personality

Cloninger’s Temaparements and character traits: room for a behaviorist view?

Today I wish to discuss C. Robert Cloninger’s theory of temperaments and character traits. It is a psycho biological theory based on genetic and neural substrates and mechanisms and in it he proposes for the existence of four temperament traits and three character traits; thus talking about seven personality traits. First the abstract to give you some idea:

In this study, we describe a psychobiological model of the structure and development of personality that accounts for dimensions of both temperament and character. Previous research has confirmed four dimensions of temperament: novelty seeking, harm avoidance, reward dependence, and persistence, which are independently heritable, manifest early in life, and involve preconceptual biases in perceptual memory and habit formation. For the first time, we describe three dimensions of character that mature in adulthood and influence personal and social effectiveness by insight learning about self-concepts. Self-concepts vary according to the extent to which a person identifies the self as (1) an autonomous individual, (2) an integral part of humanity, and (3) an integral part of the universe as a whole. Each aspect of self-concept corresponds to one of three character dimensions called self-directedness, cooperativeness, and self-transcendence, respectively. We also describe the conceptual background and development of a self-report measure of these dimensions, the Temperament and Character Inventory. Data on 300 individuals from the general population support the reliability and structure of these seven personality dimensions. We discuss the implications for studies of information processing, inheritance, development, diagnosis, and treatment

This article provides an excellent in-depth look at the Temperament and character Inventory (TCI) developed by Cloninger and it gives detailed description of all the traits and their sub-scales or facets.

I’ll list them briefly below (in order )(along with their sub scales/ facets)

I) Novelty seeking (NS)

  1. Exploratory excitability (NS1)
  2. Impulsiveness (NS2)
  3. Extravagance (NS3)
  4. Disorderliness (NS4)

II) Harm avoidance (HA)

  1. Anticipatory worry (HA1)
  2. Fear of uncertainty (HA2)
  3. Shyness (HA3)
  4. Fatigability (HA4)

III) Reward dependence (RD)

  1. Sentimentality (RD1)
  2. Openness to warm communication (RD2)
  3. Attachment (RD3
  4. Dependence (RD4)

IV) Persistence (PS)

  1. Eagerness of effort (PS1)
  2. Work hardened (PS2)
  3. Ambitious (PS3)
  4. Perfectionist (PS4)

V) Self-directedness (SD)

  1. Responsibility (SD1)
  2. Purposeful (SD2)
  3. Resourcefulness (SD3)
  4. Self-acceptance (SD4)
  5. Enlightened second nature (SD5)

VI) Cooperativeness (C)

  1. Social acceptance (C1)
  2. Empathy (C2)
  3. Helpfulness (C3)
  4. Compassion (C4)
  5. Pure-hearted conscience (C5)

VII) Self-transcendence (ST)

  1. Self-forgetful (ST1)
  2. Transpersonal identification (ST2)
  3. Spiritual acceptance (ST3)

To me this lacks one more trait and I’m sure Cloninger will identify and add one more in the future (he added the three character traits relatively late).

Now for the meat of the post. My thesis is that these are similar to the Big Eight temperaments that I have discussed in my earlier post and follow the same eight fold developmental/evolutionary pattern. Further , I would claim that each facet of a trait follows the same structure. Most traits have 4 or 5 facets and these are typically related to 5 major ways of reacting/ relating to world around us. It is also my thesis that juts as cloninger had tied the initial three traits to behavioral inhibition, behavioral approach and behavioral maintenance and to the three neurotransmitter systems of serotonin, dopamine and norepinephrine respectively; the same line of argument can be extended to other facets and new biogenic amine CNS neurotransmitters pathways correlated with each trait.

Harm Avoidance:

Individuals high in HA tend to be cautious, careful,fearful, tense, apprehensive, nervous, timid, doubtful,discouraged, insecure, passive, negativistic, or pessimistic even in situations that do not normally worry other people. These individuals tend to be inhibited and shy in most social situations. Their energy level tends to be low and they feel chronically tired or easily fatigued. As a consequence they need more reassurance and encouragement than most people and are usually sensitive to criticism and punishment. The advantages of of high Harm Avoidance are the greater care and caution in anticipating possible danger, which leads to careful planning when danger is possible. The disadvantages occur when danger is unlikely but still anticipated, such pessimism or inhibition leads to unnecessary worry.

