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personality > exam #1 > Flashcards

exam #1 Flashcards

1
Q

trait-descriptive adjectives

A

adjectives that can be used to describe characteristics of people

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2
Q

authors of first textbooks on personality

A

Allport and Murray

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3
Q

personality definition

A

-characteristic patterns of feeling, thinking and behaving
-set of organized and relatively enduring psychological traits and mechanisms within the individual that influence interactions with the intrapsychic, physical, and social environments

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4
Q

psych traits def

A

characteristics that describe ways in which people are different from each other

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5
Q

average tendencies def

A

typical behaviors that tend to arise from traits

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6
Q

uses of personality

A

describes, explains, and predicts differences among individuals

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7
Q

psych mechanisms

A

like traits, but involve information processing activity
-contain inputs, decision rules, and outputs
-ex: danger-> if courageous, face it; if not, run -> confront danger or run

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8
Q

how many traits and psych mechanisms are activated at a time

A

only a few; usually only activated under particular circumstances

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9
Q

within the individual

A

personality is something a person carries with them over time and from one situation to the next (personality is still influenced by the envt, but we still carry the same traits throughout time
-traits tell us how to behave certain ways and face challenges

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10
Q

organized (traits)

A

mechanisms and traits are linked to one another; contain decision rules that govern which needs or motives are activated, depending on circumstances

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11
Q

enduring (traits)

A

traits are somewhat consistent over situations

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12
Q

states vs traits

A

states: only apply to the current situation, not a consistent trait
-some situations can still overpower expression of a trait

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13
Q

influential forces

A

traits and mechanisms can have an effect on people’s lives; influences out actions, opinions, etc

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14
Q

person-environment interaction 4 parts

A

-perceptions: how we interpret the environment
-selection: the manner in which we choose situations to enter
-evocations: reactions we produce in others, usually unintentionally
-manipulations: how we intentionally attempt to influence others

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15
Q

adaptations in personality

A

accomplishing goals, coping, adjusting, and dealing with the challenges and problems we face through life

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16
Q

the environment and personality

A

-physical: direct threats to survival (ex: natural disasters, food shortages)
-social: need to be a certain type of person to get friends, jobs, etc
-certain types of people will be more drawn to environments where they will have more opportunities

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17
Q

intrapsychic

A

environment within the mind
-collection of memories, dreams, fantasies, etc

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18
Q

three levels of personality analysis

A

we are all:
1. like all others (human nature: ex- needing love)
2. like some others (individual and group differences: ex- needing to belong)
3. like no others (individual uniqueness: ex- one person’s unique way of expressing love)

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19
Q

individual differences vs differences among groups

A

ind: extravert vs intravert, etc
groups: men vs women, etc.

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20
Q

nomothetic research

A

statistical comparisons of individuals or groups, requiring samples of participants to conduct research on

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21
Q

idiographic research

A

focuses on one person, try to observe general principles in a single life over time

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22
Q

6 domains of knowledge about human nature

A
  1. disposition
  2. biological
  3. intrapsychic
  4. cognitive-experiential
  5. social and cultural
  6. adjustment
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23
Q

dispositional domain of knowledge

A

how individuals differ from each other, their concepts of self, and how these differences develop and are maintained

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24
Q

biological domain of knowledge

A

genetics behind personality differences, psychophysiology, and evolution; examine the collection of biological systems, in a person and see how they influence behavior, thought, emotion

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25
Q

intrapsychic domain of knowledge

A

unconscious, mental mechanisms that operate outside of awareness (ex: sexual and aggressive motives, defense mechanisms, power motives)

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26
Q

cognitive-experiential domain of knowledge

A

thought processes and subjective experience (ex: conscious feelings and beliefs); approach personality through the personal projects/ tasks that the person is trying to accomplish

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27
Q

social and cultural domain of knowledge

A

what social and cultural factor effect us (ex: religion and gender)

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28
Q

adjustment domain

A

personality changes how we cope, adapt, adjust to everyday events (ex: physical and mental health issues)

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29
Q

personality psych

A

study of the whole person (human nature, individual differences, individual uniqueness), using an organization of traits that allows us to separate them

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30
Q

personality psych vs social psych

A

both: understand human nature and individual differences
dif: understand situation and envt

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31
Q

personality psych vs developmental psych

A

both about origins and change

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32
Q

personality psych vs clinical psych

A

“personality gone awry”
-describe how people are and use to predict behavior
-if personality is the person, and the person is suffering, personality is a functional part of the person

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33
Q

what can personality impact?

