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PSY 10 LE
| Question | Answer |
|---|---|
| What period was when Filipino intellectuals realized that Western psychology was not fair or enough to explain how Filipinos think and behave. | 1960s |
| When did Filipino Psychology started to progress | 1970s or in its birth, 1975 |
| Who is the father of Filipino Psychology | Virgilio Gaspar Enriquez |
| Who is the chairman of the Department of Psychology of UP at the time when Virgilio Enriquez came back | Alfredo Lagmay |
| What is the Philippine personality test that was developed by Philippine Psychology | Panukat ng Ugali at Pagkatao |
| What was the conference that was chaired by Virgilio Enriquez | Unang Pambansang Kumperensya sa Sikolohiyang Pilipino |
| Where is Sikolohohiyang Pilipino anchored | on Filipino thought and experience understood from a Filipino perspective. |
| What is the Filipino psyche | diwa |
| What is the process that derives theories, methods, and concepts from Filipino culture itself, rather than just translating foreign concepts. | indigenization from within |
| Sikolohiyang Pilipino: what is the emotions and inner awareness | kalooban at kamalayan |
| Sikolohiyang Pilipino: what is the consciousness of one's surroundings | ulirat |
| Sikolohiyang Pilipino: what is understanding and knowledge | isip |
| Sikolohiyang Pilipino: what are the habits and behavior | diwa |
| Sikolohiyang Pilipino: what is the soul or conscience | kaluluwa |
| Sikolohiyang Pilipino: what is the misinterpretation of "bahala na" | not fatalism, but determination, courage, and risk-taking in the face of uncertainty. |
| Sikolohiyang Pilipino: what is the misinterpretation of "hiya" | not simply “shame”, but a sense of propriety and self-respect, which varies in meaning depending on linguistic context. |
| Sikolohiyang Pilipino: what is the misinterpretation of "utang na loob" | not a burdensome “debt of gratitude,” but gratitude and solidarity that strengthen communal and intergenerational ties. |
| Sikolohiyang Pilipino: treating others as equals and fellow human beings. | Pakikipagkapwa |
| what is the main core FIlipino value according to Enriquez | kapwa |
| a core Filipino interpersonal value meaning shared inner perception or emotional sensitivity, where one carefully reads non-verbal cues and considers how others feel before responding | pakikiramdam |
| What is the internal-external dimension of the Filipino personality? | certain values and emotions have both external (like puri) and internal (like dangal) forms. |
| What is the cultural divide within Filipino society | between the masses and the elite |
| Five guiding princciples of the development of indigenous research methods | 1. Relationship Between Researcher and Participants Ibang Tao Hindi Ibang Tao 2. Treat Participants as Equals 3. Prioritize Participants’ Welfare 4. Adapt Methods to Filipino Culture 5. Use the Local Language |
| Indigenous Research Methods | Pagtatanong-tanong Pakikipagkwentuhan Ginabayang Talakayan Nakikiugaling Pagmamasid Pakikisama Pagdalaw-dalaw Panunuluyan |
| What is Enriquez's definition of Sikolohiyang Pilipino? | the study of diwa |
| What is the difference of Sikolohiyang Pilipino between Sikolohiya sa Pilipinas at Sikolohiya ng mga Pilipino | sikolohiya sa Pilipinas is doing psychology in the Philippines in general while sikolohiya ng mga Pilipino ay ang theorizing ng psychology ng mga pilipino, whether from a local or foreign perspective |
| What are the four filiations of Sikolohiyang Pilipino as written by Zeus Salazar | The Academic-scientific psychology: the Western tradition Academic-philosophical psychology: the Western (mainly clerical) tradition Ethnic psychology Psycho-medical system with religion as cohesive element and explanation. |
| Sikolohiyang Pilipino: what is the Filipino value of "smooth interpersonal relations" by going along with the group or the majority decision | pakikisama |
| two categories of kapwa | ibang-tao (outsider) and the Hindi-ibang-tao ("one of us). |
| what are the manifest and latent dreams according to freud | manifest are the actual dreams latent are the interpretations of it. |
| Not conscious but can become conscious either quite readily or with some difficulty | preconscious |
| All those drives, urges, or instincts that are beyond our awareness but that nevertheless motivate most of our words, feelings, and actions | unconscious |
| concerned only with satisfying personal desires, regardless of the physical or social limitations that might prevent us from getting whatever we want | ID |
| when does ID develop? | infancy |
| mediate / balanced the demands of the id and the outer forces of reality | EGO |
| when does EGO starts to develop | 5 years old |
| the moral arm of the personality | SUPEREGO |
| when does SUPEREGO develop? | 5 years old |
| what is the principle of SUPEREGO? | reward and punishment. and how society restricts on the self |
| stimulus within the person | drives |
| what are the male erogenous zones | ears, neck, small of the back or sacrum, inner wrist |
