Raymond Cattell

March 20, 1905, in Hill Top, West Yorkshire, England.

Cattell was born on

1921-1924

when did he earned his BS in Chemistry with first-class honors from University of London

19 years old

He earned his BS in Chemistry in what age?

1929

He earned his Ph.D. in psychology from the University of London in what year

1937

After teaching for a few years at Exeter University, in Cattell was invited as a Research Associate to teach at Columbia University

E.L. Thorndike

the position Research Associate to teach at Columbia University was offered by?

1938-1941

•he became a Stanley Hall Professor of Genetic Psychology at Clark University.

1941

he moved to Harvard University as a Lecturer after being invited by Gordon Allport.

1945 - 1973

Cattell took a position at the University of Illinois where he established a research department and developed a pioneering computer. Then, retired from the University of Illinois.

conduct factor analysis on a much larger scale than was previously possible.

the research department and pioneering computer that allowed Cattell to

1960 - 1961

First president of the Society for Multivariate Experimental Psychology

1974-1978

Director, Institute for Research on Morality and Adjustment, Boulder, Colorado

1978

University of Hawaii and Hawaii School of Professional Psychology, and professorships. Eventually, he chose to settle in Hawaii where he continued to teach, write, and enjoy his lifelong passion for sailing.

February 2, 1998, Honolulu, Hawaii, United States

he died on at the age of 92 years old

Educational Testing Service Award for Distinguished Service to Measurement (1982);

Dobzhansky Memorial Award of the Behavior Genetics Association 1986):

Lewis M. Terman and Maude A. Merrill Award, Riverside Publishing Company (1994)

Cattell’s Awards

1982

Educational Testing Service Award for Distinguished Service to Measuremen

1986

Dobzhansky Memorial Award of the Behavior Genetics Association

1994

Lewis M. Terman and Maude A. Merrill Award, Riverside Publishing Company

The Cattell-Horn Theory of Fluid and Crystallized Intelligences

Major Contributions in Psychology

Application of advanced statistical techniques to the study of intelligence.

Major Contributions in Psychology

Author or co-author of more than 500 books and articles

Major Contributions in Psychology

Theorized the 16 Factor Personality Model

Major Contributions in Psychology

His research in Personality, Motivation, and Intelligence

Major Contributions in Psychology

Worked and Pioneered the use of multivariate analysis that allowed researchers to view individuals as a whole and study aspects of human behavior that could not be studied in a lab setting.

Major Contributions in Psychology

Cattell studied a variety of personality types and personality traits. Particular interest to Cattell was how to assess personality, and his work is heavily influenced by the systematic collection of scientific data

Major Contributions in Psychology

Cattell’s approach, however, has had a dramatic effect on psychological testing

Major Contributions in Psychology

Psychological type

refers to a broader description of personality than a psychological trait, and is often associated with abnormal psychology

Psychological type

A type can only be understood in terms of personality traits

Example of Psychological type a villain is a type based on a pattern of associated traits such as immorality, cruelty, and disregard for the law and the rights of others

Cattell

He believed that clinical psychologists always took personality traits for granted, but focused their attention on the patterns of traits that defined clinical syndromes (or types

Cattell

He also described a trait as a collection of reactions or responses bound by some sort of unity, thus allowing the responses to be covered by one term and treated similarly in most situations

factor-analytic technique  

Cattell used this to identify sixteen source traits. He often uses the terms source trait and factor interchangeably.

Factor analysis

a statistical technique that determines a number of factors, or clusters, based on the intercorrelation between several individual elements

late 1940s

Cattell and his colleagues developed the Sixteen Personality Factor Questionnaire

16-PF

 Sixteen Personality Factor Questionnaire is commonly known as

continuum

Cattell believed that these personality traits exist in a

This means that all 16 traits exist in every individual to some extent. But their level or intensity varies from person to person.

Warmth (Factor A)
Reasoning
Emotional Stability
Dominance
Liveliness (Factor F)
Rule Consciousness (Factor G)
Social Boldness (Factor H)
Sensitivity (Factor I)
Vigilance
Abstractedness (Factor M)
Privateness
Apprehension
Openness to Change (Factor Q1)
Self Reliance
Perfectionism (Factor Q3)
Tension

16 basic factors of personality

Warmth (Factor A)

Extent of friendliness or sociability in a person

Reasoning

Denotes the intelligence of a person

Emotional Stability

allows a person to develop an integrated and balanced way of responding to the problems faced in daily life

Dominance

Individual’s power and authority over others

Liveliness (Factor F)

The quality of being outgoing, energetic, and enthusiastic

Rule-Consciousness (Factor G)

An individual’s will

Social Boldness (Factor H)

How comfortably a person acts and feels in social situations.

