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Positive Psychology > Exam Two > Flashcards

Exam Two Flashcards

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1
Q

Freuds Pleasure Principle

A

The unrelenting desire to satisfy an instinctive need regardless of the consequences (pic of fetus sucking thumb)

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2
Q

Affect

A

physiological response to a stimulus based on arousal

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3
Q

Valence

A

pleasure or pain?

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4
Q

Emotion

A

specific, sharp affect to specific stimulus

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5
Q

Mood

A

objectless, free floating, long-lasting” affect (p. 132)

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6
Q

Subjective Well-being

A

scientific definition of happiness

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7
Q

WESTERN?

A

Weak negative correlations between negative and positive affect states (inverse relationship)

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8
Q

EASTERN?

A

Positive correlations between negative and positive affect states
(covariance)
Argues greater social intelligence for Asians?

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9
Q

Research Consequences of Positive Emotion

A 
Greater altruism
Improved cognitive flexibility
Increased problem-solving skills
Greater self-control
Finding a coin in a public phone booth
generated positive emotion and 
produced other positive outcomes
(Isen and colleagues)
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10
Q

Isen’s (1997) Doctor Bribery Study

A

Doctors randomly assigned to receive chocolate presents showed superior reasoning and decision making compared to those given nothing.

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11
Q

Barbara Frederickson
University of North Carolina
at Chapel Hill

A

Rejects specific action tendencies (think: flight or fight) in favor of momentary thought-action repertoires (broader range of options)
Joy expands; Distress dampens

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12
Q

Positive Effects of Playfulness

A

Building enduring social resources
Promoting higher levels of creativity
Enhanced brain development

Playful adults express less stress and better coping skills.

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13
Q

Positive Emotions & Immunity

A

Correlational study (Cohen, 2003)
High negative emotional style  more symptoms
Low positive emotional style  fewer symptoms
Better health practices
Lower stress hormones

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14
Q

Positive Emotions and Undoing

A

Joy exposed participants returned to cardiovascular baseline more quickly than participants exposed to negative conditions

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15
Q

Frederickson’s Error

A

Frederickson claims 2.9013 ratio of positive to negative emotions to FLOURISH.
Grad student Brown finds math error and challenges notion that FLOURISHING can be quantified.

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16
Q

Historic Views of Pleasurable Life

A

Buddha sought “enlightenment.”

Aristotle proposed “eudaimonia” (“good spirit” flourishing due to life of virtue)

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17
Q

Historic Views of Pleasurable Life

A

Thomas Jefferson “pursuit of happiness” Represents process/activity theory

Freud’s “common misery”
Represents need/goal satisfaction

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18
Q

3rd approach is GENETIC/PERSONALITY PREDISPOSITION

A 
Happiness is stable over time
Extraversion and Neuroticism (2 of the BIG FIVE) linked
Tellegen (1988) states genetic fix for 
40% positive emotionality
55% of negative emotionality
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19
Q

Subjective Well-Being = Happiness (Hedonic Psychology)

A 
Hedonic psychology studies pleasure and life satisfaction.
Well-being = 
Positive life affect
Absence of negative life affect
General life satisfaction
he hedonist maximizes pleasure 
and minimizes pain.
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20
Q

Combating Hedonic Adaptation

A

Frequency of positive emotion
Variety within relationship
Set reasonable aspirations
Cultivate appreciation1

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21
Q

Eudaimonic scholars PromoteHappiness + Meaning = Well-BeingSet Stage for 21st Century Models-SELIGMAN (2002)

A

Happiness hedonics + meaning +authenticity

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22
Q

Eudaimonic scholars PromoteHappiness + Meaning = Well-BeingSet Stage for 21st Century Models-LYUBOMIRSKY (2005)

A

Happiness = genetic set point + circumstantial determinants + intentional human change

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23
Q

All I Want to Do Is Have Some FunSheryl Crow

A

Could be subtitled “The Hedonist’s Theme”

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24
Q

Stanton’s Work (2002) on Emotion-Focused CopingRegulating Emotions around Stressors

A

Recognized that existing emotion measures assumed negative interpretations
Removed the “confound” and uncovered strengths
Behavioral activation system includes both activating and inhibiting components
Emotional approach moves toward stressor
Emotional avoidance moves away from stressor
Adaptation includes both emotional
Processing
Expression
EFS 
Better quality breast cancer adjustment
Grief among undergrads
Sturdiness in response to racist treatment
Emotional processing more effective with greater insight
Focus on big rather than minor concerns
Face serious stressors rather than avoid them
Emotions fade; Time heals
Knowing norms of culture can help us choose optimal environments

