Class 4 - Personality and Behavior Flashcards
1
Q
Personality
A
Our thoughts, feelings, ways of thinking about things, beliefs, and behaviors; It is a core component of who we consider ourselves to be
2
Q
7 Perspectives on Personality
A
- Life Course Perspective
- Psychoanalytic Perspective
- Humanist Perspective
- Behaviorist Perspective
- Social Cognitive Perspective
- Trait Perspective
- Biological Perspective
3
Q
Life Course Perspective
A
A multidisciplinary approach developed to understand individual lives from a cultural, social, and structural perspective; takes into account things about a person (like SES, family structure, demographics)
4
Q
Psychoanalytic Perspective
A
Asserts that personality is shaped largely by the unconscious; mental illness, or neurosis, is the result of unconscious conflicts which often stem from childhood
5
Q
Main Psychoanalytic Theorist
A
Sigmund Freud
6
Q
The mind is divided in to which 3 states?
A
- Conscious
- Preconscious
- Unconscious
7
Q
Freud suggested that human behavior is motivated by:
A
The libido, or life drive, that drives behaviors focused on pleasure, survival, and avoidance of pain, and the death drive, which drives dangerous and destructive behaviors, and underlies the desire to hurt oneself or others
8
Q
Freud says there are 3 parts to the human psyche:
A
- Id - primitive parts of ourselves, wants what it wants; fears, selfish needs, violent urges, sexual desires
- Ego - mediates between the two; logic, memories
- Superego - ideal version of lives; very self-critical; values, thoughts, perceptions
9
Q
Conversion Disorder
A
Repressed emotions manifest as physical symptoms
10
Q
Id
A
Largely in the unconscious mind and is responsible for our desire to avoid pain and seek pleasure; operates according to the pleasure principle
11
Q
Ego
A
Responsible for our logical thinking and planning as we deal with reality; operates according to the reality principle; finds a way to satisfy cravings
12
Q
Superego
A
Responsible for our moral judgements of right and wrong and strives for perfection; never satisfied; operates according to the morality principle
13
Q
Freud’s Psychosexual Stages of Development
A
- Oral
- Anal
- Phallic
- Latency
- Genital
14
Q
Oral Stage (Age, Erogenous Zone, Successful Resolution, and Fixation)
A
Age - 0 to 1
Erogenous Zone - Mouth (sucking, chewing, biting, vocalizing)
Successful Resolution - Weaning
Fixation - Oral Aggression (verbally abusive) or Oral Passivity (smoking, overeating)
15
Q
Anal Stage (Age, Erogenous Zone, Successful Resolution, and Fixation)
A
Age - 1 to 3
Erogenous Zone - Anus (bowel and bladder control)
Successful Resolution - Toilet Training
Fixation - Anal retention (overly neat) or Anal Expulsion (disorganized)
16
Q
Phallic Stage (Age, Erogenous Zone, Successful Resolution, and Fixation)
A
Age - 3 to 6
Erogenous Zone - Genitals (presence/absence of penis) Oedipus complex (males) Electra complex (females)
Successful Resolution - Gender Identification
Fixation - Difficulty with intimate relationships
17
Q
Latency Stage (Age, Erogenous Zone, Successful Resolution, and Fixation)
A
Age - 6 to 12
Erogenous Zone - N/A (sexual feelings are dormant during this stage)
Successful Resolution - Social Interaction
Fixation - Arrested Development
18
Q
Genital Stage (Age, Erogenous Zone, Successful Resolution, and Fixation)
A
Age - 12+
Erogenous Zone - Other people’s genitals (reproduction and pleasure)
Successful Resolution - Intimate Relationships
Fixation - Fixation in a prior stage could result in sexual or intimate issues
19
Q
Who is the Psychoanalytic Theorist that took Freud’s theories further
A
Erik Erikson
20
Q
Erik Erikson
A
Modified Freud’s theories to include social and interpersonal facts and added additional stages through adulthood
21
Q
Two Most Important Psychoanalytic Thinkers
A
Sigmund Freud and Erik Erikson
22
Q
Erikson’s psychosocial stages of development:
A
- Trust vs. Mistrust
- Autonomy vs. Shame and Doubt
- Initiative vs. Guilt
- Industry vs. Inferiority
- Identity vs. Role Confusion
- Intimacy vs. Isolation
- Generativity vs. Stagnation
- Integrity vs. Despair
23
Q
Trust vs. Mistrust Stage (Age and Outcomes)
A
Age - Infancy
Outcomes -
Trust: Infant’s needs are met (optimism)
Mistrust: Infant’s needs are not met
24
Q
Autonomy vs. Shame and Doubt Stage (Age and Outcomes)
A
Age - Early Childhood
Outcomes -
Autonomy: Children learn self-control
Shame and Doubt: Children Remain Dependent
25
Initiative vs. Guilt Stage (Age and Outcomes)
Age - Preschool Age
Outcomes -
