Brainscape's Knowledge GenomeTM

Browse over 1 million classes created by top students, professors, publishers, and experts.


See full index

PSYCH 403: Personality Psychology > Exam 1 > Flashcards

Exam 1 Flashcards

You may prefer our related Brainscape-certified flashcards:
Psychology 101 flashcards GRE® Psychology flashcards AP® Psychology flashcards
1
Q

psychological triad

A

combo of how people think, feel, and behave

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
2
Q

psychological mechanisms

A

processes that are responsible for (or underlie) one’s thoughts, emotions, & behaviors

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
3
Q

personality

A

an individual’s characteristic patterns of thought, emotion, and behavior, together with the psychological mechanisms–hidden or not–behind those patterns

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
4
Q

personality (alt definition)

A

an individual’s unique and relatively consistent patterns of thinking, feeling, and behaving

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
5
Q

major goal of personality psychology

A

to explain the whole person in their daily environment

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
6
Q

basic approaches

A

theoretical views that focus on some phenomena & ignore others (allows to limit what part of personality is studied)

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
7
Q

trait approach

A

how people differ psychologically (conceptualizing, measuring, & examining personality traits over time)

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
8
Q

biological approach

A

understanding the mind in terms of the body (anatomy, physiology, evolution, genetics, etc.)

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
9
Q

psychoanalytic approach

A

focusing on the unconscious mind & internal mental conflict

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
10
Q

phenomenological approach

A

focusing on people’s conscious experiences of the world

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
11
Q

humanistic (phenomenological) approach

A

How conscious awareness produces uniquely human attributes; Understanding meaning & basis of happiness

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
12
Q

cross-cultural (phenomenological) approach

A

how the experience of reality might differ across cultures

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
13
Q

learning approach

A

how behavior changes as a result of rewards, punishments, & other life experiences

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
14
Q

classic behaviorism approach

A

focuses on overt behavior (ex: classical conditioning)

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
15
Q

social learning approach

A

how observation & self-eval determine behavior

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
16
Q

cognitive personality psychology approach

A

focuses on cognitive processes, including perception, memory, & thought

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
17
Q

one big theory (OBT)

A

tries to explain everything with one theory, rather than using multiple to compliment each other

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
18
Q

advantages of basic approaches

A

-Good at addressing specific topics
-Inclusive, interesting, important
-Leads to sensitivity & respect for individual differences
-Other areas of psych may see individual differences as errors

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
19
Q

disadvantages of basic approaches

A

-Poor at addressing other topics or ignores them
-Over-inclusive or unfocused research
-Pigeonholing (putting into a specific category all the time)

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
20
Q

goal of psychology research

A

to continuously improve on tentative answers to scientific questions => thinking & seeking new knowledge => exploring the unknown

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
21
Q

clues

A

observable aspects of personality, such as behaviors, test scores, self-reports, etc

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
22
Q

S-data

A

self-reports

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
23
Q

I-data

A

informant reports

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
24
Q

L-data

A

life outcomes

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
25
Q

B-data

A

behavioral observations

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
26
Q

s-data advantages

A

-High face validity
-Large amount of info
-Access to thoughts, feelings, & intentions
-Definitional truth abt the person
-Causal force (if you believe about self, will likely become true)
-Simple & easy

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
27
Q

face validity

A

when the instrument appears to measure what it is intended to measure

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
28
Q

self-efficacy

A

what you think you are capable of & the kind of person you think you are impacts your goals

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
29
Q

self-verification

A

people work to convince others to treat them in a manner that confirms their self-concepts

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
30
Q

s-data disadvantages

A

-Bias (overly + or -, desire for privacy or faking to look good)
-Error (don’t notice obvious characteristics, distortion of memory, lack of self-insight, carelessness)
-Too simple & too easy

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
31
Q

judgments

A

based on observing people in whatever cone-text they know them from (I-data)

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
32
Q

I-data advantages

A

-Large amount of info
-Real-world bias (not controlled)
-Common sense
-Definitional truth
-Causal force

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
33
Q

I-data disadvantages

A

-Limited behavioral info (may not see in more than 1 context)
-Lack of access to private experience
-Error (more likely to remember extreme & unusual)
-Bias (personal issues/feelings, letter of rec effect for + data, prejudices & stereotypes)

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
34
Q

L-data advantages

A

-Objective & verifiable
-Intrinsic importance (what researcher needs to know & what people want to make an impact on)
-Psychological relevance (affected by & informative of psychological variables)