A

job, relationship, school, health

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34
Q

evolutionary theory

A

natural selection (Darwin)

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35
Q

psychoanalytic theory

A

Freud; most ambiguous attempt at a grand unifying theory of personality but actually lacks this

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36
Q

grand theories approach

A

all theories from Freud on; uses six domains of knowledge

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37
Q

contemporary approach

A

current ideas and problems; focus on ways that individuals and groups differ

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38
Q

perspectives of personality psych

A

biological, psychodynamic, learning, humanistic, cognitive

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39
Q

comprehensiveness of a theory

A

does the theory explain all of the facts and observations within the domain (a broad range of phenomena)?

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40
Q

heuristic value

A

does the theory provide a guide for new discoveries?

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41
Q

testability (useful/ generative)

A

does the theory provide precise predictions that can be tested empirically (with observations or experience)?
-allows other theories to be thrown out via falsification

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42
Q

criticisms of Freud’s theory

A

no testability for the intrapsychic aspects

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43
Q

parsimony

A

does the theory contain few premises and assumptions?

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44
Q

compatibility and integration across domains and levels in a theory

A

is there other evidence that can disprove the theory? (ex: is is consistent with physiology knowledge?)
-rarely used to evaluate theories

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45
Q

coherent/ internally consistent

A

not self-contradictory

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46
Q

self report (S data) types

A

-interviews
-questionnaires (particularly in forms of statements) (Likert scale: 1-7 point scale of rating what term describes someone)
-individual reports

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47
Q

pros and cons of self report data

A

pros: people have access to information about themselves that others don’t (ex: their own feelings, things they don’t share with others), efficient, most people are familiar with it
cons: response biases, limits to types of questions that can be asked, not always honest

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48
Q

types of response bias

A

-central tendency (same answer across people to fit in)
-acquiescence (tendency to say yes)
-social desirability (answering one way to seem socially adept)

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49
Q

structured vs unstructured questions

A

unstructured: open-ended (ex: tell me about your favorite…)
structured: true or false statements

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50
Q

attempted improvements to self report data flaws

A

-“bogus pipeline”: use fake polygraph to get people to respond truthfully
-anonymity (sometimes makes people more likely to admit things)
-measuring social desirability of answers

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51
Q

Funder’s fourth law

A

there are only two kinds of data: terrible data (ambiguous, misleading, incomplete, etc) or no data

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52
Q

observer report data (o data)

A

information provided by an acquaintance or trained observer; info from impressions other have of us

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53
Q

pros and cons of observer reports

A

pros: other people might know you best and be more honest about you, can discuss your reputation, interactions with others, can use multiple observers
cons: biased, can be up to the person’s interpretation and can say untrue things, observations limited by the context of the experiment

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54
Q

two strategies to select observers for observer reports

A

1- use professionals who don’t know the participant
2- use people who do know them (may be able to observe natural behavior better and see multiple personalities when the person is with certain groups of people, but may be biased and overlook certain features)

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55
Q

attempted improvements of observer data flaws

A

-using multiple observers to compare results (inter-rater reliability)

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56
Q

naturalistic observation

A

observers witness events that occur in the normal course of the participant’s life
-allows researchers to see more realistic contexts of the person’s life, but can’t manipulate every scenario

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57
Q

artificial observation

A

participants asked to perform a task and are observed
-can control certain scenarios, but isn’t realistic to everyday life

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58
Q

test data (T data)

A

place in standardized testing situation to see response differences to others in an identical scenario
ex: projective tests (inkblots), implicit association test, mechanical devices, electronic and internet devices

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59
Q

pros of test data

A

-objectivity in some cases
-all context control and eliminates outside sources of information
-designed to elicit behavior difficult to observe in daily life
-allows specific hypotheses to be tested

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60
Q

cons of test data

A

-uncertain interpretations
-can guess what traits are being measured and act in or out of accordance
-may not actually be measuring what’s being tested
-interpersonal: researcher may inadvertently influence the participants

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61
Q

mechanical recording devices example

A

actometer: assess personality differences in activity or energy level by measuring movement
-can be used in realistic settings, but don’t directly measure personality

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62
Q

electronic and internet recording devices

A

ex: using sensors to measure heart rate, bp, etc. to see if physiological changes can be an indicator of personality (ex: lower startle response and heart rate/ anxiety response in psychopaths)
fMRI to observe brain changes
-can be difficult to fake responses, but not realistic to everyday life

