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Unit 9 Personality

Unit 9 Personality. Vocabulary focus fixed phrases from psychology fixed phrases from academic English. Skills focus Listening using the Cornell note-taking system recognizing digressions in lectures Speaking making effective contributions to a seminar

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Unit 9 Personality

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  1. Unit 9 Personality

  2. Vocabulary focus • fixed phrases from psychology • fixed phrases from academic English Skills focus Listening using the Cornell note-taking system recognizing digressions in lectures Speaking making effective contributions to a seminar referring to other people’s ideas in a seminar

  3. Recognizing fixed phrases from psychology (2) Vocabulary bank Make sure you understand these phrases from psychology. microanalytical research monozygotic twins multivariate method peer reporting self-efficacy subjective observation trait theory two-dimensional charismatic personality chromosome pattern dizygotic twins dynamic model frontal lobe functional magnetic resonance imaging great person theory hierarchy of needs interactionist approach

  4. Recognizing fixed phrases from academic English (2) Vocabulary bank Make sure you understand these fixed phrases from general spoken academic English. It’s true to say that … Many people think that … On the grounds that … On the one hand, … On the other hand, … Research has shown that … So it should be clear that … To some extent … To start with, … As we shall see, … But the real question is … From the point of view of … In a case like this, ... In terms of … In the sense that … In this sort of situation, … That’s the reason why … Increasingly, we find that … It could be argued that …

  5. 9.1 Vocabulary A Match the words to make fixed phrases. 1 2 3 4 5 6 7 8 personality inheritance identical analysis genetic theory self stability twins factor cognition trait traits social emotional actualization

  6. 9.1 Vocabulary B Study the words and phrases in box a. 1 Complete each phrase in column 2 with a word from column 1. 2 Which phrase can you use to: • agree only partly with a point? • begin talking about several points? • talk about a particular example? • introduce the first of two ideas? • introduce the second of two ideas? • focus on the most important point? • give a reason for a point? • mention an idea? • talk about certain circumstances?

  7. 9.1 Vocabulary B Study the words and phrases in box a. to begin talking about several points to start with many/some people think tomention an idea on the other hand to introduce the second of two ideas to some extent to agree only partly with a point to introduce the first of two ideas on the one hand the real question is to focus on the most important point to give a reason for a point on the grounds that to talk about a particular example in a case like this to talk about certain circumstances in this/that sort of situation

  8. C Look at the pictures on the opposite page. 9.1 Vocabulary 1 Match the following personality theories with each psychologist: self-efficacy, trait theory, humanism, self-actualization, situationism. trait theory humanism

  9. C Look at the pictures on the opposite page. 9.1 Vocabulary 1 Match the following personality theories with each psychologist: self-efficacy, trait theory, humanism, self-actualization, situationism. self-efficacy situationism self-actualization

  10. C Look at the pictures on the opposite page. 9.1 Vocabulary • 2 Which of these psychologists supported social construction? • Bandura • Rogers • Maslow • Mischel

  11. C Look at the pictures on the opposite page. 3 Match each person with the correct quote. 9.1 Vocabulary D A B E C

  12. C Look at the pictures in the opposite page. 4. Replace the words in italics with a phrase from Exercise B. 9.1 Vocabulary In this sort of situationwe usually give the staff a generous pay increase. To start with, wages are very low. Many/Some people thinkthat the quality of food is reasonably good here. I agree to some extent. But the real question iswhether our contract will continue. You will need to pay us more corporation tax this year on the grounds that your profits have increased.

  13. D Read the extract from the Hadford University handout about personality theories on this page. 9.1 Vocabulary 1 Match the underlined words in this extract with the definitions on the opposite page. 2 Use your dictionary to check words you do not know.

  14. D Read the extract from the Hadford University handout about personality theories on this page. 9.1 Vocabulary through the inheritance of a chromosome pattern which determines a characteristic D personal qualities that make people unique, but which are also shared with others G research that compares the responses of monozygotic (identical) or dizygotic (fraternal) siblings F C an individual’s view of their ability to realistically achieve their aims B the study of the interaction of several aspects of personality the detailed analysis of specific elements of a personality A the quality of being sociable and open to others H the theory that personality is not fixed, but determined by circumstances I E the approach to personality that focuses on individual characteristics

  15. EComplete the table on the right. 9.1 Vocabulary

  16. AStudy the slide on the right. What questions doyou think the lecturer will answer? 9.2 Listening Teaching tips: Set for pairwork discussion. Refer students to the lecture slide. Tell them to look at the title and bullet points, and for each bullet point to make questions which they expect the lecturer to answer. See Skills bank.