In contrast, individuals with low scores on this temperament dimension tend to be carefree, relaxed, daring, courageous, composed, and optimistic even in situations that worry most people. These individuals are described as outgoing, bold, and confident in most social situations. Their energy level tends to be high, and they impress others as dynamic, lively, and vigorous persons. The advantages of low Harm Avoidance are confidence in the face of danger and uncertainty,leading to optimistic and energetic efforts with little or no distress. The disadvantages are related to unresponsiveness to danger, which can lead to reckless optimism.

Form the above it is clear that this is related to Neurotcisim and. This would also be related to anxiety witnessed in clinical situations and requiring treatment. It is instructive to note that Cloninger proposes Serotonin CNS system as a substrate for this trait and that many anti-anxiety drugs actually target serotonin receptors (SSRIS are the best anti anxiety drugs).also as per the model this is involved in behavior inhibition. Let me elaborate that and propose that what is meant by behavior inhibition is learning to avoid the predator. In operant conditioning paradigms this would be learning due to Positive punishment. Learning to inhibit a pre-potent behavior because of punishments.

Novelty Seeking:

Individuals high in Novelty Seeking tend to be quick-tempered, excitable, exploratory, curious, enthusiastic, ardent, easily bored, impulsive, and disorderly The advantages of high Novelty Seeking are enthusiastic and quick engagement with whatever is new and unfamiliar, which leads to exploration of potential rewards. The disadvantages are related to excessive anger and quick disengagement whenever their wishes are frustrated, which leads to inconsistencies in relationships and instability in efforts.

In contrast, individuals low in Novelty Seeking are described as slow tempered, indifferent, uninquisitive, unenthusiastic, umemotional, reflective, thrifty, reserved, tolerant of monotony, systematic, and orderly.

These are classical Impulsiveness related symptoms and can be safely associated with the dopamine system. this trait then is related to conscientiousness and is driven by rewards and reward-related behavior learning. Excess is this trait may result in psychosis and many anti-psychotic drugs act on this dopamine system. This is the traditional behavioral activation system. In operant conditioning terms we can call this learning under positive reinforcement. New behaviors are learned or strength of old behaviors is modified (increased) in the presence of primary reinforces like food, sex,(even money) etc).

Reward dependence:

Individuals who score high in Reward Dependence tend to be tender-hearted, loving and warm, sensitive, dedicated, dependent, and sociable. They seek social contact and are open to communication with other people. Typically, they find people they like everywhere they go. A major advantage of high Reward Dependence is the sensitivity to social cues, which facilitates warm social relations and understanding of others’ feelings. A major disadvantage of high Reward Dependence involves the ease with which other people can influence the dependent person’s views and feelings, possibly leading to loss of objectivity.

Individuals low on the Reward Dependence are often described as practical, tough minded, cold, and socially insensitive. They are content to be alone and rarely initiate open communication with others. They prefer to keep their distance and typically have difficulties in finding something in common with other people. An advantage of low Reward Dependence is that independence from sentimental considerations.

From the above it is clear that this is related to trait Extraversion or sociability and influences how adept, and prone, one is at forming alliances and friends. This has been hypothesized to be related to norepinephrine system and related to behavioral maintenance. In operant conditioning terms , I interpret it as maintaining a behavior despite no real (primary) reinforcement, but just because of secondary reinforcement (social approval, praise, status etc). This is not necessary maladaptive and secondary reinforcement are necessary; but too much dependence on that may lead to depression. Initial anti-depressants all worked on the norepinepherine system and the monoamine theory of depression is still around. I believe that depression is multi-factorial, but the social striving/approval/negotiation is a prime facet underlying the illness.

Persistence:

Individuals high in Persistence tend to be industrious, hard-working, persistent, and stable despite frustration and fatigue. They typically intensify their effort in response to anticipated reward. They are ready to volunteer when there is something to be done, and are eager to start work on any assigned duty. Persistent persons tend to perceive frustration and fatigue as a personal challenge. They do not give up easily and, in fact, tend to work extra hard when criticized or confronted with mistakes in their work. Highly persistent persons tend to be ambitious overachievers
who are willing to make major sacrifices to be a success. A highly persistent individual may tend to be a perfectionist and a workaholic who pushes him/herself far beyond what is necessary to get by.High Persistence is an adaptive behavioral strategy when rewards are intermittent but the contingencies remain stable. However, when the contingencies change rapidly, perseveration becomes maladaptive.

