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exam #2 Flashcards

1
Q

goal of experimental designs

A

to develop and test a hypothesis about a relation between a personality trait and an outcome, and measure and control for potential third variable

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2
Q

steps of design circle

A

observation-theory-hypothesis

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3
Q

possible third variable models

A

-3rd v causes both
-3rd v overlaps with IV
-3rd v as mediator

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4
Q

3rd variable causes both

A

leads to outcome of interest, but also the IV you are trying to manipulate

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5
Q

3rd variable overlaps with IV

A

-due to a fourth variable
-4th v causes both 3rd v and IV and overlap, both lead to the outcome of interest

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6
Q

3rd variable as a mediator

A

-IV may cause outcome of interest, but the IV may lead to the 3rd v, which leads to the outcome

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7
Q

what is important to ensure when making a survey

A

-informed consent (that its for a project)
-anonymity

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8
Q

how to theoretically use multiple regression analysis to determine if third variable is at play

A

-if you control for the 3rd v and the correlation is reduced to 0, you know the variance must be explained by the 3rd v
-if it remains constant when controlling for 3rd v, then it rules out 3rd v explanation

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9
Q

how to interpret correlation matrix

A

-look at Pearson’s r
-sign shows direction of correlation
-size shows strength

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10
Q

Belyayev’s tame foxes

A

-can you selectively breed tame foxes to get a dog-like animal?
(yes)
-tame foxes barked, wagged tails, had different coats and tails
-some foxes created were tamer than others
-still variation amongst them

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11
Q

personality’s biological foundation (4 parts)

A

-natural selection: face challenges with certain behaviors, some beneficial others not
-genetic make-up
-brain processes and structures
-personality

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12
Q

why are pet drugs and human drugs often the same

A

we all have a common ancestor

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13
Q

how to test evolutionary theory

A

-fossil records
-DNA
-evolutionary tree to provide starting point for observations
-look for similarities and differences

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14
Q

comparative psychology and other hominids

A

though other hominins are extinct, hominids (great apes), our primate cousins, are still around and may provide evidence

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15
Q

bonobos

A

might be closer to humans than chimps
-show very similar behaviors to humans

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16
Q

individual reproductive problems (3) and “personality” solutions

A

-protection: flight/ fight -> group living
-provision: hunger/ thirst -> cooperation
-procreation: sex drive -> sexual selection and competition

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17
Q

sexual selection

A

characteristics in potential mates that attract others

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18
Q

distal explanation

A

people used to reproduce just for selection, so that’s what drives all of our behaviors

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19
Q

proximate explanation

A

usually different from evolutionary perspective, we do things bc love, etc, not just to find the best mate or have best reproductive success

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20
Q

EEA (environment of evolutionary adaptedness)

A

-differences across primates/ humans arise due to envt changes
-ex: all primates take care of young -> shows evolutionary history
-many behaviors that were useful many years ago (ex hunter gatherer societies) may not be useful now

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21
Q

Buss’ reproductive problems (6) and EEA

A

-intrasexual competition: ex: women competing with other women
-mate selection: we choose to mate with
-conception
-mate retention: monogamy -> we want to keep our mates with us and not someone else
-cooperation: helping others through joint action to get to shared goal
-caregiving

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22
Q

Buss’ reproductive problems solutions examples

A

-intrasexual competition: aggression to outdo others, perseverance
-mate selection: being judgmental and careful of others
-conception: having a sex drive
-mate retention: jealousy
-cooperation: agreeableness, people pleasing, extraversion
-caregiving: empathy, compassion, tenderness, altruism

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23
Q

why aren’t we all pretty much the same

A

random variation and individual differences

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24
Q

types of contingencies

A

-differences associated with other differences: based on asymmetrical selection pressures (eg sex differences)
-differences associated with envt contingencies
-evolution can cause genes to be expressed in some situations

