social situation
affects our behaiour and has an impact in shaping our personality.
4) External locus of control assumes that the control is outside the individual and lies
in other individuals/situation/luck/fate etc.
Self Assessment Questions IV
1) Maslow’s hierarchy of needs consists of physiological needs at the bottom, then
safety needs, love and belongingness needs, self esteem needs and finally self
actualization needs.
2) Roger’s person centred theory
3) Real self refers to the actual you at present and what you can become by self
actualization. The ideal self refers to who you would like to be ideally; it reflects
the society’s expectations and demands of what you should be.
4) OCEAN refers to openness, conscientiousness, extraversion, agreeableness and
neuroticism.
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Individual
Differences 1.9 UNIT END QUESTIONS
1) How do behavioural theory explain personality? Provide a critical description.
2) Compare Freud’s psychoanalytic theory with Maslow’s approach to personality.
3) Discuss the nature and nurture debate with regard to personality development.
4) Discuss Allport’s trait theory of personality.
5) Explain the Big Five and evaluate the Five Factor theory.
6) Explain the BAS and BIS model of personality.

1.10 REFERENCES
Allport, G.W. (1937). Personality - a psychological interpretation. New York: Henry
Holt and Company.
Allport, G. W. (1961). Pattern and growth in personality. New York, NY: Holt,
Rinehart & Winston
Allport, G. W., & Odbert, H. S. (1936). Trait-names: A psycho-lexical study.
Psychological Monographs, 47, i-171.
Bandura, A. & Walters, R. H. (1963). Social learning and personality development.
New York: Holt Rinehart and Winston.
Buss, A. H., & Plomin, R. (1984). Temperament: Early developing personality
traits. Hillsdale, NJ: Earlbaum.
Cattell, R. B. (1965). The scientific analysis of personality. Londonn, England: Penguin.
Chamorro-Premuzic, T. (2015). Personality and individual differences. (3rd Ed.),
UK: British Psychological Society and John Wiley & Sons Ltd.
Ciccarelli, S.K., & White, J.N. (2018). Psychology (5th ed.), adapted by G. Misra,
Indian subcontinent adaptation. Pearson India Education Services Pvt. Ltd.
DeYoung, C. G., & Gray, J. R. (2009). Personality neuroscience:Explaining individual
differences in affect, behaviour and cognition, In P.J. Corr & G. Matthews (Eds.), The
Cambridge handbook of personality psychology (pp. 323-346). New York, NY:
Cambridge University Press.
Eysenck, H. J. (1967). The biological basis of personality. Springfield, IL: Thomas.
Funder, D. C. (1997). The personality puzzle. New York: W. W. Norton.
Gray, J. A. (1982). On mapping anxiety. Behavioural and Brain Sciences, 5, 506-
534.
Haslam, N, Smillie, L, & Song, J. (2017). An introduction to personality, individual
differences and intelligence, (2nd ed.), UK: Sage Publications.
Heller, D., Watson, D., & Ilies, R. (2004). Therole of person versus situation in life
satisfaction: A critical examination. Psychological Bulletin, 130, 574-600.
Koltko-Rivera, M. E. (2006). Rediscovering the later version of Maslow’s hierarchy
of needs: Self-transcendence and opportunities for theory, research, and
unification, Review of General Psychology, 10 (4), 302-317.
Markus, H. R., & Kitayama, S. (1991). Culture and the self: Implications for cognition,
emotion and motivation. Psychological Review, 98, 224-253.

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Maslow, A. H. (1971). The farther reaches of human nature. New York: The Viking Personality and
Press. Individual Difference

Maslow, A. H. (1996). Critique of self-actualization theory. In E. Hoffman (Ed.), Future

visions: The unpublished papers of Abraham Maslow. Thousand Oaks, CA: Sage,
pp. 26-32.
McCrae, R. R., & Costa, P. T. Jr. (1999). A five-factor theory of personality. In L. A.
Pervin & O. P. John (Eds.), Handbook of personality: Theory and research (2nd ed.,
pp. 139-153). New york, NY: Guilford Press.
Mischel, W. (1973). Toward a cognitive social learning reconceptualization of personality.
Psychological Review, 80, 252-283.
Mischel, W. & Shoda, Y. (1995). A cognitive-affective system theory of personality:
Reconceptualizing situations, dispositions, dynammics, and invariance in personality
structure. Psychological Review, 102, 246-268.
Paunonen, S. V., & Ashton, M. C. (2001). Big five factors and facets and the prediction
of behaviour. Journal of Personality and Social Psychology, 81, 524-539.
Rogers, C. R. (1961). On becoming a person. Boston, MA: Houghton Mifflin.
Rogers, C. R., & Barry, S. (1967). Person to Person. Walnut Creek, CA: Real People
Press.
Rothbart, M. K. (2011). Becoming who we arw: Temerament and personality in
development. New York: Guilford Press.
Rotter, J. B. (1954). Social learning and clinical psychology. New York, NY: Prentice-
Hall.
Turkheimer, E., Pettersson, E., & Horn, E. E. (2014). A phenotypic null hypothesis for
the genetics of personality. Annual Review of Psychology, 65, 515-540
Yamagata, S., Suzuki, A., Ando, J., Ono, Y., Kijima, N., Yoshimura, K. et. al. (2006).
Is the genetic structure of human Personality universal? A cross-cultural twin study from
North America, Europe, and Asia. Journal of Personality and Social Psychology,
90, 987-998.

1.11 SUGGESTED READINGS

Allport, G. W. (1937). Personality: A psychological interpretation. New York: Henry
Holt and Company.
Bandura, A. (1977). Social learning theory. Englewood Cliffs, NJ: Prentice Hall.
Baron, R.A. (2005). Psychology (5th ed.). New Delhi: Pearson Education.
Cattell, R. B. (1965). The scientific analysis of personality. Baltimore: Penguin Books.
Ciccarelli, S.K., & White, J.N. (2018). Psychology (5th ed.), adapted by G. Misra,
Indian subcontinent adaptation. Pearson India Education Services Pvt. Ltd.
Chamorro-Premuzic, T. (2015). Personality and individual differences. (3rd Ed.),
UK: British Psychological Society and John Wiley & Sons Ltd.
Eysenck, H. J. (1982). Personality, genetics, and behaviour: New York: Praeger
Haslam, N., Smillie, L., & Song, J. (2017). An introduction to personality, individual
differences and intelligence (2nd ed.). UK: Sage.

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