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63
Q

projective techniques

A

given stimulus and asked what do you see, supposed to revel about personality by projecting their views or world, etc onto the stimulus, but may not be valid or reliable

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64
Q

life record/ life outcome data (L data)

A

info from events, activities, and outcomes in a person’s life that’s available to the public
-ex: educational records, criminal records, employment, social media
-can predicted from s-data and o-data of someone’s early life

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65
Q

pros and cons of life records data

A

pros: relevant, important, objective, little bias, just facts
cons: potentially misleading, heterogeneously determined (may be extenuating circumstances that cause certain things to happen in someone’s life

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66
Q

issues in personality assessment: links among various data sources

A

agreement across data sources doesn’t always happen with traits that aren’t as easy to see, and may doesn’t always signify error in measurement (just differences in experience), but can help point out discrepancies and rule out bad theories

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67
Q

fallibility of personality measurement

A

-flaws in almost every measure of personality used

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68
Q

triangulation

A

if an effect is found, does the effect occur when it’s measured with other forms of data reports?

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69
Q

why are physiological measures reliable but not valid?

A

measures the true level of the trait being measured, but may have nothing to do with personality

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70
Q

reliability

A

how consistent the results of the measure are

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71
Q

how to measure reliability?

A

-repeated measurement (test-retest reliability)
-internal consistency: if the items in a test all correlate with each other
-inter-rater reliability: different observers in a test agree with each other

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72
Q

non content responding

A

when a question is asked about behavior, some people respond on a different basis to what’s being asked

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73
Q

types of response sets

A

-noncontent responding
-acquiescence
-extreme responding
-social desirability

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74
Q

extreme responding

A

tendency to give endpoint responses (ex: strongly agree)

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75
Q

social desirability

A

tendency to answer items in a way that comes across as socially attractive or likable

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76
Q

how to approach social desirability response sets

A

-assume responses are deceptive, measure it, and remove it from data
-word questionnaires differently
-forced choice questionnaire: asked which statement is more true to them

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77
Q

validity

A

-the extent that the test measures what it claims to measure

78
Q

face validity

A

does the test appear to measure what it’s supposed to (ex: do you perform manipulative acts when you’re trying to measure manipulation?)

79
Q

predictive/ criterion validity

A

does the test predict the criteria external to the test? (ex: if you’re measuring consciousness, do people follow the rules, be on time, etc?)

80
Q

convergent validity

A

does the test correlate with other measures that it should correlate with? (ex: does a self-report measure correspond with peer judgements of the measure?)

81
Q

discriminant validity

A

does the test not correlate with measures it shouldn’t correlate with? (ex: if measuring life satisfaction, can you discriminate between if you’re measuring satisfaction vs social desirability?)

82
Q

construct validity

A

does the test measure what it claims to measure? ie. does it converge with other measures of the same construct, relate to other variables that it should, and not relate to those it shouldn’t

83
Q

support of construct validity

A

nomological networks: relationships converge on the interpretation that the measurement is valid

84
Q

generalizability validity

A

the degree that a measure retains its validity across various contexts (ex: does the results of a questionnaire stay similar if asked to different groups of people?)

85
Q

what do experimental methods do

A

determine causality (find if one variable influences another variable)

86
Q

key elements of good experimental designs

A

1- manipulation of one or more variables
2-random assignment

87
Q

manipulation of variables benefits and process

A

-you know what order the results come in
-some people get variable, others don’t

88
Q

random assignment benefits and process

A

-eliminate confounds: any characteristic that could relate should be even across groups
-can have multiple experimental groups
-ensure all groups are the same
-randomly assign some people control and others experimental

89
Q

counterbalancing

A

-get equivalence by giving one group control one time, and experimental the next time
-used in a within-participant design

90
Q

standard deviation

A

measure of variability within each condition

91
Q

correlational studies

A

is there a relationship between two variables?

92
Q

correlation coefficient

A

-1.0 -> 1.0
-exactly 1 = same thing
-need to know both the magnitude and direction of the relationship

93
Q

directionality problem

A

-correlational studies
-reverse causality: y causes x, not x causes y

94
Q

third variable problem

A

-also called confounds
-an unknown variable is causing correlation

95
Q

case study method

A

-examine the life of one person to gain insight on the general population, or insight on rare phenomena

96
Q

when to use and not use experimental design?