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25
Q

Cultural Expressive Differences

A

WESTERNERS
typically benefit from expressing emotions.
ASIANS
suppress emotions to preserve harmony.
May feel duress if required to express emotion.
Asian cultures encourage emotional suppression in support of group harmony
Exceptions may represent westernizing influence

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26
Q

Neurobiological Origins

A

Asians may be able to down-regulate physiological response
AMYGDALA processes emotion and thinking under stressful conditions (think amygdala over-ride)
HIPPOCAMPUS processes emotion and thinking under stress-free conditions

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27
Q

Branch 1. (Salovey & Myers, 1990)

A 
Perceive emotions
(emotions can be learned)
• identify emotion in self
•  identify emotion in others
•  express emotion accurately
•  differentiate authentic from phony emotion
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28
Q

Branch 2

A

. Use emotions to facilitate thought
• prioritize based on feeling
• generate emotions to facilitate judgment & memory
• capitalize on mood changes to appreciate others’ views
• use emotions to facilitate problem solving & creativity

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29
Q

Branch 3

A 
3  Understanding Emotion
•  understand emotional interrelations
•  perceive emotion’s causes & consequences
•  understand emotional complexity
•  understand emotional transition
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30
Q

Branch 4.

A

Manage emotions (avoid too much or too little regulation)
• Openness to all emotion
• Monitor & reflect on emotion
• Engage, prolong, or detach
• Manage own and others’ emotional states

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31
Q

Key Findings in Emotional Intelligence

A

EI measures something that personality traits and analytic intelligence don’t explain.
EI associated with deeper interpersonal relationships, prosocial behavior
EI inversely correlated with negative encounters with friends
EI may be related to ventromedial prefrontal cortex (right hemisphere)

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32
Q

Emotionally Intelligent PeopleMayer (2005)

A

Establish and maintain positive relations
Enact psychologically health patterns
Avoid drugs and drug abuse
Promote harmony

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33
Q

Carstenen’s Socioemotional Selectivity Theory

A

Older people tend to show a positivity bias, don’t sweat the small stuff, “savor” life experiences, focus more on immediate concerns.

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34
Q

Carstenen’s Socioemotional Selectivity Theory ENHANCEMENT

A

When cognitive resources available
When stimuli don’t initiate automatic processing
When external factors (e.g., instructions) don’t constrain

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35
Q

Carstenen’s Socioemotional Selectivity Theory WEAKENING

A

When the pressure is on

When risk of failure is high

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36
Q

Poignancy Studies (Ersner-Hershefield et al., 2008)

A

Younger people are capable of mixed emotions in endings or losing something important

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37
Q

The Pennebaker Experiment (1989)

A

Random assignment of class to one of two groups:
Treatment: deep emotional writing
Control: nonemotional writing
Outcome: Fewer physician visits for the emotionally expressive
Application: People high in hostility and alexiythymia (difficulty managing emotions) tend to benefit most

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38
Q

Why Does Storytelling Work? Pennebaker Paradigm

A

Disinhibition
Cognitive processing/Organizing thoughts
Finding meaning
Reintegrating into social networks

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39
Q

What did Sophie Scott share?

A

Mammals laugh! Rats laugh! But in reponse to tickling
30% greater likelihood of laughing with others than alone
Social laughter and involuntary laughter (tickling) are different
Posed laughter (phony) includes nasal sounds not present in genuine laughter
As we age, we may be less inclined to laugh w/o context
Married couples who laugh under stress last
Laughter allows us to regulate emotions and bond with others
“You and me baby ain’t nothing but mammals.”

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40
Q

When GOOD things happen to OPTIMISTS, they believe the good things are

A

permanent
FAR-REACHING
DUE TO THEIR OWN EFFORT

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41
Q

When BAD things happen to OPTIMISTS, they believe the bad things are

A

temporary
isolated
beyond their control

42
Q

When GOOD things happen to PESSIMISTS, they believe the good things are

A

temporary
isolated
beyond their control

43
Q

Self-Efficacy

A

Bandura’s (1977) construct thematically corresponds to beloved children’s book.
Most empirically researched of all positive psychology topics.
Related to scholarly tradition on personal control
Willfulness (John Locke, David Hume, William James)
Achievement motivation (McClelland)
Social learning (Rotter)
Effectance motivation (White)

