EXAM SEMESTER 2 Flashcards
1
Q
Main Personality Theories and Theorists
A
PSYCHODYNAMIC; Freud
TRAIT; Allport, Eysenck
HUMANISTIC; Maslow, Rodgers
BEHAVIOURAL: Skinne
2
Q
Psychodynamic Perspective
A
Personality is a result of unconscious psychological conflicts and how effectively these are resolved
3
Q
FREUD Conscious Level
A
- tip of the ice berg
- is everything we are thinking, remembering, feeling, sensing or are aware of at this particular moment
4
Q
FREUD Preconscious Level
A
- Just below the surface
- Contains information which we often say is at the back of our mind and can be brought to the surface simply by thinking about it
5
Q
FREUD Unconscious Level
A
- deep below the surface
- we are not aware of unconscious thoughts but they still have an influence of our conscious thoughts and feelins
- storage place for information about ourselves, deem unacceptable
- holds unacceptable thoughts, feelings, experiences, images, impulses, motices, ideas and they are buried
6
Q
ID
A
- Described as a force which is demanding, impulsive, irrational and an extremely selfish part of our personality
- Operates on the PLEASURE PRINCIPLE it must have its needs met
7
Q
EGO
A
- Develops when children begin to understand more about how the real world works, part of personality that is realistic, logical or orderly
- Operates on the REALITY PRINICPLE, ensure needs of ID is met in a socially acceptable and appropriate manner/time/way
8
Q
SUPEREGO
A
- Conscious always looking out for us
- Judging our thoughts, feelings and actions based on morals/values
- Operates on MORAL PRINCIPLE, providing us with ideas of right and wrong
9
Q
CONSCIOUS
A
- Current thoguhts/feelings
- Current sensations/perceptions
10
Q
PRECONSCIOUS
A
- Yesterdays experiences
- Last weeks feelings/ideas
11
Q
UNCONSCIOUS
A
- Traumatic event
- Embarrassing fears
- Emotionally harmful thoughts
- Impulses
- Unacceptable feelings
- Unfilled bad desires
12
Q
FREUDS STAGES OF DEVELOPMENT
THE ORAL STAGE
A
BIRTH - 12 MONTHS
- Centre of pleasure: mouth
- Conflict to resolve: Weaning
- Fixation behaviours: talking too much, overeating, gossip, drinking excessively, smoking and desperate dependence on others
13
Q
FREUDS STAGES OF DEVELOPMENT
THE ANAL STAGE
A
1 - 2 YEARS
- Centre of pleasure: bowel movement
- Conflict to resolve: toilet training
- Fixation behaviours: stingy, extremely organised, stubborn, concerned with control, cleanliness, orderliness, details, sloppy, disorganised, impulsive
14
Q
FREUDS STAGES OF DEVELOPMENT
THE PHALLIC STAGE
A
3 - 5 YEARS
- Centre of please: genitals
- Conflict to resolve: physical desire for opposite sex parent
- Boys desire their mothers, eliminate father
- Hostile fantasies about doing away with their father, create a fear of retaliation from the father that is called CASTRATION ANXIETY
- As a result, the child represses these desires and identifies with the father in order to possess the mother vicariously
15
Q
FREUDS STAGES OF DEVELOPMENT
THE LATENT STAGE
A
6 - PUBERTY
- Sexual impulses lie doormat and the child focuses on education and matters like social skills and achievements
- Purpose of stage is to consolidate the child’s same sex identity
16
Q
FREUDS STAGES OF DEVELOPMENT
THE GENITAL STAGE
A
PUBERTY - ADULTHOOD
- Centre of pleasure: Genitals
- Conflict to resolve: to direct ones sexual urges towards appropriate attachment figures
- with development of sexual maturity, all of the child’s prename fixations re-emerge
- Also stage during which the child detaches him/her from the family, develops his or her identity and must redirect his or her attachment towards peer love interests
17
Q
PSYCHODYNAMIC STAGES OF DEVELOPMENT (FREUD)
A
ORAL ANAL PHALLIC LATENT GENTIAL
18
Q
BASIS OF PSYCHODYNAMIC
A
- Our behaviour and feelings are powerful affected by unconscious mind
- Our behaviour and feelings as adults (inc. psychological problems) are rooted in our childhood experiences
