Behavioral Sciences Ch6. Identity and Personality Flashcards
Self-concept
Some of the ways in which we describe ourselves: in the present, who are used to be, and who we might be in the future
Identities
Individual components of our self-concept related to the groups to which we belong, examples include religious affiliations, sexual orientation, and ethnic and national affiliations
Self esteems
Describes our evolution of ourselves, generally the closer our actual self is to our ideal self and our ought self, the higher our self-esteem will be
Self-efficacy
The degree to which we see ourselves as being capable at a given skill or in a given situation, when placed in a consistently hopeless scenario, self-efficacy see can be diminished the point were learned helplessness results
Actual self
Who we are
Ideal self
Who we want to be
Ought self
Who others want us to be
Learned helplessness
Results when self-efficacy is diminished after being placed in a consistently hopeless scenario
Locus of control
Self-evaluation that refers to the way we characterize the influences in our lives
Internal locus of control
People with an internal locus of control see their successes and failures as a result of their own characteristics and actions
External locus of control
People with an external locus of control perceive outside factors as having more of an influence in their lives
Freud’s psychosexual stages of personality development
Based on the tensions caused by the libido, failure at any given stage leads to fixation that causes personality disorders, phases are oral, anal, phallic [oedipal], latent, and genital, based on the erogenous zones that are the focus of each phase of development
Libido
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Fixation
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Erikson’s stages of psychosocial development
Stem from conflicts that occur throughout life (trust vs mistrust, autonomy vs shame and double, initiative vs guilt, industry vs interiority, identity vs. role confusion, intimacy vs isolation, generatively vs stagnation, integrity vs despair), these conflicts are the result of decisions we are faced to make about ourselves and the environment around us at each phase of our lives
Kohlberg’s stages of moral development
Describe the approaches of individuals to resolving moral dilemmas, believed that we progress through six stages divided into three main phases: preconventional, conventional, and postconventional
Preconventional stage of moral development
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Conventional stage of moral development
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Postconventional stage of moral development
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Vygotsky
Five development of language, culture, and skills, he propose the idea of the zone of proximal development
Zone of proximal development
Proposed by Vygotsky, describes those skills that a child has not yet mastered and require a more knowledgeable other to accomplish
Imitation and role-taking
Common ways children learn from others, children first reproduce the behavior of role models and later learn to see the perspectives of others and practice taking new roles
Self-concept
Depends in part on our reference group, two individuals with the same qualities might see themselves differently depending on how those qualities compare to their reference groups
Reference group
The group to which we compare ourselves
Psychoanalytic perspective
Views personality as resulting from unconscious urges and desires, includes theories by Freud, Jung, and kind of Adler and Horney
Freuds personality perspective
Psychoanalytic perspective based on the id, the superego, and the ego
Id
Base urges or survival and reproduction
Superego
The idealist and perfectionist
Ego
Mediator between the two and the conscious mind, makes use of defense mechanisms to reduce stress caused but the urges of the id and superego
Defense mechanisms
Used by the ego to reduce stress caused by the urges of the id and superego
Jung personality perspective
Assumed a collective unconscious that links all humans together, personality is influenced by archetypes
Collective unconscious
Jung’s theory, links all humans together
Archetrypes
Influences personality in Jung’s theories
Adler and Horney
Distanced themselves from Freud by claiming that the unconscious is motivated by social rather than sexual urges
Humanistic perspective
Emphasizes the internal feelings of health individuals as they strive toward happiness and self realization, includes Maslow and Rogers
Rogers therapeutic approach
Humanistic perspective, therapeutic approach of unconditional positive regard
Unconditional positive regard
Rogers humanistic perspective therapeutic approach
Trait and type theorists
Believe that personality can be described as a number of identifiable traits that carry characteristic behaviors
Sheldons somatotypes
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Type A and type B personality
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Myers-Briggs Type Inventory
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Eysencks
Find three major traits which could be used to describe all individuals with the acronym PEN: psychoticsm, extraversion, and neuroticism, later expanded to big five
Psychoticism
Nonconformity
Extraversion
Tolerance for social interaction and stimulation
Neuroticism
Arousal in stressful situations
Big Five:
Openness, conscientiousness, extraversion, agreeableness, and neuroticism
Allport
Identified three basic types of traits: cardinal, central, and secondary
Cardinal traits
Traits around which a person organizes his or her life, not everyone develops a cardinal trait
Central traits
Represent major characteristics of the personality
Secondary traits
More personal characteristics and are limited in occurrence
McClelland
Identified the personality trait of the need for achievement (N-Ach)
Social cognitive perspective
Holds that individuals interact with their environment in a cycle called reciprocal determinism
Reciprocal determinism
People mold their environments according to their personalities and those environments in turn shape our thoughts, feelings, and behaviors
Behaviorist perspective
Based on the concept of operant conditions, holdings that personality can be described as the behaviors one has learned from prior rewards and punishments
Biological theorists
Claim that behavior can be explained as a result of genetic expression