| what are the female erogenous zones | areola + nipples, inner arm + armpits, navel + lower stomach |
| who believed that the entire body is invested with libido but take in different forms as we develop. the concept of EROS | Sigmund Freud |
| manifested during the infant who are primarily self-centered, with their libido invested almost exclusively on their own ego | Narcissism |
| develops when people invest their libido on an object or person other than themselves | Love |
| the need for sexual pleasure by inflicting pain or humiliation on another person | Sadism |
| the need for sexual pleasure from suffering pain and humiliation inflicted either by themselves or by others | Masochism |
| what is the drive that seeks pleasure, not limited to genital satisfaction | Sex or EROS |
| what is the destructive drive? | Aggression or Thanatos |
| What is the final aim of thanatos drive | self-destruction |
| Freud's definition of "it is a felt, affective, unpleasant state accompanied by a physical sensation that warns the person against impending danger. " | Anxiety |
| 3 kinds of Anxiety according to Freud | Realistic: fear of real-world threat Neurotic: fear of one's own impulses getting out of control and leading to punishment Moral: fear of violating one's own conscience or moral code |
| Freud's defense mechanism: ego prevents anxiety-provoking thoughts from being entertained in the conscious level | Repression |
| Freud's defense mechanism: deliberately trying to forget or not think about painful or unwanted thoughts | Suppression |
| Freud's defense mechanism: channelling or substituting of negative id impulses into socially acceptable actions/outlets → drawing or other hobbies | Sublimation |
| Freud's defense mechanism: channelling or substituting our impulses from an original target to another person or object | Displacement |
| Freud's defense mechanism: we state that certain facts do not exist. This is more than saying we do not remember, as in repression. Rather we are insisting that something is not true, despite all evidence to the contrary | Denial |
| Freud's defense mechanism: concealing a motive by giving strong expression to the opposite Acting opposite of how you really feel | Reaction Formation |
| Freud's defense mechanism: attributing an unconscious impulse to other people instead of oneself | Projection |
| Freud's defense mechanism: justifying one’s conduct by offering socially acceptable reasons in place of real reasons | Rationalization |
| pretending to dislike what one really likes | sour grape |
| pretending to like what one really dislikes | sweet lemon |
| Freud's defense mechanism: process of engaging in substitute behaviour in order to cover up or make up social or physical frustration or a lack of ability in a certain area of personality | compensation |
| Freud's defense mechanism: mechanism in which a person turns to behaviour that in earlier years reduced anxiety | regression |
| Freud's defense mechanism: people incorporate positive qualities of another person into their own ego | introjection |
| Freud's defense mechanism: cancel out or make-up for a bad act by doing good. | Undoing |
| what is the first stage and age-range in freud's psychosexual stages of development | oral stage; birth to 2 years |
| what is the second stage and age-range in freud's psychosexual stages of development | anal stage; 2-3 years |
| what is the third stage and age-range in freud's psychosexual stages of development | phallic stage; 3-6 years |
| what is the fourth stage and age-range in freud's psychosexual stages of development | latent stage; 6-puberty |
| what is the fifth stage and age-range in freud's psychosexual stages of development | genital stage; poverty onwards |
| Two characteristics in oral stage and erogenous zone | oral receptive oral sadistic mouth |
| Two characteristics developed in Anal stage and the erogenous zone | Anal Retentive Personalities: organized Anal Expulsive Personalities: Messy |
| What is the physical expression during the Phallic stage and the erogenous zone | sexual desire to opposite sex parent (male and female oedipus complex) and genital area |
| what is the phallic character of boys | caused by an overreaction/maladaptive reaction to castration anxiety. They overvalue their penis, macho type, reckless, self-assured, sexual conquest over women. |
| what is the phallic character of girls | motivated by maladaptive reaction to penis envy. Instead of identifying with mother they strive for superiority over men, promiscuous, “castrating females” |
| what is the erogenous zone during the latent stage | none. it is repressed. |
| whhat is the erogenous zone iand activities during the genital stage | genital area and sexual intercourse |
| according to Jung, what is the center of consciousness. | Ego |
| JUNG: The deepest level of the psyche containing the accumulation of inherited experiences of human and pre-human species. | Collective Unconscious |
| To Jung, a core or pattern of emotions, memories, perceptions, and wishes in the personal unconscious organized around a common theme, such as power or status. | complex |
