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PSCL 313 EXAM #2
| Term | Definition |
|---|---|
| alfred adler background | born in 1870 outside vienna 2nd son to wealthy family |
| alfred adler childhood opinion | UNFOND - rickets + unsuccessful competition w brother - constant fear of death - developed "screen memory" to deal w repeated near-death exp |
| adler education | chose to pursue medical school - humanistic - all ppl are equal, worked for the common man |
| adler + acrobats + tailors | first practice was low SES, so he worked w a lot of acrobats and tailors, helped him overcome childhood adversity |
| adler in 1902... | joined Psychoanalytic society, but left bc focus on sexuality and rich - formed Society for Individual Psychology (focus: whole person) |
| basic adlerian assumptions | All behavior has social meaning, a purpose, and is goal directed. It represents unity and has a pattern. Designed to overcome feelings of INFERIORITY and move towards feelings of SUPERIORITY. Behavior is a result of subjective perceptions |
| fundamental human motive | search for success, superiority, freedom from helplessness, escape from fear, and perfection + personal completeness |
| freud vs adler | freud: sexual-aggressive pleasure seeking adler: overcoming perceived inferiority |
| inferiority complex | overcome by a feeling of lack of worth which leads to impossibility for self-improvement |
| if inferiority complex is suppressed, may be expressed as: | superiority complex moving from felt-minus to felt-plus |
| organ inferiority | all people succumb to disease in most poorly developed organ - we may compensate for poor development (Dr. D daughter, Drew Lynch) master what we struggle with |
| aggressive drive | people develop hostile reaction to perceived helplessness (ex: baby 1st cry) - aggression may be expressed outright (cruelty) or transformed (competition) weakness sparks motivation! |
| masculine protest | "masculinity" implies greater competence or superiority, which ppl strive for - adler did generally reject gender roles - shift from biology to psychology don't accept given challenge, excel past! |
| superiority/perfection striving | masculine protest leads to "mask" of compensatory traits designed to spark self-improvement - ppl create "fictional goals" and strive twrds them - not really perfection, more realistic |
| social interest: societal task | to be interested in others, make friends |
| social interest: work task | cooperative activity for benefit of others; provides sense of worth in society |
| social interest: love task | ability to take more interest in another than self |
| style of life | each of us sculpts out own personality, lifestyle - relative weakness (begins as compensatory process) -> how we treat people - dvlps around age 4/5 |
| law of movement | direction taken by person that originates in their ability to exercise free choice |
| mistaken style of life: ruling type | dominate others, confront problems selfishly, maybe high achievers, but vain and competitive (kinda like antisocial pd) |
| mistaken style of life: getting type | dependent, adopt passive attitude towards others, more likely to be depressed (kinda like dependent pd) |
| mistaken style of life: avoiding type | tend to isolate, and seem "cold" to others, hide a subtle fragile superiority belief (kinda like schizoid pd) |
| mistaken style of life | leads people to feel sadness or disdain |
| appropriate style of life: socially useful type | act in ways that benefit others, not just economic -> a "feel" factor, life improvement |
| style of life is: | generally consistent from child to adult |
| early recollections (adlerian) | (abt 3.5 yrs old) used to assess people's lifestyles (view of self + others) FACT is NOT important (what do you value/recall, subjective importance) |
| family impact on personality development (adler) | MOTHER is greatest influence - guides dvlpmnt of social interest FATHER second greatest influence - provides encouragement to pursue interests |
| adlerian advice to parents | kinda authoritative with a hint of authoritarian (encourage, but keep distance - no pampering, but respect child) |
| birth order hypothesis: first born | not well with "dethronement" more likely to act antagonistically will "seek others" |
| birth order hypothesis: second born | stimulated to higher achievement via competition with siblings (okay self interest adler) most likely to be successful more introverted bc of success pursuit |
| birth order hypothesis: later born | pampered + spoiled "getting type" expect over-indulgence from others |
| birth order hypothesis: only child | exaggerated sense of self-importance must be center of attention |
| what does research prove abt adler birth order hypothesis | he was not right, exp abt 1st and 2nd child first: more likely to be achievement motivated, successful, self-centered, type-A |
