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Personality
AP Psychology Unit 8 Pt 2: Mod 55-59
| Question | Answer |
|---|---|
| Personality | A set of unique behaviors, attitudes, and emotions that characterize a particular individual. |
| Biological Approach | Examines the extent to which heredity determines our personality. Both nature and nurture determine some personality traits. Buss believes basic traits are because of natural selection and help survival. |
| Psychoanalytic/Psychodynamic Approach | Originated with Sigmund Freud, who emphasized unconscious motivations and conflicts, and the importance of early childhood experiences, as well as early sexual tendencies. |
| Conscious | Includes everything we are aware of. |
| Preconscious | Contains information and feelings we can easily recall. |
| Unconscious | Contains wishes, impulses, memories, and feelings generally inaccessible to conscious. |
| Id (In Unconscious) | Contains everything psychological that is inherited and psychic energy that powers all three systems. Id is “Give me, I want,” irrational, self-centered; guided by the pleasure principle. |
| Ego (Partly Conscious, Partly Unconscious) | Mediates between instinctual needs and conditions of the environment to maintain our life and ensure that our species lives on; guided by the reality principle. |
| Superego (In Conscious) | Is composed of the conscience that punishes us by making us feel guilty, and the ego-ideal that rewards us by making us feel proud of ourselves. |
| Defense Mechanisms | Extreme measures protect the ego from threats; operate unconsciously and deny, falsify, or distort reality. Most important: RRRRPDS |
| Repression | The most frequently used and powerful defense mechanism; the pushing away of threatening thoughts, feelings, and memories into the unconscious mind; unconscious forgetting. |
| Regression | Retreating to an earlier level of development characterized by more immature, pleasurable behavior. |
| Rationalization | Offering socially acceptable reasons for our inappropriate behavior; making unconscious excuses. |
| Reaction Formation | Acting in a manner exactly opposite of our true feelings. |
| Projection | Attributing our own undesirable thoughts, feelings, or actions to others. |
| Displacement | Shifting unacceptable thoughts, feelings, or actions from a more threatening person or object to another less threatening person or object. |
| Sublimation | Redirecting unacceptable sexual or aggressive impulses into more socially acceptable behaviors. |
| Freud’s Psychosexual Theory of Development | Sequential and discontinuous stages with changing erogenous zone and conflict in each stage. If conflict is not successfully resolved, the result is fixation. In order: Oral, Anal, Phallic, Latency, and Genital |
| Oral Stage | Pleasure from sucking; conflict is weaning from bottle or breast; oral fixation; oral-dependent personalities are gullible, overeaters, and passive, while oral-aggressive personalities are sarcastic and argumentative. |
| Anal Stage | Pleasure from holding in or letting go of feces; conflict is toilet training; anal fixation; anal-retentive personalities are orderly, obsessively neat, stingy, and stubborn; or anal-expulsive personalities are messy, disorganized, and lose their temper. |
| Phallic Stage | Pleasure from self-stimulation of genitals; conflict is castration anxiety or penis envy. Healthy resolution of Oedipal/Electra complex results in identification with same sex parent; fixation; homosexuality or relationship problems. |
| Latency Stage | Suppressed sexuality; pleasure in accomplishments; if accomplishments fall short of expectations, development of feelings of inferiority. |
| Genital Stage | Adolescent to adulthood; pleasure from intercourse and intimacy with another person. |
| Collective Unconscious | Carl Jung's theoretical powerful and influential system that contains universal memories and ideas that all people have inherited from ancestors over the course of evolution. |
| Archetypes | Inherited memories or common themes found in all cultures, religions, and literature, both ancient and modern. |
| Individuation | Psychological process by which we become an individual; a unified whole, including conscious and unconscious processes. |
| Alfred Adler’s Individual or Ego Theory | Emphasized social interest as the primary determinant of personality. We strive for superiority and try to compensate for inferiority complexes. |
| Karen Horney | Attacked Freud’s male bias and suggested the male counterpart for penis envy is womb envy. She thought females were more envious of the male’s social status. |
| Humanistic Approach | Humans are born good and strive for positive personal growth. |
| Self-Actualization | According to Abraham Maslow, reaching toward the best person we can be. |
| Unconditional Positive Regard | Acceptance and love from others independent of how we behave. |
| Carl Rogers’s Self-Theory | The view that the individual’s self-concept is formed by society’s conditions of worth and the need for unconditional positive regard |
| Behavioral Approach | According to Skinner, our history of reinforcement shapes our behavior, which is our personality. |
| Cognitive and Social Cognitive/Social-Learning Approach | Cognitive theories say human nature is basically neutral and we are shaped by our perceptions of the world. |
| George Kelly’s Personal Construct Theory | Looks at how we develop bipolar mental constructs to judge and predict others’ behavior. |
| Albert Bandura’s Reciprocal Determinism | 3 types of factors all affect one another in explaining our behavior: personality characteristics and cognitive processes; the nature, frequency, and intensity of actions; stimuli from the social or physical environment, and reinforcement contingencies. |
| Julian Rotter’s Locus of Control | The degree to which we expect that an outcome of our behavior is in our control (internal locus of control), as opposed to the degree to which we expect that an outcome of our behavior is a function out of our control (external locus of control). |
| Walter Mischel's Cognitive-Affective Personality System (CAPS) | Interaction among 5 factors (our encoding strategies, our expectancies and beliefs, our goals and values, our feelings, and our personal competencies and self-regulatory processes) and characteristics of the situation make for our individual differences. |
| Self-Efficacy | Our belief that we can perform behaviors that are necessary to accomplish tasks and that we are competent. |
| Collective Efficacy | Our perception that with collaborative effort our group will obtain its desired outcome. Research studies indicate high self-efficacy is more beneficial in individualistic societies and high collective efficacy in collectivistic societies. (USA vs China) |
| Gordon Allport's Trait Theory | A trait is a relatively permanent characteristic of our personality that can be used to predict our behavior. 3 levels: cardinal, central, secondary. |
| Cardinal Trait | Defining characteristic, in a small number of us, that dominates and shapes all of our behavior. |
| Central Trait | General characteristic; between 5 and 10 of these shape much of our behavior. |
| Secondary Trait | A characteristic apparent in only certain situations. Our unique pattern of traits determines our behavior. |
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