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Psyc 250 > Chapter 10 - Personality and Self > Flashcards

Chapter 10 - Personality and Self Flashcards

1
Q

Personality

A

The organized combination of attributes, motives, values, and behaviors that is unique to each individual

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2
Q

Dan McAdams and Jennifer Pals’ three aspects of personality

A

dispositional traits

characteristic adaptations

life stories

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3
Q

dispositional traits

A

Relatively enduring dimensions or qualities of personality along which people differ (e.g., extraversion, aloofness).

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4
Q

characteristic adaptations

A

Compared to traits, more situation-specific and changeable aspects of personality; ways in which people adapt to their roles and environments, including motives, goals, plans, schemas, self-conceptions, stage-specific concerns, and coping mechanisms

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5
Q

life stories

A

Unique and integrative life narratives that we construct about our lives— past, present, and future—to give ourselves an identity and our lives meaning; sometimes called narrative identities.

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6
Q

What things help shape all three aspects of personality?

A

biological factors, including a “human nature” shared with fellow humans and an individual genetic makeup, and cultural and situational influences

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7
Q

Self-concept

A

People’s perceptions of their unique attributes or traits. Self-concept is about “what I am,”

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8
Q

Self-esteem

A

People’s overall evaluation of their worth as based on an assessment of the qualities that make up the self-concept. self-esteem concerns “how good I am”

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9
Q

Identity

A

A self-definition or sense of who one is, where one is going, and how one fits into society.

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10
Q

THEORIES OF PERSONALITY

A

Psychoanalytic Theory

Trait Theory

Social Learning Theory

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11
Q

What techniques do psychoanalytic theories generally use?

A

in-depth interviews and similar techniques to get below the surface of the person and her behavior and understand the inner dynamics of personality

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12
Q

Freud’s thoughts on personality:

A

children progress through universal stages of psychosexual development ending in adolescence—stages guided by biological forces of which they are largely unconscious

not see psychosexual growth continuing during adulthood - although anxieties arising from harsh parenting or other unfavorable early experiences in the family, he said, would leave a permanent mark on the personality and reveal themselves in adult personality traits

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13
Q

Freud believed that the personality was largely formed during the first ___ years of life and showed much ___________ thereafter

A

5

continuity

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14
Q

Erik Erikson’s psychosocial theory

A

highly influential theory of lifelong personality development, emphasizing social influences beyond parents, the rational ego and its adaptive powers, possibilities for overcoming harmful early experiences, and the potential for growth and change throughout the life span

looking at conflicts among the id, the ego and the superego

proposed that people undergo similar personality changes at similar ages

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15
Q

Erikson placed more emphasis than Freud on these four things:

A

social influences beyond parents such as peers, teachers, and cultures

the rational ego and its adaptive powers

possibilities for overcoming the effects of harmful early experiences

the potential for growth and change throughout the life span

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16
Q

according to Erikson, whether the conflict of a particular stage is successfully resolved or not, what will happen?

A

the individual is pushed by both biological maturation and social demands into the next stage. However, the unsuccessful resolution of a conflict will negatively affect how later stages play out whereas successful resolution will help the individual develop the virtue or strength

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17
Q

Trait Theory

A

A theory that defines personality as a set of dispositional trait dimensions. Traits are thought to be genetically and environmentally influenced, consistent across situations, and relatively enduring throughout life.

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18
Q

What approach do trait theorists use?

A

the same psychometric approach that guided the development of intelligence tests - administer personality scales to people and use the statistical technique of factor analysis to identify groups of personality scale items that are correlated with each other but not with other groups of items

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19
Q

Similarity between psychoanalytic and trait theorists

A

they expect to see carryover in personality over the years

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20
Q

Difference between psychoanalytic and trait theorists

A

trait theorists do not believe that the personality unfolds in a series of stages

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21
Q

most common trait theory

A

Big Five

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22
Q

five-factor model of the Big Five - what are the 5?

A

Openness to experience

Conscientiousness

Extraversion

Agreeableness

Neuroticism

(OCEAN)

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23
Q

Are the Big Five universal?

A

appear to be universal - capture how people all over the world describe themselves and others

However, average levels of Big Five traits differ from culture to culture (for example, Europeans appear to be more extroverted on average than Asians or Africans)

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24
Q

Social Learning Theory - who and what?

A

Albert Bandura and Walter Mischel

reject the notion of universal stages of personality development like Erikson’s

question the trait theory view that we have enduring personality traits

personality boils down to a set of behavior patterns shaped by interactions with other people in specific social situations

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25
Q

how does emergence of self develop in infants?

