Bruna's lectures Flashcards
PERSONALITY AND HEALTH:
give me the biomedical definiton of health
Bio-medical argument: absence of illness, caused by internal ( tumour) and external (concussion ) physical factors, individuals are to be treated after being ill by a medical professional. health and illness are qualitatively different measures, seperation between mind and body
PERSONALITY AND HEALTH:
give me the COMPLETE ( not who definition) bio psychosocial definition:
alternative explanation: Health is a state of well-being with physical, mental, psychosocial, educational, economic, cultural and spiritual aspects, not simply the absence of illness
PERSONALITY AND HEALTH:
explain Galen’s theory of humours
galen’s theory of humours: the 4 humours ( black and yellow bile, blood an phlegm) are assocatiated with certain personality characteristics ( courageous, angry, irritable, calm)
PERSONALITY AND HEALTH:
give me the 4 proposed models of personality and health proposed by Maltby et al:
1) personality -> biological activities -> illness
-e.g. type A personalities is linked to a higher rate of developing CHD
2) biological causes ( genes) -> BOTH personality and health outcomes
-e.g. gene leads to hostility AND CHD
3) personality -> behavioursy -> health outcomes
-e.g. more open/ more likely to try drugs/ more likely to sustain organ damage
4) illness -> changes in personality
-e.g. chronic pain -> less socialisation -> more introversion
PERSONALITY AND HEALTH:
detail the 3 stages of general adaptation syndrome
1) Alarm/ fight or flight response to a stressor
2) Resistance: alarm response dies down over time- causes a build up of cortisol
3) Exhausation: or burnout
PERSONALITY AND HEALTH:
compare the GAS model and transactional model of stress
transactional model of stress is sort of an expansion on the alarm stage of GAS/ theyre not in opposition. GAS doesn’t account for the role of individual differences in coping with stress OR the levels of stressor ( do you burn out if youre running late for a bus). it can provide another option- stress doesnt always cause burn out, sometimes you can cope
PERSONALITY AND HEALTH:
give me an example of the transactional model of stress and coping
stress: upcoming exam
primary appraisal: this might have negative consequences- i think ill fail
secondary appraisal: hang on i have the ability to do this- ive made so many flashcards
-> low threat
PERSONALITY AND HEALTH:
whats the idea with dynamic lifespan approaches?
- all components from simpler models might be important and interact as personality and health arent static
- prioritises longtitudinal studies as they can more accurately capture health and personality interacting over time
PERSONALITY AND HEALTH:
tell me about critical period model/ accumulation model
- critical period models- if critical periods of development are interupted this has a decent impact
- accumulation model- effects of risk exposure build progressively over time, long term exposure to stuff has more of an impact
- devlopment keeps going-
PERSONALITY AND HEALTH:
talk me through some empirical evidence about conscientiousness
conscientiousness: higher in conscientiousness, more likely to be happier and healthier becuase they are more likely to engage in health behaviours and have a healthier environment and have better careers/ incomes. its also minimises the negative effects of neuroticism
PERSONALITY AND HEALTH:
talk me through some empirical evidence about neuroticism
neuroticism- complex relationships with physical health. it can have a number of impacts:
on a scale, you can be very very high in neuroticism and have orthorexia and stay in your house OR you can live rough and be addicted to drugs. different coping mechanisms cause different lifestyle choices and therefore different health outcomes
INTELLIGENCE:
Define intelligence and explain its evolved adaptive function.
Intelligence: a general
cognitive ability related to solving problems efficiently and effectively, to learning from
experience (Coyle, 2021), and adapting to the environment (Sternberg, 2019; Scheibel, 1996).
Function: human intelligence evolved as a means of solving
ecological problems, surviving and reproducing in large
and complex social groups.
INTELLIGENCE:
compare the 2 factor intelligence model to the CHC model
2- Factor intelligence:
- proposed by charles spearman in 1904, it argues for 2 forms of intelligence, general intelligence ( g) which is the innate just being smart stuff that is collapsed across many factors and specific factors (s) such as mathmatic ability
CHC model:
proposed by Cattel, Horn and Carrol.