| The reservoir of material that was once conscious but has been forgotten or suppressed. | personal unconscious |
| Images of universal experiences contained in the collective unconscious. | archetypes |
| The public face or role a person presents to others. | persona archetype |
| Feminine aspects of the male psyche; mas- culine aspects of the female psyche. | anima archetype; animus archetype |
| The most powerful archetype. The dark side of the personality; the archetype that contains primitive animal instincts. | Shadow archetype |
| To Jung, the archetype that represents the unity, integration, and harmony of the total personality. | Self archetype |
| Jung's three developmental stages | Childhood - ego develops when theres a distinction between self and others Puberty to young adulthood - adapting to demands of reaility Middle age - focus of personality shifts back to internal to balance the unconscious with the conscious |
| involves becoming an individual, fulfilling one’s capacities, and developing one’s self. | individuation |
| jung's concept of all repressed, forgotten, or subliminally perceived experiences of one particular individual. contains repressed infantile memories and infantiles, forgotten events, etc. | personal unconscious |
| feminine side of men archetype | anima |
| masculine side of women archetype | animus |
| the archetype of nourishment and destruction | great mother |
| archetype of wisdom and meaning | wise old man |
| the image we have of a conqueror who vanishes evil | hero |
| image we have of fulfillment, completion, or perfection | self |
| two illogical and nonrational mental functions | intuition and sensation |
| two logical and rational functions | feeling and thinking |
| Erik Erikson first stage of psychosocial development. infancy. birth to 1 year. | TRUST VS MISTRUST |
| Erik Erikson second stage of psychosocial development. 2-3 years old. | Autonomy vs shame and doubt |
| Erik Erikson third stage of psychosocial development gential-locomotor mode. play age. 3-5 years old | Initiative vs guilt |
| Erik Erikson fourth stage of psychosocial development, 6-12 years old. school age. latency. | industry vs inferiority |
| Erik Erikson fifth stage of psychosocial development. 12-18 years old. society creates a new conflict. | identity vs identity confusion |
| Erik Erikson sixth stage of psychosocial development. 19-30 years old. | Intimacy vs isolation |
| Erik Erikson seventh stage of psychosocial development. 31-60 yeasr | Generativity vs stagnation |
| Karen Horney: People who do not have their needs for love and affection satisfied during childhood develop this | Basic Hostility |
| What are Horney's disagreements with Ffreud | Karen Horney disagreed that girls have penis envy. proposed instead womb envy. |
| 3 styles of coping by Karen Horney | 1. Moving towards people 2. Moving against people 3. Moving away from people. |
| The scientific study of observable behavior rather than thoughts or feelings | behaviorism |
| the scientific study of how people perceive, learn, remember, and think about information. | cognitivism |
| who made the Reaction Time Experiment utilizing substraction method technique | Francis Cornelis Donders |
| What is the formula for Decision-making time according to Donders | Choice Reaction Time - Simple Reaction Time |
| What is the formula for Identification time according to Donders | Discrimination Reaction Time - Simple Reaction Time |
| What is the synthesis of behaviorism and gestaltism | cognitivism |
| What is the meaning of the latin word cognoscere that means "to know" | cognition |
| is the ability to learn from experience, reason logically, solve problems, and adapt to the environment. | intelligence |
| who proposed the Two-Factor theory of intelligence | Charles Spearman |
| What are the two componense of the Two-Factor theory of intelligence | g factor (general intelligence) general intellectual energy or ability to comprehend and reason and learn from exp. s factor (special abilities) specific tasks like math |
| who developed the seven primary mental abilities | Louise Thurstone |
| SEVEN PRIMARY MENTAL ABILITIES comprehension of words and language | Verbal understanding |
| SEVEN PRIMARY MENTAL ABILITIES generating words within timed limits | Word Fluency |
| SEVEN PRIMARY MENTAL ABILITIES dealing with numbers | Numerical Ability |
| SEVEN PRIMARY MENTAL ABILITIES picturing and manipulating objects in space | Spatial Visualization |
| SEVEN PRIMARY MENTAL ABILITIES recalling information | Memory |
| SEVEN PRIMARY MENTAL ABILITIES the capacity to perceive visual detail quickly | Perceptual speed |
| SEVEN PRIMARY MENTAL ABILITIES deductive reasoning and problem-solving | Rationale |
| who suggested that Spearman's general intelligence can be categorized into two forms | Raymond Cattell |
| According to Raymond Cattell, what are the two forms of general intelligence | Fluid intelligence (Gf) - the capacity to think, logically, reason, and solve novel problems without prior knowledge Crystallized intelligence (Gc): Knowledge and skills acquired through experience, eduk, and culture. |