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25
Q

jealousy amongst the polyamorous

A

would rather have partner have sex with someone else than fall in love with them

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26
Q

sex and mate selection differences

A

differences tend to be small between sexes

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27
Q

link to advantageous personality

A

the genome

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28
Q

envt where high neuroticism is favorable

A

dangerous envt

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29
Q

envt where agreeableness is favorable

A

non-competitive envt

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30
Q

genes and traits

A

-all behavioral traits are heritable and genes matter more than household
-most important: how much of a gene is expressed

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31
Q

identical raised apart

A

-show evidence of heritability, but envts may still be similar and may not be a good predictor

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32
Q

G x E interactions

A

-genotype leads us to choose envts and behave in certain ways and elicit reactions from others

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33
Q

issues in behavioral genetics

A

-genome wide association studies tend to yield massively smaller estimates compared to what is expected in twin studies
-GWAS underestimates, twin study overestimates

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34
Q

caveats of heritability studies

A

-based on population
-not assumed to replicate across populations
-does not apply to individuals
-everything in the phenotype requires both a genetic foundation and envt “scaffolding”

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35
Q

order of bio psychological theories

A

-genes and DNA \/
-proteins
-brain structures, NTs, hormones
-thoughts and feelings
-personality
-behavior and effects on reproduction

-evolutionary processing can cause genes and DNA, and be caused by behavior, creating loop

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36
Q

the mind is what the brain does

A

studies of people w brain damage or of brain stimulation and of brain imaging suggest this

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37
Q

Hans Eysenck’s theory

A

-extraversion-introversion: extraverts are chronically under stimulated, need to constantly expose themselves to stimulation, and reverse for introverts; cortical arousal thresholds
-neuroticism and sympathetic nervous system thresholds

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38
Q

Eysenck’s complex

A

-unstable on top, stable on bottom
-introverted on left, extraverted on right
-traits lie in between these 4 quadrants

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39
Q

Gray’s BIS and NT related

A

-behavioral inhibition system: conditioned avoidance; anxiety/ punishment sensitivity- serotonin (causes you to withdraw from stimuli that was previously punished)

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40
Q

localization and interconnectivity (circuits) of the brain

A

-heterogeneity of function
-vision is in all parts of the brain, not just one
-removing/ damaging one part still disrupts the process

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41
Q

Gray’s BAS and NT related

A

-behavioral activation system: conditioned approach; pleasure seeking/ reward sensitivity -dopamine

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42
Q

Gray’s fight/ flight/ freeze and NT related

A

-fight/flight/freeze: unconditioned avoidance; rage, panic - adrenaline, norepinephrine (something that’s scary since birth, like loud noises)

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43
Q

Bem’s exotic becomes erotic

A

-biological variables (genes, hormones)
-childhood temperament (aggression, activity level)
-sex-typical/ atypical activity and playmate preferences
-feeling different from opposite/ same sex peers
-physiological arousal to opposite/ same sex peers
-erotic attraction to opposite/ same sex peers

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44
Q

only remaining idea from Bem’s exotic becomes erotic theory

A

suggested link between biology and SO

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45
Q

Freud and the unconscious

A

the way we are reflects other things internally

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46
Q

Freud and anxiety/ defense

A

humans are anxiety ridden and we try to do things to protect ourselves from feeling anxious

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47
Q

Freud and psychological determinism

A

Freudian slips represent unconscious feelings

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48
Q

Freud and importance of early childhood experience

A

causes lasting effects on adulthood and personality

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49
Q

sex and aggression

A

-two drives
-due to evolution, humans are animals and motivated by other animal-like things
-lasting effect: explain as much as possible with simple principle

50
Q

id

A

-develops first
-animalistic, contains sex and aggression, pleasure principle, constantly trying to satisfy these drives

51
Q

ego

A

between id and superego/ world, conscious, mediator, reality principle, understands reality

52
Q

superego

A

conscience, moral sense, ideas of right and wrong

53
Q

psychosexual stages and common themes

A

oral, anal, phallic, latency, genital
-child learning they don’t always get what they want

