Exam 2
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| Parts of the typographical model | conscious, pre-conscious, unconscious
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| Conscious | part of mind that is aware
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| Pre-conscious | part of mind that can become easily aware (memories)
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| Unconscious | one-way part of mind not aware and cannot become easily aware of (dark memories, urges)
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| Parts of the structural model | Id, ego, superego
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| Id | - Inherited, instinctive, primitive aspects of personality
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| Ego | - Develops from Id and takes some of Id’s energy for own use
- Reality principle- takes reality in account in addition to wants and desires
- Tries to express Id’s impulses effectively
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| Superego | - Develops last
- Develops from incorporating parental and societal values
-Morality principle- should always do what is morally right
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| Defense mechanisms: denial | refusing to believe source of anxiety exists
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| Defense mechanisms: repression | putting anxiety-inducing thoughts outside of conscious awareness (person is unaware ego is doing this)
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| Defense mechanisms: projection | ego reduces anxiety by taking uncomfortable impulses off self and placing them on others
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| Defense mechanisms: rationalism | finds rational explanation (excuse) for a behavior or outcome
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| Defense mechanisms: intellectualization | think about threats in cold, analytical, and emotionally detached terms
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| Defense mechanisms: reaction formation | prompts behaviors opposite of the anxiety-inducing impulse
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| Defense mechanisms: sublimation | re-directs unhealthy impulse into socially acceptable or constructive activity
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| Defense mechanisms: displacement | moving trouble impulse onto different, less threatening object
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| Free Association definition | talking freely; saying whatever comes to mind
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| Parapraxes defintion | accidents that provide insight into a person’s true (unconscious) desires
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| Manifest content vs. latin content | Manifest content- what happened in the dream
Latent content- unconscious desires (symbolism, meaning) hidden beneath the surface
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| Freud extensions: Anna Freud | - Emphasized “normal” development of ego
- Worked to fully develop defense mechanisms
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| Freud extensions: Carl Jung | - Collective unconscious
- Archetypes
- Ego attitudes and functions
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| Collective unconscious definition | shared, inborn set of memories/ ideas specific to species
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| Alfred Alder | Inferiority complex- belief that one is of lower status or weaker than others Compensation- to react against perceived inferiority with assertiveness
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| Freud's theories with modern empirical support | - importance of non-conscious processes
- Importance of past/childhood events
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| Freud's theories without modern empirical support | - typographical model
- structural model
- repressed emotions
- dream analysis
- projective tets
- psychosexual stages of development
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| Freud's theory with mixed modern empirical support | - defense mechanisms
- psychoanalysis therapy
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| CHAPTER 10 | CHAPTER 10
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| Define Learning | change in behavior due to experience
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| Describe the assumptions of radical behaviorism | - don't study the mind, it is unknowable
- we start as a "blank slate" until experiences occur
- people are passive, the world acts on us
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| Describe the process of classical conditioning | learning by associating one stimulus with another
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| Define unconditioned stimulus and 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
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| Define conditioned stimulus and 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
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| Describe the process of operant conditioning | - learning through consequences (rewards and punishments)
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| Define positive reinforcement and punishment | reinforcement- something is added to increase likelihood of behavior occurrence again
punishment- something is added to decreases likelihood of behavior occurrence again
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| Define negative reinforcement and 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
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| 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
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| Describe the basic tenants and assumptions of Social Learning Theory | 1. learning is a cognitive process
2. Learning takes place in a social context
3. Learning is active not passive
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| Define observational learning | learning that occurs through observation alone
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| Define reciprocal determinism | behavior, cognition, and environment all mutually influence each other
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| Define schema | mental organizations of information (knowledge structures)
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| Define script | a person’s knowledge about sequence of events expected in a specific setting (script for events)
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| Define semantic memory | conscious long-term memory for meaning, understanding, and conceptual facts about the world
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| Define episodic memory | memory for events and experiences
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| Define procedural memory | knowing how to do something
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| 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
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| Define self-schema | cognitive generalizations about the self, derived from past experience, that organize and guide the processing self-related information
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| Define attribution | inferring the cause of an event
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| Describe different attribution biases | Hostile attribution bias- tendency to interpret the behavior of other people as having hostile intentions
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| CHAPTER 4 | CHAPTER 4
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| Explain the difference between a trait vs. a type | Typologies- a way of understanding personality by classifying into one of several possible types
Traits- stable individual differences
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| Explain why personality psychologists prefer to think of people scoring along continuous trait dimensions | Things that we think are opposites are sometimes actually independent (possible to be both!) a continuum allows it to not just be one or the other
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| Define lexical hypothesis | the most important differences between people will be encoded in language (i.e. we will have a word for it)
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| Define factor analysis | statistical tool for reducing many things into smaller groups/categories
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| Explain how lexical hypothesis and factor analysis contributed to the development of the Big Five | factor analysis reduces words (lexical hypothesis) into smaller facets
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| Define each of the Big Five traits | Openness, contentiousness, extraversion, agreeableness, neuroticism
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| Define strong situation | a situation that pressures people to behave in a certain way, leading to similar
responses across people
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| Define and be able to give an example of a person x situation interaction | both personality traits and situations combine (interact) to influence behavior ex. person sees an bee and decides to/not to swat it
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| Discuss findings from how the Big Five applies across cultures | The most important differences between people can captured by a distinct number of dimensions that apply to everyone; however, not perfect
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| Discuss why the Big Five is supported by the majority of personality researchers today | makes testable and falsifiable predictions, supported by data, parsimonious, maybe comprehensive?
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| Discuss some of the critiques of the Big Five model | 1. Should we have six factors instead of five?
2. Traits describe but don’t really explain behavior.
3. Is the Big Five too simplistic?
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