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PSYCH 341 > exam 2 > Flashcards

exam 2 Flashcards

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1
Q

kinds of baby temperaments

A

easy
difficult
slow to warm up

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2
Q

developmental elaboration

A

how temperament turns into personality

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3
Q

temperament and big 5

A

behavioral inhibition: scared of unknown, strong physio reactions to mild situations, respond by withdrawing, avoidance
inhibited/uninhibited continuum underlie extraversion and neuroticism

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4
Q

part of brain for inhibited/uninhibted

A

inhibited: right prefrontal
uninhibited: left prefrontal

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5
Q

effortful control

A

delay gratification
girls are better at it
foundation for consciousness

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6
Q

temperament

A

physiobiological core around which personality is built

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7
Q

processes involved in temperament

A
  1. learning processes
  2. environmental elicitation
  3. environmental construal
  4. social/temporal comparisons
  5. environmental selection
  6. environmental manipulation
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8
Q

trait continuity

A

to have a trait means there is a degree of continuity over time, if no stability it would be hard to recognize each other

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9
Q

absolute continuity

A

measured in terms of group averages, constancy of trait over time at a group level

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10
Q

differential continuity

A

consistency of individual differences within a group over time, an individual’s relative placement in a group

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11
Q

trait continuity over 30 years

A

r=0.55

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12
Q

trait change as people age

A

become more conscientiousness and agreeable, less extraverted, neurotic, and open

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13
Q

ego control

A

modifying impulses, best to be in the middle of undercontrolled vs. overcontrolled

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14
Q

ego resiliency

A

ability to change level of ego control according to current demands

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15
Q

twin study logic

A

compare monozygotic twins to dizygotic twins to non-twins, or look at MZ twins adopted into different homes

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16
Q

personality percentages

A 
40% genetic
35% non-shared environment
20% measurement error
5% shared environment
(shared is what makes family members alike, non-shared is what makes them different)
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17
Q

Rowe’s 6 categories (non-shared environment)

A
  1. perinatal trauma
  2. accidental events
  3. family constellation (birth order)
  4. sibling mutual interaction
  5. unequal perinatal treatment
  6. influences outside family (friends, teachers)
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18
Q

serotonin transporter gene (5HTT-P)

A

inherit long or short allele, short is related to increased depression risk, but only in context of significant stressors

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19
Q

responsive brain

A

agouti mice clip
twins
epigenetic cancer therapy

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20
Q

humanistic view

A

unconditional positive regard, people are motivated toward growth, motivated by higher purposes and self-actualization

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21
Q

Rogers

A

client-centered therapy focused on warmth, acceptance, unconditional positive regard with goal of helping client achieve potential, organismic valuing process

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22
Q

organismic valuing process

A

acting in self-actualized manner

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23
Q

Maslow

A

studies healthiest people to see what leads to self-actualization
5 needs: physiological, safety, belongingness, self-esteem, self-actualization
peak experiences

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24
Q

Frankl

A

never achieve self-actualization being self-focused, have to be others-focused
need to search for self-transcendence

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25
Q

multifaceted view

A

motivation is made up of a number of things and each person’s constellation of motivations is different

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26
Q

Henry Murray

A

(multifaceted)
people live in a context of time, remembered past and anticipated future, connected events
needs interact with environment (press) to produce thema or pattern of interactions
viscerogenic needs and psychogenic needs
needs + press = thema
TAT

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27
Q

viscerogenic needs

A

physical

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28
Q

psychogenic needs

A

autonomy, affiliation, etc. (20 basic needs)

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29
Q

Thematic Appreciation Test

A

examines needs, test taker describes what is happening in ambiguous pictures

  1. identifying hero
  2. hero’s motives and feelings
  3. environment that impinges/allows needs
  4. whether needs fulfilled in reality
  5. recurrent combination of specific needs
  6. feelings about people/environments
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30
Q

David McClelland

A

adapted TAT into Picture Story Exercise to study achievement motivation, more reliable than TAT, achievement in business students and achievement stories in elementary school books across countries
self-attributed motives (conscious) vs. implicit motives (unconscious)

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31
Q

achievement motivation

A

doing better than others

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32
Q

power motiavation

A

having an impact on others (related to more distress when not achieved)

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33
Q

intimacy motivation

A

feeling close to others

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34
Q

personal goals

A

exist in future, what we work towards

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35
Q

personal strivings

A

recurrent goals we organize our behavior around

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36
Q

personal projects

A

activities coordinated to achieve goals

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37
Q

self-determined motivation

A

competence, autonomy, relatedness

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38
Q

externally-determined motivation

A

money, fame, appearance

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39
Q

intrinsic motivation

A

the activity itself is rewarding
providing money for intrinsic behaviors may undermine intrinsic motivation
competence, autonomy in our choices, relatedness to others

40
Q

extrinsic motivation

A

external reward is reinforcing

41
Q

hedonic motivation

A

maximizing pleasure/minimizing pain
measured via happiness/life satisfaction
difficult things are avoided

42
Q

hedonic theory strengths

A

pleasure and pain are associated with happiness

rewards and punishments strongly influence behavior

43
Q

hedonic theory weaknesses

A

people sometimes act against hedonism

behavioral economics

44
Q

eudaimonic motivation

A

emphasis on meaning, growth, and relationships as key motivations
difficult situations can lead to increased meaning
pleasure is a result of living a meaningful life

45
Q

importance of life values

A

Londoners vs Mayans

why did one survive?

