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final! Flashcards

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1
Q

personality

A

individual differences in characteristic patterns of thinking, feeling, and behaving

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2
Q

3 broad areas personality focuses on

A

What are you born with?
How have you adapted to adversity and challenges?
Who are you right now? How do you make sense of your life through time and life stories?

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3
Q

EEA: environment of evolutionary adaptedness

A
  • we are very socially connected, we work well in units
  • the mind as subsystems (different levels of processing always going on)
  • increased ability for cognition
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4
Q

Why aggression?

A

maintain social structure

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5
Q

Why altruism?

A

in order to keep social hierarchy, people need to be cooperative and show altruistic behavior
implicit expectation that altruism will be reciprocated

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6
Q

key epigenetic studies

A

agouti mice
Meaney’s rats
twin studies

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7
Q

agouti mice study

A

what mothers ate impacted their offspring (vitamin B-12)

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8
Q

Meaney’s rats study

A

cross-fostering (mothering is more important than genetics)

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9
Q

temperament

A

what we’re born with + parenting/teachers/mentors/siblings

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10
Q

culture

A

all about our worldview (how we make sense of the world)

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11
Q

Hispanic immigrants

A

first-generation Hispanics are healthier than Anglo Americans—stronger social network, more religious

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12
Q

acculturation

A

second- and third-generation Mexican-Americans have worse health than Anglo Americans

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13
Q

classical conditioning

A

by association, pairing

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14
Q

operant conditioning

A

rewards and punishments

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15
Q

social/emotional learning

A

Bandura’s bobo doll

we can learn behavior just by watching someone else, so watching parents and siblings has an impact on us

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16
Q

traits

A

characteristic of you, relatively stable over time

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17
Q

5-factor trait model

A

OCEAN

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18
Q

most characteristic traits

A

extraversion and neuroticism

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19
Q

measuring traits

A

HEXACO, NEO, MMPI (pathology vs health, clinical)

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20
Q

Walter Mischel and traits

A

personality assessment is overblown

context matters

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21
Q

Cluster A

A

paranoid, schizoid, schizotypal

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22
Q

Cluster B

A

emotionally disregulated (narcissistic, antisocial, histrionic, borderline)

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23
Q

Cluster C

A

dependent, avoidant, OCPD

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24
Q

interactionism

A

interaction between personality and the situation

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25
Q

triune brain

A

brain stem, limbic (emotional), neocortex (cognitive functions, most developed in humans)

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26
Q

positive emotion

A

tied to approaching good things, goals

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27
Q

negative emotion

A

defense mechanism against things that could actually hurt you, disengaging to conserve energy when things are bad

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28
Q

personality change correlation

A

0.5 (between twins and between child and adulthood personality)

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29
Q

absolute continuity

A

overall averages of a group changing over time

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30
Q

differential continuity

A

individuals changing over time

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31
Q

genes x environment

A

genes don’t change but the genetic expression changes

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32
Q

agency and expression

A

diet, exercise, drugs use, cigarette smoke, thoughts we have on a regular basis (ex: pessimistic, anxious)

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33
Q

humanistic theory

A

people are motivated by self-actualization, hierarchy of needs

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34
Q

multifaceted theory

A

we’re motivated by lots of different things

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35
Q

self-determination theory

A

intrinsic (growth, connectedness) vs extrinsic (money, fame, appearance) motivation

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36
Q

determining life values

A

funeral in spirit form

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37
Q

valued action

A

living according to what you think is important

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38
Q

purpose of attachment

A

safe base to grow from

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39
Q

attachment styles

A

secure, avoidant, disorganized, anxious

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40
Q

avoidant attachment style

A

I’m ok, you’re not

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41
Q

disorganized attachment style

A

no one’s okay, the world is a dangerous place

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42
Q

anxious attachment style

A

I’m not okay, you’re okay, I want support

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43
Q

self schemas

A

how we construct our world, how we interpret events in our lives

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44
Q

explanatory style

A

global vs specific
stable vs unstable
internal vs external

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45
Q

social intelligence

A

effectively interacting in the social world

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46
Q

emotional intelligence

A

ability to recognize emotions, discriminate between emotions, facilitate thinking, use emotions

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47
Q

religiosity/spirituality

A

impacts how we see others/world

intrinsic vs extrinsic religiosity (intrinsic is good)

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48
Q

impact of trauma

A

post-traumatic stress growth/inventory (Calhoun)

trauma can have a negative impact on us, but we can still experience resilience and growth

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49
Q

life story

A

brain is built to narrate the world and experience

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50
Q

narrative identity

A

a person’s internalized and evolving life story
gives life overall meaning and purpose
narrative contains setting, main characters, plots, envisioned ending

