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MPC-003 : PERSONALITY: THEORIES AND ASSESSMENT
Tutor Marked Assignment (TMA)
Course Code: MPC 003
Assignment Code: MPC 003/ASST/TMA/2019-
Marks: 100
Note: All questions are compulsory
SECTION-A
Answer the following questions in about 1000 words. 3 x 15 = 45 Marks
1. Discuss biological and environmental factors in personality development.
2. Explain proprium in the development of selfhood.
3. Discuss Horney’s social foundation of personality.
SECTION-B
Answer the following questions in about 400 words. 5 x 5 = 25 Marks
4. Explain the administration and scoring of Rorschach test.
5. Describe Cattell’s trait approach theory of personality.
6. Explain the main criteria to standardize measures of personality.
7. Explain basic tenets of Social Learning theory.
8. Elucidate Maslow’s humanistic approach to personality.
SECTION-C
Answer the following questions in about 50 words. 10 x 3 = 30 Marks
9. Limitations of personality inventories
10 Nomothetic approach Vs Idiographic approach to personality
11. Multi-dimensional tests of personality
12 Construction Technique
13 Strengths and weaknesses of case study
14 Extraversion and cortical arousal.
15 Five factor model
16 Personification
17 Extinction and spontaneous recovery
18 Defense mechanisms
M.P.C.-
Personality: Theories and Assessment
Note: All questions are compulsory SECTION-A Answer the following questions in about 1000 words. Q. 1. Discuss biological and environmental factors in personality development. Ans. Biological Factors: By and large, the influences of biological factors on personality structure are limited and indirect. The biological factors include genetic, hereditary factors, physical appearance and physique and rate of maturation. Most of these factors have been elaborately discussed in the chapter on development in this book. For personality development, the characteristics such as — aggressiveness, nervousness, timidity and sociability are strongly influenced by genetic endowment. The constitutional make-up — which is also largely determined by heredity—influences a person’s personality characteristics and influences his personality development in an indirect way. The children reliably classified as active, moderately active or quiet are actually the differences attributable to hereditary endowments, although training and learning may produce noticable modifications. Here, the environment and culture provide a decisive role. The influence cast by the physical appearance and physique have been thoroughly discussed on the section of physical development and needs no repetition. Only thing to be pointed out is that any deficiency in physical appearance or physique can be compensated by other achievements made in the individual’s life. The rate of maturing is another important factor in causing striking variations at various ages at which the child reaches due to chronological development. The differences in behaviour is noticeable in the relatively mature or immature adolescents of the same age. This difference may be due to the adolescent’s exposure to different social-psychological environments. A late maturing boy looks younger than his age and is likely to be regarded and treated as immature by others, while the early maturing boy is likely to be credited with being more grown-up socially and emotionally.
The opposite happens if the children do not view education as a rewarding experience. If students are psychologically and physically ready for education, their attitude will be favourable. The emotional climate in the institution affects the attitude of the student towards it, also motivating him or demotivating him. The child’s general emotional reactions, his classroom behaviour, his self-evaluation and evaluation of others, all are affected by the environment in the school. In addition to the above, the student-teacher relationship plays a major role in influencing the personality of the child. The approach of the teachers towards the students, the teacher’s principles, the disciplinary techniques they use and the teacher’s personality as well’ s how the child views it all are major factors. The students’ academic achievement is influenced in turn, which influences his social and self-evaluation. Having a warm and friendly relationship with teachers helps students to become high achievers while if it is hostile, punitive and rejecting, child will not be able to achieve much. A comfortable relationship will improve self-confidence and self-esteem. Family Determinants: At all stages of life, family plays a major role in influencing the personality of individuals, both directly and indirectly. The different child-training methods that are used to shape a child’s personality, and how the members communicate their interest, attitude and values directly influence personality. If parents show too much strictness, children become dependent Upon external controls and even become impulsive when they are away from parents influence. Children follow their parents and their personality traits become similar to their parents through imitation. For example, nervous, anxious and serious parents also make their children nervous and they have sudden angry outbursts. Those children who live with warm, loving, intellectual parents become social and wholesome personalities. Such children develop feelings of affection and goodwill for people