When reward contingencies are stable, individuals low in Persistence are viewed as indolent, inactive, unreliable, unstable and erratic on the basis of both self-reports and interviewer ratings. They rarely intensify their effort even in response to anticipated reward. These persons rarely volunteer for anything they do not have to do, and typically go slow in starting work, even if it is easy to do. They tend to give up easily when faced with frustration, criticism, obstacles, and fatigue. These persons are usually satisfied with their current accomplishments, rarely strive for bigger and better things, and are frequently described as underachievers who could probably accomplish for than they actually do, but do not push themselves harder than it is necessary to get by. Low scorers manifest a low level of perseverance and repetitive behaviors even in response to intermittent reward. Low Persistence is an adaptive strategy when reward contingencies change rapidly and may be maladaptive when rewards are infrequent but occur in the long run.

By some stretch of imagination one can relate this to being empathetic or agreeable. (volunteering etc) and thus to agreeableness. One way this could be related to parental investment is that those who do not care for their kids have children that give up easily and are frustrated easily; thus the same mechanism may lie both parental care behavior and persistent behavior in the kid. This behavior/trait I propose may be related to epinepherine CNS system. This is related to behavior persistence; in opernat conditioning terms this is behavior persistence despite no primary or even secondary reinforcement. Of course extinction will eventually happen in absence of reward, but factors like time/ no. of trials taken to archive extinction may be a factor here. Although, behavior is not reinforced at all still it is persisted with and maybe even different related variations tried to get the desired reward. Stimulants as a class of drug may be acting on this pathway, stimulating individuals to engage in behavior despite no reinforcement.

Self-directedness:

Highly self-directed persons are described as mature, strong, self-sufficient, responsible, reliable, goaloriented, constructive, and well-integrated individuals when they have the opportunity for personal leadership. They have good self-esteem and self-reliance. The most distinctive characteristics of self-directed individuals is that they are effective, able to adapt their behavior in accord with individualy chosen, voluntary goals. When a self-directed individual is required to follow the orders of others in authority, they may be viewed as rebellious trouble maker because they challenge the goals and values of those in authority.

In contrast, individuals who are low in Self-Directedness are described as immature, weak, fragile, blaming, destructive, ineffective, irresponsible, unreliable, and poorly integrated when they are not conforming to the direction of a mature leader. They are frequently described by clinicians as immature or having a personality disorder. They seem to be lacking an internal organizational principle, which renders them unable to define, set, and pursue meaningful goals. Instead, they experience numerous minor, short term, frequently mutually exclusive motives, none of which can develop to the point of long lasting personal significance and realization.

To me the above looks very much like the Rebelliousness/ conformity facet of Openness or intellect. The core idea being whether one has archived ego-integrity and good habits. I propose that histamine or melatonin may be the mono amine CNS system involved here, though phenuylethylamine(PEA) also seems a good target, so do tyrosine and other trace amines. Whatever be the neurotransmitter system involved, the operant conditioning phenomenon would be learning to engage in behavior despite +ve punishment. thus, the ability to go against the grain, convention, or social expectations and be true to oneself. This behavior can be called learning under -ve reinforcement i.e engaging in a behavior despite there being troubling things around, in the hope that they would be taken away on successful new behavior. I would also relate this to behavioral reportaire of the individual. People high on this trait would show greater behavioral variability during extinction trials and come up with novel and insightful problem solving behaviors.

That is it for now; I hope to back up these claims, and extend this to the rest of the 3 traits too in the near future. Some things I am toying with is either classical conditioning and avoidance learning on these higher levels; or behavior remembering (as opposed to learning) at these higher levels. Also other neurotransmitter systems like gluatamete, glycine, GABA and aspartate may be active at the higher levels. Also neuro peptides too are broadly classified in five groups so they too may have some role here. Keep guessing and do contribute to the theory if you can!!

The big fight: The Big Five or The Big Eight?

The big question of the day is whether to overthrow the last 40-yrs mature conventional wisdom that there are only five personalty traits or factors. The introduction of Big Five or FFM model of personality had spawned a big research paradigm and there are many independent confirmations; so before I try to throw the baby out with the bath-water, let me just say at the outset that just like the big five model is not incompatible with Eysneck’s PEN model, so is my proposed eight factor model not inconsistent with the Big Five model- it just extends it and introduces a few new traits or dimensions. I have written in the past about personality, so it may help to read a few articles to know where I am coming from. I especially recommend this one related to perfectionism and personality.

First a quick review. the big Five personality dimensions are (in no particular order): Openness, Conscientiousness, Extraversion, Agreeableness and Neuroticism. It is to be recalled that these traits were discovered by lexical analysis of adjectives/ nouns and then doing factor analysis on the data to discover the minimum number of factors required to account for the variation in the data set. This way five factors have been discovered by exploratory Principal component analysis in many languages.

