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An experimental application of learning theory to personality study
MOTIVATION HUMAINE
269
AN EXPERIMENTAL APPLICATION OF LEARNING THEORY TO PERSONALITY STUDY BY
H. J. EYSENCK
(University of London) Modern learning theory leans heavily on the concepts of excitation and inhibition originally introduced by Parlor to account for the results of conditioning studies. In more recent formulations such as those put forward by Hull, excitation has become sHe and inhibition has bt~ome In, (reactive inhibition as opposed to conditioned inhibition). Hull has also considerably extended the field of application of these concepts beyond that of conditioning. While in these matters Hull is in advance of Pavlov, he has failed consistently to take into account individual difference, which, to him, would be shown in the constants he introduces into his va~ious formulae. He has nowhere shown, however, that there is any experimental possibility of extending his system in this fashion. Pavlov, on the other hand, not only gave prominence to individual differences, but also tried to link these up with the Galen-Kant-Wundt system of personality des.cript~on in terms of the choleric, sanguine, melancholic and phlegmatic l ypes. The present writ~:r has attempted to link up learning theory and his own descriptive work on personality in terms of a postulate to the effect that :he excessive production of excitatory potential and the deficient production of inhibitory potential produce introverted modes of behaviour, and the dysthymic syndrome (anxiety, reactive depression, obsessional compulsi'~,e features) in neun)tics, while the excessive production of inhibitory potential and the deficient production of excitatory potential produce extraverted modes of behaviour, and the hysterieal-psychopatic syndrome in neurot.ics. Predictions were made in terms of this hypothesis and a number of these predictions have been submitted to experimental tests. A few of the experimentally tested predictions are the following: 1) Introverts form conditioned reflexes more readily than extraverts, and extinguish less readily than extraverts. 2) Extraverts show satiation effects more strongly, more readily and more lastingly than introverts. (This prediction was made by formally equating satiation with reactive inhibition. This is only possible, of course, by relinquishing certain elements in HuWs concept and going back to the Pavlovian one; in particular, it is necessary to consid~.~rreactive inhibitions
370
Tm~
14
as a central, not a peripheral phenomenon, and to eliminate also the "work hypthesis" which Hull adopted. Fortunately there is ample experimental evidence for these postulate changes). 3) Massed practice shoald be more detrimental for extraverts than for introverts, as compared with spaced practice, and reminiscence phenomena, at measures of the inhibition accumulated during massed practice, should be more pron,~)unced in extraverts than in introverts. These and other predictions will be discussed in terms of the experimental evidence, and it will be argued that the results, in addition to throwing some light on personality description and integrating learning theory, perception, and personality research, also serve in a unique fashion to clarify the status of certain concepts in the field of learning theory itself.
A SECURITY THEORY OF PERSONALITY AND MENTAL HEALTH AND SAMPLES OF RELEVANT RESEARCH BY
KARL S. BERNHARDT
(University of Toronto, Canada) At the Institute of Child Study of the University of Toronto, Canada, research is stimulated and given direction and meaning by a security theory ,ff mental health developed by the Director, Dr. W. E. Blatz. This theory will be described and samples of research in progress at the Institute will be ~eported. The Institute of Child Study is organized as a research institution and includes a Nursery School, a Kindergarten and an Elementary School as well as research and parent education divisions. The organization of the institute, the nature of its activities and its general philosophy may be ascertained from such publications as "Twenty-five Years of Child Study", 1951, "Well Children," 1956 and the quarterly Bulletir~ of the Institute. The security theory: Man seeks security, a state of consciousness which accompanies a willingness to accept the consequences of one's decisions and action,~;. Independent security is attained through the acquisition of skill by learning. The individual accepts insecurity as a means of achieving i~idcpcndcnt security through striving to satisfy his wants. An insecure person ma? .~,-ek security through learning, or he may withdraw and try to be dependently secure, or he may adopt a deputy agent such as substitution, rationalization, compensation or sublimation. And the individual may