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
35
Q

L-data disadvantages

A

-Any given outcome can have many causes (multidetermination)
-Hard to obtain

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
36
Q

natural B-data advantages

A

-Realistic

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
37
Q

natural B-data disadvantages

A

-Difficult
-Uncomfortable for subject

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
38
Q

natural B-data

A

Based on real life

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
39
Q

EAR

A

electronically activated recorder

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
40
Q

ambulatory assessment

A

assess behavior, thoughts, & feelings during normal daily activities

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
41
Q

laboratory B-data

A

Experiments, physiological measures

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
42
Q

laboratory B-data advantages

A

-Range of contexts (don’t need to wait for rare events)
-Appearance of objectivity (but subjective judgments still made)

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
43
Q

laboratory B-data disadvantages

A

-Difficult & expensive sometimes
-Uncertain interpretations

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
44
Q

reliability

A

Consistency; Measurements give same info across repeated trials

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
45
Q

measurement error (error variance)

A

cumulative effect of extraneous influences

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
46
Q

factors that undermine reliability

A

-Low precision
-State of participant
-State of experimenter
-Variation in the environment

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
47
Q

How to enhance reliability

A

-Be careful
-Use constant, scripted procedure
-Measure something that is important & engages participants
-Aggregate (average measurements)

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
48
Q

aggregation

A

averaging measurements

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
49
Q

validity

A

degree to which a measurement measures what it is supposed to

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
50
Q

construct validation

A

establish validity of a measure by comparing it to a wide range of other, related measures

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
51
Q

generalizability

A

the degree to which a measurement applies to other tests, situations, or people

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
52
Q

what undermines generalizability

A

-College students vs. Others
-Gender bias
-Shows vs. No-Shows
-Ethnic & cultural diversity

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
53
Q

case-study advantages & disadvantages

A

-Describes whole phenomenon
-Source of ideas
-Sometimes necessary for understanding an individual

-Unknown generalizability

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
54
Q

experimental method

A

establishes the causal relationship between an IV and a DV

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
55
Q

correlational method

A

establishes the relationship of two measured variables as they occur naturally

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
56
Q

third variable problem

A

an observed correlation between 2 variables may be caused by a 3rd

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
57
Q

omnibus inventories

A

measure a wide range of traits

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
58
Q

one-trait measures

A

measure only one trait

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
59
Q

Minnesota multiphasic personality inventory (MMPI)

A

-Designed to be administered by a clinician
-Sometimes used by employers
-Assesses personality traits & psychopathology
-Developed in 40s & has 567 T/F questions
-Validity & clinical sub-scales

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
60
Q

California psychological inventory (CPI)

A

-Designed for those w/o disorders
-Commonly used in workplace
-Developed in 50s
-171 items from MMPI
-Lengthy
-Self-report questionnaire
-Several personality subscales

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
61
Q

projective tests

A

presents a person with ambiguous stimulus & asks them to describe what is seen

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
62
Q

theory about projective tests

A

answers reveal inner psychological needs, feelings, experiences, thought processes, or hidden aspects of the mind

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
63
Q

projective test advantages

A

-Good for breaking ice
-Some skilled clinicians may be able to use them to get info not captured by controlled research

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
64
Q

projective test disadvantages

A

-Validity evidence is scarce
-Expensive & time-consuming
-Cannot be certain of meaning
-Less expensive tests work better
-Sometimes used inappropriately

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
65
Q

objective tests

A

personality test with a list of questions to be answered by the subject as yes or no, true or false, or on a numeric scale (s-data)

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
66
Q

rational method of objective test construction

A

Write items that seem directly, obviously, and rationally related to concept being measured
-Less systematic
-Items must mean same thing to creator & taker
-Need to be valid indicators/measures

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
67
Q

factor analytic method of objective test construction

A

identifies group of items that seem to have something in common

Steps:
-Generate long list
-Administer to a large number of people
-Analyze w/factor analysis
-Interpret commonality & meaning of items that group together

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
68
Q

empirical method of objective test construction

A

identify items based on how people of a pre-identified group respond

Steps:
-Gather a lot of items
-Have a sample that’s already divided into groups
-Administer test
-Compare the answers of the groups
-Cross-validate

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
69
Q

null hypothesis significance testing (NHST)

A

traditional method of statistical analysis in psychology

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
70
Q

null hypothesis

A

possibility if there is no result/connection

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
71
Q

statistical significance

A

result that would only occur by chance less than 5% of the time (p-level < 0.05)

72
Q

p-level

A

probability level of obtaining a result from a statistical test is no difference between groups or no relationship between variables

73
Q

problems with NHST

A

-Logical is difficult to understand
-Criterion for significance is arbitrary rule of thumb
-Nonsignificant doesn’t = no result
-Only provides info for type 1 error

