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PSYC 102 > 3- textbook personality > Flashcards

3- textbook personality Flashcards

1
Q

hippocrate’s theory on personality

A

personality traits and human behaviors are based on four separate temperaments associated with four fluids (“humors”) of the body:
- choleric
- melancholic
- sanguine
- phlegmatic

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2
Q

Galen built on Hippocrates’s theory

A

suggesting that both diseases and personality differences could be explained by imbalances in the humors and that each person exhibits one of the four temperaments.
- choleric temperament (yellow bile from the liver),
- melancholic temperament (black bile from the kidneys),
- sanguine temperament (red blood from the heart),
- phlegmatic temperament (white phlegm from the lungs)

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3
Q

choleric temperament

A

§ passionate, ambitious, and bold;

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4
Q

○ melancholic temperament (black bile from the kidneys),

A

§ reserved, anxious, and unhappy;

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5
Q

○ sanguine temperament (red blood from the heart),

A

§ joyful, eager, and optimistic;

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6
Q

○ phlegmatic temperament (white phlegm from the lungs)

A

§ calm, reliable, and thoughtful

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7
Q

Franz Gall,

A

German physician, proposed that the distances between bumps on the skull reveal a person’s personality traits, character, and mental abilities

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8
Q

Kant

A
  • agreed with Galen that everyone could be sorted into one of the four temperaments
    ○ no overlap between the four categories
  • developed a list of traits that could be used to describe the personality of a person from each of the four temperaments.
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9
Q

Wundt

A

suggested that a better description of personality could be achieved using two major axes: emotional/nonemotional and changeable/unchangeable.

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10
Q

Electra complex.

A

A girl desires the attention of her father and wishes to take her mother’s place.

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11
Q

individual psychology

A
  • focuses on our drive to compensate for feelings of inferiority.
  • feelings of inferiority in childhood are what drive people to attempt to gain superiority
  • this striving is the force behind all of our thoughts, emotions, and behaviors.
  • importance of social connections,inter-relatedness of humanity and the need to work together for the betterment of all.
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12
Q

inferiority complex

A

refers to a person’s feelings that they lack worth and don’t measure up to the standards of others or of society.

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13
Q
  • three fundamental social tasks that all of us must experience in individual psychology
A

○ occupational tasks (careers),
○ societal tasks (friendship)
love tasks (finding an intimate partner for a long-term relationship).

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14
Q

birth order shapes our personality.

A
  • alfred adler, individual psychology
  • older siblings, who start out as the focus of their parents’ attention but must share that attention once a new child joins the family, compensate by becoming overachievers.
  • The youngest children may be spoiled,
  • the middle child with the opportunity to minimize the negative dynamics of the youngest and oldest children.
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15
Q

Erikson’s Psychosocial Stages of Development

A

stage 1
0–1
Trust vs. mistrust
Trust (or mistrust) that basic needs, such as nourishment and affection, will be met

stage 2
1–3
Autonomy vs. shame/doubt
Sense of independence in many tasks develops

stage 3
3–6
Initiative vs. guilt
Take initiative on some activities, may develop guilt when success not met or boundaries overstepped

stage 4
7–11
Industry vs. inferiority
Develop self-confidence in abilities when competent or sense of inferiority when not

stage 5
12–18
Identity vs. confusion
Experiment with and develop identity and roles

stage 6
19–29
Intimacy vs. isolation
Establish intimacy and relationships with others

stage 7
30–64
Generativity vs. stagnation
Contribute to society and be part of a family

stage 8
65–
Integrity vs. despair
Assess and make sense of life and meaning of contributions

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16
Q

jung

A
  • collective unconscious
  • Archetypes
  • proposed two attitudes or approaches toward life: extroversion and introversion
  • Persona
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17
Q

collective unconscious

A

universal version of the personal unconscious, holding mental patterns, or memory traces, which are common to all of us

18
Q

Archetypes

A

ancestral memories, are represented by universal themes in various cultures, as expressed through literature, art, and dreams
- task of integrating these unconscious archetypal aspects of the self is part of the self-realization process in the second half of life.

19
Q

Persona

A
  • mask that we adopt.
  • consciously create this persona
  • compromise between who we really are (our true self) and what society expects us to be.
    derived from both our conscious experiences and our collective unconscious.
20
Q

Karen horney

A
  • believed that each individual has the potential for self-realization
  • the goal of psychoanalysis should be moving toward a healthy self rather than exploring early childhood patterns of dysfunction.
  • disagreed with the Freudian idea that girls have penis envy and are jealous of male biological features and instead that any jealousy is most likely culturally based,
  • focused on the role of unconscious anxiety
21
Q

unconscious anxiety

A

○ normal growth can be blocked by basic anxiety
○ stemming from needs not being met
§ childhood experiences of loneliness and/or isolation.

