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Personality > Exam 2 > Flashcards

Exam 2 Flashcards

1
Q

Life of erikson

A

1902-1994, born in Germany as Erik Salomonsen
Mother gave birth out of wedlock
Was raised by stepfather, took last name Homburger
Suffered from abandonment, identity crisis.
Wandered in quest for identity, desired to become an artist.
Worked as a tutor and preschool teacher for several families in Freud’s orbit.
Trained in psychoanalysis
Wife Joan became his intellectual partner and editor
Left Germany for the US during the rise of Nazism, 1930s
Changed last name to give himself his own identity.
Established a private psychoanalytic practice in America
Specialized in the treatment of children, taught in the medical school at yale.
Studied the child-rearing practices of the Sioux along with a yale anthropologist

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2
Q

Personality development
Most important part of the personality = ego
- More than a mediator between id and superego; source of identity, providing stability and continuity.
Human development is governed by a sequence of eight stages = psychosocial stages of development.
- Inherited forces determine the stages.
- Social/environmental factors interact with the biology
Called the epigenetic principle

A

Personality development
Most important part of the personality = ego
- More than a mediator between id and superego; source of identity, providing stability and continuity.
Human development is governed by a sequence of eight stages = psychosocial stages of development.
- Inherited forces determine the stages.
- Social/environmental factors interact with the biology
Called the epigenetic principle

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3
Q

Psychosocial stages of personality Development
Stages involve a series of crises
Crisis: Turning point faced at each developmental stage.
Each stage, the ego will consist primarily of a positive attitude (e.g., trust)
- Will be balanced by some portion of a negative attitude (e.g., mistrust)

A

Psychosocial stages of personality Development
Stages involve a series of crises
Crisis: Turning point faced at each developmental stage.
Each stage, the ego will consist primarily of a positive attitude (e.g., trust)
- Will be balanced by some portion of a negative attitude (e.g., mistrust)

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4
Q

Basic strengths (virtues): Motivating characteristics and beliefs. (e.g., hope)

A
  • Derived from the satisfactory resolution of the crisis at each developmental stage
  • Stages are interdependent; they build on what is previously learned.
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5
Q

Basic weakness

A

Basic weakness

  • From unsatisfactory resolution of developmental crises
  • Maldevelopment: when the ego consists solely of a single attitude.
  • Maladaptive- only the positive attitude (Leads to neurosis)
  • Malignant- only the negative attitude (leads to psychosis)
  • Unsuccessful resolution can still be resolved later in life (particularly through psychotherapy but also through conscious development throughout life)
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6
Q

First stage:

A

Trust vs Mistrust
Oral-sensory stage: birth to one
Determined by the baby’s interaction with the mother
Trust (positive): expect consistency from others
Mistrust (Negative): suspicious, fearful, and anxious
Basic strength is HOPE.
Basic weakness:
- Maladaptive= sensory maladjustment (overly trusting / gullible)
- Malignant= withdrawal (Paranoia/ hiding away)

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7
Q

Second stage:

A

Second stage:
Autonomy vs Doubt/Shame
Muscular-anal phase: One to three.
Develop physical and mental abilities, able to do things our self (includes toilet training
Determined by interactions with our parents
Autonomy (positive): learn to exercise independence
Shame (negative): self-doubt
Basic strength is WILL
Basic weakness:
- Maladaptive= shameless willfulness/impulsivity
- Malignant= compulsion

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8
Q

Third stage:

A

Third stage:
Initiative vs guilt
Locomotor-genital phase: three to five
Desire to take initiative in activities
- Fantasies to possess opposite sex parent may develop
Determined by interactions with the family
Initiative (positive) awareness of permissible behavior for responding to challenges
- Channeled toward realistic, socially accepted goals
Guilt (negative): being responsible for the consequences of your actions
Basic strength is purpose
Basic weakness:
- Maladaptive=ruthlessness
- Malignant=inhibition

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9
Q

Fourth stage:

A

Fourth stage:
Industry vs Inferiority
Latency: age six to 11
Child begins school, has new social experiences
- Sex stereotypes reflected in activities
- Learn deductive reasoning, rules
Determined by neighborhood and school interactions
Industriousness (positive): reinforcement leads to feelings of competence and encouragement
Inferiority (negative): feelings of inadequacy
Basic strength is competence
Basic weakness:
- Maladaptive= narrow virtuosity
- Malignant= inertia (helplessness)

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10
Q

Fifth stage:

A 
Fifth stage:
Identity Cohesion vs Role Confusion
Adolescence: 12-18
Determined by interactions with our peer groups and role models
Identity cohesion (positive) leads to ego identity: strong sense of self
-	Integrates ideas of what one is, what one wants to be through exploration of interests, values, beliefs, goals
-	Ability to face adulthood roles with certainty and confidence
Role confusion (negative) due to an unhealthy resolution of this identity crisis
Basic strength is fidelity/loyalty
Basic weakness:
-	Maladaptive = fanaticism
-	Malignant= repudiation
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11
Q

Sixth stage:

A

Sixth stage:
Intimacy vs Isolation
Young adulthood: 18-35
Individual becomes mature, responsible, and independent adult.
Determined by interactions with friends, partners.
Intimacy (positive): encompasses feelings of care and commitment
Isolation (negative): avoidance, aggression, and rejection toward people.
Basic strength is love
Basic weakness:
- Maladaptive = promiscuity
- Malignant = exclusion

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12
Q

Seventh stage:

A

Seventh stage:
Generativity vs Stagnation
Adulthood: 35-55
Determined by interactions with work colleagues, household family members
Generativity (positive): teaching, mentoring, and guiding the next generation
Stagnation (negative): boredom, pseudo-intimacy, and childlike behaviors.
Basic strength is care
Basic weakness:
Maladaptive = overextension
Malignant = rejectivity

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13
Q

Eighth stage:

A

Eighth stage:
Ego Integrity vs Despair
Maturity-old age: 55+
Involves the evaluation of one’s own life.
Determined by interactions with all people
Ego integrity (positive): accepting one’s place and past
Despair (negative): regretful or missed opportunities and mistakes.
Results in feelings of self-disgust, contempt, and bitterness
Basic strength is wisdom
Basic weakness:
Maladaptive = presumption
Malignant = disdain

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14
Q

Eriksons questions about human nature

A

Optimism, growth throughout life.
Free will, movement away from determinism
Nature and nurture influence
Uniqueness and universality

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15
Q

Assessment in Erikson’s Theory

A

Techniques were selected based on the patient.
Play therapy:
Used while working with emotionally disturbed children
Involves observing how children interact with toys
Form and intensity of play reveals aspects of personality.

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16
Q

Psych historical analysis:

A

Psych historical analysis:
Application of Eriksons lifespan theory and psychoanalytic principles
Involves studying historical figures.

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17
Q

Research on Erikson’s Theory

A 
Research on Erikson’s Theory
Focus – case study method
High sense of trust:
Social and emotional stability
Popular
Curious
Sensitive to the needs of others
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18
Q

High identity achievement:

A

High identity achievement:
Concerned with realistic goals
High self esteem
Mature romantic relationships

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19
Q

High generativity:

A

High generativity:
Life satisfaction, success in marriage and careers.
Extraverted, conscientious, open.
High self-esteem

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20
Q

High ego integrity:

A

High ego integrity:
Spend time examining their past
Acknowledgement of regrets, missed opportunities
Little bitterness/resentment

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21
Q

Reflections on eriksons theory

A 
Reflections on eriksons theory
Contributions
-	Personality develops through lifespan
-	Identity crisis in adolescence
-	Finding purpose later in life
-	Recognition of cultural, social, and historical influences
-	Play therapy
Criticism
Lot of ambiguity in terms and concepts.
Eriksons position on sex differences
Stages may not be applicable for: women, people low in SES
Some people may not be able to explore their own identity
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22
Q

Allport’s Disagreement with Freud

A

Had opposing views regarding:
Unconscious forces
Determinism
Data collection from abnormal
Didn’t deny that our past experiences and unconscious are impactful
Emphasis on conscious motivations, current context

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23
Q

Allport’s definition of personality

A

“Personality is the dynamic organization within the individual of those psycholophysical systems that determine characteristic behavior and thought”
Dynamic organization = continuously growing but in a non-random fashion
Psychophysical = mind and body, mental and physical
Determine = facets direct behavior and thought
Characteristic behavior and thought = everything we do that is typical of us.

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24
Q

Allports personality traits

A

Personality traits
Predispositions to respond in the same or similar manner to different kinds of stimuli
Distinguishing characteristics that guide behavior
- Measured on a continuum
- Subject to social, environmental, and cultural influences
1936: developed a list of almost 18000 words from the dictionary based on how people describe themselves
4500 of which were thought to represent personality traits
Agreeable, aggressive, expressive, introverted.

