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PSYCH 1001 > Chapter 11 - Personality > Flashcards

Chapter 11 - Personality Flashcards

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1
Q

What is personality?

A

the unique characteristics that account for enduring patterns of inner experience and outward behaviour

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2
Q

What did Freud do?

A

decided that people are influenced by their “unconscious” (based on clinical practice); developed psychoanalysis; was the first to emphasize early childhood experiences

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3
Q

Conscious

A

thoughts and feelings that we are aware of at any given moment

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4
Q

Preconscious

A

holds memories or feelings that we aren’t consciously thinking of but can be brought to consciousness

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5
Q

Unconscious

A

holds memories or feelings that are so unpleasant or anxiety provoking that they are repressed

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6
Q

id (Structure of Personality)

A

a hedonistic, self-satisfying element that operates entirely by the pleasure principle; seeking immediate gratification for all it desires

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7
Q

Superego (Structure of Personality)

A

moral part of mind; wants to do what’s right; perfection principle; mostly unconscious

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8
Q

Ego (Structure of Personality)

A

mediator that tries to satisfy id and superego; operates according to reality principle; if it cannot strike a compromise it results in anxiety

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9
Q

Defense Mechanisms

A

Unconscious tactics used by ego to protect us from anxiety in knowing our unconscious desires

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10
Q

What did Freud suggest about psychosexual stages?

A

a child’s personality develops as they pass through stages driven by sexuality and aggression; named for the pleasure producing areas of the body that the id focuses o (erogenous zones; oral, anal, etc); conflicts between forces of the mind are centered around issues associated with the body part

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11
Q

Fixation (Psychosexual Stages)

A

can get stuck at any stage (unresolved conflict/trauma) resulting in certain personalities
ex. oral fixation when trying to wean

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12
Q

Oral Personality

A

needy/childlike behavior, demanding to be consoled, may have an oral fixation as an adult

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13
Q

Anal Personality

A

completely uptight, always wanting control OR the other end: apathy, little self control, hostility

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14
Q

Phallic Personality

A

sexual obsession OR despise all sex

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15
Q

Latency Personality

A

no fixations

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16
Q

Genital Personality

A

sexual dysfunction and unsatisfactory relationships

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17
Q

What were the beliefs of neo-Freudians?

A

human functioning is shaped by dynamic (interacting) psychological factors (id, ego, superego); defense mechanisms; much of mental life is unconscious; childhood shapes personality; we struggle with inner conflicts; disagreed with Freud’s fixation with sex

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18
Q

Individual Psychology

A

focus on feelings of control were important; need for power in compensation for feelings of inferiority

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19
Q

What did Alfred Adler do?

A

coined the term “inferiority complex”; development through social motives and social connections; birth order relating to personality

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20
Q

What did Erik Erikson do?

A

social relationships at various stages of life have different impacts on our personality; healthy personality develops through demonstrating ones competencies during each stage’s task

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21
Q

What did Carl Jung do?

A

proposed introversion and extroversion; publicly disagreed with Freud on 1. sexual drive being a primary motivator 2. the unconscious has two parts;

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22
Q

Analytical Psychology

A

balance opposing forces of conscious and unconscious thought; continuous process

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23
Q

Personal Unconscious

A

forms individual experiences

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24
Q

Collective Unconscious

A

Cumulative storehouse of inherited memories shared by humankind; universal version of personal unconscious

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25
Q

What did Karen Horney do?

A

first woman trained as a Freud psychoanalyst; believed in moving towards health instead of exploring the past

26
Q

Behavioral/Learning (Approaches to Personality)

A

personality is shaped by reinforcements and consequences; we learn to respond in specific ways based on response tendencies (B.F. Skinner); personality develops all throughout life

27
Q

Social-Cognitive Theory (Approaches to Personality)

A

both learning and cognition affect personality; Albert Bandura agreed that personality development is lifelong (behaviorist) but felt that thinking and reasoning were important too

28
Q

Reciprocal Determinism (SCT)

A

3 way interaction between cognitive factors (thoughts/feelings), behavior, and environmental factors (social situations)

29
Q

Observational Learning (SCT)

A

Bandura’s key contribution to psychology; through observation we model appropriate behaviors; reinforcers vary across individuals and cultures

30
Q

Self-Efficacy (SCT)

A

one’s level of confidence or belief in ability based on social experiences; cognitive in nature; may be situational

31
Q

Internal (Rotter’s Locus of Control)

A

outcomes are due to effort and decision (did well on test bc i studied/didnt do well bc i didnt study)

32
Q

External (Rotter’s Locus of Control)

A

outcomes are beyond one’s control; belief that luck/fate/other people determine outcome (i didnt do well bc my prof made the test too hard)

33
Q

Mischel’s Person-Situation Debate

A

What is the relative importance of personality traits (internal) and situations (external) in determining how we behave?