Recall that in PCA, factors are ordered. First factor is more important and can explain most of the variance. Second is less important/ responsible for variance and so on. It is my thesis that these personality traits would occur in a factor analysis in the order in which they evolve/develop , with the most evolved/ developed trait , which is most under hereditary control, reflected more in language and accounting for more variance in the data set.

Now, I do not have access to the original Goldberg or any McRae and Costa factor analysis results , so cannot say what the order of factors was. I propose, from my theoretical leanings and ordering of eight basic adaptive problems, the order would be (in order of less importance) : Neuroticism, conscientiousness, Extraversion, Agreeableness and Openness.

I have done some quick lookup on Google , but could not find much data related to how the five factors are ordered. One source I found, found support for NECAO ordering if only items from NEO-PI were analyzed; but NCEAO i.e. my order when additionally Zuckerman scales were also taken into account.

Let me delineate this further:

  1. Neuroticism (N): personality more focused towards solving the adaptive problem of avoiding predators. marked by negative emotionality, worry etc. Nettle calls these Worriers. The plot that works for them is ‘overcoming the monster’: everything apprised as a monster. primary mode of being: emotional.
  2. Conscientiousness (C): personality more focused on optimally finding and utilizing resources (or finding food) Nettle calls them controller. The plot that works for them is Rags to riches. How to become successful. Primary mode of being: motivational.
  3. Extraversion (E): personality more focused on forming alliances/friendships and thus issues of dominance- hierarchy. Nettle calls them wanderers. The plot for them a Quest, where they wander adn on the way make alliances/ friends to reach the illusive goal. The Journey , and the energy imbued with travel, becomes more important than the Goal. Primary mode of being: behavioral/social.
  4. Agreeableness (A): personality more focused on care of close ones; be it friends or children. Nettle calls them Empathizers. not sure if voyage and return is an apt plot for them. Primary mode of being: attachment/ care/ responsibility.
  5. Openness (O): Here I’ll like to re-categorize this as rebelliousness vs social conformity: adaptive problem to be solved : who am I and who are like-minded people / roles that I should help. Nettle calls them Poets. The plot that works for them is comedy wherein one has to find true identities of disguised people or become reunited with twins/ kin etc. Primary mode of being: cognitive and self-appraisal

I’ll like to add three more factors to the above based on CPS scales and any other theoretical as well as factor-analytic considerations:

6. Trust vs defensiveness (T): personality more focused on who can be trusted and who cannot. trying to see behind someones apparent persona.
7. Activity (Act) : personality more focused on being active, communicative, lively and humorous.
8. Masculinity- femininity (M-F): personality more focused on becoming desirable to the opposite sex.

The reasons I extend this are:

I) The evidence for Comrey Personality scales:

  1. Trust vs. Defensiveness ; A new factor (T above)
  2. Social Conformity vs. Rebelliousness: same as O
  3. Emotional Stability vs. Neuroticism: same as N
  4. Mental Toughness vs. Sensitivity: Same as Masculinity- femininity above
  5. Orderliness vs. Lack of Compulsion: Same as C
  6. Activity vs. Lack of Energy: A new factor (Act above)
  7. Extraversion vs. Introversion : same as E
  8. Empathy vs. Egocentrism : Same as A

II) when Nouns are factor analyzed we get eight factors (in the order of importance of factors)

  1. Social Unacceptability (Scum, tarsh, mororn): N (negative emotion)
  2. Intellect (philosopher, artist,nonconformist): C? (not conscientious person?)
  3. Egocentrism (snoop, busybody, know-it-all): E (not extarverted person)
  4. Ruggedness (tough, gentleman, fighter) : A (not agreeable person)
  5. Delinquency (law-breaker, googdy-ggody, innocent): O (more rebellious person)
  6. Attractiveness (babe , doll, hero) : T ??(a trustworthy person is attractive??)
  7. Liveliness (joker, chatterbox, loudmouth): Act ( a more active/ communicative person)
  8. Disorientation: (klutz, novice, daydreamer): M-F ? (are we being sexually selected for more ‘orientation’?)

III) Goldberg, who had originally proposed the Big five has revised them to include two more ; he calls them Religiosity and WYSIWYG respectively.

Goldberg (Goldberg 1992b) has identified the “next two” factors that might be used to augment the big five. The first, tentatively called Religiosity, includes adjectives ranging from prayerful and reverent at the north pole to irreligious and unreligious at the south pole. The second, tentatively called what you see is what you get, includes adjectives ranging from undevious and unsly at the north pole to slick and aristocratic at the south pole. He goes on to point out that “there are no additional domains with anywhere near the breadth of the Big-Five factors”.