Sensitivity (Factor I)

The quality or condition of being sensitive

Vigilance

Keeping a careful watch for possible danger or difficulties

Abstractedness (Factor M)

State of mind characterized by detachment from reality. (The pre-occupation of one to his/her thoughts.)

Privateness

How discreet or open a person prefers to be in his or her daily life

Apprehension

Fear that something bad or unpleasant will happen

Openness to Change (Factor Q1)

It indicates how open-minded a person is

Self-Reliance

or Self-sufficiency, denotes the extent of autonomy of a person

Perfectionism (Factor Q3)

Individual strives to be flawless in everything they do.

Tension

An idea of whether an individual tends to be impatient or relaxed.

Dynamic Traits

are a person's motivation and interest which set the person in action toward the goal

The Ergs (Permanent)
Meta-Ergs (Sentiments)

Two Kinds of Dynamic Traits

Energy Ergon

Ergs from the Greek term for

Ergs

Innate (constitutional) energy source or driving force for all behaviors.Er

Ergs

Basic units of motivation that direct us toward specific goals

Ergs

The Needs, Instincts, or Drives

Hunger

Ergs creates

Ergs

Selective perception     

Ergs

Goal-directed behavior

Ergs

Emotional response       

Ergs

Consummatory response

Anger
Appeal
Protection
Curiosity
Disgust
Security
Gregariousness
Hunger
Self-assertion
Self-submission
Sex

11 Identified (The Ergs)

Meta-ergs (Sentiments)

Learned patterns of behavior (environmental) that focus on important aspects of life

Sentiments
Attitudes

Energy from eras channeled through these can be unlearned and disappear divided into

Sentiments

Areas of importance to Us

Attitudes

Specific tendencies and responses toward situations revolving around our sentiments

Both ergs and sentiments motivate behavior, but there is a vital difference between them. Because an erg is a constitutional trait, it is a permanent structure of the personality. It may strengthen or weaken but it cannot disappear.

Difference between ergs and sentiments

A sentiment, because it results from learning, can be unlearned and can disappear so that it is no longer important to a person's life.

Difference between ergs and sentiments

Cattell showed great interest in the relative influences of heredity and environment in shaping personality.

one-third

Cattell concluded that overall, of our personality is genetically based

two-thirds

_________ of our personality is determined by social and environmental influences.

Infancy
Childhood
Adolescence
Maturity
Late Maturity
Old Age

Stages of Personality Development

Infancy

6 years old

Infancy

Weaning; toilet training; formation of ego, superego, and social attitudes

Social attitudes
Ego and Superego
Security and Insecurity
Attitudes toward authority
A possible tendency toward neuroticism

Development in Infancy

Childhood

6 to 14 years old

Independence from parents
 Identification with peers
Few psychological problems

Development in Childhood

Adolescence

14-23 years old

More troublesome and stressful
Conflicts center on the drive for independence, self-assertion, and sex
Emotional disorders and delinquency may result

Development in Adolescence

Maturity

23-50 years old

Satisfaction with career, marriage, and family
Personality becomes less flexible yet more emotionally stability

Development in Maturity

Late Maturity

50-65 years old

Personality changes in response to physical, social, and psychological changes
Reexamine values and search for a new self

Development in Late Maturity

Old Age

65 years old and above

Adjustment to loss of friends, spouses, and career
Loss of status in a culture that worships youth
The pervasive sense of loneliness and insecurity

Development in Old Age

Life Records (L-data)
Questionnaires (Q-data)
Personality Test (T-data)

three primary assessment techniques

Life records (L-data)

It is obtained by gathering the life history of a person (personal records), such as grade point average, driving history, letters of recommendation, etc.

Life records (L-data)

It involves overt behaviors that can be seen by an observer and occur in naturalistic settings rather than in the artificial situation of a psychology laboratory

Life records (L-data)

It provides limited information about the individual.

Questionnaires (Q-data)

Obtained by asking people to describe themselves in response to standard questions (Multiple choice, true/false).

Questionnaires (Q-data)

It is easy to administer & quick access to information

Questionnaires (Q-data)

People may impression manage (e.g., lie to make themselves look good). Therefore Cattell warned that O-data must not automatically be assumed to be accurate.

Personality tests (T-data)

Obtained by asking people to take various tests (projective, physical, reaction times) in which the purpose of the test isn't obvious.

Personality tests (T-data)

It involves the creation of Special situations in which the person's behavior may be objectively scored.

Personality tests (T-data)

This should reduce impression management; and provide objective data.

Personality tests (T-data)

Objective tests may be of limited use.