[Ch.2] Theories of Personality Flashcards
Personality
A collection of a person’s consistent behavioural traits
Openness to experience
Curiosity, flexibility, imaginativeness, artistic, tolerant of ambiguity, unconventional attitudes
Conscientiousness
Disciplined, well-organised, punctual, dependable
Extraversion
Outgoing, sociable, friendly, assertive
Agreeableness
Sympathetic, trusting, cooperative, modest
Neuroticism
Anxious, insecure, impulsive, emotionally unstable, hostile, vulnerable
Higher college/university grades are associated with?
(Big 5)
Conscientiousness
What is associated with occupational stress?
(Big 5)
Conscientiousness and Extraversion
What trait is associated with less success regarding work?
(Big 5)
Neuroticism
_____ predicts social behaviour
(Big 5)
Agreeableness
_____ is associated with increased prevalence of mental and physical disorders
(Big 5)
Neuroticism
_____ and _____ are associated with decreased prevalence of disorders
(Big 5)
Conscientiousness and Agreeableness
Repression
Keeping distressing thoughts buried in the unconscious
Projection
Attributing one’s thoughts to another person
Displacement
Diverting emotional feelings (usually anger) from original source to substitute target
Reaction formation
Behaving in a way that is opposite to one’s true feelings
Rationalization
The creation of false, yet plausible excuses to justify unacceptable behaviour
Denial
Refusing to accept the reality of a situation
Sublimation
Channeling unacceptable urges into acceptable behaviours
What are Freud’s psychosexual stages?
Oral
Anal
Phallic
Latency
Genital
Oral stage (Freud)
(age 0-1)
[mouth - sucking, biting]
Weaning
Anal stage (Freud)
(age 2-3)
[anus - expelling or retaining feces]
Toilet training
Phallic stage (Freud)
(age 4-5)
[gentials - discovering body parts]
Oedipal complex
Latency stage (Freud)
(age 6-12)
[no erotic focus - sexually repressed]
Expanding social contacts, learning
Genital stage (Freud)
(puberty onward)
[genitals - sexual interest, peers]
Establishing intimate relationships, contributing to society through working
What did Jung do
Emphasized the role of the unconscious in determining personality - split unconscious into two layers
(analytical psychology)
Personal unconscious
Repressed material from one’s past, complexes - one’s thoughts and attitudes related to particular concepts
Collective unconscious
Storehouse of memory traces inherited from people’s ancestral past, shared with the entire human race
What did Adler do
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)
Behaviourism
A theoretical orientation based on the premise that psychology should only study observable behaviour
Little Albert experiment
Phobia of rats conditioned in little Albert - white rate paired with loud noise
Classical conditioning
A type of learning in which a neutral stimulus acquires the capacity to evoke a response that was originally evoked by another stimulus
Operant conditioning
A form of learning in which rewards and punishments (i.e. consequences) act to modify voluntary behaviours
Positive reinforcement
A response is strengthened because it’s followed by a pleasant stimulus
Negative reinforcement
A response is strengthened because it’s followed by the removal of an unpleasant stimulus
Positive punishment
A response is weakened because it’s followed by an unpleasant stimulus
Negative punishment
A response is weakened because it’s followed by the removal of a pleasant stimulus
What did Bandura do
Social cognitive theory - in addition to learning through classical and operant conditioning, we also learn through imitation
Observational learning
Occurs when an organism’s responding is influenced by the observation of others (i.e. models)
Humanism
A theoretical orientation that emphasizes the unique qualities of humans, especially their free will and their potential for personal growth
What did Rogers do
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)
Self-concept
A collection of beliefs about one’s own nature, unique qualities, and typical behaviour
Incongruence
The disparity between one’s self-concept and one’s actual experience
Congruence
When one’s self-concept reflects one’s experience/is reasonably accurate
Conditional love
Dependent on the child meeting behavioural expectations (fosters incongruence)
Unconditional love
Has no dependent conditions (fosters congruence)
Maslow’s hierarchy of needs
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)
What are the three types of perfectionism
Self-oriented perfectionism
Other-oriented perfectionism
Socially-prescribed perfectionism
Self-oriented perfectionism
Setting very high standards for oneself and making overly critical evaluations of oneself, attending to perceived flaws
Other-oriented perfectionism
Imposing demands for perfection on others - domineering, hypocritical, hostile in interpersonal relationships
Socially-prescribed perfectionism
One’s belief that others require perfection from them, pursue high standards to meet perceived demands of others