A

to establish causal relationships between variables, not when trying to identify the relationships as they occur in real life

97
Q

when to use and not to use correlational studies

A

when trying to see if relationship exists in something that’s been happening for years and can’t be ethically manipulated, or for variables that occur in everyday life; not when determining causality

98
Q

when to and not to use case study designs?

A

when needing to generate hypotheses to be used for correlational or experimental methods, or identity patterns in individual functioning; not to establish causality or identify pattens across individuals in nature

99
Q

theory

A

a system of logical principles that attempts to explain the relationships among natural, observable phenomena

100
Q

pre-scientific measures of personality measurement

A

-phrenology: brain differences correspond to lumps in the skull
-physiognomy: different body types based on personality

101
Q

some easy ways to determine personality?

A

behavior, socially, psych tests, clothing, appearance

102
Q

nomological network

A

genes cause constructs, which then cause traits
-certain traits can be shared between constructs, but usually are unique

103
Q

psychological measures

A

-standard instruments/ methods used to measure personality
-usually involve multiple items together
-questionnaires, trials in a reaction time test, etc

104
Q

factor analysis

A

-uses correlational logic
-if multiple variables correlate highly, they are measuring the same thing
-if they don’t, they aren’t

105
Q

steps to develop a self-report measure

A

-item generation
-data collection
-factor analysis/ data reduction to finalize scale and find what the best individual items are
-validity tests

106
Q

rules for interpreting a factor on factor analysis (heuristics)

A
  • identify original tests items with high loadings
    -ask, what are the items trying to get at -> primary name of the factor
    -locate items on the negative side of the factor
    -any factors without high loadings = garbage factor
107
Q

what do third variables/ confounds create?

A

spurious (bogus) x-y correlations

108
Q

mediators

A

part of the x-y correlation: a kind of third variable that can cause a correlation in a part of the sequence

109
Q

negatives of experimental study

A

-people might know they’re in the study and change their behavior
-can’t always simulate certain variables (ex: years of social media use)

110
Q

longitudinal studies

A

statistically address correlational shortcomings, especially reverse causality, but are still fundamentally correlational
-look at variables at time 1, then follow up at time 2
-subtract one variable at time 2 from other variable at time 2
-examine individuals at both points and try to prevent the data from being influenced from outside factors

111
Q

traits

A

-characteristics/ elements of a person that show a characteristic pattern of thinking, feeling, and behaving
-descriptive summaries of attributes of people

112
Q

properties of traits

A

-stable (consistent over time) processes that cause behavior
-saying that someone “is” a trait implies that they are that trait across situations, and allows you to assume that they like doing things related to that trait, not that these things just happen to them
-dimensional, not typological/ categorical (saying someone is a certain trait means that they are more like that traits than others, and on average across time and situations)

113
Q

socioemotional functioning

A

thoughts, feelings, behaviors reflected by traits

114
Q

behavioral systems

A

calibrated activity is reflected by traits, and the traits should be able to be traced through biology and adaptations
-observable behavior is embedded in trait hierarchy

115
Q

hierarchy of traits

A

encompasses multiple subtracts to define the overarching trait
-top: large traits (ex: inquisitiveness)
-middle top: small traits (ex: curious, interested)
-middle bottom: habits (ex: asking more questions)
-bottom: individual situations/ behavioral and mental acts

116
Q

Walter Mishel

A

-bottom up hypothesis: traits are “convenient fictions” given after the fact to label situationally-
determined behavior
-situationalism: if behavior changes from situation to situation, then it’s because of situational differences, not underlying personality differences

117
Q

other factors that may cause someone to have a trait

A

-types of people they hang out with
-education
-career

118
Q

person-situation debate

A

is someone’s behavior influenced more by themselves (their traits) or the situation?
ex: if the situation is frustrating, and if the person has a hot temper, then aggression will result

119
Q

interactionism

A

people may be more like their trait in certain situations, but not others

120
Q

consistency and traits

A

it may be a personality trait itself

121
Q

Seymour Epstein

A

principle of aggregation (averaging): looking across multiple situations should show the highest correlation than just looking at a couple (if we do this, it’s more reliable than any 1 data point)

122
Q

attraction/ selection of traits

A

we are attracted to situations where our trait will flourish

123
Q

evocation of traits

A

certain trait may cause specific responses from the environment
(ex: those who are mean make others hostile)

124
Q

manipulation of traits

A

we intentionally change situations to make us more comfortable

125
Q

overview of traits (features of traits)

A

hierarchically organized dimensions of thought, feeling, and behavior that exist within the person and interact with situations, generating characteristic patterns of being that we call personality