outside the home also. Q. 2. Explain proprium in the development of selfhood. Ans. Gordon Allport, a US psychologist and educator, developed an original theory of personality. He set forth that the self organises you deep inside, and accounts for such as unity of personality and continuity of personal memories. The adult personality has something unique about it. Allport sought to understand human behavior and believed that most human behaviour is aligned to a deep desire to function in some way that expresses the self. This he calls appropriate functioning. Propriate functioning can be future-oriented too. Propriate comes from the word proprium, which is a self-concept: Doing things in keeping with what you really are, that is propriate functioning. But the word proprium never caught on. It may be postulated that your deep self may take in the aspects of your experience that you come to feel are most essential (as opposed to incidental). Functional autonomy with Allport means “Perseverative Functional Autonomy” and consists mainly of habits. Propriate functional autonomy is somewhat more self-directed than habits. Allport’s understanding of the deep and often hidden desire to function so as to self-express oneself became a developmental theory. In it, the self has seven functions that tend to arise at certain times of one’s life: For example, the self-image can rise between years four and six. The time periods Allport allots for his proprium stages are very close to the time periods of Freud’s stages of libido development. Allport thinks that as the proprium develops, we can develop personal traits or personal dispositions, that is, concrete behaviour consistencies that can be quite easily recognized. And according to him there are common traits or dispositions within any particular culture. Some traits are more closely tied to the proprium (oness self) than others. Proprium is a non-essential property common to all the members of a class and attribute. The Proprium was a term coined by Allport which represents the positive, creative, growth-seeking, and forward-moving quality of
human nature. Through this concept he listed seven stages of development. The Sense of Bodily Self, which is a sense of one’s own body, including bodily sensations, attests to one’s existence and therefore remains a lifelong anchor for self-awareness. The level of security a person has about his status in the group, and The Sense of Self-identity, which is the second aspect of the proprium is self-identity. This is most evident when the child, through acquiring language, recognizes himself as a distinct and constant point of reference. The Sense of Self-esteem or Pride, which is an individual’s evaluation of himself and the urge to wan to do everything for oneself and take all of the credit The Sense of Self-extension, occurs during the third year of life, which states that even though some things are not inside my physical body they are still very much a part of one’s life. The Self-image, or how others view “me” is another aspect of self-hood that emerges during childhood. The Sense of Self as a Rational-Coper occurs between the ages of six and twelve in which the child begins to realize fully that he has the rational capacity to find solutions to life’s problems, so that they can cope effectively with reality demands. Propriate Striving, which Allport believed to be the core problem for the adolescent. It is the selection of the occupation or other life goal, the adolescent knows that their future must follow a plan, and in this sense makes them lose. their childhood. Sense of body develops in the first two years of life. We have one, we feel its closeness, its warmth. It has boundaries that pain and injury, touch and movement, make us aware of. Allport had a favorite demonstration of this aspect of self: Imagine spitting saliva into a cup — and then drinking it down! What’s the problem? It’s the same stuff you swallow all day long! But, of course, it has gone out from your bodily self and become, thereby, foreign to you. Self-identity also develops in the first two years. There comes a point were we recognize ourselves as continuing, as having a past, present, and future. We see ourselves as individual entities, separate and different from others. We even have a name! Will you be the same person when you wake up tomorrow? Of course — we take that continuity for granted. Self-esteem develops between two and four years old. There also comes a time when we recognize that we have value, to others and to ourselves. This is especially tied to a continuing development of our competencies. This, for Allport, is what the “anal” stage is really all about! Self-extension develops between four and six. Certain things, people, and events around us also come to be thought of as central and warm, essential to my existence. “My” is very close to “me!” Some people define themselves in terms of their parents, spouse, or children, their clan, gang, community, college, or nation. Some find their identity in activities: I’m a psychologist, a student, a bricklayer. Some find identity in a place: my house, my hometown. When my child does something wrong, why do I feel guilty? If someone scratches my car, why do I feel like they just punches me? Self-image also develops between four and six. This is the “looking-glass self,” the me as others see me. This is the impression I make on others, my “look,” my social esteem or status, including my sexual identity. It is the beginning of what conscience, ideal self and persona. Rational coping is learned predominantly in the years from six till twelve. The child begins to develop his or her abilities to deal with life’s problems rationally and effectively. This is analogous to Erikson’s “industry.” Propriate striving doesn’t usually begin till after twelve years old. This is my self as goals, ideal, plans, vocations, callings, a