34
Q

Humanism

A

grew out of discontentment with negative/dark views of humanity from Freud; desire to study healthy, normal individuals with healthy, positive aspirations

35
Q

Carl Rogers believed.. (about humanism)

A

that people are basically good and strive for self-actualization (unless thwarted by a negative environment)

36
Q

Client/Person Centered Therapy

A

client takes the lead; emphasizes unconditional positive regard, empathy, and genuineness

37
Q

Self-Concept

A

thoughts and feelings about ourselves (who am i?) broken into ideal self and real self

38
Q

Congruence vs Incongruence

A

congruence results in self-worth whereas incongruence can lead to maladjustment

39
Q

Life-History Theory

A

how people expend time and energy (bodily growth, relationships, parenting)

40
Q

Cost Signaling Theory

A

honest and deceptive signals regarding quality of mate or friend

41
Q

Amygdala

A

emotionality; processing negative stimuli (fear/avoidance); inhibited children may have an easily activated amygdala in unfamiliar situations; can also contribute to neuroticism

42
Q

Prefrontal Cortex

A

left: positive emotions right: negative emotions

43
Q

Dopamine

A

regulates pleasure pathway; central to brain’s reward system; overall related to pleasure and levels of activity/motivation; low dopamine linked to anxiety, inhibition, low energy

44
Q

Serotonin

A

low levels linked to violent behavior, impulsivity, depression

45
Q

Cortisol

A

stress hormone; secreted by adrenal cortex to help regulate reactions to threatening experiences; children with inhibited temperament have increased cortisol stress reactions to unfamiliar situations

46
Q

Temperament

A

genetically based personality differences present at birth; 3 types easy, difficult, slow to warm; environment and maturation interact with genetics

47
Q

Personality Traits

A

tendencies to behave in certain ways that remain relatively constant across situations

48
Q

Gordon Allport suggested…

A

personality is made up of 3 traits: Cardinal (dominates personality & life), Central (multiple traits make up personality), Secondary (not as obvious)

49
Q

Raymond Cattell identified..

A

16 factors/dimensions of personality (16PF); not an absence or presence of a trait but more of a spectrum

50
Q

Hans Eysenck and Factor Analysis

A

held the belief that bio had roots in development of personality; strong advocate of statistical measures; used factor analysis to determine which specific traits seemed to cluster together

51
Q

Extroversion (Eysenck’s 3 Superfactors)

A

impulsive, sociable, and assertive on one extreme and passive, socially withdrawn, and shy on the other

52
Q

Neuroticism (Eysenck’s 3 Superfactors)

A

extent to which person experiences emotions; mental instability on one hand, emotionally stable on the other

53
Q

Psychoticism

A

extent to which someone is vulnerable to psychosis

54
Q

The Five Factor Model

A

based on more recent empirical studies; proposes five superfactors: agreeableness/disagreeableness, extraversion/introversion, neurotisicm/stability, conscientiousness/irresponsibility, openness/unimaginativeness

55
Q

Trait theorists make several assumptions..

A
  1. people have innate tendencies to respond to situations on certain ways 2. these tendencies can be linked together to form broad habits 3. such principles can be used to form the foundation of a scientifically testable theory
56
Q

Collectivist Cultures

A

consider the needs of the group over those of the individual

57
Q

Individualist Groups

A

consider the needs of themselves

58
Q

Cultural-comparative (studying personality in cultural context)

A

western ideas applied to other cultures for the purpose of generalization

59
Q

Indigenous (studying personality in cultural context)

A

reaction to Western European dominance in non WE cultures

60
Q

Combined (studying personality in cultural context)

A

hybrid of Western and Indigenous perspectives

61
Q

Personalities Inventories

A

questionnaires designed to asses various aspects of personality ; objective in nature; easy to administer and score

PSYCH 1001 (6 decks)

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