| adlerian therapy stages pt 1 | - Empathy + Relationship - Info Gathering (client history, memories) - Clarification (core beliefs, style of life) - Encouragement (process twrds new style of life) - Interpretation + Recognition (fictional finalism) - Knowing (client on own better) |
| fictional finalism | someday i'll be on my deathbed, and i'll have a moment and say, "was that a good life? anything i would have done different?" how do we want to be at the end of our life, are we satisfied? |
| adlerian therapy stages pt 2 | - Emotional Breakthrough (old patterns discarded thru RP) - Doing Differently - Reinforcement (client more attn to others needs) - Social Interest - Goal Redirection - Support + Launching (new goal w/ social interest) |
| adlerian important takeaways | Psychology of "As If" - you can do what you want The nature of goals - imagined goals + how to achieve them Guided Self Ideal - subjective + personally meaningful - created by individual to navigate life obstacles ultimate satisfactory goals! |
| erik erikson background | had many "identity crisis" - abandoned by father - erik hamburger erikson (did not know) at school rejected bc of jewish heritage but danish look he was bad at school , good at art where does he fit in??? |
| what did erikson add into personality development | importance of CULTURE + dvlpmnt lasts a LIFETIME |
| erikson developmental stages | universal - all ppl encounter BUT culture organizes experience of members, psychosocial dvlpmnt |
| psychosocial | combo btwn freud's physical yearnings (id) and cultural factors |
| epigenetic principle | psychosocial stages occur one on top of another + shape the process of development (ex: seed in a crack) |
| ritualizations | can help resolve a psychosocial conflict (a support for the conflict, ex: identity w college) |
| ritualisms | hinder a psychosocial conflict, they are too rigid (racism, sexism, etc) |
| trust vs mistrust | (#1) basic trust, dependent on others for basic needs + development otherwise basic mistrust, some is inevitable bc parent cannot always provide what is needed |
| autonomy vs shame/doubt | (#2) child becomes adequate (autonomous) in: - toilet training, ambulation, interpersonal otherwise shame in self, some degree necessary, but autonomy should prevail |
| initiative vs guilt | (#3) child begins determining type of person they're going to be as they interact more w others - sense of purpose, support -> more initiative |
| industry vs inferiority | (#4) child learns to win recognition by producing things (think fridge art) |
| identity vs identity confusion | (#5) adolescent "who am I?" confusion: coherent identity cannot be established - negative identity may be established bc of social norms (bad actions) - a moratorium may be established virtue = fidelity |
| moratorium | a place designed for an exploration of possibilities (ex: college) |
| fidelity | sustaining loyalties despite possible aversive consequences (virtue) |
| intimacy vs isolation | (#6) cannot occur until identity has been established intimacy: fusion or merging of two identities w/ friend/lover BUT one's own identity is not threatened virtue = love |
| generativity vs stagnation | (#7) interest in guiding the next generation concerned abt broad social needs, mix btwn self/societal serving needs balance of self plus others virtue = caring |
| integrity vs despair | (#8) being able to look back and say one's life was meaningful + valuable - not wishing things had been different virtue = wisdom |
| male + female identities | diffs: women emphasize interpersonal, men emphasize occupational similar: do not differ in level of achieved identity (results same, process diff) |
| erikson contributuions | role of culture and lifelong development identity is dynamic + constantly changing |
| erikson limitations | some descriptions are somewhat ambiguous - willpower, wisdom, etc |
| erikson diffs from freud | emphasized importance of unconscious decreased role of sexual stages generally, "fixation" does not cause "stagnation" |
| horney family | father norweigan sea captain based in germany - 18 years older than mother (second marriage) - VERY STERN + controlling -> many arguments, bad relationship |
| horney education | dad believed education was a "man's domain", but grandma had a BA |
| horney womens rights | went to school while father was at sea often wrote avt value of woman in society |
| horney marriage | stress of school + parenting led to depression (+ attempted suicide) -> got into freud ended up anti-freud bc of men superiority stuff -> she made American Institution of Psychoanalysis |
| horney vs freud | psychosexual stages not fully correct - penis envy, electra complex, etc personality is largely driven by results of interpersonal conflicts (not sexual ones) gender differences are a result of socialization |
| horney normal personality development | children develop "basic confidence" in themselves and others most likely when parents convey - predictable warmth - interest - respect |
| horney abnormal development | child feels: small, helpless, world out to abuse and cheat them caused by parents who: - belittle - are indifferent - false promises - abuse ----> basic anxiety |