1. The Neurotic Need for Affection and Approval: This need includes the desires to be liked, to please other people, and meet the expectations of others. People with this type of need are extremely sensitive to rejection and criticism and fear the anger or hostility of others. 2. The Neurotic Need for a Partner Who Will Take Over One’s Life: This involves the need to be centered on a partner. People with this need suffer extreme fear of being abandoned by their partner. Often times, these individuals place an exaggerated importance on love and believe that having a partner will resolve all of life’s troubles. 3. The Neurotic Need to Restrict One’s Life Within Narrow Borders: Individuals with this need prefer to remain inconspicuous and unnoticed. They are undemanding and content with little. They avoid wishing for material things, often making their own needs secondary and undervaluing their own talents and abilities. 4. The Neurotic Need for Power: Individuals with this need seek power for its own sake. They usually praise strength, despise weakness, and will exploit or dominate other people. These people fear personal limitations, helplessness, and uncontrollable situations. 5. The Neurotic Need to Exploit Others: These individuals view others in terms of what can be gained through association with them. People with this need generally pride themselves on their ability to exploit other people and are often focused on manipulating others to obtain desired objectives, including such things as ideas, power, money, or sex. 6. The Neurotic Need for Prestige: Individuals with a need for prestige value themselves in terms of public recognition and acclaim. Material possessions, personality characteristics, professional accomplishments, and loved ones are evaluated based on prestige value. These individuals often fear public embarrassment and loss of social status. 7. The Neurotic Need for Personal Admiration: Individuals with a neurotic need for personal admiration are narcissistic and have an exaggerated self-perception. They want to be admired based on this imagined self- view, not upon how they really are. 8. The Neurotic Need for Personal Achievement: According to Horney, people push themselves to achieve greater and greater things as a result of basic insecurity. These individuals fear failure and feel a constant need to accomplish more than other people and to top even their own earlier successes. 9. The Neurotic Need for Self-Sufficiency and Independence: These individuals exhibit a “loner” mentality, distancing themselves from others in order to avoid being tied down or dependent upon other people. 10. The Neurotic Need for Perfection and Unassailability: These individuals constantly strive for complete infallibility. A common feature of this neurotic need is searching for personal flaws in order to quickly change or cover up these perceived imperfections. SECTION-B Answer the following questions in about 400 words. Q. 4. Explain the administration and scoring of Rorschach test. Ans. Regardless of the label, the Rorschach provides a standard set of inkblot stimuli that are used with children, adolescents, and adults in a wide range of settings where questions of personality and problem solving are relevant, including psychiatric, medical, criminal, or legal settings, as well as when assessing normal personality functioning. Using the Comprehensive System’s guidelines for standardized administration and scoring, normative reference data are available for children, adolescents, and adults. On average it takes about an hour and a half to administer and score the test. During administration the examiner sits next to the test taker, presents the cards sequentially,
saying, “What might this be?” and then records all responses verbatim. On average people give about twenty-two or twenty-three responses, and a minimum of 14 is required. To facilitate accurate scoring, the examiner reviews each response a second time and strives to see it through the test taker’s eyes by clarifying the content of what is seen, where it is located in the inkblot, and the perceptual features of the ink that contribute to the response. Each response is then coded on dimensions that include location (e.g., the whole inkblot versus an unusual detail), developmental quality (e.g., vague versus defined object), determinants (e.g., movement, colour, shading), form quality (e.g., how typical it is to see an object in a particular location based on an extensive table derived from more than 200,000 responses), content (e.g., human, landscape), organizational synthesis, and a series of special coding categories, many of which indicate disruptions in logic and thought processes. The codes are then summed across all responses to form what is known as the structural summary, which contains about seventy ratios, percentages, and derived scores that are considered important for