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PSY 313 EXAM 2
| Question | Answer |
|---|---|
| Carl Rogers was one of the founders of what movement? | the Humanistic Movement |
| Carl Rogers moved towards what kind of psychotherapy? | client-centered |
| client-centered therapy | all about the person; each person has individual thoughts, feelings, and that's what matters, not instincts |
| how did Carl Rogers feel about psychotherapy prior to him? | he thought it was too authoritative |
| how was Rogers different from Freud? | importance of unconscious forces and early life experiences |
| how was Carl Rogers theory developed? | based on his experiences as a therapist; subjective experiences |
| phenomenology | study of human experience; our reality/subjective experience |
| phenomenological perspective | investigates people's conscious experience/how they experience the world |
| structure of Roger's theory | The self |
| the self | total integrated personality; conscious |
| actual self | who you actually are |
| ideal self | who you feel you should be |
| when your actual self and ideal self overlap, it's called | congruence |
| when you actual self and ideal self don't overlap, it's called | incongruence |
| measuring self-concept in Roger's theory | Q-sort |
| Q-sort | sort cards with words and phrases into categories |
| awareness of incongruence will cause | anxiety, which causes "defensive processes" |
| examples of defensive processes | 1. distortion 2. denial |
| distortion | changing the event to be consistent with self concept |
| denial | not letting it into conscious awareness |
| defensive processes ______ us from growing as people though they temporarily relieve anxiety | stop |
| process of Roger's theory | 1. self-actualization 2. need for positive regard |
| self actualization | fundamental tendencies of humans to fulfill their potentials, enhance themselves |
| need for positive regard | basic psychological need; held by all people; often thought to usurp self-actualization |
| Personality development according to Rogers | Parenting style that affects our development |
| unconditional positive regard | accepting and valuing a person with no conditions |
| conditional positive regard | very conditional in terms of worth |
| authoritarian parenting | less self-actualization; too carefree parenting isn't good either |
| according to Rogers, development takes place over how long? | entire lifespan |
| In client-centered therapy, what are the three facets of treatment? | 1. congruence 2. unconditional positive regard 3. empathetic understanding |
| congruence with regard to client-centered therapy | therapist should be genuine and transparent; shares genuine reactions and feelings with the client |
| unconditional positive regard with respect to client-centered therapy | genuine caring for client; does not mean the therapist has to approve of maladaptive behavior |
| empathetic understanding | trying to understand client's perspective |
| empathy | understanding and being able to share someone else's feelings |
| Rogers never really addressed.. | how to explain evil |
| Rogers pushed for use of _____ in evaluating therapy | research; made things more objective (Q-sort) |
| a lot of Rogerian _____ and ____ are definitely still used today in therapy | concepts and skills |
| maslow was trained in | behaviorism |
| maslow's theory | human motivation; differentiates between biological needs and psychological needs |
| mallows needs hierarchy | 1. Bottom-Physiological needs 2. Safety 3. Belonging 4. Self-Esteem 5. Top-Self-Actualization |
| physiological needs | lowest level; food, sleep, water, etc; essential to human survival, and if these needs aren't met, you can't move up the pyramid |
| safety | health, home, from physical violence; maslow thought that some neuroses were caused by attempts to feel safe |
| belonging | love, belonging, intimacy |
| self esteem | self-respect and respect from others; comes from achievements and skills |
| self-actualization | highest stage; only can be met by few who complete all other levels; we all have different potentials, and self-actualization varies between people |
| d-needs | deficiency needs; have an absence of something at the bottom of the pyramid |
| b values | being level (must have all other needs met); self-actualization |
| self-actualization was thought of as the development of a person's full | potential |
| characteristics of self actualized people | 1. realistic 2. acceptance 3. spontaneous 4. not self centered 5. need for solitude 6. autonomy 7.fresh appreciation 8. peak experiences 9. human kinship 10. humility and respect 11. ethics 12. humor 13. creativity 14. no enculturation |
| research on self actualization | administered a survey on self actualization to 3000 college students; only 1 ppt met criteria for being self actualized |
| positive psychology | current movement; focus on positive aspects of human nature. Healthy functioning, positive emotions, human strengths. Martin Seligman |
| Flow | state of deep engagement in an activity |
| trait | consistent patterns in the way that people think, feel, and act; consistent over time |
| structure of trait theories | traits |
| traits are how people are _______ ______ | individually different |
| traits are _______, a key feature of science | measurable |
| trait measurement is a ______ approach | nomothetic |
| traits summarize a person's _____ behavior | typical |
| personality taxonomy | trying to classify everyone |
| traits can be used to ______ future behavior | predict |
| traits are difficult to ______ | explain; circular reasoning track |
| personality | individual's consistency of behavior |
| all traits exist on a | continuum |
| in a trait continuum, scores have a _____ distribution | normal |
| personality can be organized into a _______ | hierarchy |
| groups of habits/frequently occurring behaviors can be grouped together called | traits |
| Allport's trait theory | he thought traits were general personality dispositions; basic units of personality were traits. Traits make people unique and can occur in different combinations |
| according to Allport, traits can be organized | hierarchically, based on how much they influence behavior |
| individual traits | unique traits, only possessed by 1 person |
| common traits | possessed by many people; nomothetic |
| Allport & Odbert (1936) | very famous study; picked all trait words from the dictionary-->organized via factor analysis |
| factor analysis | statistical took used to reduce large amounts of data into smaller, related groups (factors); uses correlations among traits; can predict mathematically, what traits are similar |
| Allports hierarchy of traits | 1. Cardinal Traits 2. Central Traits 3. Secondary Dispositions |