  17. Skills bank Using the Cornell note-taking system Record Reduce 5 Rs Recite Reflect Review

  18. Skills bank Using the Cornell note-taking system There are many ways to take notes from a lecture. One method was developed by Walter Pauk at Cornell University, USA. The system involves Five Rs. Take notes during the lecture. Record Reduce After the lecture, turn the notes into one- or two-word questions which will help you remember the key information.

  19. Skills bank Using the Cornell note-taking system Recite Say the questions and answers aloud. Reflect Decide on the best way to summarize the key information in the lecture. Review Look again at the key words and the summary (and do this regularly).

  20. B Listen to Part 1 of the lecture. 1 Complete the Notes section. 9.2 Listening 请将本单元的音频和此PPT放在一个单独的文件夹内，点击小喇叭即可播放音频。（下同） pattern Note-taking optimism tendency idiographic common statistical ∵ extroversion introversion agreeableness experience

  21. B Listen to Part 1 of the lecture. 1 Complete the Notes section. 9.2 Listening Note-taking classify predict ∵ aptitude tests observation

  22. 9.2 Listening B Listen to Part 1 of the lecture. 2 What is the lecturer’s story about? Why is it not given in the notes? The lecturer talks about his/her own experience of the limitations of psychometric tests. It is not in the notes because it is a digression – that is, as a personal experience it is not essential information for the subject.

  23. B Listen to Part 1 of the lecture. 3 Complete the Summary section. 4 Answer the Review questions. 9.2 Listening Summary: Trait theory assumes a limited number of consistent patterns of behaviour. Through factor analysis, Eysenck found two main traits, Cattell, sixteen. The Big Five are: extroversion, neuroticism, agreeableness, conscientiousness, openness to experience. In staff selection, personality is measured by psychometric tests, reports of past behaviour and direct observation.

  24. C Create a blank Cornell diagram. 9.2 Listening • Listen to Part 2 of the lecture. • Complete the Notes section. • Write some Review questions. • Complete the Summary section. • Were your questions in Exercise A answered? 请将本单元的音频和此PPT放在一个单独的文件夹内，点击小喇叭即可播放音频。（下同）

  25. C Create a blank Cornell diagram. 9.2 Listening • Social cognitive → dynamic interaction / individual + environment • conflicts with trait theory personality changes with situation • Bandura & Mischel • Bandura: self-efficacy = observe exper. → expectations → agents control • circum. personality = result of experience • Microanalytical res. tech. • High self-efficacy → success + better health • situationism = no consistent behvr. across sits. personality = effect of sits. • recently: interactionist = traits situation = personality = closer to humanist • individual has unique self-concept • Maslow = hierarchy of needs • Rogers = personality = process → self-actualization = full potential Social cognitivism is…? Main theorists are …? Bandura’s theory …? Mischel’s theory…? Humanist approach is …? ∵ ∵ ∵ ⇆

  26. C Create a blank Cornell diagram. 9.2 Listening Summary: Trait theory measures personality objectively, and argues that personality dimensions are fixed. Social cognitivism differs from trait theory because it assumes that personality is dynamic and can be defined from subjective observation. Humanist approaches emphasize individuality and uniqueness.