74
Q

Type I error (false positive)

A

deciding one variable has an effect on another variable when it truly doesn’t

75
Q

Type II error (false negative)

A

Deciding one variable doesn’t have an effect on another variable when it truly does

76
Q

effect size

A

index of the magnitude/strength of the relationship between variables

77
Q

correlation coefficient (r)

A

common measure of effect (between -1 & 1)

78
Q

replication

A

doing the study again to see if the same results can be repeated with different participants in a different lab (improves reliability)

79
Q

publication bias

A

studies with strong results are more likely to be published than those with weak results => makes effects seem stronger than they are in literature

80
Q

incentive system

A

researchers who published in best journals, often with the “flashiest” results, and had most publications => best jobs & won awards

81
Q

p-hacking

A

hacking around in one’s data until one finds the necessary degree of statistical significance that allows one’s findings to be published

82
Q

How to make research more dependable

A

-Pretest to ensure valid measures
-Large number of Ps
-Share data
-Disclose all methods
-Report studies that don’t “work”
-Don’t regard one study as conclusive proof
-Change incentive system

83
Q

open science center

A

goal to increase openness, integrity, & the reproducibility of science; encourages pre-registration

84
Q

confirmatory research

A

have a hypothesis in advance to test the soundness of the theory

85
Q

exploratory research

A

if data is freely available, you and others can explore and discover new things

86
Q

ethical issues

A

Need to know how personality scores will be used (learning, helping, selection)

87
Q

trait approach explanation

A

-Relies on correlational designs
-Focuses on individual differences
-Traits are the building blocks of personality
-People are inconsistent

88
Q

person-situation debate issues

A

Can a person’s personality transcend the immediate context & provide consistent guidance for actions?

Our intuition is that people have personalities.

Why do psychologists continue to argue the consistency of personality?

89
Q

situationism

A

belief that behavior is largely driven by the situation, & that personality is relatively unimportant; traits can’t be used to predict behavior w/enough accuracy to be useful

90
Q

the big five

A

openness, conscientiousness, extraversion, agreeableness, neuroticism

91
Q

interactionism

A

persons & situations are constantly interacting with each other to produce behavior

92
Q

human nature (situationist vs. personality)

A

Situationism:
-Free to do whatever & personality doesn’t drive behavior
-Everyone is equal & differences are a function of the situation

Personality:
-Behavior partly determined by personality
-Some people are more likely to have negative outcomes
-Everyone is unique
-People can develop consistent identities

93
Q

consequences of everyday personality judgements

A

-Impact opportunities
-Expectancies (behavior influenced by how people expect us to act)

94
Q

School expectancy effects

A

Climate => Warmer attitude of teacher
Feedback => More differentiated feedback that depends on whether the response is correct
Input => Teachers teach more difficult material
Output => Extra opportunities for students to show what they know

95
Q

expectancy effects in real life

A

-Real test results (performance)
-Observations of performance
-Observations of behavior
-Information from acquaintances

96
Q

convergent validity

A

several characteristics converge to improve confidence

97
Q

interjudge agreement

A

the degree to which 2 or more judges of the same person provide the same personality descriptions

98
Q

behavioral prediction (predictive validity)

A

the degree to which a judgment converges with future info & can accurately predict behavior

99
Q

faces & first impressions

A

Best for extraversion, conscientiousness, and openness (better than r = .30)

For male faces => Agreeableness, extraversion, neuroticism

100
Q

moderator variable

A

affects or changes the relationship between two other variables

101
Q

moderators of accuracy

A

variables that change the correlation between a personality judgment & its criterion (for accuracy)

judge, target, trait, & information

102
Q

characteristics of good judges

A

-Women slightly more accurate
-High in communion
-Emphasize interpersonal connections
-Judges & describes people favorably
-Socially sensitive, agreeable, high empathetic concern
-Open, positive, expressive, socially skilled
-Well adjusted
-Low on dark triad traits

103
Q

judgability

A

how accurately a person is typically judged by others

104
Q

judgability is related to

A

-Stable, well-organized, consistent behavior
-Extraverted & agreeable
-Well-adjusted
-Psychological health & happiness

105
Q

self-monitoring

A

personality trait where people regulate their behavior & presentation of their self based on the social situation

106
Q

best traits

A

easy to observe (highly visible)

107
Q

sociosexuality

A

individuals likely to engage in sexual behavior w/those they don’t know well (evolutionary basis for judgment of traits)

108
Q

amount of information

A

-More is better
-More accurate if know someone longer
-Impacts accuracy, but not consensus