IV) Wikipedia entry says that others have also proposed more traits (and presumably also found in their factor analytic studies evidence for such traits)

Some psychologists have dissented from the model precisely because they feel it neglects other domains of personality, such as Religiosity, Manipulativeness/Machiavellianism, Honesty, Thriftiness, Conservativeness, Masculinity/Femininity, Snobbishness, Sense of humour, Identity, Self-concept, and Motivation.

See this also on personality research:

Saucier and Goldberg (1998) presented evidence that nearly all clusters of personality-relevant adjectives can be subsumed under the Big Five. Paunonen and Jackson (2000), however, argued that this study used too loose a criterion for inclusion in the Big Five–namely that the Big Five account for at least 9% of the variance in the adjective cluster. Reanalyzing the same data using a stricter criterion of 20% explained variance resulted in nine clusters of traits that fell outside of the Big Five: Religiosity, Honesty, Deceptiveness, Conservativeness, Conceit, Thirft, Humorousness, Sensuality, and Masculinity-Femininity. These analyses do not imply that the clusters are unrelated; for example, Honesty and Deceptiveness may be highly (negatively) related as opposite sides of the same dimension. Nevertheless, these results suggest that several important personality traits lie beyond the Big Five.

Considering all the above factors , especially keeping in mind the fact that Goldberg;’s new proposed religiosity may be more close to the now-traditional openness which I have re-characterized as rebellious- conformity ; and that Goldberg’s unsly, slick, aristocratic and undevious may correspond to trust-defensiveness dimension; what we see is that the traditional intellect that Goldberg uses may be better thought of as Activity dimensions which relates to how lively, communicative and active a person is . Also he completely misses the last factor related to masculinity / femininity.

For the other proposed dimensions by Johnson et al , it is easy to see that religiosity can be subsumed under my definition of Opennnes; honesty/deceptiveness are opposite poles of the trust-defensiveness (T) trait); Conservativeness, Conceit, Thirft, Humorousness are better conceptualized as per me into Activity trait (Act) and that leaves us sensuality and Masculinity-Femininity as the last trait with these being two poles: at one end the role is more gender conformant; at the other it is more open and sensual in nature. If ever Humans speciate, it would because of this dimension!! It has been my thesis that we have been developing in diversity along these personality dimensions, but speciation would most likely happen only when assortattive mating and sexual selection acts at the eighths trait and the eighth trait is under more and more genetic control. Such a scenario may, thankfully, be far away!!

Perosnality vs situation: Mischel’s cognitive person variables

I have covered a lot of personality theories , especially I am enamored by the developmental stage theories (like that of piaget/ erikson/ freud/ loveinger/ big five), but I have also linked to many relevant posts from the situationist blog and am only too aware of the power of situations.

The first person however , who took arms against the prevailing emphasis on personality and introduced the all important concept of situation in the picture was Walter Mishcel. though , he is most well known for this and his work on delay of gratification in children, he has also given an alternative to traits that we could use while assessing personality. these are the social and cognitive person variables that distinguish one person from other. It is interesting to note that these person variables too form a hierarchy and I suspect that they also follow a developmental pattern.

The five social and cognitive learning person variables Mischel uses are:

  1. Competencies: skills, problem-solving strategies, concepts about the world, based on experiences; allows for successful adaptation; Cattell’s fluid intelligence; tools for “doing commerce” with the world; one’s capabilities.
  2. Encoding strategies and personal constructs: attentional strategies and individual schemas: what you pay attention to, and what meaning you attach to the stimulus to attend to; categorization is a personal construct that allows one to understand the world; subjective interpretation; provides some consistency in the person’s behavior, although capable on being changed, which accounts for inconsistencies in behavior. One’s interpretations
  3. Expectancies: behavior outcome expectancies: if I do this, then I can expect that; expectancies will be based on past experiences with similar situations; sometimes specific information is available that can create or change expectancies. If one’s can’t change expectancies when given new specific information, then Mischel considered the person maladaptive. The maladaptive individual is acting in accord with expectancies that do not represent the actual behavior-outcome rules in that particular situation. A second kind of expectancy relates to our confidence in our ability to perform competently, called self-efficacy. Our perceived self-efficacy is related to our capacity to do what needs to be done. A third kind of expectancy relates to the stimulus-outcome association: if this happens, I can expect this to follow.
  4. Subjective values: one’s personal values are a variable in one’s decision to behave in a certain way. They are essentially the reinforcers for one’s behavior
  5. Self-regulatory systems and plans: behaviors depend on intrinsic reinforcement or punishment, based on our own performance standards. Future goals are made and plans are then compatible with these goals. We are teleological and purposeful in our behaviors.

