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Final Exam
Personality Psychology
| Question | Answer |
|---|---|
| CHAPTER 1 | |
| Define “personality” | a dynamic organization, inside the person, of psychological systems that the person's characteristic patterns of behavior, thoughts, and feelings |
| Describe the components of a good scientific theory and identify in an example | 1. falsifiable- leads to testable hypothesis that could fail to support the theory 2. supported by data 3. supported, not proven 3. parsimonious |
| CHAPTER 2 | |
| Define and differentiate between case study, correlational study, and experimental study | case- one person, in depth study, long period of observation, unstructured interviews correlational- draw conclusions on average across large group and variables experimental- manipulates one variable to determine cause-effect relationship |
| Describe the benefits and drawbacks of each kind of study | case- b: in-depth of one person, rare phenomena d: not generalizable, research bias correlational-b: describe and predict d: cant infer causality experimental- b: can infer causality d: lab setting, some variables cant be manipulated (personality) |
| Given a p-value, interpret whether or not a result is “statistically significant.” | p<.05 = statistically |
| CHAPTER 3 | |
| Describe the different benefits and drawbacks of different methods of operationalization | self-report, informant-report, behavioral/observational, physiological |
| Define and distinguish between reliability and validity | reliability- when a measure has a high degree of consistency or repeatability validity- is the study measuring what it is meant to |
| Define the Barnum Effect | tendency for people to easily believe vague (usually positive) statements about themselves |
| Explain why – even though the MBTI is very popular – it is not a reliable or valid measure of personality | not reliable--measurements are inconsistent |
| CHAPTER 4 | |
| Explain the difference between a trait vs. a type and explain why psychologists prefer traits (vs. types) | trait- relatively stable tendencies of individuals type- a wya of understanding personality by classifying into one of several possible types |
| Define lexical hypothesis and factor analysis and explain how both contributed to the development of the Big Five | l.h.t- the most important differences between two people will be encoded in language f.a.- statistical tool for reducing many things into smaller groups/categories |
| Define each of the Big Five traits accurately identify/apply them to an example | Openness- music, political, drugs Conscientiousness- job perform, expectations, worse task perform Extraversion- fast pace, rewards, argument Agreeableness- nice, religious Neuroticism- negative, unhappy, relationship issues |
| Discuss why the Big Five is supported by the majority of personality researchers today | 1. testable, falsifiable 2. supported by data 3. parsimonious |
| Discuss some of the critiques of the Big Five model | - six instead of five? - traits describe but don't explain behavior - too simplistic? |
| CHAPTER 6 | |
| Define gene, chromosome, allele | gene- a specific segment of DNA that codes for something (usually a protein) chromosome- threadlike structure made of DNA allele- one or two more alternative “versions” of a gene, most genes have two, one from each parent |
| Explain how monozygotic twins are different from dizygotic twins | - Monozygotic (identical) twins- one fertilized egg splits into 2 (Share 100% of DNA) - Dizygotic (fraternal) twins- two different eggs are fertilized separately (Share 50% of DNA ) |
| Define adoption study, twin study, and twin adoption study. Explain how each can show whether or not a particular trait is heritable | adoption- compare how adopted children resemble the biological parents and the adoptive parents twin- method that examines pairs of identical and same-sex fraternal twins raised together twin adoption- study examining twins raised apart and together |
| Define heritability and interpret correctly in an example! | - estimate of genetic influence on a particular trait - 80% heritability of height means 80% of their differences in height are due to genetics and 20% to where and how they grew up. |
| Define gene x environment interaction and apply to an example | when genetics and environment work together to shape personality |
| Define epigenetics and apply to an example | environmental influence on gene expression (without changing actual structure of DNA) |
| Define temperament and explain how it relates to personality | an inherited personality trait present in early childhood |
| CHAPTER 7 | |
| Define the BAS and BIS systems and how the Big Five traits map onto these systems | Behavioral activation system (BAS)- areas of brain sensitive to presence of/possibility for reward (openness, extraversion) Behavioral inhibition system (BIS)- areas of brain sensitive to presence of/possibility for punishment (agreeableness, neurotici |
| Define neurotransmitter | chemicals involved in sending messages along nerve pathway |