  • Lexical hypothesis
    Personality characteristics that are important to society, then it will be integrated into your lexicon.
25
Q

Characteristics

A 
Real and exist within each person
Determine and cause behavior
Empirical demonstration is possible
Overlap with other traits
Vary with the situation
26
Q

Types:

A

Individual traits unique and define the person’s character

Relabeled as personal dispositions

27
Q

Common traits

A

Traits associated with a culture
Vary across cultures
Relabeled as traits

28
Q

Personal dispositions

A

Personal dispositions
Cardinal traits most pervasive and powerful
Central traits Outstanding traits that describe behavior.
Secondary traits Displayed inconspicuously and inconsistently

29
Q

Reflections on Allport’s theory

A

Criticisms
- Too many specific traits (and individuals are made up of different ones)
- Focuses on the individual exclusively
Contributions
- Influenced humanistic theories with hopeful philosophy
- Gave psychology academic respect
- Emphasized the role of genetic and environmental factors within TRAIT APPROACH TO PERSONALITY

30
Q

Predicting Behavior

• Cattell’s goal:

A

Predict how a person will respond to a given situation (didn’t want to change people’s behavior)
• Approach was scientific
o Relied on observations of behavior and masses of data
 Individual subjects over time, large samples
 Three techniques:
 1. L-data: direct behavioral observations (real-life setting)
 2: Q-data: self-report questionnaires (self-explanatory)
 3: T-data: projective measures (Rorschach)

31
Q

• Factor Analysis:

A

• Factor Analysis: Statistical method for reducing data

o Based on correlations between measurements explained by underlying factors

32
Q

Traits:

A

Reaction tendencies derived by factor analysis
• Relatively permanent parts of the personality
Classified traits in multiple ways

33
Q

• E.g: Common Traits:

A

What’s possessed by everyone to some degree; ability traits = your skills and efficiency in working toward goals

34
Q

• Identified 16 source traits that underlie everything

A

o Measured with the 16 Personality Factor (16 PF) questionnaire
o Named them using letters instead of words or numbers
 E.g: on trait A…:
 Low scores = reserved, detached
 High scores = more outgoing, warmhearted
 E.g on trait B:
 Low score = unintelligent
 High score = intelligent
 E.g on trait M:
 Low Score = practical, down to earth, detail oriented
 High score = imaginative, absent-minded. (why is this at like font 4 lol)

35
Q

Influence of Heredity and Environment

A

Cattell) had interest in heredity and environment
o Twins and siblings in different rearing situations
o Conclusions:
 Some traits (e.g intelligence [trait B] are more biologically-based (~80%)
 Others are more based on learning (e.g, conservative, vs liberal [trait Q1] ~10% biological)

Overall:
• ⅓ of personality of genetically based
• ⅔ is determined by social and environmental influences

36
Q

Reflection on Cattell’s Theory

A

• Contributions
o Father of the modern personality trait approach
o Factor analysis to derive source traits that everyone has some level of
 Criticisms
 Potential for subjectivity errors in factor-analytic approach exists
 Difficult to replicate
 Cattell defended the approach as the only valuable way to study personality.

37
Q

Eysenck’s Dimensions of Personality

A 
Superfactors – Combinations of traits or factors
-	Stable throughout one’s lifetime
-	Based on factor analysis, experiments,
-	Personality tests
Dimensions
-	E: Extraversion versus introversion
-	N: Neuroticism versus emotional stability
-	P: Psychoticism versus impulse control
Goal: orthogonal superfactors
38
Q

Extraversion

A

Traits of high scorers:
- Sociable, lively, active, assertive, sensation seeking, carefree, dominant, and venturesome
Differing levels of basal cortical arousal
- Low in extraverts; high in introverts

39
Q

Neuroticism

A

Traits of high scorers: Anxious, depressed, guilty, low self-esteem, tense, irrational, shy, and moody
Sympathetic nervous system overreacts to mild stressors.
Results in chronic hypersensitivity

40
Q

Psychoticism

A

Traits of high scorers:

  • Aggressive, cold, egocentric, impersonal, impulsive, antisocial, creative, and tough-minded
  • Increased levels of male hormones (Androgens) and decreased levels of the enzyme monoamine oxidase (MAO)
  • Higher scores also related to having authoritarian and controlling parents
41
Q

Primary role of heredity

A

Eysenck: traits and dimensions were determined largely by heredity

  • Identical twins were more similar than siblings, regardless of environment
  • Adopted children showed more similarity with biological parents
42
Q

Paulhus and Williams- Dark Triad of personality
Narcissism: Pay attention of me
Machiavellianism: manipulate
Psychopathy: lack remorse
Dirty Dozen Scale
Self-Rating test developed as a quick assessment of the dark triad.