| Cardinal Traits | traits that drive most behavior, are most descriptive; generally very few if any |
| Central traits | don't drive ALL behavior; still pretty pervasive |
| Secondary Dispositions | not among most important, but influence some behavior |
| functional autonomy | a trait's independence from its development origins |
| proprium | organizing structure of personality-the self; responsible for self-esteem, self identity, self image, begins to develop in infancy and continues to adolescence |
| methods of studying personality | (only Allport-->)idiographic methods: take into account each person's uniqueness. Behavioral observations, flexible self reports, interviews, Q-sorts |
| factor analysis does not answer _____ things are related | why |
| Cattell's definition of personality | that which permits a prediction of what a person will do in a given situation |
| Cattell's definition of trait | that which defines a person; source and surface traits |
| surface trait | observable behavior |
| source traits | basic underlying personality traits (16 total); further divided into three categories: 1. ability traits, 2. temperament traits, 3. dynamic traits |
| ability traits | skills that allow the individual to function effectively |
| temperament traits | traits involved in emotional life |
| dynamic traits | involved in motivational life |
| states | emotions and moods that are partly determined by the immediate situation |
| roles | social roles people conform to |
| Eysenck Theory | influenced by factor analysis and biological approaches |
| Eysenck's Theory is a _____ approach | deductive |
| secondary factor analysis | ran factor analysis of Cattell's factor analysis; goal was to find factors that weren't correlated (Superfactors) |
| Eysenck's three superfactors | 1. introversion 2. Neuroticism 3. Psychoticism |
| introversion | extroversion spectrum; sociability, liveliness, excitability |
| neuroticism | emotional stability |
| psychoticism | "abnormal" qualities; aggressiveness, lack of empathy, and interpersonal coldness |
| breakdown/hierarchy of supertraits | supertrait-->trait-->habitual response-->specific response |
| Measuring Eysenck's superfactors | 1. self report (also included a lie scale) 2. lemon drop test 3. The Necker Cube |
| lemon drop test | introverts-->lots of saliva (easily stimulated and aroused) |
| Eysenck thought ______ underlies individual differences | biology |
| What kind of approach did the FFM take? | factor analytical |
| The Lexical Hypothesis | personality traits most relevant to people's lives are encoded in their language; the more important a trait is, the more words will describe it (more impt. more words) |
| FFM early research had people rate themselves on lots of traits, which means it takes an ______ approah | inductive |
| Five Factors of FFM | 1. Openness 2. Conscientiousness 3. Extraversion 4. Agreeableness 5. Neuroticism |
| openness | tendency to appreciate new ideas, art, values, feelings, etc. |
| conscientiousness | tendency to be careful, on time, follow rules, be hardworking, be neat and organized |
| extraversion | tendency to be sociable, talkative, enjoy being around others, be more dominant |
| Agreeableness | tendency to agree and go along with others |
| Neuroticism | tendency to experience emotions (negative) |
| Assessment of Big 5 | Most common-NEO PI-R; also IPIP and Big 5 inventory |
| NEO PI-R | 240 questions, 5 point scale, either self or observer; every domain has 5 facets |
| Problem with basing FFM solely on English? | other languages may have translation issues |
| etic | imported measures (translations); Western framework tried out in new culture to see how it fits |
| emic | indigenous procedures; no constraints imposed |
| most reliable domains in translations? | extroversion, agreeableness, conscientiousness |
| Issues with FFM | Process-doesn't account for change over time; theory claims EVERYTHING comes from biology (false); Do all people possess 5 structures? |
| person-situation controversy | 2 types of consistency: 1. longitudinal stability 2. situational stability |
| Michel & Peake (1983) | examined whether behavior is really consistent across situation; aggregated behaviors together to get around the limitations of self-report measures; good longitudinal, not so good situational |
| According to Michel & Peake, people are consistent relative to _____ _____ | other people |
| interactionism | both situation and personality important |
| Sheldon's Somatotypes | 1. endomorphy 2. ectomorphy 3. mesomorphs |
| endomorphy | plump, soft; said to be relaxed, social, and warm |
| ectomorphy | slender, bookworms; said to be reserved and shy |
| mesomorphs | muscular, large boned; said to be bold, energetic and competitive |
| behavioral genetics | study of genetic contributions to behavior; Nature v. Nurture |
| nature | genetics |
| nurture | environmental factors; i.e. prenatal nutrition, exposure to drugs, friends, neighborhood, parenting |
| types of studies in behavioral genetics | 1. selective breeding 2. twin studies 3. adoption studies |
| monozygotic twins | identical; share 100% of genes |
| dizygotic twins | fraternal; generally share same amount of genes as any other set of siblings |
| heritability coefficient | proportion of the variation in phenotype that can be attributed to genes |
| Heritability does NOT apply to | a single person; refers to the difference in a population |
| when studying heritability, what matters when being studied? | type of population |
| how to find effect of family environment | MZ twins raised together-MZ twins raised apart |
| criticisms of twin studies | environment is still really similar, especially in they grew up together; in separated twin studies, usually still raised in same culture and have same phenotype |
| adoption studies | similarity between adoptive siblings; also, similarity between biological parent and adopted away child. So, genes AND environment play a role |
| what percent of personality is heritable? | 30-50% |
| shared environment | environment that is shared by family members; i.e. neighborhood, SES |
| Non-shared enviornment | environment not shared by family; i.e. friends, teachers |
| importance of non-shared environments | adult siblings personalities are about equally correlated when they grew up together or apart; also, adopted siblings are no more similar than 2 random people from the same culture |
| 3 GxE interactions | 1. same environment experience has different effects on individuals 2. Individuals with different genetic make-ups evoke different responses from the environment 3. individuals with different genetic make-ups select and create different environments |
Created by:
asexton_21