| Describe how serotonin may be related to personality/behavior | - mood regulation - neuroticism associated with serotonin levels - conscientiousness related to serotonin functioning - Important for stopping aggressive impulses |
| Describe how dopamine may be related to personality/behavior | Reward: - Association with extraversion Attention: - Involved in working memory and attentional mechanisms (associated with openness) but no direct link |
| Describe how MAO may be related to personality/behavior | - Breaking down neurotransmitters - Too much or too little can affect overall neurotransmitter levels (Low MAO and high neurotransmitters linked with impulsivity) |
| Define hormone | chemical substances which carry signals through the blood to target organs |
| Describe how testosterone and oxytocin may be related to personality/behavior | - more testosterone, more aggression - more oxytocin, less aggression and more trust with others (but not gullibility) |
| Discuss the strengths and weaknesses of the biological approach | Strengths: - Makes testable, falsifiable predictions - Supported by data Weaknesses: - Parsimonious - Replication - Cause and effect |
| CHAPTER 8 | |
| Describe the assumptions of the Psychodynamic perspective | |
| Define and describe the parts of the topographical model | Conscious- part of mind that is aware Preconscious- 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) |
| Define and describe the parts of the structural model | Id- inherited, instinctive, primitive aspects of personality Ego- mostly conscious part of personality Superego- moral part of personality |
| 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 |
| Explain which parts of Freud’s theory have modern empirical support | - importance of non-conscious processes - Importance of past/childhood events |
| Explain which parts of Freud’s theory do not have modern empirical support | - typographical model - structural model - repressed emotions - dream analysis - projective tets - psychosexual stages of development |
| Explain which parts of Freud’s theory have mixed modern empirical support | - defense mechanisms - psychoanalysis therapy |
| CHAPTER 10 | |
| Describe the assumptions of Radical Behaviorism and Social Learning Theory | rb: - don't study mind, it's unknowable - start as a "blank slate" until experiences occur - people = passive, the world acts on us slt: - learning is cognitive process - Learning takes place in social context - Learning is active |
| Describe the process of classical conditioning. | learning by associating one stimulus with another |
| Define unconditioned stimulus, unconditioned 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 conditioned 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 (instrumental) conditioning. | learning through consequences (rewards and punishments) |
| Define positive reinforcement and positive 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 negative 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 |
| Define observational learning and be able to give an example | learning that occurs through observation alone |
| CHAPTER 12 | |
| Describe the assumptions of the Cognitive Perspective | |
| Define schema and script and give an example of each | Schema: mental organizations of information (knowledge structures) Script: a person’s knowledge about sequence of events expected in a specific setting (script for events) |
| Define semantic memory, episodic memory, and procedural memory and describe the differences between each | Semantic: conscious long-term memory for meaning, understanding, and conceptual facts about the world Episodic: memory for events and experiences Procedural: 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 |
| CHAPTER 13 | |
| Define different goal framings (i.e., approach vs. avoidance; learning vs. performance) and | approach: goal to approach desired end-state avoidance: goal to avoid an undesired end-state learning: goal to master new skills performance: goal to gain favorable judgements about one’s competence |
| Define personal projects | the “doings” of our daily lives |
| Define core projects | foundational, self-defining projects |
| Define free traits | strategic (sometimes “out of character”) behaviors designed to advance core projects |
| Define self-regulation | the control of one’s behavior (in service of personal goals) |
| Define self-control/willpower | inhibiting or restraining impulses |
| Discuss what can promote successful goal pursuit | 1. setting implementation intentions 2. using self-control 3. setting good habits |
| PERSONALITY AND CULTURE | |
| Define culture and distinguish between deep and surface culture | Culture – customs, values, and behaviors characteristic of a nation, ethnic group, class, or time period Deep- explicitly learned, conscious, easily changeable, objective Surface- implicitly learned, unconscious, hard to change, subjective |
| Define and describe the different cultural dimensions: individualism vs. collectivism | Individualism – a cultural system favoring the needs of the self over those of others and the society Collectivism – a cultural system placing the needs of others and the society first. |
