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
Psychology 11-12
Chapters 11-12
| Term | Definition |
|---|---|
| Hippocrates | theorized that personality traits and human behaviors are based on four separate temperaments associated with four fluids (“humors”) of the body: choleric temperament, melancholic temperament, sanguine temperament, and phlegmatic temperament |
| choleric temperament | yellow bile from the liver (passionate, ambitious, and bold) |
| melancholic temperament | black bile from the kidneys (reserved, anxious, and unhappy) |
| sanguine temperament | red blood from the heart (joyful, eager, and optimistic) |
| phlegmatic temperament | white phlegm from the lungs (calm, reliable, and thoughtful) |
| (Galen theory) | both diseases and personality differences could be explained by imbalances in the humors and that each person exhibits one of the four temperaments. |
| phrenology Franz Gall | proposed that the distances between bumps on the skull reveal a person’s personality traits, character, and mental abilities |
| better description of personality could be achieved using two major axes: | emotional/nonemotional and changeable/unchangeable |
| Sigmund Freud’s psychodynamic perspective of personality | was the first comprehensive theory of personality, explaining a wide variety of both normal and abnormal behaviors. (emphasis on sex) |
| repression | unacceptable urges and desires are kept in our unconscious through a process called |
| Freudian slip | slips of the tongue are actually sexual or aggressive urges, accidentally slipping out of our unconscious. |
| id | contains our most primitive drives or urges, and is present from birth. It directs impulses for hunger, thirst, and sex. |
| “pleasure principle” | in which the id seeks immediate gratification. |
| superego | develops as a child interacts with others, learning the social rules for right and wrong. The superego acts as our conscience; it is our moral compass that tells us how we should behave. |
| biological aggressive | pleasure-seeking drives |
| internal (socialized) | control over these drives. |
| ego | is the rational part of our personality. It’s what Freud considered to be the self, and it is the part of our personality that is seen by others. Its job is to balance the demands of the id and superego in the context of reality; |
| reality principle | ego's ability to assess the external world and delay instant gratification of instinctual desires (the id) to ensure long-term safety or success |
| neurosis | (a tendency to experience negative emotions), anxiety disorders, or unhealthy behaviors. |
| defense mechanisms | feelings of anxiety result from the ego’s inability to mediate the conflict between the id and superego. The ego seeks to restore balance through various protective measures known as (unconscious protective behaviors that aim to reduce anxiety) |
| ego defense mechanisms. | The ego, usually conscious, resorts to unconscious strivings to protect the ego from being overwhelmed by anxiety. When we use defense mechanisms, we are unaware that we are using them. Further, they operate in various ways that distort reality |
| erogenous zone. | In each psychosexual stage of development, the child’s pleasure-seeking urges, coming from the id, are focused on a different area of the body |
| 0-1 oral | involves the mouth, major conflict- weaning off the bottle and breast, adult fixation- smoking, overeating |
| 1-3 Anal | Involves the anus, major conflict- toilet training, adult fixation- neatness and messiness |
| 3-6 Phallic | Involves the genitals, major conflict-Oedipus/Electra complex, adult fixation- vanity and over ambition |
| 6-12 Latency | none |
| 12+ Genital | involves genitals |
| The anal-retentive personality | is stingy and stubborn, has a compulsive need for order and neatness, and might be considered a perfectionist. |
| The anal-expulsive personality | is messy, careless, disorganized, and prone to emotional outbursts. |
| individual psychology | which focuses on our drive to compensate for feelings of inferiority |
| displacement | transferring inappropriate urges or behaviors onto a more acceptable or less threatening target |
| projection | attributing unacceptable desires for others |
| rationalization | justifying behaviors by substituting acceptable reasons for less-acceptable reasons |
| Reaction Formation | Reducing anxiety by adopting beliefs contrary to your own beliefs |
| Regression | Suppressing unacceptable desires through socially acceptable channels |
| sublimation | Redirecting unacceptable desires through socially acceptable channels |
| psychosocial theory of development | suggesting that an individual’s personality develops throughout the lifespan |
| analytical psychology | is on working to balance opposing forces of conscious and unconscious thought and experience within one’s personality. (Carl Jung) |
| collective unconscious | is a universal version of the personal unconscious, holding mental patterns, or memory traces, which are common to all of us |
| Archetypes | (ancestral memories) are represented by universal themes in various cultures, as expressed through literature, art, and dreams |
| Horney’s theories | focused on the role of unconscious anxiety. She suggested that normal growth can be blocked by basic anxiety stemming from needs not being met, such as childhood experiences of loneliness and/or isolation. |
| social-cognitive theory of personality (Albert Bandura) | that emphasizes both learning and cognition as sources of individual differences in personality, the concepts of reciprocal determinism, observational learning, and self-efficacy all play a part in personality development. |
| reciprocal determinism | belief that one’s environment can determine behavior, but at the same time, people can influence the environment with both their thoughts and behaviors (Bandara) |