  27. DStudy the phrases in column 1 of box a. Listen to some sentences from the lecture. Which type of information in column 2 follows each phrase? 9.2 Listening

  28. DStudy the phrases in column 1 of box a. Listen to some sentences from the lecture. Which type of information in column 2 follows each phrase? 9.2 Listening when we discuss the main differences between their approaches. information about a point the speaker will make later two dimensions … extroversion and introversion … are enough to create a framework for classifying personalities. an idea the speaker maynot agree with a statement the speaker agrees with in spite of Cattell’s research, the more recent five factor model has become the most widely accepted. an aspect of a topic the speaker wants to focus on practicality …

  29. DStudy the phrases in column 1 of box a. Listen to some sentences from the lecture. Which type of information in column 2 follows each phrase? 9.2 Listening an aspect of a topic the speaker wants to focus on staff selection … a developing trend them being used in job applications, career advice, aptitude assessments and social networking sites. a statement the speaker agrees with people with a developed sense of self-efficacy, …actually do perform more successfully and even have better relationships and health. a conclusion there are two main differences between trait theory and social cognitive and humanist approaches.

  30. A Study the words and phrases in box a. 9.3 Extending skills • Mark the stressed syllables. • Listen and check your answers. • Which word or phrase in each group has a different stress pattern?

  31. A Study the words and phrases in box a. be'haviour, cog'nition, con'sistent, u'niqueness 'tendency(stress is on the first syllable) 9.3 Extending skills obser'vation, self-re'porting, two-di'mensional, perso'nality 'trait theory (stress on the first word) extro'version, nomo'thetic, psycho'metric, 'cognitivist(stress is on the first syllable) 'actually, 'generally, 'usually, 'neatly en'tirely(stress is on the second syllable) Note: word/phrase which has a different stress pattern is in italics.

  32. B Study the phrases in box b. • Do you think the phrases show a digression (start or end) or a relevant point? Write D or R. • Look at the D phrases. Do they start or end the digression? 9.3 Extending skills See Skills bank.

  33. Recognizing digressions Skills bank Lecturers sometimes move away from the main point in a lecture to tell a story or an anecdote. This is called a digression. You must be able to recognize the start and end of digressions in a lecture. Sometimes a digression is directly relevant to the content of the lecture, sometimes it has some relevance and sometimes, with a poor lecturer, it may be completely irrelevant. Sometimes the lecturer points out the relevance. Don’t worry if you get lost in a digression. Just leave a space in your notes and ask people afterwards.

  34. Skills bank Recognizing digressions That reminds me… I remember once… By the way… Anyway, where was I ? Back to the point. So, as I was saying…

  35. Skills bank Recognizing digressions Of course, the point of that story is… I’m sure you can all see that the story shows… Why did I tell that story? Well, … What was the point of the story about the fraternal twins? Why did the lecturer start talking about note-taking? I didn’t get the bit about…

  36. Skills bank Referring to other people’s ideas We often need to talk about the ideas of other people in a lecture or a tutorial. We normally give the name of the writer and the name of the source. We usually introduce the reference with a phrase; we may quote directly, or we may paraphrase an idea. As Gleitman points out … To quote Gleitman … in Psychology … psychopathology is …

  37. BStudy the phrases in box b. D (end) R 9.3 Extending skills D (start) D (end) D (start) R D (start) D (end) R R

  38. C Listen to the final part of the lecture from Lesson 9. 2.1 Take notes using the Cornell system. Leave spaces if you miss information. • historical view BUT not scientific • e.g., Gage: frontal lobe damage →change from serious to irresponsible ∴brain damage →change in personality ∴behaviour depends on parts of brain • research method = twin studies → identical/fraternal • Big Five traits inherited • e.g., Borkenau, 2001 → correl. for behav. of ident. twins = 40-60% BUT frat. twins only 20-30% ∴ genetic link • Weakness in twin studies research method: • 1. self- or peer-reporting → bias • Borkenau: better ∴detached observers • 2. upbringing → affects personality • support for Eysenck (introvert/extrovert) • 0 Schwartz 2003: introverts/extroverts response to familiar/unfamiliar faces • 0 brain activity measured by fMRI • 0 result = introvts. more sensitive to unfamiliar than extrovts. Personality depends on brain structure …? (give example) Is personality inherited …? In favour …? Objections to research methods … Recent research in favour …? 9.3 Extending skills