- Cattel ( 1954) expanded on 2 factor model and suggested seperating ‘g’ into ‘Gf’/ Fluid IQ –novel problem-solving using reasoning and ‘Gc’/ Crystallised IQ –ability based on knowledge, education and experience.
- Horn ( 1966) argued for more factors than simple Gf-Gc model
- Carrol ( 1993) expanded on Horn’s claims and suggested a system of 3 strata:
- firstly, general intelligence
- secondly, broad abilities ( including Gf and Gc
- thirdly, specific abilities e.g. word recall/spelling
INTELLIGENCE:
Discuss the Stanford-Binet scale
first developed by binet in olden days paris to help detect children with educational needs in schools, then adapted by Terman to form the Stanford- Binet test which was then used to invent racial differences to justify eugenics. but it is still used in a hopefully non racist way:
-SB5 measures five factors:
Reasoning (Fluid Intelligence or Gf),
Knowledge (Crystallized Knowledge or Gc),
Quantitative Reasoning (Quantitative Knowledge or Gq),
Visual-Spatial Processing (Visual Processing or Gv),
and Working Memory (Short-Term Memory or Gsm).
INTELLIGENCE:
Discuss the Weschler intelligence scale
Upon identifying problems with existing intelligence tests (e.g., overreliance on verbal
items), Weschler published the Wechsler-Bellevue Intelligence Scale (1939)
* he later proposed a seperate scale for adults and children
* Several revisions over the years
* Wechsler Scales continue to dominate the field – used in the educational, clinical, and
forensic fields
the scales include a measure of verbal comprehension, working memory, fluid reasoning , visio-spatial reasoning, processing speed
INTELLIGENCE:
Discuss the Raven’s standard porgressive matrices measure
- Originally designed by John C Raven in the 1930s
-Several revisions over the years (e.g., 1940. 1966, 1994,
etc.) - To measure eductive ability – ability to extract and
understand information from a complex situation - Measure of non-verbal intelligence
- Widely used in the clinical, educational, and scientific
settings
INTELLIGENCE:
Discuss the alternative theories of intelligence ( Gardner and Stenberg)
Gardners’ theory of multiple intelligences: Howard Gardner first put forward the idea of multiple forms of intelligence in 1983. comprised of 8 independent types ( music, spatial, nature, body kinetic, linguistic, inter-personal, intra-personal, logic)
- limited evidence, all correlated, bit too hippy dippy
Stenbergs ( 1984) argues for a theory of sucessful intelligence, which is:
the ability to achieve one’s goals in life, given one’s sociocultural context;
by capitalizing on strengths and correcting or compensating for weaknesses;
in order to adapt to, shape, and select environments;
through a combination of analytical, creative, and practical abilities.
-> he later expanded on the 3 analytical, creative, practical abilities to include wisdom
a note on adaptive intelligence: Stenberg added it to his model, its a culturally dependent factor that refers to ones’ ability to use intelligence to serve an evolutionary purpose
INTELLIGENCE:
Compare the trait, ability, and mixed models of emotional
intelligence.
TRAIT- Petrides and Furnham argue that Emotional intelligence involves a constellation of traits and self-perceived
abilities
ABILITY- Savoley and Mayer argue that Emotional intelligence relates to an individuals cognitive ability to interpret the information conveyed by emotions.
MIXED-METHODS:
1) Bar-On: EI refers to non-cognitive capabilities that influence an individual’s
ability to cope successfully with environmental demands and pressures e.g: Intrapersonal, Interpersonal, Adaptability, Stress management, General mood
2) Goleman puts forward a model that EI is any non cognitive personality characteristic ( Encompassed by the dimensions of self-competence, other competence, regulation and recognition)
INTELLIGENCE:
list and explain the ability emotional intelligence measures
Trait emotional intelligence questionnaire TEIQ: A self-report measure assessing emotional intelligence as a personality trait, focusing on emotional self-perceptions and dispositions.