| Cognitive processes | refer to all characteristics previously learned, including beliefs, expectations, and personality characteristics. |
| observational learning | We learn by observing someone else’s behavior and its consequences, which Bandura called, we choose to imitate a model’s behavior depends on whether we see the model reinforced or punished. |
| self-regulation | is the process of identifying a goal or set of goals and, in pursuing these goals, using both internal (e.g., thoughts and affect) and external (e.g., responses of anything or anyone in the environment) |
| self-concept | Carl Rogers’s main ideas about personality regards self-concept, our thoughts and feelings about ourselves. |
| congruence | when our thoughts about our real self and ideal self are very similar—in other words, when our self-concept is accurate |
| Evolutionary psychology | looks at personality traits that are universal, as well as differences across individuals. |
| life-history theory (David Buss) | which looks at how people expend their time and energy (such as on bodily growth and maintenance, reproduction, or parenting) |
| costly signaling theory (David Buss) | which examines the honesty and deception in the signals people send one another about their quality as a mate or friend |
| Eysencks’ theory | divides people into four quadrants. These quadrants are sometimes compared with the four temperaments described by the Greeks: melancholic, choleric, phlegmatic, and sanguine |
| Five Factor Model | theory that personality is composed of five factors, including openness, conscientiousness, extroversion, agreeableness, and neuroticism (OCEAN) |
| HEXACO | is an acronym for six broad traits: honesty-humility, emotionality, extraversion, agreeableness, conscientiousness, and openness to experience |
| culture | refers to all of the beliefs, customs, art, and traditions of a particular society. Culture is transmitted to people through language as well as through the modeling of culturally acceptable and nonacceptable behaviors that are either rewarded or punished |
| cultural-comparative approach | seeks to test Western ideas about personality in other cultures to determine whether they can be generalized and if they have cultural validity |
| indigenous approach | came about in reaction to the dominance of Western approaches to the study of personality in non-Western settings |
| combined approach, which incorporates elements of both views | serves as a bridge between Western and indigenous psychology as a way of understanding both universal and cultural variations in personality |
| Self-report inventories | are a kind of objective test used to assess personality. They typically use multiple-choice items or numbered scales, which represent a range from 1 (strongly disagree) to 5 (strongly agree) |
| Minnesota Multiphasic Personality Inventory (MMPI) | personality test composed of a series of true/false questions in order to establish a clinical profile of an individual |
| Reliability scales | test an instrument’s consistency over time, assuring that if you take the MMPI-2-RF today and then again 5 years later, your two scores will be similar. |
| projective testing | personality assessment in which a person responds to ambiguous stimuli, revealing hidden feelings, impulses, and desires |
| Rorschach Inkblot Test | employs a series of symmetrical inkblot cards that are presented to a client by a psychologist in an effort to reveal the person’s unconscious desires, fears, and struggles |
| Thematic Apperception Test (TAT) | ) projective test in which people are presented with ambiguous images, and they then make up stories to go with the images in an effort to uncover their unconscious desires, fears, and struggles |
| Rotter Incomplete Sentence Blank (RISB) | projective test that is similar to a word association test in which a person completes sentences in order to reveal their unconscious desires, fears, and struggles |
| Contemporized-Themes Concerning Blacks Test (C-TCB) | projective test designed to be culturally relevant to African Americans, using images that relate to African-American culture |
| TEMAS Multicultural Thematic Apperception Test | projective test designed to be culturally relevant to minority groups, especially Hispanic youths, using images and storytelling that relate to minority culture |
| Social psychology | examines how people affect one another, and it looks at the power of the situation. |
| Intrapersonal topics | (those that pertain to the individual) include emotions and attitudes, the self, and social cognition (the ways in which we think about ourselves and others). |
| Interpersonal topics | (those that pertain to dyads and groups) include helping behavior, aggression, prejudice and discrimination, attraction and close relationships, and group processes and intergroup relationships. |
| dispositionism | holds that our behavior is determined by internal factors |
| internal factor | is an attribute of a person and includes personality traits and temperament |
| fundamental attribution error | An erroneous assumption where they tend to fail to recognize when the behavior of another is due to situational variables, and thus to the person’s state. |
| The actor-observer bias | is the phenomenon of attributing other people’s behavior to internal factors (fundamental attribution error) while attributing our own behavior to situational forces |
| attribution | a belief about the cause of a result |
| Self-serving bias | is the tendency to explain our successes as due to dispositional (internal) characteristics, but to explain our failures as due to situational (external) factors. |
| just-world hypothesis | the belief that people get the outcomes they deserve |
