Dispositional and Learning Theory

Dispositional and Learning Theory

The objective of this study is to describe the role of personality in affecting situational behavior and examine the personality characteristics attributed to each of the theories. This work will additionally explain the interpersonal relational aspects associated with the theories selected.

Personality is defined by Gordon Allport as the "dynamic organization within the individual of those psychophysical systems that determine a person' behavior and thought." (Psychological Musings, 2011, p.1) Dispositional theory is reported to be such that "holds an optimistic view of human nature and believes healthy people are consciously motivated, maintain healthy relationships, and relate realistically to their environment." This theory is reported to be such that provides a description of personality traits referred to as 'dispositions'. It was theorized by Allport that "central traits from the fundamental structure of individual personalities and secondary traits contribute to less important characteristics." (Psychological Musings, 2011, p.1) Allport is noted to have considered "insight and humor as inherent in human nature, although dysfunctional mental processes can destroy or alter these intrinsic characteristics. He rejects psychoanalytic theory and behavioral views, as he believes destiny and personality traits are determined by more overt motives and the choices we continue to make." (Psychological Musings, 2011, p.1)

I. Dispositional Theory

There has been a great amount of criticism leveled at Dispositional theory for its descriptive nature rather than explanatory in nature since that is not a discussion contained within this theory of the underlying causes of human behavior. However, Allport did not claim that Dispositional theory was comprehensive in nature and neither did Allport claim the basis of the theory to be that of scientific research but instead to be such that makes provision insight on human behavior. That is both "stimulating and enlightening…" on human personality according to Feist & Feist, 2000, p.396 cited in: Psychological Musings, 2011, p.1)

II. Learning Theory

The work of Carver and Scheier (2000) reports that the underlying assumption of learning perspective is that "all behavior is learned through experience and by interaction with the environment. The learning perspective draws on the traditions of behaviorism as well as social psychology." (Carver and Scheier, 2000) It is reported that the "…underlying assumption of the learning perspective is that all behavior is learned through experiences and by interaction with the environment. The learning perspective views a person as entering the world as a tabula rasa (blank slate), although it acknowledges that there are instincts and pre-set responses to stimuli, as well as a preference for pleasure and a desire to avoid pain. Primarily, however, the learning perspective differs from perspectives that propose that a person is born with an innate nature or personality structure -- some biological theories call it temperament, trait theories call it dispositions, psychoanalyst's call it drives or instincts and the humanists also use the term drives." (Carver and Scheier, 2000)

It is held by learning theory that the individual's personality "essential arose from the molding or learning experiences" gained by the individual in their environment. (Carver and Scheier, 2000) It is believed by many learning theorists that this was too simplistic of a view resulting in the development of a more complex theory involving belief that humans are "more self-directive. We can learn quickly and, importantly, our cognitions are seen to affect our learning. Social learning perspectives hold that "personality consists of all learned tendencies a person has acquired, including those from social influences. Because of such criticisms, there has been considerable development of learning theories allowing for integration of the role of social learning and cognition." (Carver and Scheier, 2000)

III. Role of Personality in Situational Learning

The personality as it affects situational behavior can be understood as individuals behaving "according g to the reciprocity of environmental, cognitive and behavioral conditions." (Carver and Scheier, 2000) The dispositional learning theory holds that the individual's personality combined with their previous experiences will contribute toward the individual's behavior in a certain situation. The individual's personality 'disposition' within the framework of dispositional learning theory is such that holds that the individual's personality traits will determine the capacity of and method of learning that best suits that specific individual upon the basis of the individual personality traits of the individual. For example, the individual who is meticulous when compared to the individual who is largely scattered, will have different methods of learning that best suit them and will have an easier or harder time learning in specific fields of study than in others. The individual who is a quick and adept learner will experience much frustration when they are held back to the learning capacity levels of others who learn much slower than they learn.

IV. Strengths of the Learning Perspectives on Personality

The strengths of the learning perspectives on personality are stated to include:

(1) Impressive experimental evidence (scientific, testable, supported by findings in research)

(2) Important of the environment in explaining situational variations in behavior;

(3) building blocks serve to explain behavioral patterns of a complex nature;

(4) Many useful applications of social cognitive concepts;

(5) Bandura's theory has been open to change and incorporated the increased emphasis on cognitive process;

(6) are useful in explaining reactions of an emotional nature and tendency of action; and (7) Has useful therapeutic applications. (Wilderdom, 2003, p.1)