A

quickly develop an implicit, if not conscious, sense of self - based in their perceptions of their bodies and actions and grows out of their everyday interactions with caregivers

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26
Q

sense of agency - what is it and when does it emerge?

A

a sense that they can cause things to happen in the world

displayed by infants by 2-3 months of age

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27
Q

What are infants developing for the first six months?

A

discover properties of their physical selves, distinguish between themselves and the rest of the world, and discover that they can act upon other people and objects

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28
Q

What are infants developing from 6 mos to 1 year?

A

realize that they and their companions are separate beings who have different perspectives and on occasion can share perspectives (e.g., joint attention, or the sharing of perceptual experiences by two people, and is evident from about 9 months of age on)

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29
Q

What two things do infants start to display around 18 months?

A

self-recognition - being aware of themselves as distinct individuals - The ability to recognize oneself in a mirror or photograph

categorical self - they classify themselves into social categories based on age, sex, and other visible characteristics, figuring out what is “like me” and what is “not like me.”

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30
Q

Factors influencing self-recognition/self-awareness:

A

depends on cognitive development and the maturation of relevant areas of the brain

social interaction - secure attachments with their parents are better able than those whose relationships are less secure to recognize themselves in a mirror and know more about their names and genders

cultural context - n the individualistic/urban cultures recognized themselves in a mirror by 18 or 19 months, whereas only a minority of those in the collectivist/rural cultures did

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31
Q

By what age do infants display distinctive personalities?

A

from the first weeks of life - temperament

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32
Q

temperament

A

early, genetically based but also environmentally influenced tendencies to respond in predictable ways to events that serve as the foundation for later personality

study of infant personality has centered on this

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33
Q

Social learning theorists have tended to view babies as…

A

“blank slates” who can be shaped in any number of directions by their experiences - However, it is now clear that babies are not blank slates—that they differ from the start in basic response tendencies

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34
Q

Alexander Thomas, Stella Chess, and their colleagues gathered information about what types of dimensions of infant behavior in order to categorize temperaments?

A

typical mood,
regularity or predictability of biological functions such as feeding and sleeping habits,
tendency to approach or withdraw from new stimuli,
intensity of emotional reactions
adaptability to new experiences and changes in routine

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35
Q

Three temperament categories:

A

Easy temperament

Difficult temperament

Slow-to-warm-up temperament

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36
Q

longitudinal study of temperament found what percentages of each category?

A

40% were easy infants, 10% were difficult infants, and 15% were slow-to-warm-up infants, remaining third could not be placed neatly in only one category because they shared qualities of two or more categories

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37
Q

longitudinal study of continuity and discontinuity in temperament from infancy to early adulthood showed what?

A

some continuity from infancy to childhood

but little continuity to adulthood

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38
Q

Mary Rothbart and her colleagues’ three major dimensions of temperament

A

Surgency/extraversion

Negative affectivity

Effortful control

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39
Q

Surgency/extraversion

A

Dimension of temperament that involves the tendency to actively and energetically approach new experiences in an emotionally positive way (rather than to be inhibited and withdrawn).

evident from infancy on

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40
Q

Negative affectivity

A

Dimension of temperament that concerns the tendency to be sad, fearful, easily frustrated, and irritable and difficult to soothe (as opposed to laid-back and adaptable)

evident from infancy on

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41
Q

Effortful control

A

Dimension of temperament pertaining to being able to sustain attention, control one’s behavior, and regulate one’s emotions (as opposed to unable to regulate one’s arousal and stay calm and focused).

emerges more clearly in toddlerhood and early childhood and continues to develop into adulthood

At age 3, only 22% of children can inhibit forbidden actions like this; by age 4, 90% can

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42
Q

Matching with Big Five dimensions:

surgency/extraversion matches up with…

negative affectivity with…

effortful control with…

A

extraversion

neuroticism

conscientiousness

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43
Q

goodness of fit

A

The extent to which the child’s temperament and the demands of the child’s social environment are compatible or mesh, according to Thomas and Chess; more generally, a good match between person and environment.

can be changed - e.g., Teaching parents of irritable, difficult babies how to interpret their infants’ cues and respond sensitively and appropriately to them can produce calmer infants who cry less and become less irritable preschoolers

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44
Q

What can help children pull together what they know of themselves into a self-concept?