54
Q

defense mechanisms

A

repression, denial, displacement, projection, rationalization, reaction formation, sublimation

55
Q

conflicts in oral, anal, phallic stages

A

oral: weaning, if mother too accommodating or strict, leaves lasting impact
anal: potty training
phallic: Oedipus complex

56
Q

determinism and the unconscious

A

-behavior can often be traced back to unconscious
-not usually actually unconscious because people repress them
-we have limited introspective access to our own minds

57
Q

dynamism: psychodynamics and early childhood development (4 parts)

A

motives take you in two different directions
-attachment and trust: want protection to primary caregiver, but also trust
-attachment and exploration
-control and mastery
-self-esteem: we’re mortal, can’t always be great

58
Q

psychodynamics: anxiety and defense mechanisms (4 parts)

A

-attachment and trust: avoidance (try to deny need for love)
-attachment and exploration: symbolic substitution (have comfort idem or mechanism to soothe ourselves)
-control and mastery: illusory control (we think we have more control over our lives than we actually do); fantasy play (use imagination to make it seem like we have control)
-self-esteem: self serving bias (denial)

59
Q

common theme of ego psych, object relations, humanism, existentialism

A

love and close relationships, autonomy/ identity/ self-esteem, meaning (what the world means to us)

60
Q

ego psychology

A

-making sense of the self in relation to the world
-ex: who am I, where did I come from
-struggling to understand these questions=anxiety

61
Q

Erik Erikson

A

-we carry conflicts from childhood through personality later in life

62
Q

Erikson’s psychosocial stages general

A

-sense of trust
-autonomy, self efficacy
-sense of identity

-all go into self esteem and self worth

63
Q

Erikson’s psychosocial stages specific and significant relations

A

-trust v mistrust - mother
-autonomy v shame and doubt - parents/ body
-initiative v guilt - family/ aspirations
-industry v inferiority - neighborhood and school
-ego-identity v role-confusion - peer groups, role models
-intimacy v isolation - partners and friends
-generativity v self absorption - household, workmates
-integrity v despair - humankind or “my kind”

64
Q

motivational approach of ego psych

A

based on self esteem and narcissism

65
Q

better than average effect

A

tend to rate self as better than others

66
Q

self serving bias

A

-attribute success to self and failures to others
-weaknesses=temporary, strengths=permanent

67
Q

self handicapping

A

so that we have an excuse when failure occurs

68
Q

self evaluation maintenance

A

people constantly looking to others to find ways they’re better

69
Q

self esteem contingencies

A

people base self esteem on things they know they’re already good at

70
Q

narcissism and self esteem maintenance

A

-does much more of normal maintenance than average person
-ego feeding in overdrive
-self centeredness, entitlement, exploitation, grandiosity
-feedback seeking, hyper-defensiveness from anxiety of ego being threatened -> narcissistic rage

71
Q

Delia dynamic analysis

A

-has strong motivation to be loved and care for others
-father is source of love if she cares for him, even though he’s abusive
-learns that she gets love from men and her sexuality
-identity and self regard come from this and caregiving
-husband’s abuse leads to conflict: stay v protect the children
-has to abandon love or care, either diminishes self esteem
-compensates for feelings of worthlessness with self reliance
-reverts to sexuality in end, but with a man she has complete control over

72
Q

object relations

A

-relationship of self and others
-“object”=person
-relations based on mental images of objects
-based on experiences, positive or negative, that leave lasting impact on someone’s life
-mental images carried forward and transferred to new people and situations
-patient displaces feelings of patients toward therapist/ other things

73
Q

attachment theory: Bowlby

A

-attachment system: innate behavioral (control) system
-babies want to maintain proximity to parents
-little ones want to be w big ones, big ones want to be w little
-proximity, security (psychological mechanism
-protection (evolutionary function)
-deprived kids are either clingy or affection less/ distant (no desire to form relationships)