interpretation. In addition to formal scores, Rorschach interpretation is also based on behaviours expressed during the testing, patterns of scores across responses, unique or consistent themes in the responses, and unique or idiosyncratic perceptions. Unlike interview-based measures or self-report questionnaires, the Rorschach does not have people describe what they are like but has them show what they are like via the sample of behaviour provided in each response. By relying on an actual sample of behaviour collected under standardized conditions rather than a self-description, the Rorschach can provide information about personality that may reside outside of a person’s conscious awareness. The test was criticized extensively during the 1950s and 1960s for its lack of standardized procedures, scoring methods, and norms. Before 1970, there were as many as five scoring systems that differed so dramatically that they essentially represented five different versions of the test. In 1973, John Exner published a comprehensive new scoring system that combined the strongest elements of the earlier systems. The Exner scoring system is now the standard approach used in the administration, scoring, and interpretation of the Rorschach test. Q. 5. Describe Cattell’s trait approach theory of personality. Ans. Cattel’s Trait Theory (Approach): According to Raymond Cattell, personality is a pattern of traits and that helps to understand his personality and predict his behaviour. Traits are permanent and build the personality of an individual. Classification of Traits Loading.. Surface Traits and Source Traits: Surface Traits or Central Traits are the visible qualities of personality like kindness, honesty, helpfulness, generosity, etc. On further study, he found certain traits that appeared from time to time which indicated some deeper, more genera underlying factors of personality, called as source traits. The basic structure of the personality of a person is made up of the source traits. They are the unifying factors of a person’s personality that inter-correlate the surface traits. They are a few only but they predict the behavior of the person. All of us have the source traits in us, for example, intelligence, but not to the same extent, some have more of it, some have less of it. The following are the sixteen factors identified by Cattell in normal personalities: Reserved vs. Outgoing, Less intelligent vs. more intelligent, Emotional vs. stable, Humble vs. assertive,
Experimental Data (T-data): Recorded reactions to standardized experiments in a lab setting, designed to test study participant’s response to certain situations. Questionnaire Data (Q-data): Responses to questions about the participant’s behavior and feelings. This data was introspection based and provided a deeper look at the person’s personality that is not always clear through behavioral data. Q. 6. Explain the main criteria to standardize measures of personality. Ans. Assessment techniques must meet four technical criteria before they can be considered scientifically acceptable measures of individual differences in people’s enduring qualities. These criteria are standardisation, norms, reliability, and validity. Let us deal with each of these and understand what these terms mean. A key concept in the measurement of personality dimensions is that of standardisation. This concept refers to the uniform procedures that are followed in the administration and scoring of an assessment tool. For instance, in self-report scale, the examiner must make every effort to ensure that subjects read and understand the printed instructions, respond to the same questions, and stay within any stated time limits. It also involves information (in the manual) about the conditions under which the assessment test should or should not be given, who should or should not take the test (sample group), specific procedures for scoring the test, and the interpretative significance of the scores. Norms: The standardisation of a personality assessment test includes information concerning whether a particular “raw score” ranks low, high, or average relative to other “raw scores” on the test. Such information, called test norms, provides standards with which the scores of various individuals who take the test later can be compared. Usually, the raw scores on a test are converted into percentile scores, which indicate the percentage of people who score at or below a particular score. Thus, test norms permit the comparison of individual scores to a representative group so as to quantify the individual’s relative rank standing to others. Reliability: Any test whether personality or intelligence or aptitude, etc. should have reliability and this should be demonstrated. Reliability means that repeated administrations of the same test or another form of test should yield reasonably the same results or scores. Thus, reliability refers to the consistency or stability of an assessment technique when given to the same group of people on two different occasions. This kind of reliability is termed as test-retest reliability (Anastasi, 1968). To determine test retest reliability, the scores from the first administration are correlated with those of the second by a simple correlation procedure. The magnitude of the resulting correlation coefficient gives us an estimate of the test’s consistency over time. Although there are no fixed