Help
Options
Didn't know it?
click below
click below
Knew it?
click below
click below
Don't Know
Remaining cards (0)
Know
retry
shuffle
restart
0:00
Embed Code - If you would like this activity on your web page, copy the script below and paste it into your web page.
Normal Size Small Size show me how
Normal Size Small Size show me how
Personality exam 1
| Question | Answer |
|---|---|
| Personality definition | An individual's characteristic pattern of thoughts, emotion, and behavior, together with the psychological mechanisms--hidden or not--behind those patterns |
| A of personality | Affect (emotions, feelings, moods) |
| B of personality | Behavior (behavioral tendencies, responses to situations, activity choice, etc.) |
| C of personality | Cognition (thoughts, perceptions, interpretations; includes competencies, goals, strivings, and plans) |
| Trait approach | Focuses on individual differences in traits; assessment |
| Biological approach | Personality as a psychophysical, biological system |
| Psychoanalytic approach | Focuses on unconscious mind |
| Phenomenological approach | Focuses on each individual's unique, subjective experience of the world; focuses on immediate consciousness |
| Behaviorism approach | Focuses on individual differences in behavior; personality is the result of different learning histories |
| Social learning approach | Behaviorism + cognition; observational learning and modeling |
| Cognitive approach | Personality as thought processes; goals, schemas, strategies |
| Cultural approach | Focuses on cultural differences in traits, conceptions of the self, etc. |
| Levels of functioning | Level 1: Dispositional traits Level 2: Personal concerns Level 3: Identity |
| Level 1 of functioning | Dispositional traits (ex. extraversion, dominance, conscientiousness); comparative, nonconditional |
| Level 2 of functioning | Personal concerns (motives, needs, goals, strategies); contextualized; linked to developmental stages, time/place, and role |
| Level 3 of functioning | Identity; who am I?; coherent and unified sense of self; measured via "life story" method |
| Qualities of clues/data | Reliability, validity, generalizability |
| S-data | Self judgements (ask the person to describe themselves); most common; most personality scales/tests |
| Advantages of s-data | Best expert, causal force, simple and easy |
| I-data | Informants judgments; collect descriptions from others who know the subject well (ex. family members, supervisors, teachers, friends) |
| Advantages of i-data | Large amount of information, real world bias, common sense, causal force |
| Disadvantages of i-data | Limited amount of information, can be biased, can be subject to error |
| Disadvantages of s-data | Social desirability concerns, maybe they can't tell you, overused |
| L-data | Outwardly visible, concrete, and objective real life outcomes of possible psychological significance (ex. alive or dead, income, arrest records, etc.) |
| Advantages of l-data | Intrinsic importance, psychological relevance |
| Disadvantages of l-data | Multi-determination (caused by many things) |
| B-data | Direct observations of what the person actually does; watch how they behave or perform (ex. videotaped lab behavior: number of times interrupted partner, number of topics introduced, etc.) |
| Advantages of b-data | Can gather from any context, objective and quantifiable |
| Disadvantages of b-data | You don't necessarily know what the behavior means (appearances can be deceiving) |
| Which source of data is best? | All have advantages and disadvantages; researchers must carefully consider which is best for what they are trying to study |
| Types of research designs | Case study (single thing), experimental method, correlational method |
| Personality assessment definition | The enterprise of trying to accurately measure characteristic aspects of personality; determining relative standing on personality characteristics |
| Projective tests | Asked to respond to ambiguous stimuli; idea is that you project something about yourself onto the stimuli; gets at inner workings of the mind (ex. Rorschach and TAT) |
| Objective tests | Items and responses are more objective; assumed to mean the same thing to different people (ex. MMPI, NEO-FFI, CPI, "I am uncomfortable... , I often feel..., rated from 1= strongly disagree...) |
| Test construction methods | Rational, factor analytic, empirical, combinations |
| Rational method | Generate items that seem to be directly, obviously, logically, and rationally related to the construct your are trying to measure; guided by theoretical definitions of the characteristic (ex. shyness) |
| Conditions for rational test validity | Each item must mean the same thing to the respondent / test constructor; the person who completes the test must be able to report/make an accurate self assessment; all items must be valid indicators of the construct |
| Factor analytic method | A statistical method designed to identify groups of items that co-vary or correlate with one another; each group of items forms a "factor" |
| Steps in factor analytic method test | 1. Generate large set of items 2. Administer to large number of people 3. Run factor analysis 4. Look for co-varying / correlating groups 5. Read content of items, decide commonality, name the factor |
| Empirical method | Let reality speak for itself; concerned with ability of test to predict external criteria; data determine which items are included on the test; not concerned with content of items |
| Steps in empirical method test | 1. Generate large set of items 2. Identify groups who differ on measurement 3. Administer test 4. Look for discriminates in group (items that are answered different by each group) |
Created by:
lreyna
Popular Psychology sets