74
Q

attachment system equipment

A

-reflexes: rooting, sucking, crying, clinging -> later: crawling, whining, etc
-cognitions: evaluation of envt and monitoring of caregiver- caregiver leave = cry
-emotions: distress motivates proximity- seeking, good feelings reward it

75
Q

attachment system

A

-is caregiver near, attentive, responsive?
-yes -> felt security, love, confidence, leads to playful, less inhibited, smiling, etc
-no -> separation distress and anxiety -> is proximity seeking a viable option?
-yes -> attachment Bx are activated to some degree, ranging from simple visual monitoring to intense clinging
-no -> inhibit emotional expression and attachment Bx

76
Q

attachment: Ainsworth strange situation

A

-is baby able to explore and feel confident enough in others protection
(video)

77
Q

Ainsworth’s attachment styles: secure

A

-easily engaged in exploration in caregiver’s presence
-not unduly wary of stranger
-under stress, they signal needs
-actively seek proximity and contact, but tolerate absence
-negative emotion does not interfere with renewed exploration and shared positive affect w caregiver
-comforted by mom when she returns

78
Q

Ainsworth’s attachment styles: anxious-ambivalent

A

-impoverished exploration
-mere presence not reassuring
-mixed reactions toward caregiver
-wary of stranger
-when mother returns, they’re not comforted

79
Q

Ainsworth’s attachment styles: anxious-avoidant

A

-engage in exploration with minimal emotion
-parent and stranger treated similarly
-avoids eye contact/ ignores parent
-cry little or not at all
-at home: act more like anxious-ambivalent

80
Q

caregiver influences on attachment styles

A

-secure: sensitive and responsive
-anxious-ambivalent: inconsistent
-anxious-avoidant: rejecting

81
Q

internal working models

A

-schemas/ cognitive maps that represent experiences, knowledge of self and others, create expectations for future interactions
-constantly changing in response to feedback

82
Q

internal working models of different attachment styles

A

-secure: positive self, positive other
-anx-amb: uncertainty, never sure if mother will return, etc
-anx-avo: other is unavailable

83
Q

how do attachment styles affect other areas of personality and functioning

A

-secure: more sociable, confident, competent
-in adolescence and early adulthood, peers, and eventually romantic partners become attachment figures
-attachment style is modified

84
Q

how do dif attachment styles characterize romantic relationships

A

-secure: more happy, friendly, trusting, less fear of closeness
-anxious-ambivalent: more emotional extremes, jealousy, obsession, sexual attraction, love at first sight
-anxious-avoidant: more fear of closeness; less acceptance, jealousy, or emotional extremes

85
Q

what does high anxiety indicate

A

hyperactivation of attachment system

86
Q

parts of humanism

A

-phenomenology (what it is to be a person)
-choice (what we choose to do)
-growth (ways we try to maximize potential as we develop)

87
Q

ideas of humanism

A

-to understand the person, you must understand their motives and perceptions
-need conscious and unconscious

88
Q

hostile attribution bias

A

tendency to think others have hostile attitude towards you
-causes anxiety, hostility, etc

89
Q

conditions of worth

A

how people get their self esteem and what parts of them have value

90
Q

Carl Rogers’ self actualization

A

all organisms have tendency to maximize innate potential and everyone’s inherit potential is different

91
Q

Carl Rogers’ unconditional positive regard

A

people need to be told they’re good no matter what, and this gives them ability to thrive

92
Q

Maslow’s motivation hierarchy

A

-bottom: physiological (ex: food, water)
-safety (ex: security of body, job)
-love/ belonging (ex: friendship, family)
-esteem (ex: confidence, achievement)
-self-actualization (ex: morality, creativity)

93
Q

self-determination theory

A

-3 main needs we need to fulfill
-autonomy: agency, ability to control own fate
-competence: we can master things, achieve goals
-relatedness: relate to other people