To me this follows the five stage model. We first develop competencies , so that we can produce a range of behavioral outcomes. We then acquire knowledge using personal constructs and encoding schema’s, and this is done idiosyncratically and subjectively to assess a situation. In the third step, we match situation (stimulus expectancy) and our behavior expectancies (self-efficacy expectancies) to predict how we should behave and what results we will get (outcome expectancies). In the fourth stage having assessed what outcome a behavior is likely to produce we analyze whether we subjectively value the outcome. The subjective valuation of outcome would still be guided by how others in our social circle have valuation for that outcome.In the final fifth stage, we put our individual spins on the outcome achievement by having things like intrinsic motivation and self-regulatory mechanisms. All this flows nicely and I strongly suspect that we develop a capacity to use a person variable only after a certain developmental phase is over.

Ego Devlopment : the nine stages theory of Loevinger

As every reader of this blog knows I am hooked to developmental stage theories, so couldn’t resist passing along this nine stage ego development theory of Loevinger. I will draw heavily from a course lecture by Prof. Kenneth Locke of Univ of Idaho, while describing the nine stage theory (prof Locke meanwhile clubs the 7th and 8th stage together into one, which I like and which takes the stages number to eight). Here you can find the full transcript of the lecture and here you can find the slides.

Before proceeding with the theory, let me tell you a bit about the method used by Loevinger. She used sentence completion paradigm where subjects had to complete sentences like

  • My main problem is …
  • Being with other people …
  • The thing I like about myself is…

Here the responses provided were analyzed to find the process by which the ego made sense of experiences. I would request my readers to pause here and before proceeding to read the entire mail, complete these sentence stems in the comments below and let me offer them an analysis of which stage they are predominantly on. to give you an example of what you can fill, the first sentence ” My main problem is …” can be filled in many different ways like “…a slow internet connection”, ” …the readability of this blog”, ” …your thesis that seems too much steeped into stages mode of thinking” etc. do not worry too much about what you fill, juts go a=head and complete the sentences!!

Now lets get to the ego formation stages themselves:

The first stage is the pre-social and symbiotic stage. This is the stage that the ego is typically in during infancy. A baby has a very id-like ego that is very focused on gratifying immediate needs. They tend to be very attached to the primary caregiver, often the mother, and while they differentiate her from the rest of the world, they tend experience a cognitive confusion and emotional fusion between the caregiver and the self. But our understanding of this stage is more speculative than our understanding of other stages because pre-verbal infants we cannot use sentence completions and instead must rely on inferences based on observations.

The second stage is the impulsive stage. While this is the modal stage for toddlers, people can be in this stage for much longer, and in fact a small minority of people remain in this impulsive stage throughout their life. At this stage the ego continues to be focused on bodily feelings, basic impulses, and immediate needs. Not being particularly good at meeting these needs on their own, however, they are dependent and demanding. They are too immersed in the moment and in their own needs to think or care much about others; instead, they experience the world in egocentric terms, in terms of how things are affecting me. If something or someone meets my needs, it is good; if something or someone frustrates my needs, it is bad. Thus, their thinking is very simplistic and dichotomous.

The third stage is the self-protective stage. While this stage is particularly common in early and middle childhood, some individuals remain at this stage throughout their lives. The self-protective ego is more cognitively sophisticated than the impulsive ego, but they are still using their greater awareness of cause and effect, of rules and consequences, to get what they want from others. Therefore, they tend to be exploitive, manipulative, hedonistic, and opportunistic. Their goals is simply to “get what I want without getting caught”. Assuming others are like them, they are wary of what others want. They are also self-protective in the sense of externalizing blame–blaming others when anything goes wrong. Individuals who remain in the stage into adolescence and adulthood tend to, unless they are very smart, get into trouble; indeed, research using Loevinger’s sentence completion test shows that a high proportion of juvenile delinquents and inmates score at this self-protective stage.