Initiative: Children achieve purpose
Guilt: Children are thwarted for their efforts
26
Industry vs. Inferiority Stage (Age and Outcomes)
Age - School Age
Outcome -
Industry: Children gain competence
Inferiority: Children feel incompetent
27
Identity vs. Role Confusion Stage (Age and Outcomes)
Age - Adolescence
Outcomes -
Identity: Adolescents learn sense of self
Role Confusion: Adolescents lack own identity
28
Intimacy vs. Isolation (Age and Outcomes)
Age - Young Adulthood
Outcomes -
Intimacy: Young adults develop mature relationships
Isolation: Young adults are unable to create social ties
29
Generativity vs. Stagnation (Age and Outcomes)
Age - Middle Age
Outcomes -
Generativity: Adults contribute to others/society
Stagnation: Adults feel that life is meaningless
30
Integrity vs. Despair (Age and Outcomes)
Age - Later life
Outcomes -
Integrity: Adults develop wisdom over lifetime
Despair: Adults feel unaccomplished
31
Do Erikson and Freud believe each stage must be successfully resolved to move on to the next?
No; you can move on but you will have baggage
32
Behaviorist Perspective
Personality is a result of learned behavior patterns based on our environment; include classical and operant conditioning
33
Behaviorist Theorist
B.F. Skinner
34
B.F. Skinner asserts that:
-Personality is a result of interaction between the individual and the environment
-Only observable/measurable behaviors are of interest
-Personality is deterministic; people begin as blank slates and then reinforcement and punishment completely determine subsequent behavior and personalities
35
Humanist Perspective
Humanistic psychology asserts that humans are driven by an actualizing tendency to realize their highest potential, and personality conflicts arise when this is somehow thwarted
36
Humanist Theorists
Carl Rogers and Abraham Maslow
37
Carl Rogers asserted that
Instead of stages, human development progresses from undifferentiated to differentiated:
-the main goal of development is the establishments of a differentiated self-concept (class 3)
-Self-actualization is more easily accomplished when parents exhibit unconditional positive regard
-Those raised with conditional positive regard will only feel worthy when they've met certain conditions
38
Real vs Ideal Self
Who you are vs what you could be or what you want to be
39
Active Listening
In client centered therapy, acknowledging what someone is saying
40
Client-Centered Therapy
Previously, therapists led therapy sessions, but after Carl Rogers, therapists started listening to clients and responding
41
Abraham Maslow
Sought to explain human behavior as motivated by a hierarchy of needs; Developed hierarchy of needs pyramid
42
Maslow's pyramid suggests:
Not all needs are created equally and some needs take priority over others; at the base of the pyramid are our physiological needs and if they are met, we move up to the next rung and seek those needs
43
5 Levels of the Hierarchy of Needs Pyramid
1. Physiological needs
2. Safety needs
3. Love and Belonging
4. Esteem needs
5. Self-Actualization
44
Social Cognitive Perspective
Personality is the result of reciprocal interactions among behavior, cognitive, and environmental factors
45
Social Cognitive Theorist
Albert Bandura
46
Albert Bandura asserts that:
-Patterns of behavior are learned not just through classical and operant conditioning, but also through observational learning
-Cognitive processes are involved in both observational learning and the development of beliefs about self-efficiency (class 3)
47
Observational Learning
AKA Social Learning;
This is learning that occurs through modeling, when we observe a behavior from another and learn to imitate it;
A fundamental tenet of the Social Learning Theory, later called the Social Cognitive Theory
48
Famous Albert Bandura Experiment
Bobo Doll Experiment
49
Vicarious reinforcement
Children were more likely to imitate behaviors they were rewarded for
50
Bobo Doll Experimental Design
-Objective: Behaviorist paradigms were not accounting for observational learning, so Social Cognitive theorists were trying to prove their existence
-Groups: children either saw an adult being aggressive towards the Bobo Doll or an adult calmly playing with other toys
-Both groups were frustrated to see reaction
-All children were angry, but not all children were violent
-Take Away: you can see someone do something and think it is acceptable, even if it's bad
51
Trait Perspective
Personality is a result of traits, which are habitual patterns of behavior, thought, and emotion that are relatively stable over time;