94
Q

positive psychology

A

-Barbara Fredrickson: broaden and build theory of positive emotion (positive emotion gives us what we need to succeed)
-mindfulness and meditation: ways we can train ourselves to think and minimize negative emotions and consciously determine own fate

95
Q

existentialism

A

-we are aware of own existence and that it will end
-humans’ ability to ponder the meaning and purpose of life causes existential anxiety
-personality reflects individualized solutions to existential problems

96
Q

big brain theory

A

=self awareness, not always good
-allows us to self regulate and see if we’re living up to our goals

97
Q

existential paradox

A

humans have self-consciousness, but in the end are mortal

98
Q

terror management theory

A

-evolution leads to defensive instincts and big brain/ self awareness, which enhance survival/ reproduction
-both of these things lead to awareness of mortality/ potential for terror, which leads to stress, terror, insanity, reduced fitness
-OR both of these things lead to security with addition of security providing mechanisms, leading to enhanced fitness

99
Q

how does cultural worldview control terror

A

-shared conception of reality
-imbues life w meaning, order, permanence, standards of value
-promise of literal and/ or symbolic immorality to those who meet prescribed standards of value

100
Q

how does self esteem control terror

A

-ways people behave in order to be good members of society
-belief that one is living up to those standards of value

101
Q

evidence for TMT

A

mortality salience hypothesis and anxiety buffer hypothesis

102
Q

mortality salience hypothesis

A

reminding people of death should cause them to immerse into world views to feel better

103
Q

anxiety buffer hypothesis

A

-self esteem acts as buffer from mental health issues
-challenging world views makes people feel more anxious about mortality

104
Q

Mikulincer integration of attachment and terror management

A

-people turn to close/ attachment relationships for security, gives us sense of calm, protection
-mortality salience leads to activation of attachment system
-secure attachment -> lower defenses/ death thoughts
-separation/ conflict thoughts -> more death thoughts

105
Q

what does TMT predict

A

-psych threats will cause defenses
-psych defenses will protect against the emotional impact of threats
-what we do in life bolsters our sense of security and protect against anxiety

106
Q

contemporary existentialism and “solutions”

A

-more things than death that give people anxiety
-ex: isolation, identity, freedom, meaning
-personality solutions: self-esteem, worldviews, close relationships

107
Q

positives of attachment theory

A

-evolved instinctive motives influence conscious and unconscious experience of being a developing organism
-thwarting or satisfaction of motives influence working model of self and other, which are reflected in our traits
-our developing personalities reflect growth and defense to expand ourselves

108
Q

larger heritability =

A

smaller environmentality (effect of envt on variance in group)

109
Q

controversy over genetics

A

-might be misused (ex eugenics)
-too different from behaviorism

110
Q

selection breeding studies cannot

A

be ethically conducted on humans

111
Q

why are family studies problematic

A

genetic and envt factors are confused

112
Q

problems with twin studies

A

-assumption of equal envts (identical not treated any more alike than fraternal)
-assumption of representativeness (twins are just like non-twins)

113
Q

problems with adoption studies

A

non random placement of adopted-away children into families

114
Q

what gives us more confidence in methodical studies

A

if twin studies and adoption studies converge

115
Q

examples of “heritable” things

A

-personality variables and big 5
-drinking, smoking, attitudes, occupational preferences, sometimes SO

116
Q

percent of influence of envt and heritability on personality

A

envt: 50-70%
heritability: 30-50%

117
Q

non shared variety

A

different experiences that siblings have even though they’re in the same family

118
Q

three types of genotypes

A

active, reactive, passive

119
Q

ways to view physiological measures

A

-personality traits: is the physiological symptom correlated w a trait?
-physiological events contributing to the personality trait (ex: biological underpinnings)

120
Q

characteristics of adaptations

A

-solve specific adaptive problems
-numerous, correspond to many problems
-functional

121
Q

how to discriminate between real and false memories

A

corroboration: find someone who can support the subject’s version of the event

122
Q

two ego psychologists

A

Erik Erikson and Karen Horney

personality (3 decks)

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