| script | a person’s knowledge about the sequence of events expected in a specific setting, important sources of information to guide behavior in given situations. |
| Attitude | is our evaluation of a person, an idea, or an object. We have attitudes for many things ranging from products that we might pick up in the supermarket to people around the world to political policies. |
| affective component | feelings |
| behavioral component | the effect of the attitude on behavior |
| cognitive component | belief and knowledge |
| Leon Festinger, cognitive dissonance | psychological discomfort arising from holding two or more inconsistent attitudes, behaviors, or cognitions (thoughts, beliefs, or opinions) |
| Festinger’s theory of cognitive dissonance | when we experience a conflict in our behaviors, attitudes, or beliefs that runs counter to our positive self-perceptions, we experience psychological discomfort (dissonance) |
| justification of effort | suggests that we value goals and achievements that we put a lot of effort into. |
| Yale attitude change approach | describes the conditions under which people tend to change their attitudes. Hovland demonstrated that certain features of a persuasive message, the content of the message, and the characteristics of the audience will influence the persuasiveness |
| The elaboration likelihood model | considers the variables of the attitude change approach—that is, features of the source of the persuasive message, contents of the message, and characteristics of the audience are used to determine when attitude change |
| Central | is logic driven and uses data and facts to convince people of an argument’s worthiness. |
| Peripheral | an indirect route that uses peripheral cues to associate positivity with the message |
| foot-in-the-door technique | the persuader gets a person to agree to bestow a small favor or to buy a small item, only to later request a larger favor or purchase of a bigger item. |
| Asch effect | the influence of the group majority on an individual’s judgment. |
| normative social influence | people conform to the group norm to fit in, to feel good, and to be accepted by the group. |
| informational social influence | people conform because they believe the group is competent and has the correct information, particularly when the task or situation is ambiguous. |
| Group polarization | the strengthening of an original group attitude after the discussion of views within a group. |
| Social traps | refer to situations that arise when individuals or groups of individuals behave in ways that are not in their best interest and that may have negative, long-term consequences |
| Social loafing | involves a reduction in individual output on tasks where contributions are pooled. |
| Deindividuation | refers to situations in which a person may feel a sense of anonymity and therefore a reduction in accountability and sense of self when among others. |
| Prejudice | a negative attitude and feeling toward an individual based solely on one’s membership in a particular social group |
| stereotype | a specific belief or assumption about individuals based solely on their membership in a group, regardless of their individual characteristics. |
| Discrimination | negative action toward an individual as a result of one’s membership in a particular group |
| explicit attitudes | conscious and controllable |
| implicit attitudes | unconscious and uncontrollable |
| self-fulfilling prophecy | is an expectation held by a person that alters their behavior in a way that tends to make it true. |
| confirmation bias | we seek out information that supports our stereotypes and ignore information that is inconsistent with our stereotypes |
| Scapegoating | he act of blaming an out-group when the in-group experiences frustration or is blocked from obtaining a goal |
| Robbers Cave experiment | found that when two opposing groups at a camp worked together toward a common goal, prejudicial attitudes between the groups decreased |
| the jigsaw classroom | technique designed by Aronson and Bridgeman in an effort to increase success in desegregated classrooms. Students work on an assignment in groups inclusive of various races and abilities to work in groups |
| Hostile aggression | motivated by feelings of anger with intent to cause pain; a fight in a bar with a stranger is an example of hostile aggression. |
| instrumental aggression | motivated by achieving a goal and does not necessarily involve intent to cause pain; a contract killer who murders for hire displays instrumental aggression |
| frustration aggression theory | when humans are prevented from achieving an important goal, they become frustrated and aggressive |
| prosocial behavior | Voluntary behavior with the intent to help other people |
| Altruism | people’s desire to help others even if the costs outweigh the benefits of helping |
| Homophily | the tendency for people to form social networks, including friendships, marriage, business relationships, and many other types of relationships, with others who are similar |
| Self-disclosure | the sharing of personal information. We form more intimate connections with people with whom we disclose important information about ourselves |
| matching hypothesis | asserts that people tend to pick someone they view as their equal in physical attractiveness and social desirability |
| Sternberg’s triangular theory of love | Robert Sternberg proposed that there are three components of love: intimacy, passion, and commitment. These three components form a triangle that defines multiple types of love |
| social exchange theory | we act as naïve economists in keeping a tally of the ratio of costs and benefits of forming and maintaining a relationship with others |
| consummate love | all three components of love—intimacy, passion, and commitment |
Created by:
Maddyp7
Popular Psychology sets