High on all traits
Involved in anti-social activities
Derive satisfaction from misfortunes of others
Strong acts on self-promotion
Psychopathy: High sex drive, possess sexual and sadomasochistic fantasies

A

Paulhus and Williams- Dark Triad of personality
Narcissism: Pay attention of me
Machiavellianism: manipulate
Psychopathy: lack remorse
Dirty Dozen Scale
Self-Rating test developed as a quick assessment of the dark triad.

High on all traits
Involved in anti-social activities
Derive satisfaction from misfortunes of others
Strong acts on self-promotion
Psychopathy: High sex drive, possess sexual and sadomasochistic fantasies

43
Q

McCrae and Costa’s Five factor model

A

AKA the Big 5 model of personality
Five factors derived from Eysenck, further research; confirmed through various assessment techniques
- Developed the NEO Personality Inventory
- N=neuroticism, E=extraversion, O=openness
- Later added agreeableness and conscientiousness
Other researchers have used adjective checklists that still cluster into the Big 5
Factors have been observed cross culturally, in children and adults, and tend to be consistent over time.

Neuroticism: worried, insecure, nervous, highly strung.
Extraversion: Sociable, talkative, fun-loving, affectionate
Openness: Original, independent, creative, daring
Agreeableness: good-natured, softhearted, trusting, courteous
Conscientousness: Careful, reliabel, hardworking, organized.

44
Q

Correlations Among FFM Traits

A

Scientists used cluster analyses from engineering on extremely large FFM datasets
41 percent of participants fell into one of four clusters:
1. High neuroticism and extraversion; low openness; moderate agreeableness and conscientiousness. Called this “average”
2. High agreeableness and conscientiousness; low extraversion; moderate openness and neuroticism. Called this “ Reserved”
3. High agreeableness and conscientiousness and extraversion and openness; low to moderate neuroticism “role model”
4. High extraversion; moderate neuroticism; low openness, agreeableness and conscientiousness “self centered”
Emotional correlates
Well Being
- High extraversion
- Low neuroticism
- High agreeableness, conscientiousness

Psychiatric disorder risk

  • Low conscientiousness, high neuroticism
  • Varies by disorder/study
Extraversion
-	High social support
-	Likeable
-	Positive emotions
Neuroticism
-	Negative emotions
-	Lower relationship satisfaction
Behavioral correlates
Conscientiousness
-	Reliable, punctual, organized
-	Better grades and work performance
-	Increased good health
-	Lower alcohol and illegal drug use
Agreeableness
-	Fewer behavior problems in school
-	Better grades
Openness
-	Have various intellectual interests
-	Seek challenges
Neuroticism
-	Poorer responses to health issue
-	Higher incidence of internet and exercise addiction
Extraversion
-	More social relationships
-	More talkative
-	More likely to serve in a leadership role
-	Higher incidence of facebook addiction and exercise addiction
-	More smart phone usage
45
Q

Reflections on the trait approach

A

Modern take: inheritance may account for up to half of personality
- Stronger nature: extraversion, neuroticism, openness, conscientiousness
- Stronger nurture: agreeableness
Contributions:
High degree of objectivity
Easy to understand and use
Traits treated as dimensional rather than categorical.
Better balance of traits vs other trait theories.

Criticisms:
Does not address development
Traits alone do not predict behavior well
States vs Traits
Interaction between traits
Different methods have produced combinations of traits
Leaves out the motivation behind peoples behavior

46
Q

Albert Bandura: Modelling

Bandura’s approach

A

Albert Bandura: Modelling
Bandura’s approach
Major figure in the transition between behaviorism and cognitivism.
Observational learning: learning by observing other people’s behavior
Proposed that people learn through vicarious reinforcement
Vicarious reinforcement: Observing the behaviors of others and the consequences of that behavior.

47
Q

The life of Bandura

A

The life of Bandura
Born 1925 in Alberta, Canada; passed away in 2021
Grew up in a small town
Youngest child of six siblings
Limited access to education but parents stressed the value of learning, helping others
- He internalized this, taking it upon himself to learn and make the world a better place
- Attended UBC as an undergraduate
- Originally took psychology as a filler course
Attended University of Iowa for grad school
Got a teaching position at Stanford, where he spent his career
- Studies on aggression
- Emphasis on interaction between environment, cognitions, and behaviors.