269
AN EXPERIMENTAL APPLICATION OF LEARNING THEORY TO PERSONALITY STUDY BY
H. J. EYSENCK
(University of London) Modern learning theory leans heavily on the concepts of excitation and inhibition originally introduced by Parlor to account for the results of conditioning studies. In more recent formulations such as those put forward by Hull, excitation has become sHe and inhibition has bt~ome In, (reactive inhibition as opposed to conditioned inhibition). Hull has also considerably extended the field of application of these concepts beyond that of conditioning. While in these matters Hull is in advance of Pavlov, he has failed consistently to take into account individual difference, which, to him, would be shown in the constants he introduces into his va~ious formulae. He has nowhere shown, however, that there is any experimental possibility of extending his system in this fashion. Pavlov, on the other hand, not only gave prominence to individual differences, but also tried to link these up with the Galen-Kant-Wundt system of personality des.cript~on in terms of the choleric, sanguine, melancholic and phlegmatic l ypes. The present writ~:r has attempted to link up learning theory and his own descriptive work on personality in terms of a postulate to the effect that :he excessive production of excitatory potential and the deficient production of inhibitory potential produce introverted modes of behaviour, and the dysthymic syndrome (anxiety, reactive depression, obsessional compulsi'~,e features) in neun)tics, while the excessive production of inhibitory potential and the deficient production of excitatory potential produce extraverted modes of behaviour, and the hysterieal-psychopatic syndrome in neurot.ics. Predictions were made in terms of this hypothesis and a number of these predictions have been submitted to experimental tests. A few of the experimentally tested predictions are the following: 1) Introverts form conditioned reflexes more readily than extraverts, and extinguish less readily than extraverts. 2) Extraverts show satiation effects more strongly, more readily and more lastingly than introverts. (This prediction was made by formally equating satiation with reactive inhibition. This is only possible, of course, by relinquishing certain elements in HuWs concept and going back to the Pavlovian one; in particular, it is necessary to consid~.~rreactive inhibitions
370
Tm~
14
as a central, not a peripheral phenomenon, and to eliminate also the "work hypthesis" which Hull adopted. Fortunately there is ample experimental evidence for these postulate changes). 3) Massed practice shoald be more detrimental for extraverts than for introverts, as compared with spaced practice, and reminiscence phenomena, at measures of the inhibition accumulated during massed practice, should be more pron,~)unced in extraverts than in introverts. These and other predictions will be discussed in terms of the experimental evidence, and it will be argued that the results, in addition to throwing some light on personality description and integrating learning theory, perception, and personality research, also serve in a unique fashion to clarify the status of certain concepts in the field of learning theory itself.
A SECURITY THEORY OF PERSONALITY AND MENTAL HEALTH AND SAMPLES OF RELEVANT RESEARCH BY
KARL S. BERNHARDT
(University of Toronto, Canada) At the Institute of Child Study of the University of Toronto, Canada, research is stimulated and given direction and meaning by a security theory ,ff mental health developed by the Director, Dr. W. E. Blatz. This theory will be described and samples of research in progress at the Institute will be ~eported. The Institute of Child Study is organized as a research institution and includes a Nursery School, a Kindergarten and an Elementary School as well as research and parent education divisions. The organization of the institute, the nature of its activities and its general philosophy may be ascertained from such publications as "Twenty-five Years of Child Study", 1951, "Well Children," 1956 and the quarterly Bulletir~ of the Institute. The security theory: Man seeks security, a state of consciousness which accompanies a willingness to accept the consequences of one's decisions and action,~;. Independent security is attained through the acquisition of skill by learning. The individual accepts insecurity as a means of achieving i~idcpcndcnt security through striving to satisfy his wants. An insecure person ma? .~,-ek security through learning, or he may withdraw and try to be dependently secure, or he may adopt a deputy agent such as substitution, rationalization, compensation or sublimation. And the individual may