Its premise is to stop answering why and start describing what
52
Cardinal Traits
Traits that dominate an individual's whole life, often to the point that the person becomes known specifically for these traits; rare and develop later in life
ex. leadership, passion, courage
53
Central Traits
General characteristics that form the basic foundations of personality and describe people across different situations; default traits
ex. shy, outgoing
54
Secondary Traits
Sometimes related to attitudes or preferences; these characteristics are dependent on the situation;
ex. impatience when driving
55
Big 5 Personality Traits
OCEAN
1. O- Openness to Experience
2. C- Conscientiousness
3. E- Extraversion
4. A- Agreeableness
5. N- Neuroticism
56
Openness (High and Low level of the trait)
High - Embrace new ideas, experiences; values differences in people
Low - Prefers familiarity over novelty; conservative; resistant to change
Med students in mid-range
57
Conscientiousness (High and Low level of the trait)
High - Values competence and order; manages time well; strives to achieve
Low - Disorganized; may not value status; can be irresponsible
Med students in mid-range
58
Extraversion (High and Low level of the trait)
High - Gregarious; outgoing; energized by social gatherings
Low - Prefers solitary activities; drained by social events
Med students in high range
59
Agreeableness (High and Low level of the trait)
High - Thinks of others; goes with the flow; does not demand attention
Low - High-maintenance; likely to hold strong opinions
Med students in high range
60
Neuroticism (High and Low level of the trait)
High - High levels of negative emotions (anxiety, anger); can be impulsive
Low - Experiences more positive emotions; copes with stress well
Med students in low range
Amygdala responsible for urgency emotions, neurotic people have more activity here
61
Trait Theory (Eysenck)
Proposed that genetics primarily determine personality
62
Hans Eysenck asserts that:
-personality traits are hierarchical and that a few foundational traits give rise to a large array of superficial traits
-genetic differences determine personality traits
-variation in extraversion and neuroticism give rise to personality types
-also a proponent of the biological perspective
63
Temperament and heritability studies provide:
Evidence for a genetic contribution to traits and personality
64
High Neuroticism, High Extraversion Personality
Choleric
65
Low Neuroticism, High Extraversion Personality
Sanguine
66
High Neuroticism, High Introversion Personality
Melancholic
67
Low Neuroticism, High Introversion Personality
Phlegmatic
68
Biological Perspective
Personality is the result of individual differences in brain biology
69
Neuroticism is linked to what biological structure
Amygdala size
70
Delay of gratification and long-term planning is correlated with which biological structure
Anterior cingulate cortex density
71
"lack of morality" can be caused by damage to what biological structure (Phinneas Gage)
Pre-frontal Cortex
72
Behavioral Genetics
A field in which variation among individuals is separated into genetic vs environmental components
73
Nature vs. Nurture
The central question behind behavioral genetics; Asks how much of a variation can be explained by differences in the environment (nurture) vs differences in biology (nature)
74
Shared Environment
The environment shared by siblings reared in the same family
75
Non-shared/Unique Environment
The environment unique to the individual
76
Heritability
A metric used to determine how much of a variation is caused by genetic differences
77
Family Studies
Individuals share 50% of their genes with each parent and sibling. Therefore, if the trait is known to run in the families, there is likely a genetic component to that trait; said traits could be a result of the environment, so family studies are not enough to fully determine heritability
78
Twin Studies
Monozygotic (identical) twins share 100% of their genetics while dizygotic (fraternal) twins share 50%. Therefore, to the extent that genes are influential, identical twins should be more alike than fraternal
79
Adoption Studies
If shared environment is influential, then siblings reared in the same way should be more similar than siblings reared apart from one another
80
Psychoanalytic Perspective (Root of conflicts, How to treat, and Therapy provided)
Root - Unconscious
Treatment - Bring more psychic facts into conscious awareness