guidelines about acceptable levels of reliability, the reliability coefficients for most psychological tests are above +.70. The closer this statistic approaches +1.00, the more reliable the test is. In other words, when retested, people’s scores should match their first scores quite closely. A second kind of reliability is determined by splitting the test into two sets (e.g., odd-numbered items versus even-numbered items), summing people’s scores for each set, and correlating the two sets of summed scores with each other. The correlation between these sets is termed split half reliability. Q. 7. Explain basic tenets of Social Learning theory. Ans. The social learning theory of Bandura emphasizes the importance of observing and modeling the behaviors, attitudes, and emotional reactions of others. Bandura (1977) states: “Learning would be exceedingly laborious, not to mention hazardous, if people had to rely solely on the effects of their own actions to inform them what to do. Fortunately, most human behavior is learned observationally through modeling: from observing others one forms an idea of how new behaviors are performed, and on later occasions this coded information serves as a guide for
action.” (p22). Social learning theory explains human behaviour in terms of continuous reciprocal interaction between cognitive, behavioral, an environmental influences. The component processes underlying observational learning are: (1) Attention, including modeled events (distinctiveness, affective valence, complexity, prevalence, functional value) and observer characteristics (sensory capacities, arousal level, perceptual set, past reinforcement), (2) Retention, including symbolic coding, cognitive organization, symbolic rehearsal, motor rehearsal), (3) Motor Reproduction, including physical capabilities, self-observation of reproduction, accuracy of feedback, and (4) Motivation, including external, vicarious and self reinforcement. Because it encompasses attention, memory and motivation, social learning theory spans both cognitive and behavioural frameworks. Bandura’s theory improves upon the strictly behavioral interpretation of modeling provided by Miller and Dollard (1941). Bandura’s work is related to the theories of Vygotsky and Lave which also emphasize the central role of social learning. Social Learning Theory, theorized by Albert Bandura, posits that people learn from one another, via observation, imitation, and modeling. The theory has often been called a bridge between behaviourist and cognitive learning theories because it encompasses attention, memory and motivation. People learn through observing others’ behavior, attitudes, and outcomes of those behaviours. “Most human behaviour is learned observationally through modeling: from observing others, one forms an idea of how new behaviors are performed, and on later occasions this coded information serves as a guide for action.” (Bandura). Social learning theory explains human behaviour in terms of continuous reciprocal interaction between cognitive, behavioural, and environmental influences. Necessary Conditions For Effective Modeling: Attention: various factors increase or decrease the amount of attention paid. Includes distinctiveness, affective valence, prevalence, complexity, functional value. One’s characteristics (e.g. sensory capacities, arousal level, perceptual set, past reinforcement) affect attention. Retention: remembering what you paid attention to. Includes symbolic coding, mental images, cognitive organization, symbolic rehearsal, motor rehearsal Reproduction: reproducing the image. Including physical capabilities, and self-observation of reproduction. Motivation: having a good reason to imitate. Includes motives such as past (i.e. traditional behaviorism), promised (imagined incentives) and vicarious (seeing and recalling the reinforced model) Bandura believed in “Reciprocal Determinism”, that is, the world and a person’s behavior cause each other, while behaviourism essentially states that one’s environment causes one’s behavior, Bandura, who was studying adolescent aggression, found this too simplistic, and so in addition he suggested that behavior causes environment as well. Later, Bandura soon considered personality as an interaction between three components: the environment, behavior, and one’s psychological processes (one’s ability to entertain images in minds and language). Q. 8. Elucidate Maslow’s humanistic approach to personality. Ans. As a leader of humanistic psychology, Abraham Maslow approached the study of personality by focusing on subjective experiences, free will, and the innate drive toward self-actualization. Maslow expanded the field of humanistic psychology to include an explanation of how human needs change throughout an individual’s life span, and how these needs influence the development of personality. Maslow’s hierarchy of needs ranks human needs from the most basic physical needs to the most advanced needs of self-actualization. A person must acquire and master each level of need before proceeding to the next need. Maslow studied the personalities of self-actualizers and found they had many things in common; he believed self- actualizers indicate a coherent personality syndrome and represent optimal psychological health and functioning. Maslow’s ideas have been criticized for their lack of scientific rigor, as well as their Western cultural bias.