| Who developed the EIGHT MULTIPLE INTELLIGENCES | Howard Gardner |
| EIGHT MULTIPLE INTELLIGENCES sensitivity to spoken and written words | Linguistic |
| EIGHT MULTIPLE INTELLIGENCES problem-solving and reasoning | Logical-Mathematical |
| EIGHT MULTIPLE INTELLIGENCES seeing and manipulating space | spatial |
| EIGHT MULTIPLE INTELLIGENCES perceiving and producing rhythms or melodies | musical |
| EIGHT MULTIPLE INTELLIGENCES directing body movements with skill | body-kinesthetic |
| EIGHT MULTIPLE INTELLIGENCES understanding and empathizing with others | interpersonal |
| EIGHT MULTIPLE INTELLIGENCES self-knowing and emotional intelligence | intrapersonal |
| EIGHT MULTIPLE INTELLIGENCES perceiving patters in nature | naturalistic |
| who developed the triarchic theory of intelligence | robert stenberg |
| TRIARCHIC THEORY OF INTELLIGENCE reasoning logically, solving problems, and academic reasoning. | analytical intelligence |
| TRIARCHIC THEORY OF INTELLIGENCE employing imagination and innovination to cope with novel situations | creative intelligence |
| TRIARCHIC THEORY OF INTELLIGENCE coping with everyday life, applying "street smarts" and common sense | practical intelligence |
| who developed the four stages of cognitive development | Jean Piaget |
| four stages of cognitive development (0–2 years): Sensory and action-based learning. | sensorimotor |
| four stages of cognitive development (2–7 years): Symbolic and linguistic use; egocentric thought. | Preoperational |
| four stages of cognitive development (7–11 years): Logical reasoning about concrete events. | Concrete Operational |
| four stages of cognitive development (12+ years): Hypothetical thinking and abstract reason. | Formal Operational |
| first woman PhD in psychology | Margaret Floy Washburn |
| Examines how people affect one another, and it looks at the power of the situation. | social psychology |
| The view that our behavior and actions are determined by our immediate environment and surroundings | situationism |
| Holds that our behavior is determined by internal factors. | dispositionism |
| An individual’s tendency to attribute another’s actions to their character or personality, while attributing their behavior to external situational factors outside of their control. | Fundamental Attribution Error |
| the phenomenon of attributing other people’s behavior to internal factors (fundamental attribution error) while attributing our own behavior to situational forces | Actor-Observer Bias |
| attributions that enable us to see ourselves in favorable light | self-serving bias |
| the belief/hypothesis that people get the outcomes they deserve | just-world hypothesis |
| a pattern of behavior that is expected of a person in a given setting or group. defined by culturally shared knowledge | social roles |
| a group’s expectation of what is appropriate and acceptable behavior for its members —how they are supposed to behave and think | social norms |
| a person’s knowledge about the sequence of events expected in a specific setting | script |
| who conducted the standford prison experiment | Philip Zimbardo |
| who defined cognitive dissonance | leon festinger |
| psychological discomfort arising from holding two or more inconsistent attitudes, behaviors, or cognitions (thoughts, beliefs, or opinions) | cognitive dissonance |
| is the act of changing one’s behavior or beliefs to match the beliefs of his/her group surrounding them, even if he or she does not agree with the groups | conformity |
| The influence of the group or the majority towards an individual’s judgment or behavior. | The Asch Effect |
| who conducted the conformity experiment | Solomon Asch |
| three factors influencing conformity | size of the group persence of dissenter nature of response: public and private. in the latter, conformity is less likely. |
| what did the stanley milgram experiment show | decent people are capable of committing acts against their conscience. |
| TYPES OF SOCIAL INFLUENCES Group members modify their opinions to match what they believe is the group consensus | GROUPTHINK |
| TYPES OF SOCIAL INFLUENCES Strengthening of the original group attitude after discussing views within a group. | GROUP POLARIZATION |
| TYPES OF SOCIAL INFLUENCES Exertion of less effort by a person working in a group because individual performance cannot be evaluated separately from the group, thus causing performance decline on easy tasks | Social Loafing |
| TYPES OF SOCIAL INFLUENCES Improved performance when an audience is watching versus when the individual performs the behavior alone. | Social facilitation |
| A negative attitude and feeling toward an individual based solely on one’s membership in a particular social group. | prejudice. its an affective function. |
| A specific belief of assumption about individuals based solely on their membership in a group, regardless of their individual characteristics | stereotype. its a cognitive function |