| Define and describe the different cultural dimensions: tight vs. loose | Loose - have weaker social norms Tight – have strong social norms |
| Define and describe the different cultural dimensions: face vs. honor vs. dignity | Face – self-worth from others’ assessments if individual is fulfilling social role obligations Honor – self-worth from reputation and also own assessment of what others think Dignity – self-worth from achievements in pursuit of goals and values |
| PERSONALITY AND THE WORKPLACE | |
| Name and describe the 6 RIASEC types | Realistic Investigative Artistic Social Enterprising Conventional |
| Discuss the relationship between personality and job interest: | Realistic (doers) Investigative (thinkers) Artistic (creators) Social (helpers) Enterprising (persuaders) Conventional (organizers): |
| Discuss the relationship between personality and job satisfaction | - mixed evidence that RIASEC/fit predict satisfaction - other: found high (low) neuroticism/openness were happier in high (low) neurotic/open jobs -now: job is what you make it |
| Define and distinguish between emergent and effective leadership | Emergent leaders: ability to become a leader Effective leadership: ability to be a successful leader once in a management role |
| Define different leadership styles (e.g., transactional, transformational, pseudo- transformational) | Transactional: what is required to complete job Transformational: stimulate/inspire promotion and create a new, better future Charismatic: inspire/motivate through charm, vision, emotion P.T.: charismatic, selfish behavior for unethical/selfish goals |
| Discuss the relationship between personality and leadership | Must have: Integrity Decisiveness Competence Vision - Study suggests this is represented in almost all cultural regions of the world |
| PERSONALITY AND MENTAL HEALTH | |
| Describe how mental disorders are diagnosed in the DSM | - Groups and subgroups of mental disorders - Individuals must fit a number of the symptoms - But still somewhat subjective |
| Define and distinguish between ego-syntonic and ego-dystonic | Ego-syntonic: thoughts and behaviors that are compatible with the self Ego-dystonic: thoughts and behaviors that are in conflict with personal goals and pursuits |
| Describe each of the 10 different personality disorders: Cluster A (3) | Paranoid pd- mistrust and suspicion of others without adequate reason to be Schizoid pd- avoiding social activities and consistency shying away from interaction with others Schizotypal pd- odd behavior, speech patterns, thoughts and perceptions |
| Describe each of the 10 different personality disorders: Cluster B (4) pt. 1 | Antisocial pd- no regard for right/ wrong, ignores others rights and feelings Borderline pd- impacts way think/feel about yourself/others. Poor elf-image, managing emotions/behavior, unstable relationships |
| Describe each of the 10 different personality disorders: Cluster B (4) pt. 2 | Histrionic pd- excessive attention-seeking, begin in childhood, inappropriate seduction/desire for approval Narcissistic pd- inflated importance, needs attention/admiration, poor relationships, no empathy |
| Describe each of the 10 different personality disorders: Cluster C | Avoidant- social inhibition, inadequacy, sensitivity to negative criticism and rejection Dependent pd- hopeless, submissive, taken care of, reassurance, can't make everyday decisions w/o advice/reassurance OCPD- perfectionism, order, and neatness |
| Describe the diathesis-stress model and explain how it relates to the development of mental health disorders | - theory that explains how mental health conditions are caused by combination of genetic (or other) predispositions and environmental stress |
| PERSONALITY AND PHYSICAL HEALTH | |
| Describe the relationship between the Big Five personality traits and physical health outcomes: Conscientiousness | High predictor of health in a few studies |
| Describe the relationship between the Big Five personality traits and physical health outcomes: Extraversion | - Sociability and cheerfulness may be positively linked to longevity - But if excitement seeking and impulsive, negative impact |
| Describe the relationship between the Big Five personality traits and physical health outcomes: Agreeableness | - Positively linked with longevity - Hostility can have negative effects |
| Describe the relationship between the Big Five personality traits and physical health outcomes: Neuroticism | - Mixed: some negative relationship with health, some show no relationship - Healthy vs. unhealthy neuroticism? (Healthy may be worried without low self-esteem and depressed mood) |
| Define stress and eustress responses | Stress- negative response to stress Eustress- events that are challenging but also potentially rewarding |
| Describe the process of primary and secondary appraisal and explain how it relates to stress responses | Primary- challenge or threat? (gain/growth or harm/loss?) Secondary- if a threat, potential options and how effective? (effective options=low or ineffective/no options=high) |
Created by:
addisonswenson
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