  39. C Listen to the final part of the lecture from Lesson 9. 2. • 2 What topic does the lecturer mention that is different from the main subject? • The Cornell note-taking system. • Why does the lecturer mention this topic? • It’s important to know how to take good notes. • What is the research task? • To find out about the effect of environment on the development of personality. • Compare your notes in pairs. Fill in any blank spaces. • Complete the Review and Summary sections. • Summary (concerned with the section on social cognition, humanism only): • There is evidence that personality is affected by physiology. Genetic inheritance is supported by twin studies BUT research method questionable. New research methods (fMRI) indicate relationship between introversion/extroversion and behaviour. 9.3 Extending skills

  40. D What information does the lecturer provide about sources?Listen to the extracts & complete the table. Gleitman Gleitman Pervin Pervin Walter Pauk 9.3 Extending skills as in 2 as in 1 How to Study in College 9th edition 2007 Personality: theory and research 9th edition 2005 Psychology 6th edition 2003 as in 2 as in 1 in the library core text university library indirect quotation/paraphrase indirect quotation/paraphrase name of book indirect quotation reference parts of brain & behaviour support for Eysenck’s model Big Five traits and twin studies Cornell note-taking .. You can find this in Gleitman again. … is described in Pervin I suggest you look at … You can find a full account in … In your core text [..] Gleitman reports Borkenau’s study…

  41. E Use your notes to write 75 – 100 words about personality. Teaching tips: Set for individual work (homework) or else a pair/small group writing task. 9.3 Extending skills

  42. F Work in groups. Study the Big Five traits in box c. Choose one trait you would like to find out more about and then discuss these questions. 1 What kind of information will you need to find? Information to find: What qualities define this trait? What kind of behaviour is typical of this trait? How is it affected by cultural factors? 2 What ideas do you have already? 3 Where can you go to find more information? We can use subject course books, the library and the Internet to find out the necessary information. Some websites: www.wwnorton.com/college/psych/psychology www.freedictionary.com http://reference.allrefer.com/encyclopedia/categories/psych.html 9.3 Extending skills

  43. A Look at the words in the box. Identify their stress patterns. 9.4 Extending skills leadership, eloquence charisma, assertive, consensus，pragmatic, obedience oratory predispose

  44. B Work in pairs. Student A: Think of good ways to take part in a seminar. Student B: Think of bad ways to take part in a seminar. 9.4 Extending skills

  45. B Work in pairs. Good ways and bad ways to take part in a seminar. Possible answers prepare the topic beforehand 9.4 Extending skills demand information from other students ask politely for information try to use correct language speak clearly mumble, whisper or shout say when you agree with someone get angry if someone disagrees with you link correctly with previous speakers build on points made by other speakers

  46. B Work in pairs. Good ways and bad ways to take part in a seminar. Possible answers stay silent, waiting for ‘the perfect moment’ make a contribution, even if you are not sure if it is new or relevant 9.4 Extending skills be constructive be negative be vague give specific examples to help explain a point start a side conversation listen carefully to what others say dominate the discussion allow others to speak paraphrase to check understanding use clear visuals

  47. C You are going to hear some students in a seminar. They have been asked to discuss the question: ‘How can the environment affect the development of different traits?’ • 1 Listen to the four seminar extracts. Decide whether each contribution is good or poor. • Give reasons for your opinion. • Think of some more information to add to the good contributions. 9.4 Extending skills

  48. C You are going to hear some students in a seminar. They have been asked to discuss the question: ‘How can the environment affect the development of different traits?’ 1 speaks clearly 2 explains the point clearly 3 answers correctly 4 uses good fixed phrases Any of these: Research into: 1 twin studies into effects of parenting 2 situationism – Mischel extreme example of how personality is influenced by circumstances 3 cultural influences on social behaviour ✓ 9.4 Extending skills 1 doesn’t speak clearly 2 doesn’t answer the question 3 is talking about astrological signs not environment 4 poor use of visuals ✗

  49. C You are going to hear some students in a seminar. They have been asked to discuss the question: ‘How can the environment affect the development of different traits?’ 1 speaks clearly, but doesn’t answer the question 2 The points are not relevant to the question - is talking about twin studies and inherited traits ✗ 9.4 Extending skills 1 speaks clearly 2 explains the point clearly 3 answers clearly 4 uses good fixed phrases 5 has prepared well 6 has a good visual Research into: 1 biological origins of traits 2 interaction between individual traits and environmental factors 3 degree of influence of environment on personality ✓

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