- All behaviour has a course (usually unconscious) even slips of the tongue
- Personality is made up of 3 parts (TRIPARTIDE)
- Behaviour is motivated by 2 instinct and drives; ERO ( self drive and life instinct) and THANTOS (aggressive drive and death instinct) from the ID
- Parts of the unconscious mind (id and superego) are in constant conflict with the conscious mind (ego)
- Conflict creates anxiety, which could be dealt with by the egos use of defence mechanisms
- Personality is shaped as the drives are modified by different conflicts are different times of the childhood (during psychosexual development)
19
Q
EVALUATION STRENGTHS OF FREUDS THEORY
A
- Made the case study method popular in psychology
- Defence mechanisms
- Highlighted importance of childhood
- His views have influences almost every aspect of modern western though in and outside of psychology
20
Q
EVALUATION WEAKNESSES OF FREUDS THEORY
A
- Case studies: subjective/can’t generalise findings
- Unscientific (lacks empirical support)
- Too deterministic (little free will)
- Biased sample (ie. middle age from vienna)
- Socially unacceptable parts of theory (sexualisation of children)
21
Q
DEFENCE MECHANISMS
A
- Mental manoeuvre that one consciously or unconsciously chooses to use to distort of falsify the truth of ones experiences in order to protect ones self from feeling painful emotions like shame, guilt, anxiety
22
Q
TRAIT THEORY GORDON ALLPORT
A
- A trait theorist is a psychologist in classifying, analysing and interrelating traits to understand personality
- States that everyone has personality trains that are consistent with the person’s individuality and behaviour. Allport concluded that every human being possess hundreds of traits which can be organises into 3 categories
- Central, cardinal, secondary
23
Q
EYSENCK 2D/3D MODEL
A
- Believes everyone sits at one part of these models
- psychoticism (high/low impulse control)
- introvert/extrovert
- stable/unstable
24
Q
EXTROVERTED
A
- Outgoing, embraces the world, responsive to social and physical stimulation
- Insensitive to stimulation (stimulation hungry)
- Sociable, outgoing, interactive, expressive, sensation seeking, acts first, thinks after and dislikes being alone
25
Q
INTROVERTED
A
- Hesitant, reflective, withdrawn from social and physical stimulation
- Sensitive to stimulation (stimulation shy)
- Private, reclusive, reserved, quiet, inward, sensitive, thinks before acting and exhausted by groups
26
Q
HIGH DEGREE OF NEUROTICISM
A
- More emotionally reactive
- Eg. moody, tense, anxious or irritable
27
Q
HIGH DEGREE OF STABILITY/NORMALITY
A
- Less emotionally reactive (but still have emotions)
28
Q
EVALUATION OF TRAIT THEORY
STRENGTHS
A
- later search is carried out on 1000s of people and supported by Eysenck
29
Q
EVALUATION OF TRAIT THEORY
WEAKNESSES
A
- original research used a limited sample of people to test his ideas
- only described a limited number of personality types
- questionnaires can be present research with a number of problems (e.g. mood can effect answers)
- people may not be 100% truthful in their answers in self reports when answering
30
Q
HUMANISTIC APPROACH
A
- Self awareness is at the core of humanity
- The Pursuit of Self Fulfilment and ethical conduct
- People are free to do as they choose with their lives, and as such are responsible for the decisions they make
- Very different approach from the behaviourists, much more optimistic
31
Q
CARL RODGERS (1902-1987)
A
- Human ability to device self concepts; the self as an individual, ones value and relationship with others
- People are the conscious architects of their own personality through free choice/action (self theory)
32
Q
SELF THEORY
A
- CONGRUENCE: consistency between self-concept and ones experiences
- SELF ESTEEM: definitely needed: a belief in ones self/self respect
- Human nature is optimistic