22
Q

horney’s coping styles

A
  • moving toward people
  • moving against people
  • moving away from people
23
Q

Moving toward people coping style

A

Affiliation and dependence

Child seeking positive attention and affection from parent; adult needing love

24
Q

Moving against people coping style

A

Aggression and manipulation

Child fighting or bullying other children; adult who is abrasive and verbally hurtful, or who exploits others

25
Q

Moving away from people coping style

A

Detachment and isolation

Child withdrawn from the world and isolated; adult loner

26
Q

PROJECTIVE TESTS

A
  • Relies on projection defense mechanism as a way to assess unconscious processes
  • series of ambiguous cards is shown to the person being tested
  • then is encouraged to project their feelings, impulses, and desires onto the cards by telling a story, interpreting an image, or completing a sentence.
  • can be used to access whether someone has unusual thoughts or a high level of anxiety, or is likely to become volatile.
27
Q

pros and cons of projective tests in comparison to self-report inventories

A
  • Projective tests are less subject to intentional distortion
  • it is hard to fake “good” because it is not obvious what a “good” answer is.
  • more time consuming for the evaluator than self-report inventories.
  • many are not standardized, valid, reliable
28
Q

Thematic Apperception Test (TAT)

A
  • shown 8–12 ambiguous pictures and is asked to tell a story about each picture
  • give insight into their social world, revealing hopes, fears, interests, and goals.
  • storytelling format helps to lower a person’s resistance divulging unconscious personal details
  • has been used in clinical settings to evaluate psychological difficulties.
  • one of the most widely used projective tests.
29
Q

TAT standardization?

A
  • Standardization of test administration is virtually nonexistent among clinicians
  • test tends to be modest to low on validity and reliability
30
Q

Rotter Incomplete Sentence Blank (RISB)

A
  • three forms of this test for use with different age groups:
  • the school form,
  • the college form,
  • the adult form.
  • include 40 incomplete sentences that people are asked to complete as quickly as possible
  • similar to a word association test, and like other types of projective tests, it is presumed that responses will reveal desires, fears, and struggles.
31
Q

Contemporized-Themes Concerning Blacks Test (C-TCB)

A
  • first culturally specific projective test designed to reflect the everyday life experiences of African Americans
  • contains 20 color images that show scenes of African-American lifestyles.
  • led to increased story length, higher degrees of positive feelings, and stronger identification with the C-TCB
32
Q
  • TEMAS Multicultural Thematic Apperception Test
A
  • another tool designed to be culturally relevant to minority groups, especially Hispanic youths.
  • images and storytelling cues that relate to minority culture
33
Q

2 categories of self-concepts

A
  • the ideal self: the person that you would like to be;
  • the real self: person you actually are.
34
Q

congruence

A

experience when our thoughts about our real self and ideal self are very similar—in other words, when our self-concept is accurate

35
Q

The HEXACO Traits

A

(H) Honesty-humility
Sincerity, modesty, faithfulness

(E) Emotionality
Sentimentality, anxiety, sensitivity

(X) Extraversion
Sociability, talkativeness, boldness

(A) Agreeableness
Patience, tolerance, gentleness

(C) Conscientiousness
Organization, thoroughness, precision

(O) Openness
Creativity, inquisitiveness, innovativeness

36
Q

social-cognitive theory

A
  • 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.
37
Q

locus of control

A
  • cognitive factor that affects learning and personality development.
  • refers to our beliefs about the power we have over our lives.
38
Q

walter Mischel and the Person-Situation Debate

A
  • found that the data did not support the central principle of the field—that a person’s personality traits are consistent across situations.
  • He found that although behavior was inconsistent across different situations, it was much more consistent within situations
  • most notable contributions to personality psychology was his ideas on self-regulation–> MARSHMALLOW
39
Q

Temperament

A
  • Most contemporary psychologists believe temperament has a biological basis due to its appearance very early in our lives
  • two dimensions of our temperament that are important parts of our adult personality:
  • reactivity – how we respond to new or challenging environmental stimuli;
  • self-regulation – refers to our ability to control that response
40
Q

three approaches that can be used to study personality in a cultural context,

A

○ the cultural-comparative approach;
○ the indigenous approach;
○ the combined approach,

PSYC 102 (14 decks)

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