A

Parents who help their children reminisce about their experiences and the emotions associated with them

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45
Q

preschool child’s emerging self-concept is…

A

concrete and physical

  • Asked to describe themselves, preschoolers note their physical characteristics, possessions, physical activities and accomplishments, and preferences
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46
Q

When do children self-describe with more psychological and social qualities? What are the three stages?

A

around age 7 or 8

First, they describe their personality traits using terms such as funny and smart and shy

Second, children focus on their social identities (Brownie Scout)

Third, they engage social comparison

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47
Q

self-esteem becomes more _______________ with age in childhood?

A

differentiated or multidimensional

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48
Q

Preschool children distinguish only these two broad aspects of self-esteem

A

competence and social acceptability

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49
Q

By mid–elementary school, children differentiate among five aspects of self-worth:

A

scholastic competence (feeling smart or doing well in school)

social acceptance (being popular or feeling liked)

behavioral conduct (staying out of trouble)

athletic competence (being good at sports)

physical appearance (feeling good-looking)

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50
Q

How is the accuracy of children’s self-evaluations?

A

increased steadily with age

(those with high scholastic self-esteem were more likely than those with low scholastic self-esteem to be rated as intellectually capable by their teachers, and those with high athletic self-esteem were frequently chosen by peers to be on sports teams)

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51
Q

Three influences on self-esteem in childhood

A

genetic makeup

competence

social feedback

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52
Q

Who is the most important influence on self-esteem in childhood?

A

Parents are especially important (The relationship between high self-esteem and warm, democratic parenting is evident in a variety of ethnic groups and cultures)

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53
Q

What can help boost a child’s self-esteem?

A

helping children learn to succeed at important tasks

54
Q

Self-control is linked to the Big Five dimension of ____________ and is consistently associated with _______________.

A

conscientiousness

good developmental outcomes - go on to become adults who are healthier, more successful in their careers, more financially stable, and less likely to get into trouble with substance use and crime

55
Q

Erikson’s Psychosocial Stages for childhood

A

autonomy versus shame and doubt - toddlers

initiative versus guilt - preschool

industry versus inferiority - elementary school

56
Q

Erikson’s Psychosocial Stages for infancy

A

Trust vs. mistrust - birth-1 year

57
Q

autonomy versus shame and doubt:

A

toddlers attempt to demonstrate their independence from and control over other people - assert that they have wills of their own

recognize themselves in a mirror and refer to themselves by name or as “me” around 18–24 months of age

Some “terrible twos” also adopt “no” as their favorite word

58
Q

initiative versus guilt:

A

preschool children must learn to initiate new activities and pursue bold plans or become self-critical

develop a sense of purpose by devising bold plans and taking great pride in accomplishing their goals

59
Q

industry versus inferiority:

A

school-aged children must master important cognitive and social skills or feel incompetent

engage in more social comparison than younger children and will acquire a sense of industry rather than inferiority if they gain new skills and their social comparisons turn out favorably

60
Q

research on adolescent self-conceptions, self-esteem, and identity formation illustrates that adolescence is truly a time for…

A

“finding oneself,”

61
Q

How do self-concepts (self-descriptions) change from childhood to adolescence?

A

less physical and more psychological

less concrete and more abstract

more differentiated

more integrated and coherent

more reflected upon

62
Q

Increases / decreases in self-esteem from childhood to early adulthood

A

tends to increase from childhood to early adolescence, plateau at around age 11 to 15, and finally increase again in late adolescence and early adulthood

63
Q

Do most adolescents lose, maintain or increase levels of self-esteem?

A

most adolescents maintain moderate or high levels of self-esteem over the adolescent years or emerge from this developmental period with higher self-esteem than they had at the start

64
Q

As adults, adolescents with high self-esteem tend to have better…

A

physical and mental health, better career and financial prospects, and less involvement in criminal behavior than adolescents with low self-esteem

65
Q

Erik Erikson’s Psychosocial Stage for adolescence

A

identity versus role confusion

66
Q

identity versus role confusion:

A

adolescents must form a coherent self-definition or remain confused about their life directions

a critical period in the lifelong process of forming an identity as a person

believed that many young people experience a full-blown and painful “identity crisis” as they mature physically and cognitively and as society pressures them to “grow up—to decide what they want to do in life and to get on with it

67
Q

moratorium period

A

Erikson’s belief: A period of time in high school or college when young adults are relatively free of responsibilities and can experiment with different roles to find their identities.