- PERSONS CENTRES THEORY: get in touch with you genuine feelings and act on them
33
Q
BENEFITS OF SELF THEORY
A
CONSCIOUS EXPERIENCE: a sense of moving through space and time; needed to be human
34
Q
LIMITS OF SELF THEORY
A
- Conscious experience is private and subjective
- Doesn’t predict what traits, abilities, interests we will developed
35
Q
BEHAVIOURIST APPROACH
A
- relates to our learned patterns of behaviours
- Behaviourists believe that our personality stems from behaviours we learn throughout our lives
- Skinner believed that our behaviour that brings rewards or avoids punishments is continued
36
Q
POSITIVE REINFORCEMENT
A
- Something desirable is obtained to make behaviour happen again
- To behave in the same way in order to receive reward
37
Q
NEGATIVE REINFORCEMENT
A
- A response or behaviour is strengthened by stopping or avoiding a negative outcome or aversive stimulus
- removal of something unpleasant
38
Q
PUNISHMENT
A
- Something undesirable is received after a behaviour to make it stop
- Used in an attempt to decrease behaviour
39
Q
SKINNER ET AL
A
- Believed that ALL behaviour can be UNLEARNT and so we have no lasting personality characteristic
40
Q
BEHAVIOURIST LIMITATIONS
A
- Behaviourist theorists about personality have been criticised for being too simplistic (people aren’t robots)
- Most psychologists today believe that personality is more stable than the learning theories would suggest
41
Q
CONTEMPORARY APPROACHES TO STUDYING PERSONALITY
A
- self report
- observer report
- test data
- life history data
42
Q
SELF REPORT
A
ADVANTAGES
- allows study of difficult to observe behaviours, thoughts, feelings
- easy to distribute to large groups
DISADVANTAGES
- Responses may not me representative (convenience sampling is tempting)
- Responses may be biased and untruthful
43
Q
OBSERVER EFFECT
A
ADVANTAGES - Capture spontaneous behaviours - Avoid bias of self reports DISADVANTAGES - researcher interference (how naturalistic it is) - Variety of some behaviours - Observer bias - Selective attention - Time consuming
44
Q
TEST DATA
A
ADVANTAGES - Quantitate Data = easy to replicate - Controlled environment DISADVANTAGES - Lacks ecological validity
45
Q
LIFE HISTORY DATA
A
ADVANTAGES - Ecological validity - Establish links to past experiences DISADVANTAGES - Expensive - Time consuming - Hard to replicate - Hard to collect meaningful data - Can not relate to a whole population
46
Q
ATTACHMENT THEORISTS
A
Bowlby
Ainsworth
Harlow
47
Q
ATTACHMENT
A
- A deep and enduring emotional bond that connects one person to another across rime and space
48
Q
BOWLBY THEORY
A
- Viewed infants attachment to a caregiver as a mechanism that evolved to protect infants from predators
- 1958, Bowlby considered the impact of the child’s relationship with their mother in terms of their social, emotional, cognitive development
- Looked at link between early infant separations with the mother and maladjustment
49
Q
ATTACHMENT THEORY
A
- Attachment doesn’t have to be reciprocal, one person may have an attachment with an individual which isn’t shared
- Attachment behaviour in adults towards their children induces responding sensitively and appropriately to the child’s needs, such behaviour is universal across cultures
50
Q
AINSWORTH AND BELL (1970)
A
- controlled observation of children’s attachment behaviours using the “strange situation”
1. Mother leaves child in unfamiliar environment
2. Child is approached by stranger
3. Mother returns
4. Looks at separation protest, stranger anxiety and reunion behaviour
51
Q
THREE PATTERNS OF ATTACHMENT
A
- secure (70%)
- insecure avoidant (15%)
- insecure resistant (15%)
52
Q
ATTACHMENT THEORY
SECURE ATTACHMENT
A
- Distressed when mother left
- Positive and happy when mum returned
- Avoidant of stranger when alone but friendly when mother is present
- Will use mother as a safe base to explore environment
- Associated with sensitive and responsive primary care