109
Q

target-judge accuracy

A

how similar a judge’s rating is compared to the target’s rating

110
Q

consensus

A

interjudge agreement

111
Q

quality of information

A

-When person talks about thoughts and feelings => Higher agreement with rating from self/close friends
-Unstructured situations give more accurate judgments
-People do different things in weak situations, but strong situations restrict what they can do
-Difficult/emotionally-arousing situations allow for more information

112
Q

realistic accuracy model (RAM) stages

A

Relevance => Informative to the trait being judged
Availability => In a manner & place that the judge can see it
Detection => Judge notices the info
Utilization => Accurately remembers & correctly interprets information

113
Q

self-knowledge

A

-Hallmark of mental health (good decisions on important issues, wise enough to see world as it is & self)

114
Q

improving self-knowledge

A

-Introspection
-Seek feedback from others
-Observe your own behavior
-May be limited by family and/or culture

115
Q

barnum (forer) effect

A

uses vague statements that are true for most people and often positive

116
Q

true about traits

A

-Characterize average behavior across time & situations
-Can be used to predict behavior & important life outcomes

117
Q

density distribution

A

differences in behaviors & states over time & situations

118
Q

single-trait approach

A

what people with a certain personality trait do (links a trait to many behaviors)

119
Q

Self-monitors (high vs. low)

A

High:
-Look for cues on how to act
-Difficult to accurately judge
-Described as skilled in social techniques
-Talkative
-Self-dramatizing
-Better in job interviews
-More willingness to live

Low:
-More consistent
-More guided by inner personality
-Easier to judge accurately
-Described as distrustful, perfectionists, touchy, & irritable
-Some correlations w/mental illness

120
Q

narcissism

A

escessive self-love

121
Q

behaviors & attributes of narcissists

A

-Aggressive when positive self-view threatened
-Take frustrations out on others when rejected
-Don’t handle failure well
-Argue & swear a lot

122
Q

associated traits of narcissism

A

Charm, good first impressions, leadership/authority, self-confidence, charisma, popularity, power, life satisfaction

123
Q

many-trait approach

A

What types of people do a certain behavior (one behavior to many traits/people)

124
Q

essential-trait approach

A

which traits are most important?

125
Q

lexical hypothesis

A

important aspects of life will be labeled with words (if truly important & universal, there will be many words in all languages)

126
Q

Openness (to experience, etc.)

A

-Most controversial
-Creative, imaginative, open-minded, clever, perceptive, original, intelligent, curious
-Most unlikely to replicate

127
Q

downsides of openness

A

-Susceptible to believing incorrect info
-Over-claim what they know
-Believe in the existence of scientifically unsupported phenomena
-More risk for substance abuse

128
Q

Conscientiousness

A

-Dutiful, careful, rule-abiding, ambitious, responsible, trustworthy
-Observed in non-human animals

129
Q

downsides of conscientiousness

A

-Prone to guilt
-Suffer psychologically if unemployed
-Can be “unpopular” (rigid)
-Less creative (rule-followers)
-Conforming
-Obedient

130
Q

extraversion

A

-Active, outspoken, dominant, ambitious, hard-working, assertive
-Powerfully influences behavior (can be tiresome to be less extraverted/more introverted)
-Sensitive to rewards
-Experience more positive emotions

131
Q

downsides of extraversion

A

-“Stolen away” from partners
-Argumentative
-Controlling
-Poor time management
-At risk of being overweight
-May be viewed as annoying

132
Q

agreeableness

A

-Cooperative, warm, loving, likable, compassionate, moral, trustworthy, modes
-Women tend to be more than men (socialization)
-Psychologically well-adjusted
-More peer acceptance & dating satisfaction
-Unlikely to engage in criminal behavior

133
Q

downsides of agreeableness

A

-Too conforming
-High on “friendly compliance”
-Worry about what others think

134
Q

Neuroticism (descriptors/downsides)

A

-React negatively to stressful events
-Sensitive to social threats (rejection)
-Ineffective problem solving
-More negative emotions
-Anxiety & depression
-Impulsivity
-Complaining
-Struggle to handle criticism
-Feel oppressed
-More likely to experience illness
-Relationship conflict
-Undesirable life outcomes
-Perfectionism

135
Q

orthogonality

A

expect construct to be independent of others (big five isn’t entirely)

136
Q

emotional intelligence

A

ability to understand & regulate own emotions & understand the feelings of others

137
Q

typological approach

A

the structure of traits across individuals is not the same thing as the structure of personality within a person (important differences may be qualitative rather than quantitative)