68
Q

James Marcia

A

expanded on Erikson’s theory and stimulated research on identity formation by developing an interview procedure to assess where an adolescent is in the process of identity formation

classified adolescents into one of four identity statuses (statuses, not stages) reflecting where they are with respect to identity in each of several domains (for example, vocational, religious, political–ideological)

69
Q

The two key questions of James Marcia’s identity formation technique are these:

A

Have you engaged in exploration?

Have you made a commitment?

70
Q

On the basis of exploration and commitment, the individual is classified into one of the four identity statuses:

A

diffusion status

foreclosure status

moratorium status

identity achievement status

71
Q

diffusion status

A

not questioned who they are and have not committed themselves to an identity.

72
Q

foreclosure status

A

appear to have committed themselves to a life direction but who have adopted an identity prematurely, without much thought. (e.g., “I’m going to be a doctor like my dad,” they have simply accepted identities suggested to them by their parents or other people)

73
Q

moratorium status

A

experiencing an identity crisis or actively exploring identity issues but who have not yet achieved an identity. (e.g., may be questioning their religious upbringing, experimenting with drugs, changing majors or relationships, or posting outrageous selfies, all to find themselves)

74
Q

identity achievement status

A

carefully thought through identity issues and made commitments or resolved their identity issues

75
Q

What percentage of 15 year olds, 18 year olds, college students and 24 year olds have achieved a firm identity?

A

4% of the 15- year-olds
20% of the 18-year-olds,
40% of the college students
slightly more than half of the 24-year-olds

76
Q

Identity formation takes _____________ and occurs at different rates in different _____________________.

A

a long time

domains of identity

77
Q

Adolescents and emerging adults who have completed the identity formation process in their late teens or early 20s may also go through a separate process of…

A

identity maintenance in which they examine in more depth and elaborate upon the identities they have chosen

78
Q

Even in their 30s and 40s, though, some adults find themselves in which stage again?

A

moratorium status again, reopening certain identity issues and changing their goals and plans after thinking they had all the answers earlier in life

79
Q

Ethnic/racial identity

A

A sense of personal identification with one’s ethnic or racial group—or more than one—and its values and cultural traditions.

80
Q

process of forming an ethnic identity begins when?

A

in infancy as babies notice visible differences among people

81
Q

Ethnic/racial identity follows which stages?

A

Same stages as James Marcia’s identity formation:

School-age children and young adolescents say either that they identify with their racial or ethnic group because others influenced them to do so (foreclosure status) or that they have not given it much thought (diffusion status)

In their mid- to late teens or early 20s, more minority youths move into the moratorium and achievement statuses, actively thinking about what their ethnic/racial identity is and what it means to them

82
Q

Influences helping to form ethnic/racial identity

A

when their parents socialize them regarding their race or ethnicity, teaching them about their group’s cultural traditions, instilling pride, preparing them to live in a culturally diverse society, and even preparing them to deal with prejudice and discrimination

friends of a teen’s own background

Programs like the Identity Project

83
Q

a positive ethnic/racial identity has many benefits (3)

A

can protect adolescents from the damaging effects of racial or ethnic discrimination

boost their self-esteem

contribute to academic achievement and good adjustment

84
Q

How does cognitive development influence identity formation?

A

solid mastery of formal-operational thought

Growth in brain areas involved in seeking information and pursuing long-range goals

85
Q

How does personality influence identity formation?

A

Adolescents who explore and achieve identity tend to score low in neuroticism and high in openness to experience and conscientiousness

86
Q

How does parenting influence identity formation?

A

youths who get stuck in the diffusion status of identity formation and drift for years are sometimes neglected or rejected by their parents

Adolescents who end up in the foreclosure status are often extremely close to parents who are loving but also controlling

Adolescents who move to the moratorium and identity achievement statuses tend to have warm and democratic parents, the same kind of supportive parents who foster high self-esteem

87
Q

What does college provide in the way of identity formation?

A

the kind of moratorium period with freedom to explore that Erikson believed facilitates identity formation

88
Q

How does cultural context influence identity formation?

A

identity foreclosure may be the most adaptive path to adulthood in more traditional societies centered around farming, fishing, or herding - adopt the adult roles most adults in their culture adopt, without much soul-searching or experimentation

89
Q

How does self-esteem progress throughout adulthood?

A

increases strongly during later adolescence and early adulthood, increases at a slower pace between age 30 and 60, when it peaks, and then holds steady until age 70 before declining in people’s 80s and especially 90s

90
Q

males tend to have slightly higher __________ than females

A

self-esteem

91
Q

What helps older adults maintain self-esteem?