44
Q

OUTCOME EXPECTANCIES:

A

desired goals

45
Q

EFFICACY EXPECTANCIES

A

projected capacity to take appropriate action

46
Q

Social Cognitive Theory: PREMISES

A

Humans cognitively create models of their experience
Reciprocal exchange between thoughts/actions and environments Self-regulation
Personality develops through situation-specific, reciprocal interactions

47
Q

Social Cognitive Theory: DEVELOPMENTAL ANTECEDENTS

A 
Previous successes
Modeling
Visualizing success
Persuasion by authority
Arousal + positive emotion
48
Q

Gender Challenges

A

Self-Efficacy is Learned
Gender differences in self-efficacy may be linked to constraints of gender role
Women excel in language arts
Men excel in math, social science, and computers
Access to direct experience in science differs
Men develop mastery
Women learn vicariously

49
Q

United States Citizens

opt

A

Overestimate their capacity in areas where skill doesn’t support self-assessment

50
Q

Asian Citizens

A

Underestimate their capacity despite high powered performance

51
Q

HEMISPHERIC

FUNCTION

A

LEFT hemisphere creates the story
RIGHT hemisphere develops problem-solving strategy
Keep in mind dramatic right-left brain differences have been overblown…

52
Q

NEUROCHEMISTRY

A

Catecholamines (e.g., dopamine) govern stress response
Self-efficacy increases catecholamine production
Realistic self-efficacy enhances coping more efficient adaptation

53
Q

Bandura

A

argues AGAINST self-efficacy as a TRAIT (this would diminish the “reciprocal” principle)
Bandura argues FOR tying measures to specific performance arenas

54
Q

Robust Findings: Characteristics of the Self-Efficacious

A 
Lower anxiety
Higher pain tolerance
Better GPA
Increased political life
Effective dental practices
Maintenance of smoking cessation
Selection of health routines (diet, exercise)
55
Q

Applications SE

A

ADJUSTMENT: SE helps structure environment to produce enablement factors to enhance strengths in schizophrenics (Bandura, 1977).
PHYSICAL HEALTH: SE
Improves health-seeking behavior (O’Leary & Brown, 1995)
may directly affect improved immunity (Bandura, 1977)
can improve quality of life during disease (MS) management (Motl et al., 2013)
PSYCHOTHERAPY has moved to incorporating cognitive strategies due to successful track record:
Use of goal setting and incremental strategies
Use of models who prevail over adversity
Promotes imagination of success
Emphasizing verbal persuasion of therapist
Lowering arousal through techniques (e.g., meditation, biofeedback)
CULTURAL COMPETENCE
Bicultural self-efficacy encourages flexibility between minority and majority culture to reduce acculturative stress (Miller, 2011)
Cultural self-efficacy represents the capacity to navigate comfortable in diverse environments (Briones et al., 2009)
Collective self-efficacy extends individualized concept to group achievement in class and workforce settings (Maddux, 2009)

56
Q

Making Optimistic Children

A

Genetic foundation
Safe, coherent environments
Modeling
Internal, stable, & global attributions for the good
External, temporary, & specific attributions for the bad
Limited tv watching

57
Q

The Risks of Optimism

A

Tend not to learn from mistakes
Repeat actions with no change in outcomes
Promotes gambling and bad judgment

58
Q

The Scheier & Carver View of Optimism

A 
Criticisms of Life Orientation Test:
Too close to neuroticism
Challenge to unidimensionality vs. bidimensionality
Health Risks of Optimists
May suppress immunity
Do you expect bad or good things to happen?
Developmental factors include:
Nurturing parents
Absence of socioeconomic hardship
Belief in a just world
59
Q

Diversity Perspective

A

Gender Differences
Men tend to be more optimistic than women

Cultural Differences
Asian Americans higher in pessimism AND problem solving

60
Q

Neurobiological View

A

Optimists may have higher oxytocin (trust-promoting) levels
Optimists may have reduced cortisol (stress responsiveness) on waking
Unrealistically optimistic individuals show more limited brain activity

61
Q

Developmental View

A

Hope is established in positive attachments from childhood

Traumatic events will diminish capacity

62
Q

Neurobiological View

A

The Behavioral Facilitation System
Seeks incentives
Incorporates dopamine pathway through midbrain and connects to the amygdala in the limbic system
The Prospection Pipeline
Memories form in hippocampusamygdala prefrontal cortex
Encourages smart choices about the future

