[Ch.2] Theories of Personality Flashcards

1
Q

Personality

A

A collection of a person’s consistent behavioural traits

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2
Q

Openness to experience

A

Curiosity, flexibility, imaginativeness, artistic, tolerant of ambiguity, unconventional attitudes

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3
Q

Conscientiousness

A

Disciplined, well-organised, punctual, dependable

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4
Q

Extraversion

A

Outgoing, sociable, friendly, assertive

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5
Q

Agreeableness

A

Sympathetic, trusting, cooperative, modest

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6
Q

Neuroticism

A

Anxious, insecure, impulsive, emotionally unstable, hostile, vulnerable

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7
Q

Higher college/university grades are associated with?
(Big 5)

A

Conscientiousness

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8
Q

What is associated with occupational stress?
(Big 5)

A

Conscientiousness and Extraversion

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9
Q

What trait is associated with less success regarding work?
(Big 5)

A

Neuroticism

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10
Q

_____ predicts social behaviour
(Big 5)

A

Agreeableness

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11
Q

_____ is associated with increased prevalence of mental and physical disorders
(Big 5)

A

Neuroticism

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12
Q

_____ and _____ are associated with decreased prevalence of disorders
(Big 5)

A

Conscientiousness and Agreeableness

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13
Q

Repression

A

Keeping distressing thoughts buried in the unconscious

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14
Q

Projection

A

Attributing one’s thoughts to another person

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15
Q

Displacement

A

Diverting emotional feelings (usually anger) from original source to substitute target

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16
Q

Reaction formation

A

Behaving in a way that is opposite to one’s true feelings

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17
Q

Rationalization

A

The creation of false, yet plausible excuses to justify unacceptable behaviour

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18
Q

Denial

A

Refusing to accept the reality of a situation

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19
Q

Sublimation

A

Channeling unacceptable urges into acceptable behaviours

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20
Q

What are Freud’s psychosexual stages?

A

Oral
Anal
Phallic
Latency
Genital

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21
Q

Oral stage (Freud)

A

(age 0-1)
[mouth - sucking, biting]
Weaning

22
Q

Anal stage (Freud)

A

(age 2-3)
[anus - expelling or retaining feces]
Toilet training

23
Q

Phallic stage (Freud)

A

(age 4-5)
[gentials - discovering body parts]
Oedipal complex

24
Q

Latency stage (Freud)

A

(age 6-12)
[no erotic focus - sexually repressed]
Expanding social contacts, learning

25
Q

Genital stage (Freud)

A

(puberty onward)
[genitals - sexual interest, peers]
Establishing intimate relationships, contributing to society through working

26
Q

What did Jung do

A

Emphasized the role of the unconscious in determining personality - split unconscious into two layers
(analytical psychology)

27
Q

Personal unconscious

A

Repressed material from one’s past, complexes - one’s thoughts and attitudes related to particular concepts

28
Q

Collective unconscious

A

Storehouse of memory traces inherited from people’s ancestral past, shared with the entire human race

29
Q

What did Adler do

A

According to Adler, the most important human drive was not sexuality, but striving for superiority - universal drive to adapt, improve oneself, and master life’s challenges
(individual psychology)

30
Q

Behaviourism

A

A theoretical orientation based on the premise that psychology should only study observable behaviour

31
Q

Little Albert experiment

A

Phobia of rats conditioned in little Albert - white rate paired with loud noise

32
Q

Classical conditioning

A

A type of learning in which a neutral stimulus acquires the capacity to evoke a response that was originally evoked by another stimulus

33
Q

Operant conditioning

A

A form of learning in which rewards and punishments (i.e. consequences) act to modify voluntary behaviours

34
Q

Positive reinforcement

A

A response is strengthened because it’s followed by a pleasant stimulus

35
Q

Negative reinforcement

A

A response is strengthened because it’s followed by the removal of an unpleasant stimulus

36
Q

Positive punishment

A

A response is weakened because it’s followed by an unpleasant stimulus

37
Q

Negative punishment

A

A response is weakened because it’s followed by the removal of a pleasant stimulus

38
Q

What did Bandura do

A

Social cognitive theory - in addition to learning through classical and operant conditioning, we also learn through imitation

39
Q

Observational learning

A

Occurs when an organism’s responding is influenced by the observation of others (i.e. models)

40
Q

Humanism

A

A theoretical orientation that emphasizes the unique qualities of humans, especially their free will and their potential for personal growth

41
Q

What did Rogers do

A

Person-centred theory - focused on a person’s subjective point of view (goal was to get the person in touch with their true self)

(self concept)

42
Q

Self-concept

A

A collection of beliefs about one’s own nature, unique qualities, and typical behaviour

43
Q

Incongruence

A

The disparity between one’s self-concept and one’s actual experience

44
Q

Congruence

A

When one’s self-concept reflects one’s experience/is reasonably accurate

45
Q

Conditional love

A

Dependent on the child meeting behavioural expectations (fosters incongruence)

46
Q

Unconditional love

A

Has no dependent conditions (fosters congruence)

47
Q

Maslow’s hierarchy of needs

A

A systematic arrangement of needs, according to priority, in which basic needs must be met before less basic ones (leads to self-actualization, realisation of potential)

48
Q

What are the three types of perfectionism

A

Self-oriented perfectionism
Other-oriented perfectionism
Socially-prescribed perfectionism

49
Q

Self-oriented perfectionism

A

Setting very high standards for oneself and making overly critical evaluations of oneself, attending to perceived flaws

50
Q

Other-oriented perfectionism

A

Imposing demands for perfection on others - domineering, hypocritical, hostile in interpersonal relationships

51
Q

Socially-prescribed perfectionism

A

One’s belief that others require perfection from them, pursue high standards to meet perceived demands of others