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 Psycholo
Exam 2
| Question | Answer |
|---|---|
| Parts of the typographical model | conscious, pre-conscious, unconscious |
| Conscious | part of mind that is aware |
| Pre-conscious | part of mind that can become easily aware (memories) |
| Unconscious | one-way part of mind not aware and cannot become easily aware of (dark memories, urges) |
| Parts of the structural model | Id, ego, superego |
| Id | - Inherited, instinctive, primitive aspects of personality |
| Ego | - Develops from Id and takes some of Id’s energy for own use - Reality principle- takes reality in account in addition to wants and desires - Tries to express Id’s impulses effectively |
| Superego | - Develops last - Develops from incorporating parental and societal values -Morality principle- should always do what is morally right |
| Defense mechanisms: denial | refusing to believe source of anxiety exists |
| Defense mechanisms: repression | putting anxiety-inducing thoughts outside of conscious awareness (person is unaware ego is doing this) |
| Defense mechanisms: projection | ego reduces anxiety by taking uncomfortable impulses off self and placing them on others |
| Defense mechanisms: rationalism | finds rational explanation (excuse) for a behavior or outcome |
| Defense mechanisms: intellectualization | think about threats in cold, analytical, and emotionally detached terms |
| Defense mechanisms: reaction formation | prompts behaviors opposite of the anxiety-inducing impulse |
| Defense mechanisms: sublimation | re-directs unhealthy impulse into socially acceptable or constructive activity |
| Defense mechanisms: displacement | moving trouble impulse onto different, less threatening object |
| Free Association definition | talking freely; saying whatever comes to mind |
| Parapraxes defintion | accidents that provide insight into a person’s true (unconscious) desires |
| Manifest content vs. latin content | Manifest content- what happened in the dream Latent content- unconscious desires (symbolism, meaning) hidden beneath the surface |
| Freud extensions: Anna Freud | - Emphasized “normal” development of ego - Worked to fully develop defense mechanisms |
| Freud extensions: Carl Jung | - Collective unconscious - Archetypes - Ego attitudes and functions |
| Collective unconscious definition | shared, inborn set of memories/ ideas specific to species |
| Alfred Alder | Inferiority complex- belief that one is of lower status or weaker than others Compensation- to react against perceived inferiority with assertiveness |
| Freud's theories with modern empirical support | - importance of non-conscious processes - Importance of past/childhood events |
| Freud's theories without modern empirical support | - typographical model - structural model - repressed emotions - dream analysis - projective tets - psychosexual stages of development |
| Freud's theory with mixed modern empirical support | - defense mechanisms - psychoanalysis therapy |
| CHAPTER 10 | CHAPTER 10 |
| Define Learning | change in behavior due to experience |
| Describe the assumptions of radical behaviorism | - don't study the mind, it is unknowable - we start as a "blank slate" until experiences occur - people are passive, the world acts on us |
| Describe the process of classical conditioning | learning by associating one stimulus with another |
| Define unconditioned stimulus and response | - a stimulus that naturally and automatically triggers a reflexive response without any prior learning or conditioning - a natural, automatic, and unlearned reaction to a stimulus |
| Define conditioned stimulus and response | - a learned stimulus that, through association with an unconditioned stimulus, triggers a conditioned response - an automatic response established by training to an ordinarily neutral stimulus |
| Describe the process of operant conditioning | - learning through consequences (rewards and punishments) |
| Define positive reinforcement and punishment | reinforcement- something is added to increase likelihood of behavior occurrence again punishment- something is added to decreases likelihood of behavior occurrence again |
| Define negative reinforcement and punishment | reinforcement- something is taken away to increase likelihood of behavior occurrence again punishment- something is taken away to decreases likelihood of behavior occurrence again |
| Explain how classical conditioning is different from operant conditioning | operant conditioning is learning through consequences, and classical conditioning is learning through associating one stimulus with another |
| Describe the basic tenants and assumptions of Social Learning Theory | 1. learning is a cognitive process 2. Learning takes place in a social context 3. Learning is active not passive |
| Define observational learning | learning that occurs through observation alone |
| Define reciprocal determinism | behavior, cognition, and environment all mutually influence each other |
| Define schema | mental organizations of information (knowledge structures) |
| Define script | a person’s knowledge about sequence of events expected in a specific setting (script for events) |
| Define semantic memory | conscious long-term memory for meaning, understanding, and conceptual facts about the world |
| Define episodic memory | memory for events and experiences |
| Define procedural memory | knowing how to do something |
| Describe the difference between explicit and implicit memory | Explicit (declarative) memory- conscious, intentional recollection of factual information, previous experiences, and concepts Implicit memory- unconscious or automatic memory |
| Define self-schema | cognitive generalizations about the self, derived from past experience, that organize and guide the processing self-related information |
| Define attribution | inferring the cause of an event |
| Describe different attribution biases | Hostile attribution bias- tendency to interpret the behavior of other people as having hostile intentions |
| CHAPTER 4 | CHAPTER 4 |
| Explain the difference between a trait vs. a type | Typologies- a way of understanding personality by classifying into one of several possible types Traits- stable individual differences |
| Explain why personality psychologists prefer to think of people scoring along continuous trait dimensions | Things that we think are opposites are sometimes actually independent (possible to be both!) a continuum allows it to not just be one or the other |
| Define lexical hypothesis | the most important differences between people will be encoded in language (i.e. we will have a word for it) |
| Define factor analysis | statistical tool for reducing many things into smaller groups/categories |
| Explain how lexical hypothesis and factor analysis contributed to the development of the Big Five | factor analysis reduces words (lexical hypothesis) into smaller facets |
| Define each of the Big Five traits | Openness, contentiousness, extraversion, agreeableness, neuroticism |
| Define strong situation | a situation that pressures people to behave in a certain way, leading to similar responses across people |
| Define and be able to give an example of a person x situation interaction | both personality traits and situations combine (interact) to influence behavior ex. person sees an bee and decides to/not to swat it |
| Discuss findings from how the Big Five applies across cultures | The most important differences between people can captured by a distinct number of dimensions that apply to everyone; however, not perfect |
| Discuss why the Big Five is supported by the majority of personality researchers today | makes testable and falsifiable predictions, supported by data, parsimonious, maybe comprehensive? |
| Discuss some of the critiques of the Big Five model | 1. Should we have six factors instead of five? 2. Traits describe but don’t really explain behavior. 3. Is the Big Five too simplistic? |
Created by:
addisonswenson
Popular Psychology sets