Q. 10. Nomothetic approach Vs. Idiographic approach to personality. Ans. The nomothetic approach studies a large number of people at once to collect quantitative research. They aim to generate explanations of behaviour that can be universal and generalised to entire populations, they argue that qualitative data doesn’t provide such generalisations. For example, the biological approach seeks universal explanations for behaviour, and this can lead to drug therapies that can be used for all individuals. The research into fight or flight suggested that it was a universal response to stress. However, research by Taylor suggested otherwise (women have a ‘tend and befriend’ response). This shows how universal explanations ignore the differences that the idiographic approach focuses on. In contrast, the idiographic approach focuses on individual insights and feelings, it collects qualitative data in order to gain in-depth and unique details on individuals rather than the numerical data. For example, Freud’s (1909) analysis of Little Hans ( a boy whose fear of horses stemmed from his jealousy towards his father) consisted of 150 pages of notes. Freud spent a lot of time collecting detailed information about Little Hans in order to understand why he behaved the way he did. Q. 11. Multi-dimensional tests of personality. Ans. The Multi-dimensional Personality Questionnaire (MPQ) is a personality test meant to measure normal personality developed by Auke Tellegen in 1982. It is currently sold by the University of Minnesota Press. The test in its various versions has had 300, 276 and 198 true-false items. The current version is the 276 items one. There also exists a short form with 155 items (MPQ-BF). The questionnaire gives ratings on four broad traits, Positive Emotional Temperament, Negative Emotional Temperament, Constraint and Absorption, as well as 11 primary trait dimensions. PEM – Positive Emotional Temperament High Positive Emotional Temperament = behaviour and temperamental characteristics conducive to joy, and to active and rewarding engagement with social and work environments. Low Positive Emotional Temperament = tendencies to experience joylessness, loss of interest, and fatigue, reflecting non-pleasurable and possibly depressive disengagement. Associated with Well-being, Social Potency, Achievement, and Social Closeness. NEM – Negative Emotional Temperament High Negative Emotional Temperament = proneness to experience anxiety, anger, and related emotional and behavioral negative engagement. Low Negative Emotional Temperament = a somewhat phlegmatic temperament, disposing to calm, relaxation, and other non-pleasurable states of disengagement. Most distinctively related to Stress Reaction, Alienation, and Aggression. CON – Constraint High Constraint = tendencies to inhibit and restrain impulse expression, unconventional behavior, and risk- taking. Low Constraint = inclined to act on impulse, take risks, and ignore conventional restrictions. Cluster of traits primarily linked to Control, Harm-avoidance, and Traditionalism. ABS – Absorption-Represents an openness to a wide array of absorbing and self-involving sensory and imaginative experiences. These experiences may have either an integrative (“peak experience”) or a dissociative effect, depending on the presence of other personality characteristics measured by the MPQ. Q. 12. Construction Technique Ans. Test construction strategies are the various ways that items in a psychological measure are created and decided upon. They are most often associated with personality tests, but can also be applied to other psychological constructs such as mood or psychopathology.
There are three commonly used general strategies: Inductive, Deductive, and Empirical. Scales created today will often incorporate elements of all three methods. Inductive Deductive Empirical Also known as itemetric or internal consistency methods. The inductive method begins by constructing a wide variety of items with little or no relation to an established theory or previous measure. The group of items is then answered by a large number of participants and analyzed using various statistical methods, such as exploratory factor analysis or principal component analysis. Also known as rational, intuitive, or deductive method. The deductive method begins by developing a theory for the construct of interest. This may include the use of a previously established theory. After this, items are created that are believed to measure each facet of the construct of interest. After item creation, initial items are selected or eliminated based upon which will result in the strongest internal validity for each scale. Also known as External or Criterion Group method. Empirical test construction attempts to create a measure that differentiates between different established groups. For example, this may include depressed and non-depressed individuals, or individuals high or low in levels of aggression. The goal of item creation is to find items that will be answered differently by the groups of interest. Items are traditionally constructed without expectation for how they will be answered by each group.. Q. 13. Strengths and weaknesses of case study Ans. Strengths of Case Studies Provides detailed (rich qualitative) information. Provides insight for further research. Permitting investigation of otherwise impractical (or unethical) situations. Limitations of Case Studies Can’t generalize the results to the wider population. Researchers’ own subjective feeling may influence the case study (researcher bias). Difficult to replicate. Time-consuming. Q. 14. Extraversion and Cortical Arousal. Ans. Individuals with high levels of extraversion engage more in social activities. They tend to be more talkative, outgoing and feel more at ease in groups. Extraverts enjoy being the focus of attention and often accumulate a larger social network of friends and associates. Extraversion is measured on a continuum, ranging from high (extraverted) to low (introverted). Introverts tend to be quieter, shying away from large social gatherings, and they may feel uncomfortable engaging with strangers. Instead, they maintain smaller groups of close friends and are more likely to enjoy contemplative exercises. Swiss psychoanalyst Carl Jung (1875-1961) suggested that extraversion-introversion levels depend upon the focus of an individual’s psychic energy. In extraverts, he believed that this energy was directed outwards-towards other people-resulting in more social interactions. Meanwhile, introverts’ psychic energy is projected inwards, leading them to indulge in inner-focussed, less sociable, activities (Jung, 1921). Q. 15. Five Factor Model Ans. The traits that constitute the five-factor model are extraversion, neuroticism, openness to experience, agreeableness, and conscientiousness. Extraversion, sometimes referred to as surgency, is indicated by assertive,