A

Reducing the gap between the ideal and real self

changing one’s goals and standards of self-evaluation

making social comparisons to similar others

avoiding negative self-stereotyping can all help older adults maintain self-esteem

92
Q

downward social comparisons

A

if they really want to feel good about themselves, they can strategically select worse-off age mates to judge themselves against

93
Q

ageism

A

Negative stereotypes of aging and old age are a problem in part because they breed the prejudice and discrimination against older people

94
Q

Self-stereotyping

A

Applying stereotypes of one’s group (e.g., negative stereotypes of older adults) to oneself.

95
Q

age attributions

A

Blaming old age for any limitations one has.

“old” people may start labeling their memory lapses “senior moments” or, worse, “signs of early Alzheimer’s,” conclude they are too frail for exercise, or fear they will be incapacitated by chronic diseases

David Weiss (2018) has detected important differences between older people who believe that declines associated with aging are fixed and inevitable and older people who believe, more accurately, that the aging process is malleable or modifiable.

96
Q

being a person in the United States (an individualistic culture) means being ______________ from other people, whereas being a person in Japan (a collectivist culture) means being _______________ with others

A

independent/different

interdependent

97
Q

Americans think like _______ theorists and feel they have an inner self that is consistent across situations and over time, whereas Japanese people seem to adopt a ___________perspective on personality

A

trait

social learning theory

98
Q

Do individual adults retain their rankings on trait dimensions compared with others in a group over the years?

A

have found a good deal of rank-order stability within a group, as indicated by high correlations between scores on the same trait dimensions at different ages

99
Q

Correlations between personality trait scores on two occasions 15 years apart average about ____ across the Big Five personality dimensions

A

0.60

100
Q

Over 50 years from adolescence to old age, the correlation across the Big Five personality dimensions is about ____

A

0.30

101
Q

after around age____, personalities are quite consistent

A

50

102
Q

Do average scores on personality trait measures increase, decrease, or remain the same as age increases?

A

discovered a shift toward maturity in which, from adolescence to middle age, people become:

more emotionally stable (less neurotic)

more agreeable (cooperative and easy to get along with)

more conscientious (disciplined and responsible)

103
Q

maturity principle

A

A shift toward greater emotional stability, agreeableness, and conscientiousness in personality from adolescence to middle adulthood.

104
Q

Is the maturity principle the same across cultures?

A

shows up across cultures but the size of the shift was larger in some cultures than in others, and it occurred earlier in cultures where the transition to work typically occurred early (for example, Pakistan and Brazil) than in cultures where adults began working later (for example, the United States and Canada)

105
Q

personality changes can people expect later—from middle age to old age

A

Activity level—the tendency to be energetic and action oriented, an aspect of extraversion—begins to decline in people’s 50s and continues declining through the 80s and 90s

some people in their 80s or 90s undergo a reversal of the maturity principle that may reflect declining health and functioning

106
Q

What makes personalities remain quite stable over the adult years?

A

genetic makeup

Gene–environment correlations

Lasting effects of childhood experiences

environments and life activities remain stable

107
Q

the pruning processes that take place in the brain during adolescence develop the prefrontal cortex and are linked to increases in…

A

conscientiousness and emotional stability in adolescence and emerging adulthood

108
Q

each of the Big Five dimensions of personality has its own distinctive neurobiological foundation?

  1. extraversion is associated with high levels of…
  2. neuroticism is linked to high levels of…
  3. conscientiousness depends in part on strong connectivity between the…
A
  1. the neurotransmitter dopamine
  2. the stress hormone cortisol and to strong responses to threat in the emotional center of the brain, the amygdala
  3. prefrontal cortex and the lower-level centers of emotional and motor response that the prefrontal cortex helps control
109
Q

What causes significant changes in personality that some adults experience?

A

Biological factors such as brain injury, disease, or and dementia

changes in the environment–major life events, big changes in social or vocational roles, psychotherapy

a poor person–environment fit - change in personality is more likely

110
Q

What has greater effect - personality traits on life events or life events on personality traits?