The fourth stage is the conformist stage. We tend to see this stage emerging at the time Freud said the superego first emerges, around five or six, and is the most common stage later in elementary school and in junior high school. However, a number of people remain at this stage throughout their lives. Conformist individuals are very invested in belonging to and obtaining the approval of important reference groups, such as peer groups. They tend to view and evaluate themselves and others in terms of externals—how one looks, the music that you listen to, the words or slang that you use, the roles people assume to show what group they are in and their status within the group. They view themselves and others in terms of stereotypes—broad generalizations about what members of certain groups are or are not like. While from the outside such individuals may seem superficial or phony, they do not experience it that way because this group self is their real self. More generally, they tend to view the world in simple, conventional, rule-bound and moralistic ways. What is right and wrong is clear to them—namely, what their group thinks is right or wrong. Their feelings also tend to be simple and rule-governed, in the sense that there are some situations in which one feels happy, and other situations in which one feels sad. While Loevinger does try to avoid describing some stages as better than others, she does use the somewhat pejorative terms “banal” and “clichéd” to describe the conformist understanding of feelings. Interestingly, both feelings of happiness and feelings of shame tend to peak at this stage. Shame peaks because they are so concerned about approval from their group; consequently, the threat of shame is a powerful tool that groups can use to control individuals at this stage. On the other hand, as long as their place in the group is not threatened, conformist egos are quite happy, even happier than egos at the later stages, where right and wrong can never again be so simple and clear.

The fifth stage is the self-aware stage. This stage is the most common stage among adults in the United States. The self-aware ego shows an increased but still limited awareness deeper issues and the inner lives of themselves and others. The being to wonder what do I think as opposed to what my parents and peers think about such issues as God and religion, morality, mortality, love and relationships. They tend to not be at the point where they reach much resolution on these issues, but they are thinking about them. They are also more aware that they and others have unique feelings and motives, different from those that might be prescribed by the feeling rules they have learned from movies and books and other people. They recognize that just because one is part of the group does not mean that one always feels or thinks the same as the other group members and that’s true for other people in other groups as well. In short, they are appreciating themselves and others as unique. Increasing awareness of one’s unique feelings and motives creates tension between the “real me” and the “expected me”, which can lead to increased conflicts with family and peers. Finally, this ability to wonder whether your family or peers are right about what is right and wrong, to question whether you have been right about what is right and wrong, can lead to increased self-criticism.
At the sixth stage, the conscientious stage, this tendency towards self-evaluation and self-criticism continues. The conscientious ego values responsibility, achievement and the pursuit of high ideals and long-term goals. Morality is based on personally-evaluated principles, and behavior is guided by self-evaluated standards. Consequently, violating one’s standards induces guilt. This differs from the conformist stage where the tendency is to feel shame. Shame arises from not meeting the others’ expectations; guilt arises from not meeting one’s own expectations. Greater self-reflection leads to greater conceptual complexity; experiencing the self and the world in more complex ways; and this includes experiencing one’s own feelings and motives in more accurate and differentiated ways and expressing them in more unique and personal terms. Finally, with increasing awareness of the depth and uniqueness of others’ feelings and motives as well comes increasing concern with mutuality and empathy in relationships.

Before going on I should mention that the preceding three stages—the conformist, self-aware, and conscientious stages—are the most common for adults in the United States, and there are fewer and fewer people at the stages we are about to examine. Moreover, Loevinger suggested that we all have a hard time understanding stages that are more than one level above our own, so for many of us who are at the middle stages it can be hard to fully grasp the highest stages.

At the seventh stage, the individualistic stage, the focus on relationships increases, and although achievement is still valued, relationships tend to be more valued even more. The individualistic ego shows a broad-minded tolerance of and respect for the autonomy of both the self and others. But a wish gives others the autonomy to be who they really are can conflict with needs for connection and intimacy. The heightened sense of individuality and self-understanding can lead to vivid and unique ways of expressing the self as well as to an awareness of inner conflicts and personal paradoxes. But this is an incipient awareness of conflicting wishes and thoughts and feelings—for closeness and distance, for achievement and acceptance, and so on—but there is unlikely to yet be any resolution or integration of these inner conflicts.

At stage eight, the autonomous stage, there is increasing respect for one’s own and others’ autonomy. The autonomous ego cherishes individuality and uniqueness and self-actualization; individuals’ unique and unexpected paths are a source of joy. And these independent paths are no longer seen in opposition to depending on each other; rather relationships are appreciated as an interdependent system of mutual support; in other words, it takes a village to raise and sustain an autonomous ego. There is also greater tolerance of ambiguity. In particular, conflicts—both inner conflicts and conflicts between people—are appreciated as inevitable expressions of the fluid and multifaceted nature of people and of life in general; and accepted as such, they are more easier faced and coped with. Finally, the heightened and acute awareness of one’s own inner space is manifest in vivid ways of articulating feelings.