138
Q

typological replicable personality types

A

Well-adjusted, maladjusted over-controlling, & maladjusted under-controlling

139
Q

myers-briggs type indicator

A

-Popular
-Barnum effect
-Not useful for life outcomes
-Based on normally distributed scores
-Not reliable

140
Q

rank-order consistency

A

people tend to maintain the ways in which they are different from others their age

141
Q

Causes of stability

A

-Temperament associated with adult traits
-Physical factors
-Environmental factors
-Birth order
-Early adverse experiences
-Early positive experiences
-Person-environment interactions
-Cumulative continuity principle
-Psychological maturity

142
Q

temperament

A

personality of young children

143
Q

heterotypic continuity

A

temperament/personality stays the same with age (but behaviors change with age)

144
Q

birth order evidence

A

Small effects, but may suggest that parents treat first child differently than younger children

145
Q

person-environment interactions

A

people tend to respond to, seek out, & create environments that are compatible with their personality traits

146
Q

active person-environment interactions

A

person seeks out compatible environments & avoids incompatible ones

147
Q

reactive person-environment interactions

A

different people respond differently to the same situations

148
Q

evocative person-environment interactions

A

aspects of an individual’s personality lead to behavior that changes the situation

149
Q

cumulative continuity principle

A

individual differences in personality become more consistent with age (environment becomes more stable)

150
Q

psychological maturity

A

behavioral consistency in traits that help one fulfill adult roles

151
Q

as age, more likely to develop greater:

A

self-control, interpersonal sensitivity, emotional stability

152
Q

personality development

A

change in the mean level of a personality trait over time

153
Q

cross-sectional studies

A

survey people at different ages

154
Q

cohort effects

A

people of different ages may differ because they grew up in different social (& sometimes physical) environments => Age differences in cross-sectional studies

155
Q

longitudinal studies

A

study the same people through many years

156
Q

causes of personality development

A

-Physical development & changes in strength
-Increases in intelligence & linguistic abilities
-Hormone-level changes
-Changes in social roles & responsibilities

157
Q

social clock

A

systematic changes in the demands made on a person over the years

158
Q

social clock study

A

showed higher life satisfaction when following either social clock > following neither

159
Q

narrative identity

A

the story you tell about your life

160
Q

actor (narrative identity)

A

develop social skills, traits, & roles in society (infancy)

161
Q

agent (narrative identity)

A

guided by goals & values; plan for future to align with desired outcomes (~5)

162
Q

author (narrative identity)

A

able to tell life story (~20)

163
Q

socioemotional selectivity theory

A

Goals change across the lifespan
-Younger = prep for future
-Older = emotionally meaningful things

related to changes in social roles & perspectives

164
Q

Why does personality change?

A

-Desire (usually in socially desirable direction)
-Make life better

165
Q

methods of personality change

A

-Psychotherapy
-General interventions
-Targeted interventions
-Life experiences

166
Q

psychotherapy

A

Can produce long-term behavior changes (emotional stability & extraversion), but may have downsides (increases chronic stress, depression, neuroticism)

167
Q

General interventions

A

-Usually aimed at important outcomes
-Some evidence that intensive programs can be successful

168
Q

targeted interventions

A

-Address specific personality traits
-Openness => puzzles for older adults, opera & museums for all ages
-Stress tolerance & defensiveness => Self-affirmations about values
-Neuroticism => reduce risk for anxiety disorders, parents taught techniques
-Narcissism => Decreased when told to take other’s perspective
-Self-control => Increases with meditation, relaxation, different thinking

169
Q

Self-affirmation interventions

A

to maintain a positive view in the face of some threatening info, you will think about other things in life that you value

170
Q

sociogenomic trait intervention model

A

intended to change lots of behaviors at the same time by changing a trait (push outside comfort zone until automatic)

171
Q

obstacles to change:

A

-Need to see a reason to change
-Takes effort
-Blaming negative experiences & failures on external factors, rather than own personality
-People like consistency & predictability

172
Q

maturity principle

A

people become better equipped to deal with the demands of life as they acquire experience & skills

173
Q

plasticity principle

A

personality can change at any time

174
Q

role continuity principle

A

taking on roles can lead to personality being consistent over time

175
Q

identity development principle

A

seek to develop a stable sense of who they are & strive to act consistently with self-view

176
Q

social investment principle

A

changing social roles at different stages of life can cause personality to change

177
Q

corresponsive principle

A

person-environment interactions can cause personality traits to remain consistent or even magnify over time

PSYCH 403: Personality Psychology (3 decks)

Brainscape helps you reach your goals faster, through stronger study habits.
© 2024 Bold Learning Solutions. Terms and Conditions