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Pshychology-rtc
RTC, pshychology
| Term | Definition |
|---|---|
| ID | Operates pleasure principle, the baby, "I want" |
| Ego | Reality principle/balancer, delays satisfaction, The Negotiator |
| Superego | Morality principle, feelings of guilt, "I should" (parents, teachers, peers) |
| ID | unconscious |
| Ego | Unconscious and Preconscious |
| Superego | Preconscious and Unconscious |
| ID | Born with, baby |
| Preconscious | Not totally aware of, but can be if you think about it |
| Conscious | Things are you are aware of - |
| unconscious | Not aware of, just do/react- drives, urges, insticts |
| Ego | tools: denial, reaction, projection, regression |
| Superego | conscious, ethical standards, rules, internalized rules |
| quantitative research | done on a large scale, information/data can be put into hard numbers, outcomes are predicitive behaviours |
| correlation is what type of research | quantitative |
| experiment is what type of research | quantitative |
| phenomenological is what type of research | qualitative |
| grounded theory is what type of research | qualitative |
| ethnography is what type of research | qualitative |
| what is qualtitative research | subjective, understand, individual, holisitic, verbal, emergent |
| what type of research starts with a theory | quantitative |
| what type of research has the theory come from the research | qualitative |
| What is emergent? | Emergent is when a new theory or idea comes from the research. |
| Expirement research studies.... | cause and effect |
| Correlation research studies.... | the relationship between two things |
| Phenomenological research... | studies subjective human behavior, is done usually by interview, transcribe and compared to other interviews |
| Grounded Theory.... | studies behavior and is developed through watching the experiences of individuals |
| Ethnography.... | is the study of a culture from within that culture |
| ID, Superego and Ego (having a conversation) | ID: wants Starbucks, Superego: Not wise, Ego:one a week |
| ID-----------EGO-----------Superego | EGO is the balancer |
| Allport (the 3) | Cardinal, Central, Secondary |
| Cardinal | One main trait, so obvious cannot be ignored, most don't have one (Chauvinistic) |
| Central | Everyone has 5 to 10. They are your most outstanding personality traits and are rather consistent. |
| Secondary | everyone has many, change and blend into our central traits (habits, music preferences) |
| Cattell | 35! Cattell took 4500 and reduced to 35. (23 normal and 12 pathological) |
| What is factor analysis? | statistical procedure to sift mountains of information to most important information |
| Eysenck | 3! Extrovert/introvert, neuroticism and psychoticism |
| What did McCrae and Costa create? | The Ocean! |
| OCEAN | Openness, conscientiousness, extrovert, agreeableness, euroticism |
| What model did McCrea and Costa create? | FFM |
| FFM stands for? | Five Factor Model |
| The Five Factor Model is? | O,C,E,A,N |
| Openness | practical vs. imaginative |
| Conscientiousness | careless vs. careful |
| extrovert/introvert | loner vs. joiner |
| agreeableness | suspicious vs. trusting |
| neuroticism | calm vs. worried |
| Environment | Factors that impact life, situations you find yourself in, how your parents treat you, culture, peers.... |
| Bandura | Learning history, expectations and beliefs |
| Reciprocal Determinism | interaction between self and environment |
| Self-efficacy | learned expectations of successs |
| Maslow's heirarchy needs (5) | Physiological, safety, love, esteem, self-actualization |
| Maslow | believed that you must have one level before you can move onto the next |
| Physiological | water, food, air, warmth |
| Saftey | feel secure, safe, seek (seek pleasure avoid pain) |
| Love | to feel accepted, affiliation, give and receive affection |
| Esteem | to acheive, be confident, gain approval, excel |
| Self-actualization | very few get here, live life to fullest, realize one's own, full potential (Ghandi, MLK) |
| Rogers...con? | Congruence and Incongruence |
| Congruence | reality and self concept are in harmony |
| incongruence | reality and self concept are far apart |
| How can we measure personality? | Interviews, observations, objective tests, projective tests |
| Interviews | structured, unstructured |
| Observations | looking for a specific behavior |
| objective tests | standardized surverys, limited # of options for answers |
| projective tests | ambiguous, unstructered stimuli |
| *social emotional development | four levels of attachment; secure, insecure avoidant, insecure ambivalent, insecure-disorganized (think stranger research) |
| *Secure child will | be with caregiver (cg), Cg goes away and child cries, cg returns baby happy and goes to cg |
| *secure child as an adult... | will have a sense of trust and vulnerability |
| *insecure avoidant child will | Doesn't care if cg leaves room, doesn't seek contact with cg, treats stranger the same, (cg doesn't respond to child's needs) |