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51
Q

a person’s identity (talking about narrative)

A

a person’s identity is capacity to keep narrative going

we make a life by making a story

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52
Q

writing life story

A

think of life as a story book with chapters

  1. identify what each chapter is about and outline chapters
  2. identify 4 to 8 key scenes or episodes
  3. identify life challenge, main characters, future plot, personal ideology, life theme
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53
Q

momentous event approach to life stories

A
  1. originating events
  2. turning points
  3. anchoring events (stability, continuity)
  4. analogous events (similarities across events)
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54
Q

key themes in momentous event approach

A

agency and communion (common to have both)

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55
Q

psychotherapy as momentous event

A

self-defining moment, hard-earned victory leading to increased agency and coherent life narrative

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56
Q

listening and friends

A

being a good listener to friends is therapeutic
being a bad listener is damaging
ignoring friends in stories reduces even their memory for story

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57
Q

psychosocial constructions?

A 
our life stories are psychosocial constructions
gender, race, and social class as cultural factors
Americans have more self-focused memories, Asians have more social memories
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58
Q

Confucius

A

we should scrutinize our autobiographical past for mistakes in social conduct

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59
Q

autobiographical memory

A

age 2

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60
Q

theory of mind

A

age 4-5

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61
Q

scaffolding

A

parents help children construct stories

62
Q

personal fable (adolescence, teenagers)

A

fantastical stories about self, underscoring one’s uniqueness in the world, destined for great goodness or badness, forever misunderstood

63
Q

ontological strategy (young adulthood)

A

how did I come to be?, mythologically rearranging past

64
Q

mythologically rearranging past

A
  1. dynastic
  2. antithetical
  3. compensatory
  4. self-absolutory
65
Q

dynastic

A

good past, good present

66
Q

antithetical

A

good past, bad present

67
Q

compensatory

A

bad past, good present

68
Q

self-absolutory

A

bad past, bad present

69
Q

life story schemas - time period

A

adulthood

70
Q

4 skills to construct life schemas

A
  1. temporal coherence
  2. biographical (cultural) coherence
  3. causal coherence
  4. thematic coherence
71
Q

mythic archetypes

A

comedy (spring, birth), romance (summer, passion, adventure), tragedy (fall, dying), irony (winter, death)

72
Q

Joseph Campbell

A

myth of the hero common in all world’s mythologies

separation, initiation, return

73
Q

Gergen & Gergen

A

stability, progressive, regressive

74
Q

Sartre

A

people’s lives are true novels, people create own myths

75
Q

generic plots

A
  1. establishing a home
  2. fighting a battle
  3. taking a journey
  4. enduring suffering
  5. pursuing consummation or completion
76
Q

redemptive self

A
  1. early advantage
  2. suffering
  3. moral steadfastness
  4. redemption sequences
  5. prosocial goals for future
77
Q

redemption sequence

A

negative scene suddenly turns positive

78
Q

contamination sequence

A

positive scene turns suddenly negative

79
Q

6 standards of a good story

A
  1. coherence
  2. openness
  3. credibility
  4. differentiation
  5. reconciliation
  6. generative integration
80
Q

meaning

A

Stories we tell as groups give us shared identity and link us together in time and meaning, stories are more about meanings than facts, by our stories we know ourselves, truth is not simply what happened but how we feel about it then and now

81
Q

paradigmatic mode

A

just the facts, say no more than you mean

82
Q

narrative mode

A

human intention organized in time, you mean more than you say because a good story will generate different meanings depending on person, context, time

83
Q

health

A

Stories can integrate aspects of our lives and heal that which is broken or sick; parables and fairytales provide wisdom; we can learn from and be healed from other people’s stories (Frankl)

84
Q

writing as therapy

A

human life is ideally a connected and coherent story, illness amounts at least in part to suffering from an incoherent story or inadequate account of oneself; psychotherapists can help us rewrite or revise our stories about ourselves; Pennebaker research on expressive writing about traumatic events and improved physical health

85
Q

Tomkins’ Script Theory

A

emotion and feeling more important than needs or drives, each affect is linked to characteristic movements of the muscles of the face, the face is the organ of emotion, primary universal emotions, recognized by anyone anywhere in the world; display rules: cultural differences in appropriate emotional expression

86
Q

Darwin

A

humans evolved with particular facial expressions for showing particular emotions, emotions area adaptive response pattern for dealing with recurring life situations allowing quick response; emotions also form of social communication

87
Q

scenes and scripts

A

affect is the great motivator, scenes and scripts are the great organizers, each person is their own playwright

88
Q

scenes

A

memories of specific events in life

89
Q

scripts

A

making sense of relations among various scenes

90
Q

psychological magnification

A

process of connecting related scenes in a meaningful pattern by constructing analogs, negative affect scenes magnified by noticing how negative emotional events are similar, positive affect scenes are magnified by noticing how positive emotional events are different

91
Q

negative emotions

A

demand more storytelling

92
Q

discounting

A

repression, denial , dissociation, because story is so bad it cannot be told; narrator lacks cognitive constructs to make sensible story

93
Q

Acceptance and Commitment Theory

A

Finding meaning in suffering, explore what happened and why in depth, meditate and contemplate situation, commit to positive action that will lead to satisfying conclusion (???)