126
Q

lexical hypothesis

A

all traits to describe people can be found in language
-over time, adjectives are invented to talk about differences in people as these changes are noticed
-trait terms are extremely important to communicate with others

127
Q

lexical/ statistical approach to measure trait importance

A

-dominant approach
-bottom up
-collect data and look for patterns in it

128
Q

theoretical approach

A

-top down
-start with theory and derive from that
-must start with what variables you may believe are important, determined by if the factors have theory behind them

129
Q

Cattell

A

-delitescent, vulnific, or earthbred

130
Q

Eysenck

A

-N: neuroticism-emotional stability
-E: extraversion-introversion
-P: psychoticism- delusions, cruelty, antisociality

-hierarchy: super trait at top, narrower traits in middle, habitual acts at bottom

-biological underpinnings of heritability and identifiable physiological substrate (properties in brain and CNS that are presumed to cause traits)

131
Q

five factor model

A

big 5; OCEAN

132
Q

neuroticism

A

-emotional stability
relaxed, stable, secure <-> nervous, moody, insecure

133
Q

low neuroticism does not mean

A

positive emotion

134
Q

neuroticism facets

A

-self-reproach (low self esteem): inferiority, worthless, hopeless
-anxiety
-depression: discouraged, lonely, sad
-prone to disruption in a negative way

135
Q

extraversion

A

-sociability
reserved, shy, sober, quiet <-> sociable, active, talkative

136
Q

extraversion facets

A

-sociability
-positive affect
-activity

137
Q

openness

A

-creativity
conventional, unartistic <-> curious, creative, imaginative

138
Q

openness facets

A

-aesthetic interests
-intellectual interests
-unconventionality

139
Q

agreeableness

A

-kindness
cynical, irritable, rude, uncooperative <-> warm, kind, sincere

140
Q

agreeableness facets

A

-non-antagonistic: non-manipulating, non-cynical/ skeptical
-prosocial: attentive, caring, courageous

141
Q

conscientiousness

A

-reliability
unreliable, lazy, careless, sloppy <-> organized, reliable, disciplined, ambitious

142
Q

conscientiousness facets

A

-orderliness: neat, clean, systematic
-goal-striving: hard-working, ambitious
-dependability

143
Q

act frequency research program

A

-act nomination: describe behavior of someone with a believed trait
-prototypicality judgment: rate how typical or dominant the behaviors are
-recording act performance: find info on the person’s daily life and see if behaviors can be predicted

144
Q

synonym frequency

A

if an attribute has many words to describe it, it is a more important dimension of individual difference

145
Q

cross-cultural universality

A

if a trait is important in all cultures that people have made terms to describe the trait across their cultures, then the trait must be universally important

146
Q

interpersonal traits

A

what people do to and with each other

147
Q

circumplex model of personality

A

-looks like a math graph
-show dimensions of traits on both axes, and plot people in between

148
Q

adjacency

A

how close the traits are to each other in the circumplex

149
Q

bipolarity circumplex

A

bipolar traits: located at opposite sides of the circle and are negatively correlated with each other

150
Q

orthogonality circumplex

A

traits that are perpendicular to each other on the model are entirely unrelated to each other

151
Q

common aspects of people with high extraversion

A

-take leadership positions
-active in social environment
-more involved in and enjoy work
-risky behaviors (ex: fast driving)
-save less money

152
Q

common aspects of people with high agreeableness

A

-negotiate to resolve conflicts
-withdraws from social conflict
-enjoy cooperative family life
-better relationships

153
Q

common aspects of people with high conscientiousness

A

-save money
-delay gratification
-higher grades
-more success in work
-stick to plans and what others tell them to do
-better health: stay on top of appointments, etc

154
Q

common aspects of people with low emotional stability (neuroticism)

A

-more frequent thoughts of suicide
-poorer physical health
-more likely to choke under pressure
-less likely to complete tasks on time
-work best in unusually busy situations
-risk factor for mental health DOs

155
Q

common aspects of those with high openness

A

-remember dreams more
-experiment with new foods
-easily overstimulated

156
Q

HEXACO model

A

-humility-honesty
-emotionality
-(X) extraversion
-agreeableness
-conscientiousness
-openness

157
Q

criticisms of big 5

A

-some traits may be highly correlated, but it isn’t enough to simply describe people in more broad terms (ex: height and weight -> size) -rebuttal: facets
-atheoretical, descriptions don’t explain

158
Q

Digman (the biggest 2)

A

-communion and A,C, (low) N
-agency and E, O

159
Q

attachment style

A

cannot be simply explained by the big 5

160
Q

theory and factor analysis

A

theory can be as good as FA at identifying potentially important traits
-FA can reveal survey-takers’ theories of personality, not just what’s “real”
-can capture what people tend to notice about others

161
Q

early childhood and self esteem correlation?