At the final stage, the integrated stage, the ego shows wisdom, broad empathy towards oneself and others, and a capacity to not just be aware inner conflicts like the individualistic ego or tolerate inner conflicts like the autonomous ego, but reconcile a number or inner conflicts and make peace with those issues that will remain unsolvable and those experiences that will remain unattainable. The integrated ego finally has a full sense of identity, of what it is, and at this stage it is seeking to understand and actualize my own potentials and to achieve integration of all those multi-faceted aspects of myself that have become increasing vivid as I’ve moved through the preceding three stages. In Loevinger’s research this highest stage is reached by less than 1% of adults in the United States.

Prof. Locke, does a good job of describing the stages, so I have juts copied the relevant sections from the transcript. Its however important to note the parallels here with other eight stage developmental theories. The first stage has to do with the differentiation of self from world and formation of ego in the first place. The second stage has to do with egocentric ego formation. The third with manipulative ego formation. The fourth with societal and conformist ego formation. The fifth stage with a self -aware or reflective ego formation. The sixth stage is qualitatively different and involves issues such as relationships with others and issues of intimacy and ego involved in relationships. The seventh and eighth stages have to do with interpersonal ego and the last with an integrative ego. All this follows the general developmental template and framework.

So don’t forget to fill the sentences completion exercise and let me speculate on the ego stage of my readership!

The Five Core Social Motives

Susan Fiske in a popular needs model has identified Five Core Social Motives , easily remembered by the acronym BUC(k)ET standing for (Belonging, Understanding, Controlling, Enhancing Self, and Trusting) . In this system, belonging is the root need, the essential core social motive. The others are all said to be in service to, facilitating, or making possible effective functioning in social groups.

I now, give detailed descriptions of each motive based on Fiske’s chapter in Motivated Social Perception book.

  1. Belonging: People are motivated to affiliate and bond with each other.
  2. Understanding: to belong , people are motivated to create an accurate-enough shared social understanding.
  3. Controlling:People are motivated to feel competitive and effective in their dealings with the animate and inanimate environment.
  4. Enhancing Self: Hoping that other will see you as socially worthy fits the core social motive of enhancing self.
  5. Trusting:Viewing the world as benevolent enables people to participate in many group activities without undue suspicion or vigilance.

I also came across an interesting paper that discusses many need theories. They have this to say about Fiske’s theory:

Based on a comprehensive literature review of a wide variety of writings on basic needs and motives, Stevens and Fiske (1995) argued that there was overall agreement on five basic needs. Fiske (2002; 2004) continued to develop and elaborate this set of basic needs, or core social motives, using the BUC(K)ET acronym as a mnemonic device for the five motives: Belonging, Understanding, Controlling, Enhancing Self, and Trusting (leaving the K for students to play with if they would like to imagine a sixth motive). In this system, belonging is the root need, the essential core social motive. The others are all said to be in service to, facilitating, or making possible effective functioning in social groups.

As implied by its name, this theory is specifically designed to apply to needs that arise in social settings. “Core Social Motives describe fundamental, underlying psychological processes that impel people’s thinking, feeling, and behaving in situations involving other people” (Fiske, 2004, p. 14). A basic assumption of this theory is that underlying all of the basic needs is an evolutionary process that has led to these characteristics of human nature because they promote survival of the individual through belonging in groups. Although this kind of imagined evolutionary, survival-oriented thinking is not logically a required aspect of a theory of basic needs with a root need structure, in fact such thinking has been employed in the development of all three of the root need theories.

I am compelled to chalk the five social motives in terms of the first five developmental tasks.

  1. Belongingness. In the absence of bonding and affiliating with other people, one would not be able to acquire the feelings of trust necessary to operate smoothly in society.
  2. Understanding: When people create accurate-enough shared social understanding they are not hounded by feelings of doubt and shame in relation to social relationships and society functioning.
  3. Controlling: By feeling competitive and effective in dealing with one’s animate and inanimate environment one can generate positive feelings of initiative in relation to social functioning and void any guilt over ineffectiveness.
  4. Enhancing Self: If others see one as socially worthy, then this gives rise to feelings of industry.
  5. Trusting: One needs a trusting environment to be able to brood over subtle questions like those of personal identity.

The core Social Motives seems to be a very promising theory that lets us analyse motives and needs at the social level of analysis . As such it deserves greater attention from the research community.

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