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MCAT PSYCH/SOC > Class 4 - Personality and Behavior > Flashcards

Class 4 - Personality and Behavior Flashcards

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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

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2
Q

7 Perspectives on Personality

A
  1. Life Course Perspective
  2. Psychoanalytic Perspective
  3. Humanist Perspective
  4. Behaviorist Perspective
  5. Social Cognitive Perspective
  6. Trait Perspective
  7. Biological Perspective
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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)

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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

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5
Q

Main Psychoanalytic Theorist

A

Sigmund Freud

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6
Q

The mind is divided in to which 3 states?

A
  1. Conscious
  2. Preconscious
  3. Unconscious
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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

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8
Q

Freud says there are 3 parts to the human psyche:

A
  1. Id - primitive parts of ourselves, wants what it wants; fears, selfish needs, violent urges, sexual desires
  2. Ego - mediates between the two; logic, memories
  3. Superego - ideal version of lives; very self-critical; values, thoughts, perceptions
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9
Q

Conversion Disorder

A

Repressed emotions manifest as physical symptoms

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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

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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

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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

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13
Q

Freud’s Psychosexual Stages of Development

A
  1. Oral
  2. Anal
  3. Phallic
  4. Latency
  5. Genital
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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)

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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)

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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

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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

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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

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19
Q

Who is the Psychoanalytic Theorist that took Freud’s theories further

A

Erik Erikson

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20
Q

Erik Erikson

A

Modified Freud’s theories to include social and interpersonal facts and added additional stages through adulthood

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21
Q

Two Most Important Psychoanalytic Thinkers

A

Sigmund Freud and Erik Erikson

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22
Q

Erikson’s psychosocial stages of development:

A
  1. Trust vs. Mistrust
  2. Autonomy vs. Shame and Doubt
  3. Initiative vs. Guilt
  4. Industry vs. Inferiority
  5. Identity vs. Role Confusion
  6. Intimacy vs. Isolation
  7. Generativity vs. Stagnation
  8. Integrity vs. Despair
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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

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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

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25
Q

Initiative vs. Guilt Stage (Age and Outcomes)

A

Age - Preschool Age
Outcomes -
Initiative: Children achieve purpose
Guilt: Children are thwarted for their efforts

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26
Q

Industry vs. Inferiority Stage (Age and Outcomes)

A

Age - School Age
Outcome -
Industry: Children gain competence
Inferiority: Children feel incompetent

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27
Q

Identity vs. Role Confusion Stage (Age and Outcomes)

A

Age - Adolescence
Outcomes -
Identity: Adolescents learn sense of self
Role Confusion: Adolescents lack own identity

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28
Q

Intimacy vs. Isolation (Age and Outcomes)

A

Age - Young Adulthood
Outcomes -
Intimacy: Young adults develop mature relationships
Isolation: Young adults are unable to create social ties

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29
Q

Generativity vs. Stagnation (Age and Outcomes)

A

Age - Middle Age
Outcomes -
Generativity: Adults contribute to others/society
Stagnation: Adults feel that life is meaningless

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30
Q

Integrity vs. Despair (Age and Outcomes)

A

Age - Later life
Outcomes -
Integrity: Adults develop wisdom over lifetime
Despair: Adults feel unaccomplished

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31
Q

Do Erikson and Freud believe each stage must be successfully resolved to move on to the next?

A

No; you can move on but you will have baggage

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32
Q

Behaviorist Perspective

A

Personality is a result of learned behavior patterns based on our environment; include classical and operant conditioning

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33
Q

Behaviorist Theorist

A

B.F. Skinner

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34
Q

B.F. Skinner asserts that:

A

-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

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35
Q

Humanist Perspective

A

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

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36
Q

Humanist Theorists

A

Carl Rogers and Abraham Maslow

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37
Q

Carl Rogers asserted that

A

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

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38
Q

Real vs Ideal Self

A

Who you are vs what you could be or what you want to be

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39
Q

Active Listening

A

In client centered therapy, acknowledging what someone is saying

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40
Q

Client-Centered Therapy

A

Previously, therapists led therapy sessions, but after Carl Rogers, therapists started listening to clients and responding

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41
Q

Abraham Maslow

A

Sought to explain human behavior as motivated by a hierarchy of needs; Developed hierarchy of needs pyramid

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42
Q

Maslow’s pyramid suggests:

A

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

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43
Q

5 Levels of the Hierarchy of Needs Pyramid

A
  1. Physiological needs
  2. Safety needs
  3. Love and Belonging
  4. Esteem needs
  5. Self-Actualization
44
Q

Social Cognitive Perspective

A

Personality is the result of reciprocal interactions among behavior, cognitive, and environmental factors

45
Q

Social Cognitive Theorist

A

Albert Bandura

46
Q

Albert Bandura asserts that:

A

-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
Q

Observational Learning

A

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
Q

Famous Albert Bandura Experiment

A

Bobo Doll Experiment

49
Q

Vicarious reinforcement

A

Children were more likely to imitate behaviors they were rewarded for

50
Q

Bobo Doll Experimental Design

A

-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
Q

Trait Perspective

A

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
Q

Cardinal Traits

A

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
Q

Central Traits

A

General characteristics that form the basic foundations of personality and describe people across different situations; default traits
ex. shy, outgoing

54
Q

Secondary Traits

A

Sometimes related to attitudes or preferences; these characteristics are dependent on the situation;
ex. impatience when driving

55
Q

Big 5 Personality Traits

A

OCEAN
1. O- Openness to Experience
2. C- Conscientiousness
3. E- Extraversion
4. A- Agreeableness
5. N- Neuroticism