| basic anxiety | child's feeling of being isolated and helpless in a hostile world - wants to be helpless/dependent bc im worthless i cant - wants to be angry and aggressive (basic hostility) but cant |
| basic hostility | reaction to parental neglect of rejection, child cannot act in a hostile manner for fear that it would result in further punishment or neglect - not dependent either for same fear |
| INC ANXIETY | child needs parents + wants to approach them BUT simultaneously hates them and wants to punish them |
| three choices to moving away from anxiety | moving toward, moving against, moving away |
| moving toward: self-effacing solution | human doormats, choice of morbid dependency (often in women), self-sacrifice ex: hit by wave |
| moving against: expansive solution | narcissistic , aggressive + domineering (often in men), arrogant, need to be right ex: over top of wave |
| moving away: resignation | avoid ppl all together, see ppl as troublesome, detached ex: leave the wave |
| how did horney basically write the DSM | everybody changes stances to others from time to time BUT neurotic ppl are unable to shift posture |
| the neurotic needs | moving toward: affection + approval (esp from partner) moving against: power, recognition, control moving away: narrow borders on life, sufficiency + independence |
| resemble healthy values, but differ in 4 key ways | disproportionate in intensity indiscriminate in application to all persons evidence extreme disregard for reality provoke intense anxiety when unsatisfied |
| tyranny of should | belief that we "should" do things - can generate guilt + anxiety - process of turning away from real self to ideal self NEUROTIC SEARCH FOR GLORY |
| fear of success | belief women are likely to undermine their abilities bc men are competitive and lead women to believe they are bad if successful |
| horney on defense mechanisms | she agreed with most of it |
| horney major adjustments to basic anxiety | eclipsing the conflict, detachment, the idealized self, externalization |
| eclipsing the conflict | "eclipse" the conflict by raising the opposite to predominance (hostile to dependent (moving twrds) |
| detachment | moving away from others to reduce conflict |
| the idealized self | move away from "real self" -> go twrds "perfection" |
| externalization | projects inner conflict onto the outside world (general irritability, somatic complaints) |
| secondary adjustments to basic anxiety | blind spots, compartmentalization, arbitrary rightness, elusiveness |
| blind spots | being unaware of overt behavior that is incompatible with idealized self-image (ex: patient who "shot at" ppl w/ finger) |
| compartmentalization | incompatible behaviors are recognized, but solely w/in different arenas (ex: ruthless behavior at work, but never at home (but actually in both places)) |
| arbitrary rightness | declaring, arbitrarily and dogmatically, i am right - internal doubts denied, external discredited - freud is a great example |
| elusiveness | almost exact opposite of arbitrary rightness, do not commit to any opinion - just agree w/ everyone depending who you're talking to (lowers chance of conflict) |
| horney major contributions | childhood may be a time of anxious helplessness and hidden anger twrds often indifferent adults (basic anxiety) strategies to cope w/ these feelings may alienate the person from true self |
| horney therapy | security to delve into unhappy of painful topics encourage patients to explore current relationships (+ expectations w/in those) therapist/client relationship explored, assumptions abt self + parents childhood exp + current affects |
| allport | daddy to trait paradigm |
| allport background | Indiana not good student until older brother went harvard focused on normal dvlpmnt (not abnormal) wanted psych + social service combo |
| who taught first class in personality psych | allport |
| allport basic tenets | psych should focus on psychologically healthy ppl emphasis on consciousness + rationality emphasis on present not past |
| allport personality psych definition | personality is the dynamic organization of the psychophysiological systems within a person that determines their unique adjustments to their environment AKA unique, ideographic |
| allport trait belief | not present at birth, but dvlp from learning, maturation, dvlpmnt (wrong!) |
| common traits | all people may be compared on this dimension, common to all people |
| individual traits | not possessed by all people, maybe even just one person! |
| cardinal trait | single trait that determines all behavior - "eminent trait, ruling passion, master sentiment" - (christ-like, chauvinistic) |
| central trait | frequently experienced behavior (ex: introvert, not always apparent) |
| secondary trait | very circumscribed, interest/ability (ex: athletic) |
| method of inferring traits: language | use of dictionary - should begin w/ "wisdom of common exp" - 4.5% of words classified as traits (neutral, temp moods, convey social/character judgement, misc) |