63
Q

Hope Predictions

A

Use various Snyder Hope scales for research
Sports achievement, college adjustment, physical health linked to hope.
Cultural research produces inconsistencies
Collective Hope is emerging research concept

64
Q

Zimbardo’s Time Frames

A 
Past
Sentimental focus
Preservation of status quo
Past positive vs.                 Past negative
Present
Savoring
Hedonistic
Limited “thinking ahead”
Present-fatalistic vs.     Present hedonistic
Future
Goal-oriented
May sacrifice here and now for future objective
65
Q

Mihaly Csikszentmihalyil

A

Ambitious study (with LeFevre) to explore “flow” in work and leisure situations
Implemented the ESM, Experience Sampling Method, which involved 7 random beeps during the day and completion of paper/pencil inventory
Sorted folks by occupational category (management, clerical, blue collar)
Results:
Counterintuitive finding: More “flow” reported related to work than leisure settings
Driving was the most “flow” oriented leisure activity
TV watching was not rated well for flow but did suck up substantial amounts of time
Authors argue we should appreciate well-chosen work for the opportunity it gives us to rise to the challenge

66
Q

Which explicit (not folk or implicit) wisdom framework did you like the best?

A

Piaget’s Stage Theory of Cognitive Development

67
Q

Various researchers have defined types of courage. Name someone (or describe an appropriate scenario) representing each of the following kinds of courage

A

Vital courage: response to life-threatening illness
Psychological courage: facing up to your own destructive tendencies
Moral courage: expressing high standards of integrity
Civil courage: taking a public stand that involves some threat

68
Q

Characteristics of Both Wisdom & Courage

A

Exemplify excellence
Involve challenge & decision-making
Defined culturally
Usually contribute to common good

69
Q

Early Greek Conceptualizations of Wisdom

A

Contemplative life sophia
Practical wisdom of statement phronesis
Scientific understanding episteme
Pursuit of truth theoretikes

70
Q

Implicit Wisdom Descriptions

A

G. Stanley Hall addressed wisdom gained through aging in 1922
Dominated through the 1970s
Modeled IMPLICIT theories of wisdom

71
Q

Implicit Theories

A

Gather massive feedback and “eyeball” how factors relate
Even young children can describe what constitutes wisdom
International experts (2000) concur that wisdom is
Uniquely human
Rare
Learned
Increases with age
Can be measured
Cannot be increased through medication

72
Q

Implicit Theories: EASTERN BIAS

A 
Open-mindedness
Humility
Altruism 
Determination
Serenity
73
Q

Implicit Theories: WESTERN BIAS

A

Intelligence
Problem-Solving
Planning
(Efficiency/Speed)

74
Q

Cognitive Development: Piaget

A

Wisdom facilitated by reaching formal operations stage (abstract thought)

75
Q

Cognitive Development Reigel (1973)

A

proposes POSTFORMAL OPERATIONS
Logical argumentation
Reflective or dialectical thinking
Integrating opposing viewpoints

76
Q

Bob Sternberg’s Balance TheoryBalances Personal & Common Good

A

Knowing how “balances” knowing what
Tacit knowledge activated
Options weighed in cultural context
Best solution achieves common good

77
Q

Paul Baltes’ Berlin ParadigmDefines the Wise & Good Life

A 
Basic Criteria
Factual Knowledge
Procedural Knowledge
Metacriteria
Life-span contextualism
Relativism
Managing uncertainty
Research data extracted from life problem analyses
Sehnsucht (life longings to create ideal circumstances) moderates wisdom
78
Q

Developing Wisdom: Most theories converge on

A

Exposure to wise mentors

Overcoming challenge in life experience

79
Q

Monika Ardelt’s Wisdom Results

A

Although ordinary folks can be wise, clinical psychologists rule!
Childhood experience in unrelated; Social environment in early adulthood matters.
Wisdom increases with age as long as folks have the opportunity to exercise

80
Q

Does Wisdom Differ by Gender?

A

Men may be more cognitive; Women more affective
–or–
Gender effects attenuated in younger generations

81
Q

Age & Culture & Wisdom

A

50 Year Window: Emerges in young adulthood and fades in late 70s
Clinical psychologist wise, but not expert.
Eastern conflict aversion may facilitate wisdom.