94
Q

commitment script

A

life program of long-term positive affect and investment in self-improvement

95
Q

nuclear script

A

confusion over life goals, approach-avoidance conflicts

96
Q

autobiographical memory

A

recollection of experienced past events, central to our sense of self and overall functioning, improves current goal pursuit through past problem solving efforts

97
Q

prospective brain

A

brain is structured to use information about our past to imagine and predict our future

98
Q

mood congruent memory

A

memory recall is biased by current state, in positive mood we remember more positive, in negative mood we remember more negative, “A memory recalled is a memory modified”

99
Q

memory

A

a constructive process that is formed by our ongoing narrative of self in the world, neuroimaging studies show same brain regions are involved in remembering and imagining, par of common constructive mechanism, memory system should be called ‘remembering-imagining system’

100
Q

imagined future events

A

cluster around future self-images the way that memories cluster around past self-images

101
Q

over general memory

A

past is too painful to remember so repress, avoid, depressed individuals often lack specific memories about past events, Debeer article: reduced autobiographical memory specificity is an avoidant coping style

102
Q

memory specific training

A

Involves practicing recalling specific memories over four one-hour session using word cues; it is like a less intense version of Pennebakers’ expressive writing intervention
MEST effectively improves memory specificity, decreases over general memory, and decreases depression

103
Q

Clinician’s Illusion

A

Clinicians see people with severe pathology all day long in the office and then assume a higher rate of pathology in the general populace than is accurate (Freud suffered from this)

104
Q

psychoanalysis

A

goal: uncover secrets, decode disguised messages

never trust what you see because surface level is deceptive, the real truth lies beyond the obvious

105
Q

human behavior is like a text

A

interpreted on many different levels

106
Q

human behavior is like a treaty

A

compromise among conflicting forces

107
Q

manifest level of dreams

A

what is consciously known and seen

108
Q

latent level of dreams

A

what is unconscious must be discovered

hidden forces, conflicts, impulses, wishes

109
Q

overdetermination

A

all behavior is caused by many different unconscious and conflicting factors

110
Q

dream work

A

process brain uses to distort latent content and create the manifest dream, four strategies:

111
Q

condensation

A

compressing various latent elements into a single manifest image

112
Q

displacement

A

shift of emphasis from important but threatening image to trivial but safer one

113
Q

symbolism

A

concrete images and actions convey hidden but common meanings

114
Q

secondary revision

A

unconsciously smoothing over a dreams rough spots, editing dream to make it coherent

115
Q

Jung

A

collective unconscious
more interested in development throughout the lifespan
spirituality over sexuality

116
Q

collective unconscious

A

storehouse of remnants from our evolutionary past, inherited racial memory we are all born with

117
Q

archetypes

A

major components of the collective unconscious
universal patterns that structure how humans consciously and unconsciously adapt to the world
Jung

118
Q

Jung on midlife

A

midlife is an important life transition from materialism to spiritual focus

119
Q

symbol of the mandala (circle)

A

symbol of the self’s unity and integrity achieved through lifelong adventure of individuation

120
Q

Jung’s view on dreams

A

symbols of the striving for balance in personality
expressions of universal myths
anticipations of life problems for the future
influenced by the collective unconscious which contains symbols and meanings from the dawn of human history

121
Q

modern approaches to dream analysis

A

we consolidate memories during sleep and dreaming

dreams are like brain exercises, works areas of the brain that didn’t get enough stimulation during the day

122
Q

limbic system

A

active during REM

dreams are full of emotional content

123
Q

Murray and personology

A

take a broad approach to analyzing life stories
diagnostic councils
overall patterns and persons unique adaptations to the world
identifying recurrent thematic constellations and story elements
personality is determined by multiple and numerous forces, a close examination of conscious and unconscious processes

124
Q

diagnostic councils

A

group of professionals working together using info from a variety of disciplines

125
Q

time and personlogy

A

humans are ‘time-bound’ organisms

history is the narrative reconstruction of how past gave birth to present in light of an anticipated future

126
Q

proceeding (personology)

A

a single episode of behavior

127
Q

multitasking (personology)