56
Q

Openness (High and Low level of the trait)

A

High - Embrace new ideas, experiences; values differences in people
Low - Prefers familiarity over novelty; conservative; resistant to change
Med students in mid-range

57
Q

Conscientiousness (High and Low level of the trait)

A

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
Q

Extraversion (High and Low level of the trait)

A

High - Gregarious; outgoing; energized by social gatherings
Low - Prefers solitary activities; drained by social events
Med students in high range

59
Q

Agreeableness (High and Low level of the trait)

A

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
Q

Neuroticism (High and Low level of the trait)

A

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
Q

Trait Theory (Eysenck)

A

Proposed that genetics primarily determine personality

62
Q

Hans Eysenck asserts that:

A

-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
Q

Temperament and heritability studies provide:

A

Evidence for a genetic contribution to traits and personality

64
Q

High Neuroticism, High Extraversion Personality

A

Choleric

65
Q

Low Neuroticism, High Extraversion Personality

A

Sanguine

66
Q

High Neuroticism, High Introversion Personality

A

Melancholic

67
Q

Low Neuroticism, High Introversion Personality

A

Phlegmatic

68
Q

Biological Perspective

A

Personality is the result of individual differences in brain biology

69
Q

Neuroticism is linked to what biological structure

A

Amygdala size

70
Q

Delay of gratification and long-term planning is correlated with which biological structure

A

Anterior cingulate cortex density

71
Q

“lack of morality” can be caused by damage to what biological structure (Phinneas Gage)

A

Pre-frontal Cortex

72
Q

Behavioral Genetics

A

A field in which variation among individuals is separated into genetic vs environmental components

73
Q

Nature vs. Nurture

A

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
Q

Shared Environment

A

The environment shared by siblings reared in the same family

75
Q

Non-shared/Unique Environment

A

The environment unique to the individual

76
Q

Heritability

A

A metric used to determine how much of a variation is caused by genetic differences

77
Q

Family Studies

A

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
Q

Twin Studies

A

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
Q

Adoption Studies

A

If shared environment is influential, then siblings reared in the same way should be more similar than siblings reared apart from one another

80
Q

Psychoanalytic Perspective (Root of conflicts, How to treat, and Therapy provided)

A

Root - Unconscious
Treatment - Bring more psychic facts into conscious awareness
Therapy - Psychodynamic psychotherapy

81
Q

Humanistic Perspective (Root of conflicts, How to treat, and Therapy provided)

A

Root - Conditional positive regard
Treatment - Let client guide process while providing unconditional positive regard
Therapy - Client-Centered Therapy

82
Q

Behavioral Perspective (Root of conflicts, How to treat, and Therapy provided)

A

Root - Reinforcement and punishment
Treatment - Reinforce better behaviors
Therapy - Behavioral Therapy

83
Q

Social Cognitive Perspective (Root of conflicts, How to treat, and Therapy provided)

A

Root - Behaviorism + Cognitive and Observation
Treatment - reinforce better thoughts, provide better models
Therapy - Cognitive Behavioral Therapy

84
Q

Motivation

A

The driving force that causes us to act or behave in certain ways, including instincts, needs, drives, and arousal

85
Q

Instincts - motivation

A

Unlearned behaviors in fixed patterns throughout a species such as desire, curiosity, and affection

86
Q

Needs - motivation

A

Biological and higher-level, such as the need for love and belonging

87
Q

Drives - motivation

A

Urges originating from physiological discomfort, such as hunger pangs or dry throat

88
Q

Arousal - motivation

A

Restlessness, boredom, and/or curiosity may motivate behavior even when other needs are met

89
Q

Drive-Reduction Theory

A

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
Q

Components of Emotion

A

Physiological (bodily), Cognitive (mental), and Behavioral (action)

91
Q

James-Lange Theory of Emotion

A

Stimulus -> Physiological Response -> Emotion
-physiological arousal causes emotion
-explains primal emotions

92
Q

Cannon-Bard Theory of Emotion

A

Stimulus -> Physiological Response AND Emotion simultaneously
- Emotion and physiological arousal happen simultaneously
-discerns between emotions

93
Q

Schachter-Singer Theory of Emotion

A

“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
Q

Optimal Arousal Theory (Yerkes-Dodson Law_

A

There is an optimal level of emotional arousal for performance

95
Q

Universal Emotions

A

Emotions Expressed by all (normally developing) humans across all cultures

96
Q

6 Universal Emotions

A
  1. Happy
  2. Sad
  3. Surprised
  4. Fear
  5. Disgust
  6. Anger
97
Q

Opponent-Process Theory

A

Certain emotions inhibit other emotions

98
Q

Stressors (Good and Bad stress names)

A

Events that pose a threat to our physical or mental well-being;
Good - eustress
Bad - Distress

99
Q

Types of Stressors

A
  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
Q

Hypothalamic-Pituitary-Adrenal (HPA) Axis

A

Stressor -> Hypothalamus secretes CRH -> Pituitary Gland secretes ACTH -> Adrenal glands secrete cortisol

101
Q

Cognitive Appraisal of Stress

A
  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
Q

Social Support

A

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
Q

Buffering Hypothesis

A

A model of social support that serves as a protective layer creating psychological distance between a person and stressful events

104
Q

Direct Effects Hypothesis

A

A model of social support that provides better health and wellness benefits. Healthier people are better able to manage stress

105
Q

General Adaptation Syndrome (GAS)

A

Can be long or short term; Hans Selye; for any stressful situation, there is an alarm, resistance, and exhaustion phase

106
Q

Cognitive Dissonance

A

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
Q

e

A

e

MCAT PSYCH/SOC (7 decks)

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