48
Q

Modeling: The basis of observational learning

A

Observing the behavior of a model and repeating the behavior
- Modeling refers to the behavior of the learner
- Can also refer to the behavior of the teacher
Demonstrated through the Bobo doll studies
- Children watched an adult attack an inflatable doll and modeled the violent behavior when left alone with the doll
Movement away from behaviorisms focus on direct consequences (reinforcement, in particular)
Other modeling studies
- Children’s behavior reflect their parents’ behavior
- Verbal modeling can induce behaviors
- Happens with all kinds of behaviors
Disinhibition
- Weakening of inhibitions by observing the behavior of a model
Conclusion: society’s models affect good, bad, abnormal, and normal behavior.

49
Q

Reward consequences of behaviors

A

Affects the extent of modeling

Prevails over characteristics of models and observers.

50
Q

Observational learning processes

A

Attentional processes – focusing our attention so that we can observe the model, their behavior, and their consequences.

Retention processes- retaining or remembering a model’s behavior.
Production processes_ translating memories into our own behavior.

Incentive and motivation processes- perceiving that a model’s behavior will lead to a reward, expecting our learning to do the same.

51
Q

The self

A

Set of cognitive processes and structure concerned with thought and perception
Includes abilities, attitudes, and cognitive skills
Two important aspects: self reinforcement and self efficacy

52
Q

Self reinforcement

A

Self-reinforcement process is similar to the conscience/superego
About internalization, regulation of behavior
- Based on learning standards, including from models

Self reinforcement: Administering rewards or punishments to oneself based on personal standards

Failure to meet unrealistic standards causes emotional punishment and destructive behavior

Past behavior may become a reference point for evaluating present behavior and an incentive for better performance in the future.

53
Q

Self-efficacy=

A

feeling of adequacy, efficiency, and competence in coping with life
Low: feeling helpless, giving up quickly, and self-doubt
High: belief in ability to overcome obstacles, perseverance, reduced fear of failure, and increased analytical thinking abilities

54
Q

Trait and state levels

A

Sources:
Performance attainment: prior achievements or failures.
Vicarious experiences: seeing others’ successful performance or failures.
Verbal persuasion: reminding people of their abilities.
Pysiological and psychological arousal: being activated but also calm and composed can lead to higher self efficacy

55
Q

Behavior Mod

A

Goal-modify learned behaviors considered undesirable by society
Modeling therapy- a collection of therapeutic techniques wherein modeling is used to demonstrate desired behaviors.
- Guided participation (aka participant modeling) -watching a live model and then participating with them.
Covert modeling- imagining a model coping with a feared or threatening situation

Advantages: Is cheap, can be used for phobias. See a complex behavior wholly. Less time and money, learn faster from models, use for groups, Use in phobias OCD and sexual dysfunction.

56
Q

Questions about human nature with bandura:

A

Reciprocal determinism:
Behavior is controlled by:
The individual through cognitive processes
The environment through external social stimulus events

Past and present focus
Emphasis is placed on uniqueness
Growth process
Optimistic

57
Q

Assessment in Bandura’s Theory

A

Focused on cognitive variables and overt behavior

Techniques:

  • Direct observation
  • Self-report inventories
  • Physiological measurements
58
Q

Research on Bandura’s Theory

A

Bandura favored well-controlled laboratory investigations
Includes precise measurement of IVs, DVs, the use of control groups
Used large groups of subjects, averages, and statistical analyses to understand the data
Also studied people from a variety of backgrounds
Self efficacy increases into adnulthood, peeks in middle age, declines after 60
People higher in self efficacy:
Earn better grades
Do better at work
Have better health
Have reduced psychological distress
Aggressive behavior: Is increased the more one watches violent behavior on tv and online in childhood
Is increased in those that play violent video games in childhood, adolescence, and young adulthoog

Criticisms
Emphasis on overt behavior while ignoring some aspects of personality
Some argue that the focus on models is like a physician that treats only the symptom and not the cause of behavior

Contributions:
Objective and amenable to laboratory methods
Explains the role of cognitive mediational processes
Environment > cognition > behavior

Observational learning and behavioral mod are pragmatic and functional.

59
Q

Several questions on Three Identical Strangers
• Questions will cover major aspects like:
• Who were the participants in the study that was the topic of
the film?
• What were the variables the researchers who ran the study
were interested in?
• What was the film’s conclusion regarding the factors that
influence our personality?

A

Parenting style, genetics was controlled for with id twins

personality variables

IQ
Rorshach test

All at the end said it was a mix of nature vs nurture

Personality (4 decks)

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