Therapy - Psychodynamic psychotherapy
81
Humanistic Perspective (Root of conflicts, How to treat, and Therapy provided)
Root - Conditional positive regard
Treatment - Let client guide process while providing unconditional positive regard
Therapy - Client-Centered Therapy
82
Behavioral Perspective (Root of conflicts, How to treat, and Therapy provided)
Root - Reinforcement and punishment
Treatment - Reinforce better behaviors
Therapy - Behavioral Therapy
83
Social Cognitive Perspective (Root of conflicts, How to treat, and Therapy provided)
Root - Behaviorism + Cognitive and Observation
Treatment - reinforce better thoughts, provide better models
Therapy - Cognitive Behavioral Therapy
84
Motivation
The driving force that causes us to act or behave in certain ways, including instincts, needs, drives, and arousal
85
Instincts - motivation
Unlearned behaviors in fixed patterns throughout a species such as desire, curiosity, and affection
86
Needs - motivation
Biological and higher-level, such as the need for love and belonging
87
Drives - motivation
Urges originating from physiological discomfort, such as hunger pangs or dry throat
88
Arousal - motivation
Restlessness, boredom, and/or curiosity may motivate behavior even when other needs are met
89
Drive-Reduction Theory
A physiological need creates an aroused state that drives an organism to address that need by engaging in some behavior that will reduce the arousal
ex. need to pee when you've gotten in bed
90
Components of Emotion
Physiological (bodily), Cognitive (mental), and Behavioral (action)
91
James-Lange Theory of Emotion
Stimulus -> Physiological Response -> Emotion
-physiological arousal causes emotion
-explains primal emotions
92
Cannon-Bard Theory of Emotion
Stimulus -> Physiological Response AND Emotion simultaneously
- Emotion and physiological arousal happen simultaneously
-discerns between emotions
93
Schachter-Singer Theory of Emotion
"Schachter Two Factor"
Stimulus -> Physiological Response -> Cognitive Interpretation/Appraisal -> Emotion
-Emotion is determined by arousal AND context
-Especially explains complex or mixed emotions, but can be used for any
94
Optimal Arousal Theory (Yerkes-Dodson Law_
There is an optimal level of emotional arousal for performance
95
Universal Emotions
Emotions Expressed by all (normally developing) humans across all cultures
96
6 Universal Emotions
1. Happy
2. Sad
3. Surprised
4. Fear
5. Disgust
6. Anger
97
Opponent-Process Theory
Certain emotions inhibit other emotions
98
Stressors (Good and Bad stress names)
Events that pose a threat to our physical or mental well-being;
Good - eustress
Bad - Distress
99
Types of Stressors
1. Significant life changes - personal events with major impact on our lives; ex. marriage and divorce
2. Catastrophes - unpredictable, large-scale events; ex. natural disasters, war
3. Ambient Stressors - part of ur environment; might operate outside awareness but put stress on our system; ex. noisy environment, dog barking
4. Daily Hassles - everyday irritations in life
100
Hypothalamic-Pituitary-Adrenal (HPA) Axis
Stressor -> Hypothalamus secretes CRH -> Pituitary Gland secretes ACTH -> Adrenal glands secrete cortisol
101
Cognitive Appraisal of Stress
1. Primary Response: initial evaluation that focuses directly on the present threat and determines if it's irrelevant, benign/positive, or dangerous/threatening
2. Secondary Response: Evaluation of our ability to cope with he stressor - damaged is caused and how to deal with the situation
102
Social Support
The perception or reality that one is a member of a supportive network. Support can be emotional, tangible, informational, or companionable. Social support plays a major role in successful stress management
103
Buffering Hypothesis
A model of social support that serves as a protective layer creating psychological distance between a person and stressful events
104
Direct Effects Hypothesis
A model of social support that provides better health and wellness benefits. Healthier people are better able to manage stress
105
General Adaptation Syndrome (GAS)
Can be long or short term; Hans Selye; for any stressful situation, there is an alarm, resistance, and exhaustion phase
106
Cognitive Dissonance
This theory suggests that we feel tension (dissonance) whenever we hold two thoughts or beliefs (cognitions) that are incompatible, or when our attitudes and behaviors don't match
-We're more likely to change attitudes to match our behaviors
107
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