| *Insecure avoidant child as an adult... | won't get into deep relationships as an adult |
| *Insecure ambivilant child will... | child clings, preoccupied with cg, cg leaves child unhappy, cg returns child to cg but may hit (needs are sometimes met, sometimes not) |
| *insecure ambivilant as an adult | love/hate |
| *insecure-disorganized | child cautious w/cg, cg leaves child scared, cg returns child acts oddly may screan, throw self on floor, hit self, apprehensive with cg |
| *insecure-disorganized as an adults | not reflected (they don't grow up to be abusers) |
| nueroticism | anxious, inward, depressed |
| psyhociticism | aggresive, cold, tend to go outward |
| *Why is attachment important to human development? | Attachment effects their social, emotional, cognitive and language. |
| *Attachment impacts us as adults because | infants who secure grow up to have realtionships that endure, perceive others as trustful while insecure infants have hard time with self-disclosure and trust. |
| Cognitive Development | Sensorimotor, Preoperational, concrete operation, formal operation |
| Sensorimotor is what? | learning the world through exploration and motor activities |
| sensorimotor is what age? | birth to 2 years. |
| Preoperational is what? | execlerated use of language and symbols, words represent concepts |
| Preoperational age? | 2 to 7 years |
| Concrete Operation is waht | Less egocentric, capable of logical thinking |
| concrete operation age | 7-11 |
| Formal operation | can think abstractly and hypothetically |
| formal operation age | 11 and up |
| One important aspect of teen brain development | Their prefrontal cortex is not developed |
| Women and menopause, what happens? | stop menstruating and decrease estrogen |
| myth that menopause causes | psychological mood swings, loss of sexual interest, or major depression |
| Andropause | Men- gradual decline in sperm/testosterone |
| Population | refers to the group of people that are involved in the study |
| *Frued's three structures of personality | Id, Ego and Superego. Id (wants), Superego (should, rules, guilt), Ego (balancer between ID and superego, negotiator) |
| Pshycodynamic | Frued's three sturctures of personality, ID, Ego and Superego |
| *Hamanisitic....who gave us research | Maslow |
| *How many are in Maslow's heirarchy needs | Five |
| *What are Maslow's five heirarchy needs? | Pysiologicial, safety, love, esteem and self-actualization. |
| *Social emotional development has how many levels? | four |
| *Social emotional development's four levels of? | attachment |
| *What are the four levels of social and emotional development | secure, insecure avoidant, insecure ambivalent, insecure-disorganized |
| What are Erik Erikson's 8 stages? | trust v. mistrust, autonomy v. shame/doubt, initiative v. guilt, industry v. inferiority, identity v. role confusion, intimacy v. isolation, generativity v. stagnation, ego integrity v. despair |
| Erikson stage one trust vs. mistrust | age birth 1, learn to trust needs met, important event, feeding; conflict - baby depends on cg if needs not met, baby may never develop essential trust of others, which is necessary to get along in the world |
| Erikson stage two Autonomy vs. Shame/doubt | ages 1-3, develope sense of personal control (potty training), cg encouragment foster sense of autonomy vs shame/doubt. Success lead to autonomy, falure leads to feelings of shame/doubt. |
| Erikson stage three: Initiative vs. guilt | explore the world by manipulating environment, ages 3-6, important-exploration, conflict-supportive cg promote power and self-confidents, wherease too much power dissproval results in guilt. |
| Erikson stage four Industry vs. Inferiority | ages 6-12, develope industry and learn important skills that culture requires, event - school, conflict fail lessons of mastery and competence feel inadequate/inferior |
| Erikson stage five: identity vs Role confusion | age 12-19, developing sense of role in society, event - peers more important, confict - good sense of role/identity poor, unable to make decisions or plan for future |
| Erikson stage six: Intimacy vs. Isolation | 21-45, share yourself w/another, form intimate, loveing relationships, event - relationships, conflict - may face isolation/self-absorption |
| Erikson stage seven: Generativist vs. stagnation | 45-70, concern for next generation, things that will outlast them, event- work and parenting, conflict, complacency, selfishness, materialism |
| Erikson stage eight (finally!): ego integrity vs. despair 70 - death | period of reflection; conflicts from previous stages impact how one reflects on his/her life, event-reflection on life, conflict - ? riddled with regret/fear of death |
| Top Five regrets of the dying | courage to live a life true to self, hadn't worked so hard, courage to express feelings, stayed in touch w/friends, let myself be happier |
Created by:
jennifer mcarthur
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