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exam 2 identify Flashcards

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1
Q

Each trait in the B5 is a superfactor and has 6 facets
Each facet has 4? specific habits
Superfactor → facet → specific habit
Extraversion → sociability → smiles at strangers

A

Traits and their hierarchical organization

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2
Q

Fantasy, aesthetics, feelings, ideas, actions, values

A

Facets of openness

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3
Q

Self-discipline, dutifulness, competence, order, deliberation, achievement striving

A

Facets of conscientiousness

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4
Q

Gregariousness, activity level, assertiveness, excitement seeking, positive emotions, warmth

A

Facets of extraversion

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5
Q

Straightforwardness, trust, altruism, modesty, tendermindedness, compliance

A

Facets of agreeableness

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6
Q

Anxiety, self-consciousness, depression, vulnerability, impulsiveness, hostility

A

Facets of neuroticism

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7
Q

Assumes that important personality concepts are in language, so personality reflects the superfactors of adjectives in language
Uses factor analysis
Used by Allport & Odbert

A

Lexical approach

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8
Q

Creates clusters/groups of similar/correlated traits
Reduces complexity + redundancy among traits to decrease the number of dimensions and create broader factors that summarize individual traits
Simplifies and makes concepts more parsimonious

A

Factor analysis

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9
Q

Used the lexical approach and found 18,000 person-descriptive English words in the dictionary and divided them into categories traits (5000), states, activities, and other (evaluations, skills, etc)
Father and critic of the B5

A

Allport & Odbert

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10
Q

Sorted 5000 traits using factor analysis and found 16 personality factors, but they were not replicable
Discredited scientifically, but still a pioneer in personality research

A

Cattell & the 16PF

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11
Q

Cardinal, central, & unique traits

A

Allport’s 3 different kinds of traits

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12
Q

Fundamental, overarching trait that is so pervasive that virtually every behavior of an individual can be traced to its influence
Most important trait of a person’s personality (highest/lowest score on B5)
Ex: an extraverted person has many friends and a career in comedy because they like being around people
Studied by Allport

A

Cardinal trait

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13
Q

General trait that can be found in most people in varying degrees
Not as influential as cardinal traits
Ex: everyone is honest to a degree
Studied by Allport

A

Central trait

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14
Q

Trait that only 1 person uniquely has
Hard to find for a single person
Ex: drink 3 glasses of water every morning when they wake up
Studied by Allport

A

Unique trait

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15
Q

Favored by Allport & existentialists because he thought 5 factors were not enough to capture the uniqueness of each individual and shit on factor analysis (garbo in, garbo out)

A

Idiographic approach

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16
Q

Favored by Cattell, Norman, Goldberg, & Eysenck as they all used factor analysis to capture common traits that could apply to everyone

A

Nomothetic approach

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17
Q

Giant 3 superfactors
PEN = psychoticism (A- & C-), extraversion, neuroticism
Big butthurt because he thought the B5 stole E & N from him when he stole E from Jung
Argued that O is just IQ
A & C predict different things (likability & school performance, respectively)

A

Eysenck’s 3-Factor Theory

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18
Q

Openness, conscientiousness, extraversion, agreeableness, neuroticism

A

OCEAN

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19
Q

O+ : enjoying learning leads to practicing more
C+ : staying focused, taking better notes, planning

A

School performance is predicted by

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20
Q

A- : don’t get along with peers, manipulative
C- : unmotivated, lazy, careless

A

Delinquency is predicted by

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21
Q

A+ : cooperative, prosocial, kind, helpful, considerate

A

Likeability is predicted by

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22
Q

C+ : regularity of healthy habits (ex. Meds, exercise)

A

Longevity is predicted by

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23
Q

E+ : meet more people by going to more places/events

A

Number of sex partners is predicted by

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24
Q

C+ : better at keeping up with schedule

A

Punctuality is predicted by

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25
Q

Are super broad and include about 1000 individual traits per factor
Are the highest level of abstraction/generality in the hierarchical model of personality

A

Why are the B5 called “big”?

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26
Q

Developed by Costa & McCrae
Measures the B5 using 6 facets for each superfactor

A

NEO-PI-R

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27
Q

.50

A

Temporal stability of B5 from age 20 to 40

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28
Q

.70

A

Temporal stability of B5 from age 40 to 60

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29
Q

.45

A

Temporal stability of B5 from age 20 to 60

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30
Q

Nicholas Cage effect: ↑ A & C, ↓ N for women

A

Mean level changes in B5 during adulthood

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31
Q

Intrinsic maturation: biological change (McCrae & Costa)
Environment & experiences change our traits (ex. New roles/responsibilities like job, spouse, parenthood) ↑ A & C
Self-acceptance, confidence, & mastery experience ↓ N for women

A

Why are there mean level changes in B5?