A

personality traits do more to influence the life events we experience than life events do to alter our personalities

E.g., highly neurotic individuals are more likely to experience negative life events such as divorce and unemployment t

111
Q

Erikson’s Psychosocial Stages for adulthood:

A

identity versus role confusion - 12 - 20

intimacy versus isolation - 20-40

generativity versus stagnation - 40-65

Integrity vs. despair - 65+

112
Q

intimacy versus isolation:

A

young adults must commit themselves to a shared identity with another person or remain aloof and unconnected to others

we must know ourselves before we can truly love another person

113
Q

generativity versus stagnation

A

middle-aged adults must gain the sense that they have produced something that will outlive them and genuinely care for younger generations to avoid self-preoccupation

leaving a legacy, making a contribution, giving back, and it is realized through such activities as parenting, teaching, mentoring, and leading

114
Q

Having a healthy sense of generativity correlates with…

A

having Big Five personality strengths and with good adjustment in both work and family life

115
Q

Vaillant found support for Erikson’s view that the 20s are a time for intimacy issues. He found that in their 30s, men shifted their energies to advancing or consolidating their careers, adding a __________________________ phase between Erikson’s intimacy and generativity stages

A

career consolidation

116
Q

midlife crisis - what and who?

A

Daniel Levinson made the term famous (not an Erikson concept)

A period of major questioning, inner struggle, and reevaluation hypothesized to occur in an adult’s early 40s.

not much support for Levinson’s claim that adults universally experience an unsettling midlife crisis from age 40 to 45 - sounder to speak of midlife questioning and to recognize that it affects only some middle-aged adults, can occur at a variety of ages in reaction to a variety of life events, and is not usually a true psychological crisis

117
Q

Some researchers find that life satisfaction shows what kind of pattern?

A

a U-shaped pattern over the adult years, decreasing from early adulthood to a low point in the 40s or 50s and then rebounding from middle adulthood to old age

118
Q

integrity versus despair

A

older adults attempt to find a sense of meaning in their lives and to accept the inevitability of death

119
Q

life review

A

proposed by gerontologist Robert Butler

Process in which older adults reflect on unresolved conflicts of the past and evaluate their lives; it may contribute to a sense of integrity and readiness for death

may include reflecting upon the life story

120
Q

reminiscing in later life with the aim of passing on wisdom to others or preparing for death was associated with…

A

being more generative in Erikson’s sense

121
Q

Jack Rowe and Robert Kahn define successful aging in terms of three objective indicators:

A

freedom from disease and disability

good cognitive and physical functioning

active engagement with life (through activities and social relationships)

122
Q

psychological well-being

A

A positive state involving subjective well-being (feeling happy or having high life satisfaction) or personal self-fulfillment (fulfilling one’s potential as a human being).

older adults are often happier than young and middle-aged adults, despite the fact that they have more chronic diseases and disabilities

123
Q

Carol Ryff’s model of psychological well-being in later life that focuses on fulfilling one’s potential as a human being in terms of these six dimensions

A

having a sense of purpose and meaning in life, feeling capable, making choices, growing and realizing your potential, accepting yourself, and feeling connected with others

124
Q

Activity theory

A

A theory of successful aging emphasizing the value of remaining active in later life by either continuing or replacing previous activities.

consistent with the “use it or lose it principle” of aging and with a mountain of research showing that remaining physically and mentally active is good for physical and mental health

125
Q

Disengagement theory

A

Theory of successful aging emphasizing that our needs change in later life and that successful aging involves a mutual withdrawal of the individual and society.

(not always clear whether older adults are choosing to disengage from roles and activities or are being left out or pushed out)

126
Q

selective optimization with compensation (SOC)

A

Focus on the activities she loves most
Put a lot of time into perfecting the knowledge and skills
Make up for declining abilities

127
Q

person-environment fit

A

the goodness of fit between the individual’s lifestyle and the individual’s needs, preferences, and personality

Activity theory may fit some people, disengagement theory may fit other people, and selective optimization with compensation or still other pathways may work for still other people

128
Q

From a developmental perspective, retirement from the workforce is considered a…

A

process

129
Q

Regarding Alexander Thomas’s work on temperaments, what traits fall under the slow-to-warm-up temperament?

A

Inactive, moody, and moderately regular

130
Q

What set of characteristics influences identity formation in adolescents?

A

Cognition, personality, parenting, exploration, and context

131
Q

A Hollywood movie star who always tells interviewers that having grown up in the South helps her stay grounded and “real” is demonstrating the impact of culture on her…

A

narrative identity.

132
Q

What is the relationship between childhood and adult personality?

A

Although personality stabilizes during childhood, many factors can alter personality by adulthood.

Psyc 250 (6 decks)

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