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Psych test
chapters 9 & 11
| Question | Answer |
|---|---|
| What is problem-solving? | An attempt to find an appropriate way of attaining a goal when the goal is not readily available. |
| Steps in problem solving? | Find and frame problems, Develop good problem-solving strategies, Evaluate solutions, Rethink and redefine problems and solutions over time. |
| Personality- | a pattern of enduring, distinctive thoughts, emotions and behaviors that characterize the way an individual adapts to the world. |
| Psychodynamic perspectives- | views of personality as primarily unconscious (that is, beyond awareness) and as developing in stages. Most psychoanalytic perspectives emphasize that early experiences with parents play a role in sculpting personality. |
| ID- | the Freudian structure of personality that consists of unconscious drives and is the individual’s reservoir of psychic energy. |
| Ego- | the Freudian structure of personality that deals with the demands of reality |
| Superego- | the Freudian structure of personality that harshly judges the morality of our behavior |
| Defense mechanisms- | the ego’s protective methods for reducing anxiety by unconsciously distorting reality. |
| Oedipus complex- | in Freud’s theory a young boy’s intense desire to replace his father and enjoy the affections of his mother. |
| Collective unconscious- | Jung’s term for the impersonal, deepest layer of the unconscious mind, shared by all human beings because of their common ancestral past. |
| Archetypes- | the name Jung gave to the emotionally laden ideas and images that have rich and symbolic meaning for all people. |
| Individual psychology- | the term for Adler’s approach, which views people as motivated by purposes and goals and as striving for perfection over pleasure. |
| Humanistic psychology- | views of personality that stress the person’s capacity for personal growth, freedom to choose destiny and positive growth |
| Self-concept- | a central theme in Roger’s and other humanist views; self concept refers to individuals overall perceptions and assessments of their abilities, behavior and personalities. |
| Unconditional positive regard-Roger’s term for accepting, valuing and being positive towards another person, regardless of the person’s behavior. | |
| Trait- | an enduring personality characteristic that tends to lead to certain behaviors. |
| Trait theories- | theories stating that personality consists of broad, enduring dispositions (traits) that tend to lead to characteristic responses. |
| Big five factors of personality- | the “super traits” that are thought to describe the main dimensions of personality- specifically, neuroctism (emotional instability), extraversion, openness to experience, agreeableness and conscientiousness. |
| Personlogical and life story perspective- | approaches to personality emphasizing that the way to understand the person is too focused on his or her life history – aspects that distinguish that individual from all others. |
| Social cognitive perspective- | approaches to personality emphasizing conscious awareness, beliefs, expectations and goals. Social cognitive psychologists explore the person’s ability to reason; to think about the past, present, and future; and to reflect on the self |
| Self efficacy- | the belief that one can master a situation and produce positive outcomes. |
| Cognitive affective processing systems- | according to mischel, a set of interconnected cognitive systems through which an individuals thoughts and emotions about self and the world become linked in ways that matter to behavior. |
| Self report test- | also called an objective test or inventory, a type of test that directly asks people whether specific items (usually true/false or agree/disagree) describe their personality traits. |
| Face validity- | the extent to which a test item appears to be valid to those who are completing it. |
| Empirically Keyed test- | a type of test that presents a host of questionnaire items to groups of people who already known to differ in some central way ( such as individuals with a psychological disorder versus mentally healthy individuals) |
| Minnesota multiphasic personality inventory (MMPI)- | the most widely used and researched empirically keyed self report personality. |
| Projective test- | personality assessment tool that presents individuals with an ambiguous stimulus and then asks them to describe it or tell a story about it, - in other words, to project their own meaning onto it. |
| Rorschach inkblot test- | a widely used projective test that uses an individual’s perception of inkblots to determine his or her personality. |
| Thematic Apperception Test (TAT) - | a projective test designed to elicit stories that reveal something about an individual’s personality. |
| Type a Behavior pattern- | a cluster of characteristics- such as being excessively competitive, hard-driven, impatient, and hostile- related to the incidence of heart disease. |
| Type B behavior pattern- | a cluster of characteristic- such as being relaxed and easy-going-related to good health. |
| Hardiness- | a trait characterized by a sense of commitment and control and a perception of problems as challenges rather than threats. |
| Artificial Intelligence- | The theory and act of making robots or computerized objects that are able to take over the tasks of humans. |
| Cognition- | the thinking process in which your knowledge is most useful. |
| Thinking- | to construct information in the brain, and use it for problem solving issues. |