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32
Q

Age of rebellion: ↓ A & C, ↑ N for girls
Valley of tears

A

Mean level changes in B5 during adolescence

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33
Q

Age of rebellion: ↓ A & C, ↑ N for girls
Valley of tears

A

Mean level changes in B5 during adolescence

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34
Q

Girls more A+ & N+ than boys in adolescence

A

Gender differences in the B5

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35
Q

Eysenck – Norman & Goldberg – Cattell – Allport

A

Giant 3 – Big 5 – Middling 16 – Tiny Tots Thousands

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36
Q

Traits are malleable
All B5 dimensions are important in everyday life
Traits can be a risk or buffer against stress

A

Implications of B5 research

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37
Q

Measures personality using a combo of 4 types
Extraversion – introversion
Sensing – intuition
Thinking – feeling
Perceiving – judging

A

Myers-Briggs Type Indicator (MBTI) and types

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38
Q

Not empirical (poor test re-test reliability)
No predictive power
No negative affect for any type
Categorical (arbitrary cut-offs) instead of dimensional

A

Critiques of MBTI

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39
Q

All B5 traits are partially heritable with a genetic contribution of 45% each

A

Nature-nurture debate

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40
Q

Used to find the heritability estimate of personality (45%)

A

Twin studies

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41
Q

Allow us to compare the similarities between the child vs. their bio parents, the child vs. their adoptive parents, and the child vs. their sibling (offspring of adoptive parents)

A

Adoption studies

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42
Q

Smaller (5%)

A

Shared environment effects

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43
Q

Larger (35%)
Separated twins are more like each other than twins raised together
Ex: different parenting styles, schools, friends, home environment (different SES during childhood)

A

Unique environment effects

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44
Q

Argued that a person’s genes & their interactions with peers (non-shared environment) are more important than their parents
Parents do influence peer interactions but parental effects on personality is not as direct as believed previously

A

Judith Harris

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45
Q

Believed that birth order (unique environment) is important in personality development

A

Frank Sulloway

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46
Q

C+ : act like a surrogate parent → achievement-oriented, responsible, organized
E+ : stronger, dominant, exert leadership
N+ : more blamed for problems → jealous, anxious, fearful, stressed

A

First-borns

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47
Q

O+ : freer to experiment & less conforming, tradition, close ID with parents
A+ : need to survive → get along with older siblings, cooperative, popular (evidence not as strong)

A

Later-borns

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48
Q

Extraverts are less sensitive to stimuli so they seek out more intense stimuli to reach same arousal level
Did not replicate (lemon juice)

A

Eysenck’s optimal arousal theory

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49
Q

Extraverts have a biological basis for positive emotions which is modified by experience, leading them to be more sociable

A

Positive Emotionality theory

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50
Q

Extraverts have a highly reactive BAS which acts as a “go” system, leading to approach motivation
Correlates with both extraversion & positive emotionality

A

Behavioral Approach System (BAS)

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51
Q

Engage in rewarding + stimulating behaviors even if they can be risky

A

Approach motivation

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52
Q

Predicts that because women have a greater in time investment in offspring than men, they have different preferences when looking for a partner
Men prefer women who are more youthful, physically attractive, and have less sex (for paternity reasons)
Women prefer men who can provide more resources

A

Parental investment theory

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53
Q

Men are more jealous about sexual infidelity (for paternity reasons)
Women get more jealous about emotional attachment becuase of the threat of losing rescources

A

Gender differences in jealousy

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54
Q

Prominence, respect, influence

A

3 components of status

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55
Q

More visible, well-known, receive more scrutiny

A

Prominence

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56
Q

Higher esteem/regard

A

Respect

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57
Q

More control over group decisions + processes

A

Influence

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58
Q

Frats, sororities, co-ed dorms

A

3 groups Anderson et al. studied

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59
Q

They were intact groups, so they could study the naturalistic, long-term effects of personality on status
These groups also spend a lot of time together and have a wide range of interactions
Also able to study gender differences

A

Why did Anderson et al. study 3 different groups?

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60
Q

Peer ratings of prominence & life-outcome data (number of positions + offices held)
Strong correlation (r = .56, p < .0) demonstrates convergent validity
Controlled for length of membership (improve discriminant validity)
Emotion Facial Action Coding System (EMFACS) to test neuroticism in Study 3 instead of self-report
Code facial expression after eliciting moderate levels of negative emotions (fear, embarrassment, shame, sadness, anger, contempt, disgust)

A

Data sources for Anderson et al. study

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61
Q

E had a strong correlation even after controlling physical attractiveness (a little stronger for men vs. women and for same-sex vs. mixed-sex)
A had no correlation
N had a strong correlation for men and no correlation for women even after controlling for physical attractiveness (sex differences do not reflect self-report biases)
Physical attractiveness had a strong correlation for men but no correlation for women

A

Variables that predicted social status

62
Q

The researchers’ hypotheses were supported as the data reaffirmed past research

A

Were the hypotheses of Anderson et al. supported?

63
Q

(1) Nearly all behavior is learned
(2) There is a need for empirical research
(3) behavior is a function of the situation B = f(S)

A

3 basic assumptions of Behaviorism

64
Q

Argued that anything can be learned and environmment plays the largest role in personality development
Can turn your baby into a beggar
Humans are a blank slate (tabula rasa)

A

John Watson

65
Q

Studied classical conditioning

A

Pavlov

66
Q

Learning by association
Ex: Chloe the cat thinks it’s time to each when Prof John grinds his coffee because he makes coffee and feeds Chloe in the morning

A

Classical conditioning

67
Q

Triggers naturally occurring response (before conditioning)
Ex: Chloe’s cat food

A

Unconditioned stimuli (US)

68
Q

Previously neutral but now triggers response (after conditioning)
Ex: coffee grinder

A

Conditioned stimulus (CS)

69
Q

Naturally occuring response (before conditioning)
Ex: salivation

A

Unconditioned response (UCR)

70
Q

Association to similar stimuli
Ex: Chloe comes for food when she hears the can opener

A

Generalization

71
Q

Differences in association among different stimuli
Ex: Chloe learns that the coffee grinder indicates food but the can opener doesn’t

A

Discrimination

72
Q

Slow unlearning of association
Ex: Chloe learns that she doesn’t get food at night even when the coffee grinder is on

A

Extinction

73
Q

Extinction of learned phobias/fears in a step-by-step process

A

Systematic desensitization

74
Q

Any negative emotional response, typically fear or anxiety, that becomes associated with a neutral stimulus as a result of classical conditioning

A

Conditioned emotional response (CER)

75
Q

Studied operant conditioning

A

Skinner

76
Q

Learning based on reinforcement
Relies on token economy
Works well in kindergartens + prisons but not adult populations

A

Operant conditioning

77
Q

Reward desired behavior & punish undesired behavior

A

Reinforcement

78
Q

Reward works better than punishment as the source of punishment is feared/resented

A

Reward vs. punishment

79
Q

Test behavior is a _______ of underlying trait/complex and are used to make strong inferences + interpretations
Used by trait theorists (Allport) & psychoanalysts (Freud)

A

Sign approach

80
Q

Test behavior is a _____ of potential interesting behavior and is not used for major inferences
Used by behaviorists (Skinner)

A

Sample approach

81
Q

Approach-avoidance, approach-approach, avoidance-avoidance

A

3 types of conflict in Behaviorism

82
Q

Conflict between wanting to approach the potential positive benefits and wanting to avoid the potential negative consequences
Ex: want to make friends but afraid of rejection

A

Approach-avoidance

83
Q

Conflict that arises when there are too many desirable choices, and it is difficult to choose
Ex: choose 1 cereal in a huge cereal aisle

A

Approach-approach

84
Q

Conflict that arises when there are two undesirable alternatives that one must choose between
Ex: have to do homework or clear apartment

A

Avoidance-avoidance

85
Q

Genetic predisposition to learn some associations more easily because they are evolutionarily advantageous & can increase chances of survival and reproduction

A

Biological preparedness

86
Q

Harder to learn a second language after age 12
One-trial learning (like food aversions)
Hard to learn/unlearn some associations

A

Examples of biological preparedness

87
Q

Animals can learn in 1 trial
Rats associated diet pepsi with nausea & lights with electric shocks, but did not cross over learning when pepsi led to shocks and lights led to nausea

A

Garcia effect

88
Q

Nah, he totally neglected how biology influences behavior/learning

A

Was Watson right?

89
Q

Shift from behaviorism to cognition due to tech advancement in the early 70’s

A

Cognitive revolution

90
Q

Used to need to go through an S-R connections/operator to talk on the phone (behaviorism goes through behavior to testing learning)
Now use computers (social cognition studies how information is encoded, stored, and retrieved in the brain)

A

Metaphor for behaviorism & social cognition

91
Q

Like computers, humans encode, store, and retrieve information
Studies how this works in humans

A

Cognitive approach

92
Q

Antecedent-focused regulation strategy that changes the meaning of an event to change the experience of the emotion
Decreases negative emotions and increases positive emotions

A

Reappraisal

93
Q

Response-focused strategy that inhibits behavioral expression of an emotional response (ex. Facial, verbal, gestural)
Decreases positive and negative emotions

A

Suppression

94
Q

Suppression is more encouraged in EA cultures due to importance of adjusting individual behavior to maintain interpersonal harmony
Suppression is less encouraged in W cultures due to importance of autonomy and expressing one’s true self BFFR

A

Cultural differences in use of emotion regulation strategies

95
Q

Suppression is associated with lower subjective authenticity and positive emotion expression, but not relationship satisfaction in the Chinese sample

A

Cultural differences in effects of suppression

96
Q

Suppression → less positive emotion expression → indicates indifference, withdrawal → bad for wellbeing & relationships
Reappraisal → more positive emotion expression → indicates approachability, affiliation → good for wellbeing & relationships

A

Direct mediator for suppression & reappraisal

97
Q

Suppression → subjective inauthenticity → indicates misunderstanding, distance → bad for wellbeing & relationships
Reappraisal → subjective authenticity → indicates trust, honesty, openness → good for wellbeing & relationships

A

Indirect mediator for suppression & reappraisal

98
Q

Suppression was a stronger predictor for less positive emotion expression than subjective inauthenticity
Subjective authenticity was a better predictor of relationship satisfaction than positive emotion expression
Suppression and relationship satisfaction is not correlated when controlled for subjective authenticity

A

Effect of suppression on well-being and relationship satisfaction

99
Q

Developed personal construct theory which is a cognitive theory

A

Kelly

100
Q

efforts to construe and interpret events to make sense of them & there are many constructions available to choose between

A

Constructive alternativism

101
Q

People are like scientists trying to understand their environment and predict future outcomes B = f(P[S])
Does not see people as rats (a product of their environment) B = f(S)

A

Kelly’s view of the person

102
Q

Used to describe, understand, predict, and control events

A

Construct system

103
Q

Used to elicit an individual’s construct system
Columns = role figures
Rows = constructs & contrast poles
Pick 3 role figures and indicate how 2 of them are similar and different from the 3rd

A

Role construct repertory (REP) test

104
Q

Opposite of a construct
Many constructs have this

A

Bipolar/contrast pole

105
Q

Contrast pole that cannot be verbalized
Not many constructs have this

A

Submerged contrast pole

106
Q

Constructs develop before children are able to speak
Seen in sign language

A

Preverbal construct

107
Q

Thinking about how to organize and construe information

A

Personal construct theory

108
Q

Stable, cross-situational
Basic to a person’s construct system and cannot be altered without serious consequences for the whole system

A

Core construct

109
Q

Construct that is not basic to the construct system and can be altered without serious consequences for the whole system

A

Peripheral construct

110
Q

Broad categories that cover the whole domain but are not specific enough

A

Superordinate

111
Q

Broad enough for utility
Compromise between superordinate and subordinate

A

Basic

112
Q

Help you predict but too specific to be generalizable

A

Subordinate

113
Q

Fruit – apple – granny smith
Mammal – cat – siamese
Good – kind – charitable
B5 dimension – facet – specific habit/behavior
Extraverted – sociable – talkative

A

Superordinate – basic – subordinate examples

114
Q

People are motivated by external reinforcers, rewards, and punishments
What they are drawn to
Behaviorists (Skinner) believe this

A

Pull theory (carrot theory)

115
Q

Internal drives/motives, instinctual forces push/propel the person forward
They are driven to do X
Psychodynamic theorists, psychoanalysts (Freud), & humanists (Rogers incongruence of actual-ideal self)) believe this

A

Push theory

116
Q

People are motivated by cognition and are always cognitively active and processing information even if it looks like they are doing nothing
Cognitive theorists (Kelly) believe this

A

Jackass theory

117
Q

Proof for Jackass theory
Train system transported rats through a maze, and rats make cognitive maps of maze with latent learning
Rats only demonstrated learning when there was an incentive

A

Tolman’s tourist rats

118
Q

Learning without reinforcement

A

Latent learning

119
Q

All events in which the construct system is useful

A

Range of convenience

120
Q

Recognition that an event lies outside the range of convenience in a construct system

A

Anxiety

121
Q

Awareness of imminent comprehensive change in core constructs (massive reorganization of constructs)

A

Threat

122
Q

Malfunctioning and thought disorders of the construct system where people do not create proper constructs

A

Psychopathology in personal construct/cognitive theory

123
Q

Challenges clients by encouraging them to represent themselves in new ways, through new roles
Involves homework in that the client must act like their new role for a period of time
Client collects data, tries new constructs + ways of thinking/behaving, and tests hypotheses (reality testing)

A

Fixed role therapy

124
Q

(1) Experimentation of constructs/thinking/behaving
(2) New elements: objects, experiences, people
(3) collect validational data (reality testing)

A

3 conditions of change

125
Q

Argued that irrational beliefs make us unhappy/sad
Developed CBT & rational-emotive therapy (RET)

A

Beck & Ellis

126
Q

Studied incremental & entity beliefs
Borrowed stable-variable attributions from Weiner

A

Dweck

127
Q

Growth mindset
Belief you can change your attributes

A

Incremental beliefs

128
Q

Fixed mindset
Belief you can’t change your attributes

A

Entity beliefs

129
Q

(1) Rogers (Kelly; active contruers)
(2) Kelly
(3) Behaviorists (& post-Freudians)
(4) Behaviorists (anti-trait theorists)
(5) Post-behaviorists: Tolman (Rogers: personal growth)
(6) Behaviorists, Rogers, trait theorists

A

6 basic assumptions of social cognitive theory:
(1) People as active agents (doers)
=People choose their friends who influence their behavior
(2) Cognitive processes exist (thinking)
=Your perception of a situation influences behavior
(3) Social origins of behavior
=Society/societal expectations influence behavior
(4) Behavior as situation-specific
=Only nice in front of authority figures
(5) Learning complex behavior without reward
=Latent learning (language), one-time learning (food aversion, fear of snakes)
(6) Emphasize empirical research
=We love the scientific method

130
Q

Studied delay of gratification (Marshmallow test), aggression in summer youth camps (behavioral signature), & cognitive-affective processing systems (CAPS)

A

Mischel

131
Q

Individually distinctive profiles (stable patterns) of situation-behavior relationships
If… then
Not about average behavior tendencies
Studied by Mischel

A

Behavioral signature

132
Q

Personality functions as a system of highly interconnected cognitive and emotional processes

A

Cognitive-affective processing system (CAPS)

133
Q

Studied observational learning/modeling (bobo dolls), reciprocal determinism, and self-efficacy

A

Bandura

134
Q

Studied observational learning and behavior modeling
Children watched a model act aggressively toward the Bobo doll
Children had acquired the knowledge of behavior after watching someone perform, but it does not necessarily cause them to perform the behavior

A

Bobo dolls

135
Q

Learn new behaviors
Independent on reinforcement

A

Acquisition

136
Q

Produce learned behavior
Dependent on reinforcement

A

Performance

137
Q

Behavior is a function of how perception influences the situation and vice versa B = f(P↔S)

A

Reciprocal determinism

138
Q

Person perceives + reacts to situation
Studied by Caspi & Bem

A

Reactive PxS interaction

139
Q

Person actively selects their environment, and thus the situations they experience

A

Proactive PxS interaction

140
Q

Person’s attributes elicit certain reactions from others, which reinforces behavior
Studied by Caspi & Bem

A

Evocative PxS interaction

141
Q

Self-perceived ability to cope with specific situations & influence and reach goals
Domain-specific

A

Self-efficacy

142
Q

More likely to attempt & persist in difficult tasks
Have less anxiety & depression when approaching situations
Cope better with stress & disappointment

A

Effects of self-efficacy on an individual

143
Q

Helps establish goal hierarchies & long-term goals + motivation
Studied by Mischel

A

Delay of gratification

144
Q

Watches a model perform behaviors and helps perform behaviors themselves

A

Guided mastery

145
Q

Pre-existing mental structures that organize stimuli/world around us

A

Schemas

146
Q

motivation to obtain information that is consistent with one’s self-concept

A

Self-verification

147
Q

Motive to maintain/enhance positive views of self

A

Self-enhancement

148
Q

Representation of who one may become, want to become, and are afraid of becoming
Help understand why people experience difficulties in self-control/willpower

A

Possible selves

149
Q

Studied actual self – ought self

A

Higgins

150
Q

Not reaching ideal self makes us feel sad/depressed because of loss of potential positive outcomes
Not reaching ought self makes us feel anxious/agitated because not achieving obligations is an impending threat

A

Difference between ideal self vs. ought self

151
Q

Studied attributions (causal explanations) on 2 dimensions:
Internal – external
Stable – variable

A

Weiner

152
Q

Internal & stable: traits, ability
Internal & variable: effort, (self-efficacy)
External & stable: task difficulty
External & variable: luck, chance

A

Weiner’s attribution model

psych 150 (4 decks)

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