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psych exam 3
trait theory
| Question | Answer |
|---|---|
| trait | consistent patterns of how people behave, think and feel |
| consistent trait | occurs with regularity, enduring; occurs across situations and dimensions |
| distinctive trait | characteristics that differ between people |
| personality traits should only be | proposed if they can be measured through valid assessment and statistical analyses of certain constructs |
| inherited biological factors are a | primary determinant of individual differences in traits |
| main tenets of general trait theory | biological differences underlie the traits possession of broad predispositions to respond/behave organized hierarchically stability of traits, and what can impact shifts in traits |
| what can impact shifts in traits | age, cultural factors and social factors |
| research methods used for general trait theory | Scientific method Valid measures Factor analysis |
| trait constructs | describe, predict, explain |
| trait constructs: describe | summarize a person's typical behavior develop an overall descriptive scheme within which people can be described – average types of experience and behavior establish a “personality taxonomy” – classifying aspects of personality |
| trait constructs: predict | ssing personality theory – or trait constructs – to predict future behavior or performance |
| trait constructs: explain | explaining behavior through trait constructs (largely through biological differences that may underlie a particular trait) |
| what makes a trait theory credible/viable? | ability to distinguish between people and their differences, universal, not age or culture specific, scientific method, prediction |
| gordon allport: cardinal traits | disposition that is so pervasive and outstanding in a person's life that virtually every act is traceable to its influence; usually limited |
| gordon allport: central traits | dispositions that cover a more limited range of situations (assertiveness, kindness, etc.) |
| gordon allport: secondary traits | least conspicuous, generalized, and consistent |
| allport recognized that | traits may not show up in all situations |
| factor analysis | statistical tool/mathematical technique for summarizing the ways in which a large number of variables go together or cooccur |
| factor analysis can | identify a small number of factors that summarize the intercorrelations between a large number of variables and identifies patterns of covariation in test responses |
| factor analytic trait theory relied heavily on | factor analysis |
| surface traits | behavioral tendencies that can be observed (identified about 40) |
| source traits | internal psychological structures that were the source, or underlying cause, of observed intercorrelations among surface traits |
| three categories of source traits | Ability (skills and abilities) Temperament (emotional life/style of behavior) Dynamic (motivational traits) |
| limitation of trait theory | scientific measurement alone may not capture full spectrum of personality |
| hans eysenck | Developed the Three-Factor theory of personality |
| Three-Factor theory of personality led to the development of trait dimensions at the highest level of a hierarchy of traits, called superfactors | introversion-extroversion neuroticism (or emotional stability vs. instability) psychoticism |
| introversion-extroversion | sociability, activity level, liveliness, excitability |
| neuroticism (or emotional stability vs. instability) | anxiousness, depression, shyness, moodiness, etc. |
| psychoticism | aggressiveness, a lack of empathy, interpersonal coldness, antisocial behavioral tendencies |
| five factor model of personality | utilize "natural language" to describe personality |
| ratings of a wide variety of traits are run through a factor analysis to see | which traits have relationships which resulted in the big five |
| the big five | o- oceanness c- conscientiousness e- extraversion a- agreeableness n- neuroticism |
| high score openness | curious, broad interests, creative, original, imaginative |
| low score openness | conventional, unimaginative, narrow interests, unartistic, unanalytical |
| high score conscientiousness | organized, reliable, hard-working, self-disciplined, punctual, scrupulous, neat, ambitious, perservering |
| low score conscientiousness | aimless, unreliable, lazy, careless, lax, negligent, hedonistic |
| high score extroversion | social, active, talkative, person-oriented, optimistic, fun-loving, affectionate |
| low score extroversion | reserved, alood, task-oriented, retiring, quiet, timid |
| high score agreeableness | kind, cooperative, good-natured, trusting, helpful |
| low score agreeableness | cynical, rude, suspicious, uncooperative, vengeful, ruthless, irritable, manipulative |
| high score neuroticism | worrying, nervous, emotional, insecure, tense |
| low score neuroticism | calm, relaxed, unemotional, secure, self-satisfied |
| practical applications of the big five | vocational, health and well-being, clinical diagnosis and treatment |
| vocational | some research shows big five measures can predict career choise and performance high in E = social and enterprising occupations high in O = artistic and investigative occupations high in C = consistent performance across occupations |
| clinical diagnosis and treatment | abnormally high or low or exaggerated scores, choosing treatment approaches |
| McCrae and Costa view of trait theory | biologically based, no role for “nurture” all biological, no room for environmental |
| lexical hypothesis | idea that the most important personality traits are encoded in language, meaning they are represented by single words in a given language |
| lexical hypothesis is consistent with | evolutionary models - these culturally universal terms or descriptors can be important to survival |
| identifying and describing human differences is important to | maintaining the well-being of our "group" or species |
| NEO-PI-R | correlates well with other personality questionnaires, each big five factor is broken down into six additional facets |
| NEO-PI-R is a 5 assessment based on | OCEAN |
| six factor model | humility/honesty - maybe we missed one |
| problems with applying the big five factor model across cultures/languages | why we have funky results when apply big fiver to other languages, words differ from language to language so the big 5 doesn't translate to each culture |
| reinforcement sensitivity theory states that | there are two goals of a personality theory |
| two goals of a personality theory | traits are actually possessed by the individual have casual force that contribute to personality style |
| "top-down" approach | higher order traits explain lower level behaviors and tendencies and influence development |
| "bottom-up" approach | first identify the fundamental properties of brain-behavioral systems, then relate variations in these systems to known measures of personality |
| reinforcement sensitivity theory attempts to | identify neural subsystems that play a role in psychological functions related to emotion and motivation |
| differences in neural subsystems can help | explain individual differences in personality |
| neural subsystems | behavioral approach system (BAS) behavioral inhibition system (BIS) fight-flight-freeze system (FFFS) |
| behavioral approach system (BAS) | responds to pleasurable, desired stimuli related to classical conditioning produces tendency to move toward pleasureble, rewarding stimuli |
| behavioral inhibition system (BIS) | resolves goal conflicts between other systems, generates anxiety and a "defensive approach" (with pursue reward but with caution) |
| fight-flight-freeze system (FFFS) | responds to aversive stimuli (potential harmful to us), three types of responses, generates the feeling of fear |
Created by:
leh195