| Concepts- | reasoning that is regards to personality and events. |
| Classical Model- | objects stating that all instances of a concept share defining properties |
| Prototype model- | Model emphasizing that when people evaluate whether a given item reflects a certain concept, they compare the item with the most typical items in that category and look for a “family resemblance”. |
| Problem Solving- | An attempt to find an appropriate way of attaining a goal when the goal is not readily available. |
| Subgoaling- | Setting intermediate goals or defining intermediate problems in order to be in a better position to reach the final goal or solution. |
| Algorithms- | Strategies that guarantee a solution to a problem |
| Heuristics- | shortcut strategies or guidelines that suggest, but do not guarantee, a solution to a problem. |
| Fixation- | Using a prior problem-solving strategy and failing to look at a problem from a fresh, new perspective. |
| Functional Fixedness- | a type of fixation in which individuals fail to solve a problem because they are fixated on a things usual functions. |
| Reasoning- | the mental activity of transforming information to reach conclusions. |
| Inductive Reasoning- | Reasoning from the specific to the general or from the bottom-up. |
| Deductive Reasoning- | Reasoning from the general to the specific. |
| Decision making- | Evaluating alternatives and making choices among them |
| Confirmation Bias- | The tendency to search for and use information that supports, rather than refutes, our ideas |
| Hindsight Bias- | The tendency to report falsely, after the fact, that we accurately predicted an outcome. |
| Availability Heuristic- | a prediction about the probability of an event based on the ease of recalling or imagining similar events. |
| Mindfulness- | Being alert and mentally present for one’s everyday activities. |
| Open- mindedness- | Being receptive to the possibility of other ways of looking at things. |
| Creativity- | the ability to think about something in novel or unusual ways and come up with unconventional solutions to problems. |
| Divergent thinking- | thinking that produces many answers to the same question, characteristic of creativity. |
| Convergent Thinking- | thinking that produces one correct answer, characteristic of the type of thinking required on traditional intelligence tests. |
| Expertise- | the quality of having a particular talent; that “something special”; for the things that one does in a particular domain. |
| Intelligence- | problem solving skills and the ability to adapt to and learn from life’s everyday experiences. |
| Reliability- | the extent to which a test yields consistent, reproducible measure of performance. |
| Standardization- | developing uniform procedures for administrating and scoring a test, as well as creating norms for the test. |
| Mental age (MA) - | an individual’s level of mental development relative to that of others. |
| Intelligence Quotient (IQ) - | an individual’s mental age divided by chronological age multiplied by 100 |
| Normal distribution- | a symmetrical bell-shaped curve with a majority of the scores failing in the middle of the possible range and few scores appearing toward the extremes of the range. |
| Culture-Fair tests- | intelligence tests that are intended to be culturally unbiased. |
| Gifted- | descriptive of individuals who have an IQ of 130 or higher and/or talent in a particular area |
| Mental Retardation- | a condition of limited mental ability in which the individual has a low IQ, usually below 70, has difficulty adapting to everyday life and has an onset of these characteristics in the so called developmental period. |
| Triarchic Theory of intelligence- | Sternberg’s theory that there are three main types of intelligence: analytical, creative and practical. |
| Language- | a form of communication, whether spoken, written, or signed, that is based on a system of symbols. |
| Infinite Generativity- | the ability to produce an infinite number of sentences using a relatively limited set of rules. |
| Phonology- | a language’s sound system |
| Morphology- | a language’s rules for word formation |
| Syntax- | a language’s rules for the way words are combined to form acceptable phrases and sentences. |
| Semantics- | the meaning of words and sentences in a particular language. |
| Whole-language approach- | an approach to learning to read that stresses that reading instruction should parallel a child’s natural language learning so reading materials should be whole and meaningful. |
| Phonics approach- | an approach to learning to read that emphasizes basic rules for translating written symbols into words. |
| Cognitive Appraisal- | individual’s interpretation of the events in their lives as harmful, threatening, or challenging and their determination of whether they have the resources to cope effectively with the events. |
| Coping- | managing taxing circumstances, expending effort to solve life’s problems, and seeking to master or reduce stress. |
| Problem focused coping- | the cognitive strategy of squarely facing one’s troubles and trying to solve them. |
| Emotion Focused coping- | responding to the emotional aspects of stress rather than focusing on the problem causing the stress. |
| Approach coping- | directly confronting a problem with active attempts to solve it. |
| Avoidant coping- | coping with a problem by trying to ignore it. |
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amlarkin
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