Exam 2
Quiz yourself by thinking what should be in
each of the black spaces below before clicking
on it to display the answer.
Help!
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| show | conscious, pre-conscious, unconscious
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| show | part of mind that is aware
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| show | part of mind that can become easily aware (memories)
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| show | 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 | show 🗑
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| Id | show 🗑
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| Ego | show 🗑
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| Superego | show 🗑
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| Defense mechanisms: denial | show 🗑
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| Defense mechanisms: repression | show 🗑
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| Defense mechanisms: projection | show 🗑
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| show | finds rational explanation (excuse) for a behavior or outcome
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| Defense mechanisms: intellectualization | show 🗑
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| show | prompts behaviors opposite of the anxiety-inducing impulse
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| show | re-directs unhealthy impulse into socially acceptable or constructive activity
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| Defense mechanisms: displacement | show 🗑
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| Free Association definition | show 🗑
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| Parapraxes defintion | show 🗑
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| show | Manifest content- what happened in the dream
Latent content- unconscious desires (symbolism, meaning) hidden beneath the surface
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| show | - Emphasized “normal” development of ego
- Worked to fully develop defense mechanisms
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| Freud extensions: Carl Jung | show 🗑
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| show | shared, inborn set of memories/ ideas specific to species
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| show | 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 | show 🗑
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| show | - 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 | show 🗑
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| CHAPTER 10 | show 🗑
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| show | change in behavior due to experience
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| Describe the assumptions of radical behaviorism | show 🗑
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| show | learning by associating one stimulus with another
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| show | - 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 | show 🗑
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| Describe the process of operant conditioning | show 🗑
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| Define positive reinforcement and punishment | show 🗑
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| Define negative reinforcement and punishment | show 🗑
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| show | operant conditioning is learning through consequences, and classical conditioning is learning through associating one stimulus with another
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| show | 1. learning is a cognitive process
2. Learning takes place in a social context
3. Learning is active not passive
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| show | learning that occurs through observation alone
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| Define reciprocal determinism | show 🗑
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| Define schema | show 🗑
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| show | a person’s knowledge about sequence of events expected in a specific setting (script for events)
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| Define semantic memory | show 🗑
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| show | memory for events and experiences
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| Define procedural memory | show 🗑
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| show | 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 | show 🗑
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| show | inferring the cause of an event
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| show | Hostile attribution bias- tendency to interpret the behavior of other people as having hostile intentions
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| CHAPTER 4 | show 🗑
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| Explain the difference between a trait vs. a type | show 🗑
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| Explain why personality psychologists prefer to think of people scoring along continuous trait dimensions | show 🗑
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| Define lexical hypothesis | show 🗑
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| Define factor analysis | show 🗑
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| Explain how lexical hypothesis and factor analysis contributed to the development of the Big Five | show 🗑
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| Define each of the Big Five traits | show 🗑
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| show | 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 | show 🗑
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| show | 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 | show 🗑
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| show | 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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