| A negative action toward an individual as a result of one’s membership in a particular group. | discrimination. its a behavioral function. |
| an expectation held by a person that alters his or her behavior in a way that tends to make it true. | self-fulfilling prophecy |
| we seek out information that supports our stereotypes and ignore information that is inconsistent with our stereotypes | confirmation bias |
| groups that we identify with or see ourselves as belonging to. | in-groups |
| A group that we don’t belong to | out-groups |
| a preference for our own group over other groups. | in-group bias |
| SKINNER Responses made to or elicited by specific environmental stimuli. | Respondent behavior |
| SKINNER A respondent behavior that occurs automatically and involuntarily. We do not have to be trained or conditioned to make the appropriate response. | Reflexive behavior |
| SKINNER A respondent behavior that is LEARNED | Conditioning |
| The act of strengthening a response by adding a reward, thus increasing the likelihood that the response will be repeated. | Reinforcement |
| SKINNER The process of eliminating a behavior by withholding reinforcement. | Extinction |
| SKINNER Behavior emitted spontaneously or voluntarily that operates on the environment to change it. | Operant behavior |
| SKINNER The procedure by which a change in the consequences of a response will affect the rate at which the response occurs. | operant conditioning |
| SKINNER WHEN the reinforcer is presented following the first response that occurs after a fixed time interval has elapsed. | fixed-interval schedule of reinforcement |
| SKINNER WHEN reinforcers are given only after the organism has made a specified number of responses. | fixed-ratio schedule of reinforcement |
| SKINNER WHEN the reinforcer might appear after 2 hours in the first instance, after 1 hour 30 minutes the next time, and after 2 hours and 15 minutes the third time. | variable-interval schedule of reinforcement |
| SKINNER based on an average number of responses between reinforcers, but there is great variability around that average. | variable-ratio schedule of reinforcement |
| SKINNER An explanation for the acquisition of complex behavior. Behavior such as learning to speak will be reinforced only as it comes to approximate or approach the final desired behavior. | successive approximation |
| SKINNER The ability to exert control over the variables that determine our behavior. | self-control |
| IS THIS TRUE? According to Skinner, behavior is controlled and modified by variables that are external to the organism. There is nothing inside us—no process, drive, or other internal activity—that determines behavior. | YES, WE ARE ONLY AFFECTED BY THE EXTERNAL |
| two behavioral techniques for operant conditioning | token economy behavior modification |
| ALBERT BANDURA Learning new responses by observing the behavior of other people. | Observational learning |
| ALBERT BANDURA Learning or strengthening a behavior by observing the behavior of others, and the consequences of that behavior, rather than experiencing the reinforcement or consequences directly. | Vicarious learning |
| ALBERT BANDURA A behavior modification technique that involves observing the behavior of others (the models) and participating with them in performing the desired behavior. | modelling |
| ALBERT BANDURA The weakening of inhibitions or constraints by observing the behavior of a model (E.G. riot) | disinhibition |
| ALBERT BANDURA Our feeling of adequacy, efficiency, and compe- tence in coping with life. | Self-efficacy |
| ALFRED ADLER four types of people according to their degree of social interest | Ruling-dominant type Getting-learning type Avoiding type Socially-useful type |
| CARL JUNG Jung’s idea that conflict between opposing processes or tendencies is necessary to generate psychic energy. | oppositional principle |
| is the myers-briggs type indicator (MBTI) based on Jung's theory? | YES |
| Adler believed that __ ___ are always present as a motivating force in behavior. | INFERIORITY FEELINGS |
| ALFRED ADLER A condition that develops when a person is unable to compensate for normal inferiority feelings. | Inferiority complex |
| ALFRED ADLER A condition that develops when a person overcompensates for normal inferiority feelings. | superiority complex |
| ALFRED ADLER The idea that there is an imagined or potential goal that guides our behavior. | fictional finalism |
| A unique character structure or pattern of personal behaviors and characteristics by which each of us strives for perfection. Basic styles of life include the dominant, getting, avoiding, and socially useful types. | style of life |
| ALFRED ADLER The ability to create an appropriate style of life. | creative power of the self |
| ALFRED ADLER Our innate potential to cooperate with other people to achieve personal and societal goals. | SOCIAL INTEREST |
| KAREN HORNEY A pervasive feeling of lone- liness and helplessness; the foundation of neurosis. | basic anxiety |
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