82
Q

Measuring Wisdom

A

Sternberg measures practical problems.
Baltes measures moral dilemmas.
Wisdom “window” for best wisdom acquistion is young adult years (15-25 years)

83
Q

Wisdom Development ScaleBrown & Green (2004)

A 
Self-knowledge
Altruism
Inspirational engagement
Judgment
Life knowledge 
Like skills
Emotional management
84
Q

Wise Thinking & Acting QuestionnaireMoraitou & Efklides (2012)

A

Focus on cognitive facets
Practical wisdom
Integrated dialectical thinking
Awareness of life uncertainty

85
Q

Wise People Characteristics

A

Possess coherent sense of self
Solid, consistent ego (in a good way)
Reduce hedonism
Interest in reflection & personal growth
Reduced attributional error
Greater flexibility & adaptation

86
Q

Kristin O’Byrne’s Courage Model

A 
Physical Courage
Moral Courage
Vital Courage 
Psychological Courage
Civic Courage
87
Q

Woodard-Pury Courage Scale gauges courage through

A

Job or self-interest
Belief (patriotic, religious)
Moral dilemma
Family situations
Work in this area is very limited with little information on reliability or validity. Why is that?
Is it tonic (trait) or phasic (state)? How does that complicate measurement?
Why is cultural research limited to date?

88
Q

Fear & Courage (O’Connor et al., 1985).

A

Experienced and decorated bomb disposal operators maintain lower cardiac rates under stress than newbies

89
Q

Courage & Traits

A

Positively correlates with openness, agreeableness, & extraversion (Big 5)
Negatively correlates with anxiety

90
Q

Mindfulness represents

A 
Search for optimal living experiences
Rejection of the mundane
Traditions in keeping with here-and-now or living in the moment
Buddhism
American Indians
91
Q

Mindfulness in the Workforce

A

Text authors offer the example of the hospital cleaners who found novel ways to improve their environments.
Can you think of other examples in which people invest their work choices with extra effort as though “called” to do the work?

92
Q

Ellen Langer is Mindfulness Icon

A

Langer & Rodin (1976; 1977) test mindfulness related to plant care in homes for the elderly.
Experimental group placed in charge of their plants lived significantly longer than no-treatment controls at 18 month follow-up.
Promotes rejection of aging stereotypes
Focus on what you are doing not what you are supposed to be doing
Mindfulness is active search for novelty not automatic pilot

93
Q

Langer vs Bishop

A

Overcome need to reduce uncertainty in daily life.
Override automatic and routinized behavior.
Reduce evaluations of self, situations, and others.

Self-regulated attention focuses on personal experience.
Emotional openness facilitates acceptance and appreciation for internal states of mind.

94
Q

Cultural Differences mindfulness

A

western: Acute awareness of external surroundings
eastern: Merely one component of the road to true enlightenment (Buddhism)

95
Q

Mindfulness Benefits

A 
Stressed reduction
Improved hardiness
Increased “coherence”
Decreased automatic response
Decreased anxiety/depression
Increased sleep
Positive self-sentiment
Enhanced multitasking
Increased empathy
Decreased social phobia
Reduced cortisol
96
Q

Mindfulness Cultivation

A

Mindfulness mediates attention capacity and improves empathy in counseling students
Mindful children may improve self regulation & creativity
Mindfulness may facilitate cultural intelligence by
Being aware of bias
Taking context into account
Pursuing different worldviews

97
Q

Flow:Full Capacity Living

A 
What situations produce flow most reliably for you?
Intense and focused concentration
Merging of action and awareness
Loss of reflective self-consciousness
Increased sense of control
Distortion of time
Intrinsic reward
98
Q

The Autotelic Personality

A

Cluster of personality characteristics:
curiosity
persistence
low self-centeredness
Inclined to do things for the sake of doing them rather than external reward
Disposition to be motivated by high-challenge, high-skill situations

99
Q

Nuances in Flow

A

Cross-cultural studies show some countries may evince less flow.
Longitudinal studies report flow is predictive of future pathways for kids.
Enhance flow either by
making environments more optimal
tweaking personality characteristics

100
Q

Spirituality

A

Defined as feelings, thoughts, and behaviors arising from search for the sacred
Positive state of mind involving
transcendence
purpose
ethics
Handicapped by blur of religion and spirituality

101
Q

Benefits of Spirituality

A

Overall well-being that cuts across type of religion
Improved mental health and cancer recovery
Marital functioning, parenting, coping, substance abuse, and mortality
Increased hope and optimism
Purpose and meaning
Buffered adverse impact of racism

Positive Psychology (7 decks)

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