A

you have more experiences outside of home envt as you get older and leave the house, so values may go up or down in no relation to parenting, etc

162
Q

how do genes influence the environment?

A

having a certain trait may change the ways others treat you
(ex: if you are depressed, others might treat you with less warmth, which causes you to be more depressed and elicits a cycle)

163
Q

how does the environment influence genes?

A

if you have a trait that runs in the family (ex: depression), it can be triggered by the environment

164
Q

how to tell what is a mediator

A

anything in a causal chain

165
Q

temperament

A

earliest observable individual differences between people

166
Q

temperament facts

A

-early-emerging
-little to no disposition or tendency
-biologically based and inherited
-stable

167
Q

dimensions of temperament

A

-negative emotionality (emotional reactivity)
-surgency/ extraversion
-activity level (involvement in environment, ex: wanting to explore)
-impulsivity, self-control

168
Q

temperament precursors to the big 5

A

-orienting sensitivity -> openness
-self-control -> conscientiousness
-extraversion -> extraversion, agreeableness
-negative emotionality -> neuroticism

169
Q

difference between temperament and personality

A

T: studied by developmental psychologists
P: studied by personality psychologist

170
Q

birth order and temperament

A

no external correlation
-parenting can change from kid to kid based on prior experiences

171
Q

the nurture assumption

A

-Judith Rich Harris
-showed that differences between genes vs parenting show little meaning in a person developing a certain way
-if you take identical twins, separate at birth, and raise them, they still end up pretty similar

172
Q

Cf Baumrind’s parenting styles

A

traits more likely to develop from genes and environment as a whole than just parenting styles
-doesn’t mean that parenting doesn’t matter, just that the correlation is small

173
Q

absolute (mean-level) personality change

A

change relative to oneself

174
Q

differential (rank order) personality change

A

relative position compared to others
-people tend to move in the same direction at the same time, so this tends to stay the same throughout life

175
Q

maturity/ personality change as you age

A

personality gets better (more socially desirable) as you age)

176
Q

rank order stability

A

-substantial stability, but decreases with longer time spans
-the older you get, the less likely your personality is to change
-stability is higher in older age and more stable environments

177
Q

Delia case example

A

may be low E, mood swings, low A with women, high A with men, but personality changes depending on environment as a survival tactic

178
Q

strong situation

A

situations where nearly all people react in similar ways (ex: death of loved one)

179
Q

issues with trait questionnaires and how they are detected

A

-carelessness: people may not fill it out carefully or truthfully -> infrequency scale to flag results
-faking -> claim as false positive or negative

180
Q

Barnum statements

A

generalities (statements that could apply to anyone) that most people may agree with, but they don’t actually show anything about the person
-ex: MBTI test

181
Q

major uses of personality assessment

A

-personnel selection
-integrity testing (overt (direct) and covert (indirect) questions about behavior)
-concerns over negligent hiring (failure to report that employee may be a danger in the workplace)

182
Q

issues with MBTI

A

-no test-retest reliability
-assumes large between category differences, and no within-category differences

183
Q

important factors for personality tests used in the workplace

A

-must not discriminate unfairly against protected groups
-should relate to important real life variables (ex: job performance)

184
Q

personality coherence

A

maintaining rank order in relation to others but changing manifestations of the trait (ex: different ways of showing dominance at age 8 vs age 20)

185
Q

defining qualities of personality change

A

-changes are internal to the person, not just changes in the surroundings
-changes are relatively enduring over time, not temporary

186
Q

trait consistency

A

increases in a linear fashion to middle age, where it reaches its peaks after ~50 years

187
Q

neuroticism changes over time

A

tends to decrease over time

188
Q

self esteem changes over time

A

decreases more in females

189
Q

autonomy, leadership motivation, achievement, dominance over time

A

all increase over time

190
Q

sensation seeking over time

A

peaks around late adolescence, falls as people get older

191
Q

agreeableness and conscientiousness changes over time

A

increase, suggests increased maturity

192
Q

romantic partners and personality

A

selecting a partner more similar to yourself may make traits more stable, and marriage longer and more stable

personality (3 decks)

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