46
Q

identifying your values

A

attending your own spirit in funeral form

writing your tombstone

47
Q

valued action

A 
Covey's rocks, putting what is most valued and important in life first
Zeigarnick effect (dissonance)
identify 5 key values for your life
Dumbledore's penseive
48
Q

type A attachment

A

avoidant: unattached, doesn’t use caregiver for comfort, not upset by caregiver leaving

49
Q

type B attachment

A

secure: caregiver is secure base

50
Q

type C attachment

A

anxious/ambivalent: attached to caregiver but angry if caregiver leaves, overly attached

51
Q

type D attachment

A

disorganized: upset by presence of caregiver (abuse), fearful of strangers/situations

52
Q

parenting style

A

interaction between demandingness and responsiveness

53
Q

attachment equation

A

parenting x temperament

54
Q

George Kelly

A

personal constructs

55
Q

personal constructs

A

person is a scientist trying to make sense of the world
bipolar constructs
construing how things are alike/different from each other

56
Q

Role Construct Repertory Test

A

flexible idiographic measure used to explore personal constructs

57
Q

self-schemas

A

same as personal constructs
cognitive framework
template of general knowledge based on past experiences that guides thoughts and actions
stored in long-term memory

58
Q

early maladaptive schemas

A

negative ways we have learned to see the world due to early childhood trauma or negative experiences

59
Q

possible selves

A

what we would like to become
what we are afraid to become
framework for self-evaluation

60
Q

actual selves vs ideal selves vs ought selves

A

discrepancy leads to distress

61
Q

actual/ideal discrepancy

A

depression and shame

62
Q

actual/ought discrepancy

A

anxiety and guilt

63
Q

promotion focus

A

strong ideal self-guides, sensitive to positive outcomes, approach strategies (BAS)

64
Q

prevention focus

A

strong ought self-guides, sensitive to negative outcomes, avoidance strategies (BIS)

65
Q

explanatory style

A 
how we explain events in our lives
depressed people explain events in a depressed way
internal vs external
global vs specific
stable vs unstable
66
Q

core of depression

A

depressive schemas

67
Q

Seligman Learned Helplessness Theory

A

we learn to become helpless

we can also learn to become optimistic

68
Q

social intelligence

A

personality is socially situated

effectively interacting with others

69
Q

social knowledge

A

concrete, episodes, rules

70
Q

relational schemas

A

mental representations of important relationships in our lives
templates of how people should act

71
Q

emotional intelligence

A

recognize one’s own and other people’s emotions
discriminate between different feelings and label them appropriately
use emotional info to guide thinking and behavior

72
Q

interoception

A

awareness of internal state

higher interoception related to better physical and mental health

73
Q

alexithymia

A

lack of words for emotion

74
Q

4 EQ abilities

A
  1. perception of emotion, ability to identify, differentiate, discriminate
  2. use of emotions to facilitate thinking, reasoning, by directing attention and aiding judgement
  3. understanding and analyzing emotions, ability to label emotions and understand complex emotions
  4. reflective regulation of emotion, ability to prevent, reduce, enhance, or modify emotions in self and others, and be open to unpleasant as well as pleasant feelings
75
Q

negative cognitions about self and God

A

if something bad happens, God is punishing me

76
Q

negative cognitive triad

A

negative view of self, world, future

being judgmental strains interpersonal relationships

77
Q

positive cognitions about self and God

A

God loves me and will help me through difficult times

78
Q

positive cognitive triad

A

positive view of self, world, future

being compassionate, forgiving improves interpersonal relationships

79
Q

intrinsic religiosity

A

go to church because it’s personally meaningful

80
Q

extrinsic religiosity

A

go to church because it’s a good social scene

81
Q

severe trauma

A

emotional response to extremely negative event
interferes with ability to live normal life
result of severe stressor

82
Q

trauma: insensitivity to context

A

avoidant, withdrawn

83
Q

trauma: oversensitivity to context

A

hypervigilant, hyperreactive to stress

84
Q

self-injurious behaviors

A

attempts to cope with/avoid intense emotional pain

85
Q

therapy requires…

A

learning to be aware of and accept internal emotional and sensory experience
without internal sensory awareness can’t maintain healthy homeostatic balance

86
Q

self-regulation requires…

A

healthy relationship with your body

87
Q

Dutch Hunger Winter

A

women being starved impacted their fetuses

babies were more likely to have diseases, cardiovascular cancer, lots of other problems

88
Q

Post Traumatic Growth Inventory

A

Core Beliefs Inventory
the degree to which you experience post traumatic growth depends on how much your core beliefs have been shaken up
the level of disruption predicts later growth

89
Q

Core Beliefs Inventory (CBI)

A

to show PTG means that you probably had your assumptive world beliefs highly challenged

90
Q

5 changes (growth, PTG)

A
  1. self-perception
  2. relationships
  3. new possibilities
  4. appreciation of life
  5. spiritual
91
Q

self-perception growth

A

more vulnerable yet stronger

loss may lead people to perceive themselves as stronger and more confident

92
Q

relationship growth

A

have positive changes in other relationships after losing a loved one
increased sense of closeness with others
connectedness and greater compassion for grieving others

93
Q

new possibilities growth

A

possibility of new relationships

new people enter life

94
Q

appreciation of life growth

A

end of life may be sooner than one thinks

live more deliberately because don’t know how much longer you have

95
Q

spiritual growth

A

religion provides framework promoting growth through increased sense of meaning and purpose
spiritual coping is a top predictor of post traumatic growth

PSYCH 341 (3 decks)

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