| method of inferring traits: behavior | infers traits/interests + energy level (slow, graceful, etc) |
| method of inferring traits: personal documents | coding of letters, diaries, public statements, etc - written record - case studies, psychobiologists |
| letters from jenny | effort to conduct idiographic research 301 letters woman wrote to son's friend aka allport - determined to have 8 basic traits |
| method of inferring traits: personality measures | questionnaires - study individual - factor analysis "loses the individual in the average" |
| allport developmental theory | stage theory |
| stage theory: bodily sense | (infancy) discovering body parts and functions |
| stage theory: self-identity | (1,2 - 4,5) understanding self as separate person (theory of mind) recognizing self by name, enduring individuality |
| stage theory: ego enhancement | (2,3 - ?) self-esteem thru achievement (+ humiliation and selfishness) |
| stage theory: ego extension | (3,4 - ?) personal possessions (webkinz) |
| stage theory: self-image | (4,6 - ?) understand abilities, status, roles as well as aspirations for future (when I grow up) aware of acting in a "good/bad" manner |
| stage theory: rational agent | (6-12) learns problem solving and practical skills |
| stage theory: propriate striving | (adolescence) planning for future, long term goals |
| stage theory: knower | (adulthood) integrates previous 7 stages "possessions" valued interests + causes "unity" -> mature (wanted accomplishments vs societal expectations) |
| extensions of the sense of self | having many interests, flow state |
| warm human interaction | sincere and friendly, not prescribed by rigid roles/expectations |
| emotional security | accept themselves for what they are and have high self-esteem |
| realistic perception, skills, + assignments | unrealistic optimism or pessimism is avoided |
| self-objectification: insight + humor | see themselves accurately and have insight into self |
| unifying philosophy of life | one's individual demands also meet demands of society |
| qualities of a normal, mature adult | how much joy do you bring to others |
| unitas multiplex | "unity of multiples" integration of diverse elements of the personality URGED psychologists to study the individual as a whole |
| functional autonomy | whatever origin of the trait, it will eventually function on its own - external practice to internal |
| proprium | all the ways in which people project themselves into the future ( a sense of self) - pursuing future goals leads to consistent behavior |
| cattell background | England 1905 graduated college @ 19 years old - very into intelligence |
| cattell personality definition | that which predicts what a person will do in a given situation |
| cattell trait definition | units of personality that have predictive value |
| cattell factor analysis | a procedure for analyzing a set of correlations among various measures into a simpler underlying pattern, termed a "factor structure" |
| data types: Q - data | questionnaire |
| data types: L - data | life, observation |
| data types: T - data | test, lab |
| data analysis: R - technique | usually w/ Q - data 100's of ppl take questionnaires factor analyze data |
| data analysis: dR - technique | same as R, but people take test TWICE to assess change, see relations with the change |
| data analysis: P - technique | one person over and over, used to study STATES not TRAITS |
| surface trait | traits that are at the level of observable data |
| source trait | a primary factor derived from factor analysis |
| ability | how a person works towards a desired goal |
| temperment | general style w/ which someone carries out tasks |
| dynamic | provides energy + direction to action; motivations + interests |
| fluid intelligence | innate ability to learn, can be expressed in different types of learning, depending on opportunities presented to individual |
| crystallized intelligence | includes the effects of opportunity or education, you can have crystallized intelligence about fluid intelligence - what you know |
| ergs | - constitutional dynamic source traits (instincts) - innate motivational traits (drives) - expression of "instincts" is learned sex -> mating food -> eat what (sexuality + libido good example) |
| metaergs | - environmentally-molded source traits - learned motivations - sentiments (formed early + enduring) - attitudes |
| subsidiation | basic drives are met by multi-step sequences - bc we need to eat, we work! - "means end" activities |
| cattell's 16PF | measures what cattell saw as most important source traits - dimensional measurement (1 - 100) |
| the big five | openness to experience, conscientiousness, extraversion, agreeableness, neuroticism(emotional stability) OCEAN |
| heritability | extent to which two people with similar genetic status have similar personality, even when developed in different environments - twin studies - each of big five, .5 (significant) |
Created by:
atallarida