The biological predisposition with which an individual is born are shaped by experiences encountered in the course of growing up.

Some of these experiences are common, shared by most people growing up in a given culture or cultural subgroups; others are unique to the individual.

Many differences in mood and activity level soon observed after birth suggests influence of genetic factors. 1. Body build and 2. Body physiology

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Early theorists had emphasized on defining personality based on the type of body build one has. Three types of body builds are discussed. Endomorphs (short, plump person) sociable, relaxed and even tempered. Ectomorphs (tall, thin) restrained, self-conscious, and fond of solitude. Mesomorphs ( heavy-set, muscular) noisy, aggressive and physically active. But usually peoples body weight and muscular strength change with age, diet and exercise, thus very low correlates with personality features.

In addition to body build people differ on the basis of: Size of endocrine glands, Reactivity of autonomic nervous system, Chemical balances among neurotransmitters etc. For example those who were found high on sensation seeking behavior had lower level of an enzyme that affects brain.

Common experiences: all families are part of certain cultures where people go through various norms, values, customs shared by all. Example developing sex roles, occupational stereotypes etc. Unique Experiences: each person reacts in his own way to social situation/pressures. Personality style of a child may depend on the types of rewards and punishments received from parents.

Trait approach Social learning approach Psychoanalytic approach Phenomenological approach

This approach focuses on the public personality; that is personality description and prediction rather than personality development. A trait refers to any characteristic that differs from person to person in a relatively permanent and consistent way. Meaning people often behave consistently in different situations. When you describe yourself or others with adjectives like aggressive, cautious, excitable, friendly etc. These terms are extracted from ones observable behaviors, but do not give explanation of behaviors.

Social learning theory emphasizes the importance of environment as a determinant of a behavior. Reinforcement and Social Learning: Some behaviors are learned through direct experience the individual is either rewarded or punished for showing a particular behavior. Some behaviors can be learned though observation or vicarious learning. Reinforcements can be self-administered as well like evaluating ones performance with self-praise or reproach. Reinforcement is not always necessary for learning but it helps to direct ones attention towards more appropriate thing.

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Person-Situation Interaction: Often a person's reaction to a situation depends on the characteristics of the situation or past experiences but sometimes person variables also play an important role in showing a particular behavior. Types of Person Variables: Competencies: What can you do? Cognitive strategies: How do you see it? Expectancy: What will happen? Subjective value: What is it worth for? Self-regulatory systems and plans: How can you achieve it?

Self-Generated Environments: The potential environment is same for all but the actual environment depends on their behavior. For example class room environment.

Personality Structure: According to Freud personality is made up of 3components: id, ego and superego. Id: Id is present when a child is born. Its biological in nature and its drives are also biologically oriented e.g. hunger, thirst, sex etc. It works on pleasure principle and wants immediate gratification.

Ego: It develops gradually like children learn that all their needs cannot be fulfilled immediately. The ego obey reality principle i.e. what is possible at the moment and what has to be delayed. It balances between id and superego.

Superego: It is the internalized values and morals of the society as taught to a child by his parents and others. It is an individuals conscience. Id seeks pleasure, ego tests reality whereas superego strives for perfection. Initially parents control childrens behavior through rewards and punishments but later child develops an understanding about the right and wrong behaviors.

It explores an individuals private view of the world. Different situations and behaviors can mean something different to everyone according to his own interpretation. This approach is called humanistic because it helps to differ between animals and humans.

Self Theory Knowing about your self. Person having a positive self-concept would act differently than a person with weak or negative self concept. If the distance between real self and ideal self increases than it creates anxiety and emotional problems. Concept of self should be flexible according to the available experiences, but towards positive growth.

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Self-Actualization: achieving the highest level of fulfillment. Characteristic of self-actualizers: Realistic and accepts uncertainty, Accept for self and others for what they really are, Spontaneous in thought and behavior, Problem-centered rather than self-centered, Have a good sense of humor, Highly creative, Resistant to enculturation, although not purposely unconventional, Concerned for the welfare of humanity, Capable of deep appreciation of the basic experiences of life, Establish deep, satisfying interpersonal relationships with a few rather than many people, Able to look at life from an objective viewpoint.

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Behaviors leading to self-actualization: Experience life as a child does with full absorption and concentration. Try something new rather than sticking to secure and safe ways, Listen to your own feelings in evaluating experiences rather than to the voice of tradition, authority or majority, Be honest, avoid pretenses or game playing, Be prepared to be unpopular if your views do not coincide with those of most people, Assume responsibility, Work hard at whatever you decide to do, Try to identify your defenses and have the courage to give them up.