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PSYC100 Exam 3 Part1
Ch 12-13
| Question | Answer |
|---|---|
| attributions | people's explanations for events or actions, including other people's behavior. |
| fundamental attribution error | in explaining other people's behavior, the tendency to overemphasize personality traits and underestimate situational factors |
| stereotypes | cognitive schemas that help us organize information about people on the basis of their membership in certain groups |
| attitudes | people's evaluations of objects, of events, or of ideas. |
| Leon Festinger | Cognitive dissonance |
| cognitive dissonance | an uncomfortable mental state due to a contradiction between two attitudes or b/w an attitude and a behavior |
| Norman Triplett | social facilitation |
| social facilitation | presence of others enhances performance |
| conformity | altering of one's behaviors and opinions to match those of other people or to match those of other people's expectations |
| Soloman Asch | people conform to the crowd. experiment: comparing lines. 4 were fake contestants, one was real. real followed fake even though he knew they were wrong. |
| Milgram | ordinary people may do horrible things when ordered to do so by an authority. |
| John Dollard | frustration-aggression hypothesis |
| frustration-aggression hypothesis | the extent to which people feel frustrated predicts the likelihood that they will act aggressively. |
| Kitty Genovese | attacked in NY for half an hour, then killed. supposedly 38 witnesses did nothing |
| bystander intervention effect | the failure to offer help by those who observe someone in need. bystanders expect other bystanders to help, fear of social blunders, less likely to occur when they remain anonymous, harm to themselves, and benefit they might lose |
| personality | characteristics thoughts, emotional responses, and behaviors that are relatively stable in an individual over time and across circumstances. |
| psycodynamic theory | Freudian theory that unconscious forces determine behavior |
| id | in psychodynamic theory, the component of personality that is completely submerged in the unconscious and operates according to the pleasure principle. |
| pleasure principle | seek pleasure, avoid pain |
| libido | force that drives the pleasure principle |
| superego | the internalization of societal and parental standards of conduct |
| ego | between id and superego. the component of personality that tries to satisfy the wishes of the id while being responsive to the dictates of the superego. |
| reality principle | rational thought and problem solving. |
| defense mechanism | unconscious mental strategies that the mind uses to protect itself from distress |
| repression | excluding source of anxiety from awareness. (person fails to remember an unpleasant event) |
| projection | attributing unacceptable qualities of the self to someone else (competitive person describes others as supercompetitive) |
| reaction information | warding off an uncomfortable thought by overemphasizing its opposite (person with unacknowledged homosexual desires makes homophobic remarks) |
| displacement | shifting the attention of emotion from one object to another (person yells at children after a bad day at work) |
| psychosexual stages | Freud, development stages that correspond to distinct libidinal urges; progression through these stages profoundly affects personality |
| oral stage | birth-18 months. infants seek pleasure through the mouth (hungry--breast feed) |
| anal stage | 2-3 yrs. focus on anus (toilet training) |
| phallic stage | 3-5 yrs. find pleasure of rubbing their genitals, but no sexual intent. |
| latency stage | children suppress libidinal stages and direct them into schoolwork or friendships. |
| genital stage | adolescents and adults attain mature attitudes about sexuality and adulthood |
| Freud | psychologists have abandoned psychodynamic theories, cannot be examined through scientific method. used for personality psychology. |
| humanistic approach | approaches to studying personality that emphasize how people seek to fulfill their potential through greater self-understanding |
| self-actualization | we seek to fulfill our potential for personal growth through greater self-understanding |
| Carl Rogers | person-centered approach to understanding personality and human relationships |
| self-regulatory capacities | our relative ability to set personal goals, evaluate our progress, and adjust our behavior accordingly. |
| idiographic approaches | person-centered appraoches to studying personality; they focus on individual lies and how various characteristics are integrated into unique persons. |
| nomothetic approaches | approaches to studying personality that focus on how common characteristics vary from person to person |
| projective measures | personality tests that examine unconscious processes by having people interpret ambiguous stimuli |
| Rorschach inkblot test | person looks at an apparently meaningless inkblot and describes what it appears to be. supposed to reveal unconscious conflicts and other problems |
| Themantic Apperception Test | study achievement motivation, person is shown a pic and asked to tell a story and stories reflect personal motivation |
| objective measures | relatively direct assessments of personality, usually based on information gathered through self-report questionnaires or observer ratings |
| personality rooted in genetics | twins raised apart are similar to twins raised together |
| temperaments | general tendencies to feel or act in certain ways |
| characteristic adaptations | adjustments to situational demands--based on skills, habits, roles, so on. |
Created by:
f.sarwar92
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