GRE寫(xiě)作Issue部分精品素材分享之個(gè)性類(lèi)別

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“霍蘭德編碼”的六大個(gè)性類(lèi)別

Holland Codes are personality types created by psychologist John L. Holland as part of his theory of career choice. Holland mapped these types into a hexagon which he then broke down into the RIASEC job environments. Holland argues that 2-3 types dominate in each person.

1. Realistic—practical, physical, hands-on, tool-oriented

2. Investigative—analytical, intellectual, scientific, explorative

3. Artistic—creative, original, independent, chaotic

4. Social—cooperative, supporting, helping, healing/nurturing

5. Enterprising—competitive environments, leadership, persuading

6. Conventional—detail-oriented, organizing, clerical

團(tuán)體對(duì)行為的影響

In addition to belonging to the social and cultural settings into which they are born, people voluntarily join groups based on shared occupations, beliefs, or interests (such as unions, political parties, or clubs). Membership in these groups influences how people think of themselves and how others think of them. These groups impose expectations and rules that make the behavior of members more predictable and that enable each group to function smoothly and retain its identity. The rules may be informal and conveyed by example, such as how to behave at a social gathering,

or they may be written rules that are strictly enforced. Formal groups often signal the kind of behavior they favor by means of rewards (such as praise, prizes, or privileges) and punishments (such as threats, fines, or rejections).

行為學(xué)家關(guān)于個(gè)性決定行為的理論

Behaviorists explain personality in terms of the effects external stimuli have on behavior. It was a radical shift away from Freudian philosophy. This school of thought was developed by B. F. Skinner who put forth a model which emphasized the mutual interaction of the person or “the organism” with its environment. Skinner believed that children do bad things because the behavior obtains attention that serves as a reinforcer. For example: a child cries because the child?s crying in the past has led to attention. These are the response, and consequences. The response is the child crying, and the attention that child gets is the reinforcing consequence. According to this theory, people?s behavior is formed by processes such as operant conditioning. Skinner put forward a “three term contingency model” which helped promote analysis of behavior based on the “Stimulus—Response—Consequence Model” in which the critical question is: “Under which circumstances or antecedent ?stimuli? does the organism engage in a particular behavior or ?response?, which in turn produces a particular ?consequence??”

社會(huì)和階層對(duì)行為的影響

Fair or unfair, desirable or undesirable, social distinctions are a salient part of almost every culture. The form of the distinctions varies with place and time, sometimes including rigid castes, sometimes tribal or clan hierarchies, sometimes a more flexible social class. Class distinctions are made chiefly on the basis of wealth, education, and occupation, but they are also likely to be associated with other subcultural differences, such as dress, dialect, and attitudes toward school and work. These economic, political, and cultural distinctions are recognized by almost all members of a society—and resented by some of them.

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