Rotterdam Emotional Intelligence Scale (REIS):
A self-report measure evaluating emotional intelligence based on the ability to understand, regulate, and use emotions effectively in personal and social contexts.
INTELLIGENCE:
list and explain the ability emotional intelligence measures
- The Multifactor Emotional Intelligence Scale (MEIS): pp are asked to complete various tasks e.g. emotion recognition
- The Mayer-Salovey-Caruso Emotional Intelligence Test (MSCEIT): a devlopment of the MEIS, which shortens it and acts as an objective measure of individuals emotional intelligence in practical scenarios
INTELLIGENCE:
list and explain the mixed-model emotional intelligence measures
- Emotional Quotient Inventory (EQ-i): a self report measure detailing factors such as interpersonal connections and adaptabilty developed by Ruevan Bar-on
- Emotional Competence Inventory 2.0 (ECI 2.0): a more comprehensive measure using non-self report data from peers/ family that focuses on the practical dimension of emotional intelligence developed by Daniel Goleman and Richard Boyatzis
INTELLIGENCE:
Discuss the evidence for emoitional intelligence as a whole
) Conceptualization and definition
2) Psychometric operationalization
3) Localization within the sphere of individual differences
4) Coherence of psychological theory
5) Practical relevance ?
( mathew et al, 2004)
ATTITUDES:
Critically define the concept of attitudes, including explicit and implicit attitudes
Attitudes are global evaluations of stimulus objects that are
based on three sources of information: affective responses,
behavioral, and cognitive information.
explicit- attitudes that we are conscious of and willing to self-report, automatized and not immediately consciously accessible
implicit- whereas implicit attitudes are automatized and not immediately consciously accessible
ATTITUDES:
Describe the Function-Structure model of attitudes:
attitude functions:
Knowledge and utilitarian functions (object appraisal)
* Ego-defensive function (externalization)
* Value-expressive function = > express guiding principles
ATTITUDES:
How are attitudes formed?
- Need for affect
- Need for cognitive simplicity
meaning wants to avoid negative emotions and attitudes act as cognitive shortcuts which is more efficent
ATTITUDES:
Descibe and evaluate self-report measures of attitudes
Involves asking individuals to
evaluate an attitude object
Using numeric response
on single or multiple items
- Economical
* Relatively easy to administer
* Reliable and valid
but uh oh!
- Demand characteristics
* Impression management
ATTITUDES:
Describe and evaluate implicit association tests
The implicit association test (IAT, Greenwald et al., 1998) was proposed to measure implicit attitudes:
* Examines automatic associations between:
* attitude objects AND evaluative attributes
- maybe better than self-report measures
ATTITUDES:
Discuss LaPiere’s research into attitudes and behaviour
conducted one of the first studies looking at the link
between attitude and behaviour
* LaPiere traveled across the US with a young Chinese couple.
* Months later, LaPiere wrote to the establishments he visited and
asked whether they would accommodate Asians as guests.
- found that: people reported positive attitudes towards asian people but behaved in a more negative way
ATTITUDES:
Discuss the theory of planned behaviour
Ajzen put forward a theory that attitude towards the behaviour, subjective norms and percieved beahvioural control all form an intention. then leading to behaviour.
ATTITUDES:
compare high and low cognitive effort approaches to attitude change
high cognitive effort-
message learning approach to cognition emphasises that persuasion depends on message source, recipient, message and channel. the role of internal mediating processes are also key. however, it lacks a unifying theory
low cognitive effort-
classical conditioning-
razron (1940)- found associating slogans with a free lunch led to the most well rated slogan.
ATTITUDES:
compare the dual-processing model to the elaboration likelihood model
ATTITUDES:
Discuss the heuristic- systematic model and how it relates to the 4 principles of persuasion
ATTITUDES:
Discuss resistance to attitude change:
