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Personality Psychology > Exam #3 > Flashcards

Exam #3 Flashcards

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1
Q

Personality change occurs_____________

A

with redirection of persons psychic energy (Motivation)

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2
Q

Psychic energy_____

A

motivates all human activity

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3
Q

How does personality change?

A

Due to redirection of of psychic energy

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4
Q

Basic instincts

A

strong innnate forces that provide all energy in psychics system.

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5
Q

What are the two types of instincts

A

Life (libido); Death (Thanatos)

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6
Q

Life (libido) (3)

A
  • darwin’s theory of evolutionary sexual and survival
  • self-preservation (survival)
  • sexual instinct
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7
Q

Death (Thanatos)

A
  • humans have a fundamental instinct for destruction

- its a part of us to destroy

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8
Q

Unconscious motivation

A

-there is a reason behind every act, thought and feeling is an expression of the mind (accidentally calling someone a different name)

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9
Q

The human mind consists of 3 parts:

A

conscious
pre-conscious
unconscious

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10
Q

conscious

A

contains all thoughts and feelings and perceptions that you are presently aware of.
-working memory

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11
Q

preconscious

A

any piece of information that you are not presently thinking about but that could easily be retrieved and made conscious.

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12
Q

unconscious

A
  • unacceptable information hidden from conscious view.
  • memories, feelings, thoughts, and urges are so troubling that being aware of them can make the person anxious.
  • incest, hatred towards siblings
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13
Q

psychic determinism

A

nothing happens by chance, things we do are due to unconscious motivation
-things we say in a fight, we say we don’t mean it but since you said it then there is some truth in there

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14
Q

label the iceberg with the 3 parts of the mind along with the structures of personality

A

Conscious- ego
preconscious- superego
unconscious- ID.

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15
Q

what are the 3 structures of personality

A

id
ego
superego

  • deals with how we manage instincts (libido/death)
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16
Q

ID

A
  • we are born with it
  • source of all drives and urges
  • like the spoiled child
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17
Q

ID: Pleasure principle

A

desire for immediate gratification; can’t tolerate delays in getting what it wants

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18
Q

ID: Wish fulfillment

A

create a mental image or fantasy of object or person to satisfy needs.

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19
Q

EGO

A
  • age: 2-3
  • deals with conflict btw the ID and Superego
  • 2nd thought process
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20
Q

EGO: Reality Principle

A

ids desires are in conflict with social norms; can’t eat cake cuz have to wear mask

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21
Q

Superego

A
  • dvp later in childhood (5)
  • internalizes ideas, values, morals of society
  • conscious: wants to enforce right and wrong (makes you feel guilty)
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22
Q

What happens if you have a strong ego?

A

Low anxiety

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23
Q

what happens if you have a weak ego?

A

greater anxiety; one side is in domination

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24
Q

Types of anxiety

A

Objective
neurotic
moral

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25
Q

Objective anxiety

A

Real external threat to a person

  • ex: loose job
  • everyone should experience
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26
Q

Neurotic anxiety

A

direct conflict with btw id and ego

-danger: ego may loose control over an unacceptable desire of id

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27
Q

Moral anxiety

A
  • conflict btw ego and superego
  • powerful superego
  • person who suffers from bulimia will run 3 miles for eating something unhealthy
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28
Q

What it the function of an ego?

A

to cope w/ threats and to defend against dangers in order to reduce anxiety

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29
Q

How can you manage anxiety

A

defense mechanisms

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30
Q

types of defense mech (7)

A 
repression
denial
discplacement
rationalization
reaction formation 
projection
sublimation
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31
Q

Repression

A

preventing unacceptable thoughts from reaching conscious awareness
-not letting ID rise up to conscious thoughts
EX: having sexual thoughts of employee

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32
Q

Denial

A

believing that things are not the way they seem
-refusing to see facts
EX: don’t believe in the diagnosis

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33
Q

Displacement

A

threatening impulse is channeled or redirected from its original source to a non threatening target.
EX: boss is yelling at you but you can’t yell back so you go and yell at husband instead.

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34
Q

Rationalization

A

creating acceptable reasons for outcomes that might appear socially unacceptable
EX: If you failed a grade then you will say it is because the teacher did not give clear instructions

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35
Q

reaction formation

A

in an attempt to suppress an unacceptable urge person may display a behavior than indicates opposite impulse
EX: Girl with angry boss instead of displacing she will be overly kind to him.

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36
Q

Projection

A

sometimes we see in others traits and desires we find most upsetting in ourselves.

  • when a person gets really upset about something it is often revealing their innermost insecurities
  • EX: a person who always calls people stupid can be insecure about their intelligence.
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37
Q

sublimation

A
  • adaptive defense mech
  • channeling of unacceptable sexual or aggressive instincts into socially desired activities
  • EX: chopping wood when you are angry
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38
Q

what is the difference btw repression and sublimation?

A

repression: you shove it down but could come up

Sublimation: you replace that urge

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39
Q

what does Freud argue about personality devlopment?

A

that all people pass through a series of stages in personality development

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40
Q

first three stages, young children must______

A

face and resolve specific conflicts

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41
Q

conflict revolves around_____

A

ways of obtaining sexual gratification (criticism)

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42
Q

what happens if a child fails to resolve a conflict at a certain stage?

A

they may get stuck in a stage or become fixated.

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43
Q

each successive stage represents___

A

a more mature mode of obtaining sexual gratification

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44
Q

oral stage. What years is it?

A

birth to 18 months

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45
Q

Oral stage: where are the main sources of pleasure and reduction?

A

mouth, lips, and tongue

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46
Q

ORAL STAGE: what is the key conflict?

A

Weaning; withdrawing from breast or bottle

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47
Q

ORAL STAGE: What happens if a person becomes fixated on this stage?

A

overeating; smoking; over-dependence of others

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48
Q

what are some criticisms of the oral stage?

A

Freud focused on europeans where breastfeeding could differ from cultures; people were sexually repressed.

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49
Q

Anal stage years?

A

18 months to 3 years

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50
Q

ANAL STAGE: how does the child obtain pleasure?

A

expelling feces; during toilet training, retaining feces

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51
Q

ANAL STAGE: Conflict

A

child’s ability to achieve self-control

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52
Q

if the child has too much control?

A

take pleasure in small acts of self-control.

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53
Q

if child has too little control?

A

grow up to be sloppy and dirty

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54
Q

PHALIC STAGE: years

A

3-5

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55
Q

PHALIC STAGE: DISCOVERY

A

child discovers if he or she has penis

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56
Q

phalic stage: where is sexual desire directed toward?

A

parent of opposite sex

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57
Q

PHALLIC STAGE: produces what conflicts?

A

oedipal (kills dad marrys mom)

Electra:

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58
Q

PHALLIC STAGE: unconscious wish?

A

to have opposite-sex parents all to self by eliminating same sex-parent

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59
Q

PHALIC STAGE: resolution

A

because the boy fears the father might cut off his feeling he gives up his sexual desire and tries to become like daddy who had mommy

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60
Q

Latency stage: years

A

6 years to puberty

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61
Q

LATENCY STAGE: little___

What is the focus of the child

A

little psychological dvp occurs

-focus on child is on learning skills and abilities necessary to succeed as adult

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62
Q

GENITAL STAGE: YEARS

A

puberty through adult life

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63
Q

GENITAL STAGE:

  • What is the libido focused on?
  • conflict?
  • people reach this stage only if?
A
  • genitals
  • not accompanied by a specific conflict
  • only if conflicts are resolved at previous stages
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64
Q

what is psychoanalysis

A

method of psychotherapy (talk therapy)

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65
Q

what is the goal of psychoanalysis?

A

to make unconscious conscious

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66
Q

what was the first aim of psychoanalysis?

A

to identify unconscious thoughts and feelings

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67
Q

once a patient is aware of this material what is the second aim?

A

enable the person to deal with it realistically and maturely

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68
Q

PSYCHOANALYSIS: techniques for revealing the unconscious

A

free association
dream analysis
projective techniques

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69
Q

free association

A

relax, sit back and let your mind wander, say whatever comes to mind

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70
Q

dream analysis

A

content of dream represents other unconscious (drowning -overwhelmed)

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71
Q

projective tech

A

exposed to stimuli that are ambiguous (ink blot), asked what you see and that says a lot about unconscious

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72
Q

interpretation and insight

A

therapies help patients get insight into unconscious problems

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73
Q

Difficulties in process

A
  • patient resistance
  • patient transference
  • repetition compulsion
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74
Q

patient resistance

A

patients set up obstacles to progress

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75
Q

patient transference

A

patient treats therapist as if that’s an important relationship

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76
Q

repetition compulsion

A

person reenacts their interpersonal problems with new people

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77
Q

why is psychoanalysis important? what does it continue to influence

A
  • modern psychotherapy
  • research topics including unconscious and defense mechanisms
  • popular western culture
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78
Q

why is another reason psychoanalysis important?

A

laid foundation for topics and questions that psychologist still interested today

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79
Q

what are some critisims

A

it is historical value and does not directly inform much current personality research

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80
Q

CRITICISIM: what did Freud not believe in

A

value of experimentation or hypothesis testing in establishing validity of psychoanalysis

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81
Q

CRITICISM: what did Freud rely on? who did his theory focus on?

A
  • case studies of a select group of wealthy women to generate his theory of human nature
  • focus on children but he rarely observed children
82
Q

CRITICISM: does not meet criteria for what?

A

scientific theory; not falsifiable, parsimonious, not productive

83
Q

what is the first postulate psychoanalysis?

A

unconscious play a large role in life but influence is limited

84
Q

what is the 2nd postulate of psychoanalysis?

A

behavior reflects compromises in conflict btw mental processes

85
Q

what is the 3rd?

A

childhood plays an important role in personality dvp and adult relationships styles

86
Q

what is the 4th?

A

mental representations of self and others guide interactions with others

87
Q

final postulate?

A

perso dvp involves moving from an immature socially dvp way of relating to others to a mature, independent style

88
Q

what does loftus argue about false memories?

A

that we must be aware of processes that contribute to the construction of false memories

89
Q

what are some ways people are influenced to have false memories?

A

popular press

therapy techniques

90
Q

popular press EX:

A

for those who dont have memories of abuse, these books often provide strong suggestions of abuse

91
Q

Therapy tech: hypnosis

A

distorts memories rather than help it,

92
Q

therapy technique: therapist behavior EX:

A

women’s therapist claims her depression is due to childhood sexual abuse but she says she does not remember that

93
Q

Therapy techniques: imagination inflation effect

A

when a memory is elaborated upon through imagination leading the person to confuse the imagined events with events that actually happened

EX: by showing people an advertisement suggesting they shook hands with mickey those people later had a higher confidence that they personally shook hands with mickey

94
Q

therapy technique: confirmatory bias

A

tendency to look only for evidence that confirmes their previous hunch and not look for evidence that might disconfirm their belief

95
Q

cognitive unconscious versus motivated unconscious

A

cognitive: not thinking about thoughts
Motivated: desires

96
Q

priming

A

any thoughts from one sit to the next situation ( TWI TWU so you pronounce two like TWOO)

97
Q

What does rs on subliminal perception indicate?

A

that unconscious info does not influence peoples motivations

98
Q

what did erik erikson emphasize about the ego?

A

ego is powerful and an independent part of perso

99
Q

what is the goal of the ego?

A

establish secure identity (sense of self)

100
Q

what produces when there is difficulty establishing identity

A

identity crisis

101
Q

crises are what in nature?

A

social not sexual

102
Q

erikson’s 8 stages of dvp: Trust vs Mistrust

A

Trust: if children are well taken care of (food, clothes, love) then they will have trust in their parents, and later in the future, they will think people are trustable.

Mistrust: if infants dont get that love then when they grow up they wont have trust in others and isolation, social discomfort

103
Q

autonomy vs. shame and doubt

A

autonomy: when a child has a sense of control they become confident and have a sense of autonomy
shame: if parent is too strict it hinder childs natural urge to explore; grows up doubting their ability to get along with others

104
Q

initiative vs. guilt

A

initiative: if kids have sense of initiative it translates to ambition and goal-seeking
guilt: if children dont have that they become resigned to failure or to not even take the initiative to pursue goals

105
Q

industry vs. inferiority

A

industry: feeling as if they can work to achieve what they want makes them productive later in life
inferiority: if have lots of failed experiences they will feel like they don’t have the talent or ability to get ahead in life.

106
Q

identity vs. role confusion

A

identity: people make decisions about what is important and what they value and they acquire a sense of who they are and achieve a degree of consistent self understanding

role confusion: those who fail this stage have role confusion and enter adulthood without a solid sense of who they are or what they think the meaning of their life is. these people bounce from relationships jobs

107
Q

Identity vs. Role Confusion

-identity foreclosure

A

if a person does not have a crisis or if they form an identity w/o exploring alternatives like accepting the values of parents.

108
Q

Identity vs. Role Confusion

-moratorium

A

taking time to explore options before making a commitment to an identity

109
Q

intimacy vs. isolation

A

intimacy: people grow emotionally and develop into carrying nurturing providing adults
isolation: result of failure to find/maintain intimacy. impairment to one’s happiness and life satisfaction

110
Q

Generativity vs. Stagnation

A

generativity: if they achieved what they wanted to (career or family)
stagnation: people feel they don’t matter and don’t care how it all turns out

111
Q

Integrity vs. Despair

A

integrity: if we can take some satisfaction with what we have accomplished in life then we can face death with integrity
despair: if we are unsatisfied with life we experience despair

112
Q

what theory did Karney Horney revise?

A

penis envy: penis is a symbol of social power rather than an organ that women desire to have

113
Q

karen horney highlighted____

A

the influence of the culture on personality dvp

114
Q

fear of success accounts for what?

A

gender diff in response to competition and achievement situations

or could be fear of consequenes

115
Q

ego psychology emphasizes what?

A

role of identity which is experienced by a person as a sense of self

116
Q

narcissism

A

inflated self-admiration and constant attempts to draw attention to self and keep others focused on self

117
Q

narcissistic paradox

A

although a narcist has high self-esteem they may have doubts about their own worth as a person

118
Q

objections relation theory

A

emphasizes social relationships and their origins in childhood

119
Q

what are some assumptions of object relations theory

A

importance of dvping relationships with significant others especially parents and siblings
-others (mother) become internalized by child
-

120
Q

what are some assumptions of object:

what is the 1st social attachment an infant dvps?

A

they form prototypes for all future meaningful relationships

121
Q

what are two attachment researchers and their contribution

A

Bowlby- separation anxiety

Ainsworth- strange situation procedure

122
Q

separation anxiety

A

children become agitated and distressed when mom leaves and only calm down if mom returns

123
Q

strange situation procedure

A

mom and child enter the room and the child plays. stranger walks in and mom leaves. mom comes back and stranger leaves

124
Q

strange situation procedure

-attachment patterns

A

securely

  • avoidantly
  • ambivalently
125
Q

securely attached

A

endured the separation and kept playing with toys even interacted with a stranger. when mom came back they were happy and continued playing. they felt confident mom would return.

126
Q

avoidantly attached

A

avoided mothers when they returned. didnt care when they left or when they came back

127
Q

ambivalently attached

A

the child was very anxious about mom leaving. child was very difficult calm when mom was not there. when mom returned child was angry; wanted to be held but also squirming around

128
Q

early childhood attachment: working models

A

these early experiences and reactions of infant to parent become working models for later adult relationships. if child experiences they are not wanted then, later on, they will think no one else wants them

129
Q

adult relationships: secure

A

they can trust their partners; yes we can have separate vacations

130
Q

adult relationships: avoidant

A

they want space; don’t rely on partners

131
Q

adult relationships: ambivalent

A

worried when the partner is not around; clingy; jealous

132
Q

Motives

A

internal state that arouses and directs beh toward a specific object or goal

133
Q

what are motives caused by

A

a deficit, lack of something

EX: if a person has not eaten they are motivated by hunger

134
Q

how can motives differ

A

type and amount

135
Q

motives are based on__

A

needs

136
Q

needs

A

state of tension within a person

137
Q

as a need is satisfied the tension

A

reduces

138
Q

hierarchy of needs

A

within each of us, we have a hierarchy, for some sleep is less of a priority

139
Q

states vs. traits

A

states: are not permanent, you can be hungry now and not later
traits: measuring a person’s average tendency, or set point on specific trait

140
Q

motives propel people to _____ that satisfies___

A

think, act, perceive, in specific ways; needs

141
Q

dynamic

A

motives change over time; at 20 you may have high need of achievement but at 60’s no longer achievement but to connect

142
Q

pres

A

need for affiliation won’t be an issue unless the envio doesn’t help. EX: when you go to a place with no bathroom now the only thing your thinking about is using it

143
Q

how are motives similar to disposition

A
  1. peeps differ in type and amount
  2. differences are measurable
  3. differences cause or are associated with important life outcomes (business success)
  4. diff can be stable over time
  5. explain why people do the things they do
144
Q

fundamental human needs

each need is associated with

A
  1. specific desire or intention
  2. a particular set of emotions
  3. specific action tendencies
  4. can be described with trait needs
  5. avoid harm
  6. fear
  7. avoid situations that produce fear
  8. conflict-avoidant
145
Q

two types of press

A

alpha: real reality
beta: perceived reality

146
Q

deficit, need, motive of hunger

A

d: did not eat
need: food
motive: hunger

leads to thinking about food or getting up and go buying some

147
Q

Apperception

A

act of interpreting and perceiving meaning in envio

148
Q

Big three motives

A

achievement
power
intimacy

149
Q

Need for achievement

A

desire to do better to be successful and to feel competent

150
Q

Those who have a higher need for achievement:

A
  • Prefer activities that offer some but not too much challenge
  • Prefer tasks where they can give feedback
151
Q

Gender differences in need for achievement

A
  • Males who have supportive childhoods have higher nAch
  • females who were less affectioned in childhood were higher nAch
  • men: focused on achievement with business life outcome
  • Women: achievement focused on family and work goals.
152
Q

Promoting achievement motivation (what are the 2 ways)

A

certain parental behaviors can promote high achievement motivation in children.

  • independence training
  • setting challenging standards for children
153
Q

independence training

A

training a child to be more independent in various tasks of life promotes a sense of mastery and confidence in a child. (taught to feed early)

154
Q

Setting challenging standards

A

parents provide goals that challenge child, support child in working toward these goals, and reward child when goal is attained

155
Q

Need for power

A

readiness or preference for having an impact on other people (having some achievement over others peoples outcomes)

156
Q

People with high power:

A
  • interested in controlling situations and controlling others
  • dont deal with frustration and conflict, show strong stress responses, including high BP
157
Q

Gender differences in NPow

A

Men: ideal wives are those who are under mens control. Higher in NPow are more likely to abuse their power.
-impulsive and aggressive behavior

158
Q

Need for Intimacy (nInt)

A

recurrent preferences for or readiness for or warm, close, communicative, interactions with others

159
Q

People with high nInt

A
  • spend more time during the during the day thinking about relationships
  • report more pleasant emotions when around other people
  • smile, laugh, make more eye contact
  • start up conversations more frequently and write more letters
160
Q

need for nInt: Gender differences

A

W: taught to think more about relationships
-associated with happiness and life satisfaction

M: high on NInt, less strain in life, lower stress levels.

161
Q

Humanistic tradition: emphasis on:

A
  • is on the conscious awareness of needs and choices and personal responsibility
  • is on the human need for growth and realizing one’s full potential
162
Q

Human nature is____

A
  • (+) and life-affirming
  • focus on growth instead of deficiency
  • self-actualization (to become everything that one is capable of becoming)
163
Q

Maslows contributions: Hierarchy of needs:

A

Psychiological: basic but important (food, water, sleep)

Safety: need to feel safe

belonginess: being connected to other people
esteem: feeling good about one seld

Self-act: able to reach ones full potnetial and growth

164
Q

Lower needs__

A
  • must be satisfied before we can proceed to higher needs

- need heiracty emerges during development, wiht lower needs emerging earlier in life than higher needs

165
Q

order of hierarchy of needs:

A 
Self act
esteem
social needs
safety
psycholoigical
166
Q

characteristics of self-actualized persons

A 
spontaneous
problem centered
affinity for solitude
democratic valeus
creativity
167
Q

research findings

A

(-) reactions were strongest when subjects thought about not attaining lower goals

-acquiring esteem from others makes one feel better about oneself than having food

168
Q

Rogers contributions

A

focused on ways to foster and attain self-act

169
Q

fully functioning person:

A

can move toward self-act, youre not actualized but you have the ability
-things in the past dont interfere

170
Q

positive regard

A

all children want to be born wanting to be loved and accepted by parents and others

171
Q

positive regard: conditions of worth

A

requirements set forth by parents for earning their positive regard

172
Q

conditional positive regard

A

when it must be earned by meeting certain conditions

173
Q

unconditional postive regard

A

when parents accept child without conditions; communicating to the child that they love them

174
Q

client-centered therapy

A

designated to get a person back on path toward self-act

175
Q

3 conditions for therapeutic process

A
  • genuine acceptance
  • unconditional postive regard for client (seeing value in client, not judgy)
  • empathetic understanding(seeing it from their perspective)
176
Q

Personality revealed through perception: field dependence- independence

A

field independent, people have the ability to focus on details despite the clutter of back ground info

177
Q

measures to assess field-dependence

A

Rod and frame test (RFT)

embedded figure test

178
Q

results of EFT

A

field independent: find items faster; overall pic does not interfere with observing details

field dependent: focus more on larger pic

179
Q

Field dependence-independence and life choices

Education

A

INDEP: natural science, math, engineering

field dep: social science, education

180
Q

interpersonal relations

A

indep: interpersonally detached
dep: oriented to others

181
Q

current research

A

distracting info:

type of instructional envio

182
Q

PERCEPTION: Pain tolerance- Reducer/ augumenter theory

A

peeps who have lower pain tolerance have a nervous system that’s is amplified or augmented by subjective input (more effective by input)

peeps have a higher pain tolerance have a nervous system that dampens or reduced the effects of sensory info

183
Q

how did they measure pain tolerance

A

ice water or use weights

184
Q

Reducers:

A
  • seek strong stimulation (drugs)

- report getting bored easier

185
Q

INTERPRETATION

A

Locus of control

learned helplessness

186
Q

locus of control

A

persons perception of responsibility for the events of his or her life

187
Q

Link to eyskenk theory

A

individual differences in how they respond to stimuli

188
Q

generalized vs. specific expectancies

A

gen: person expectations for a reinforcement held across a variety of situations

189
Q

internal vs. external

A

external: events are outside of ones control (failed test: other people distract me)
internal: reinforcing events are under one’s control and that one is responsible for the major outcomes ( failed test: I should have studied earlier)

190
Q

Learned helplessness

A

how people interpret the world

191
Q

Learned helplessness: animal rs

A

dogs were placed in cages with grid and electric currents when they got uncomfortable they moved to the side that wasn’t shocking

  • they shocked both sides and they could not escape
  • they go back to turning off one side but they stay where they are because they learned that no matter where they go it will shock on both sides
192
Q

Learned helplessness: humans

A
  • participants are given problems to solve and they can avoid or turn off the noise
  • problems are too hard to solve
  • they now give them problems to solve that are not easy but they don’t even try because they learned that what is the point in trying if they too hard
193
Q

Learned helplessness: Explanatory style

A

refer to the tendencies some people have to frequently use certain explanations for causes of events

194
Q

Learned helplessness: Explanatory style

External vs. internal

A

external: causes are due to outside things
internal: causes are due to me

195
Q

Learned helplessness: Explanatory style

stable vs. unstable

A

stable- individual believes causes are consistent across TIME (writing skill)

unstable: causes are specific to this one point in time (dog eats hw one time)

196
Q

Learned helplessness: Explanatory style

global vs. specific

A

global: causes are consistent across SITUATIONS (all areas involving intellectual skills)

Specific: causes are unique to SITUATIONS (writing papers)

197
Q

Learned helplessness: Explanatory style

Pessimistic vs. optimistic

A

pessimistic: puts a person at risk for feelings of helplessness and poor adjustment: INTERNAL, STABLE, GLOBAL
causes for bad events

optimistic: external, unstable, specific

198
Q

those with higher power structure are

A

internal: achievement oriented, better-paying jobs,

only true of the internals are confident, self-efficacy, and have opportunity

if not those then those internals are anxious.

199
Q

as you age..

A

you shift from external to internal

200
Q

males…

A

more internal than females

Personality Psychology (2 decks)

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