A

more than one proceeding

128
Q

durance (personology)

A

all of the overlapping proceedings during a given period of time

129
Q

serials (personology)

A

relatively long and directionally organized series of proceedings involving a particular life domain

130
Q

serial programs (personology)

A

orderly arrangement of sub goals stretching into future to achieve desired end state

131
Q

unity-thema (personology)

A

well-organized pattern of related needs and environmental press that provides meaning to a large portion of the individual’s life; a central organizing motif of person’s life story, linking distant past with present and future

132
Q

psychobiography (Murray)

A

systematic use of psychological and personality theory to transform a life into a coherent and illuminating story
goal is to formulate central story of life according to one psychological theory

133
Q

key guidelines for collecting psychobiography information

A 
primacy
frequency
uniqueness
negation
emphasis
omission
distortion
isolation
incompletion
134
Q

life structure and course

A

sociological views incorporated within personality psychology
focus on life structure or patterning of an individual life at a given time
including sociocultural world

135
Q

social clock

A

series of expectations about age-appropriate life transitions
standards against which people evaluate the extent to which their lives’ are on-time

136
Q

spiritual lifemaps

A

A way to diagram and write about your life history from a spiritual perspective, focuses on your relationship with God, spiritual beliefs, spiritual rituals/practices, spiritual support
Begin by identifying 5 to 10 key events in your life (both good and bad) that have shaped you and contributed to who you are now; try to identify key events in childhood, adolescence, later teenage years, and as an adult, contemplate and ponder spiritual ramifications of these events and how they formed you

137
Q

relationship with God (spiritual lifemaps)

A

how does your relationship with God impact your lifemap? What has God taught you about important events/situations? How have you applied those lessons in your life? How has God supported you during times of crises? What are the spiritual strengths of your relationship with God?

138
Q

spiritual beliefs (spiritual lifemaps)

A

What does your faith teach about trials? Is there a deeper reason for life’s challenges? What are your favorite scriptures? Are there certain scriptures that really speak to you during times of stress? What spiritual principles have you learned from life’s experiences?
Spiritual Rituals: Are there certain rituals or regular spiritual practices that help you cope with life’s trials? Are some practices particularly effective in certain situations? Are there particular rituals/practices that strengthen your relationship with God?

139
Q

spiritual rituals (spiritual lifemaps)

A

Are there certain rituals or regular spiritual practices that help you cope with life’s trials? Are some practices particularly effective in certain situations? Are there particular rituals/practices that strengthen your relationship with God?

140
Q

social support (spiritual lifemaps)

A

what role has your faith community played during your life challenges? Are there relationships in your church that are particularly supportive? Has there been a spiritual mentor in your life that has been particularly significant? How have these individuals assisted you in coping with trials?

141
Q

Adler

A

earliest memory reveals major themes in a person’s style of life
will to power, striving for superiority big themes for Adler

142
Q

fictional finalism

A

people more oriented to subjectively expected and hoped for future than to objective past, people understand lives and organize behavior in terms of final goals; envisioned final goals are fictions because haven’t happened yet and may never happen, but we act as if they were true

143
Q

narrative as root metaphor

A

adult life not orderly progression of developmental stages but an evolving narrative situated in culture and history

144
Q

Herman’s dialogical self

A

person is a multi-voiced storyteller whose identity is expressed through dialogue, different parts of self speak to and about different aspects of personality that are to be valued

145
Q

valuation

A

anything person finds of importance when thinking about life situation, can be positive, negative, or mixed
meaning comes from organizing valuations into life narratives

146
Q

2 primary motives (dialogical self)

A

agentic (S) and communion (O)

147
Q

self-confrontation method (dialogical self)

A

each research participant acts as co-investigator, people are their own experts in understanding their own lives, review past, present, and future in self-confrontation
In second phase, person goes back and rates each valuation on 6-point scale, finds top 16 different emotion terms: 4 S-motives (summed to form S index); 4 O-motives (summed to form O index); 4 positive affect (summed to form P index); 4 negative affect (summed to form N index); then have S minus O score and P minus N score

148
Q

music as a metaphor

A

harmony (vertical) and melody (horizontal)

149
Q

personality as a fugue

A

several voices play variations on a single theme

150
Q

feminist perspective

A

most history and writing based white men’s lives, frameworks traditionally used to make sense of middle-class white men’s lives do not always work well when applied to other people; feminist perspectives place gender, power, social structure at center of interpretive process

151
Q

Stewart’s 7 feminist strategies

A

1) keep an eye open for what has been left out
2) analyze our own role or position as it affects understanding and research process
3) identify women’s agency in midst of social constraint
4) use of gender as an analytic tool
5) be sensitive to how gender defines power relationships in which power relationships are gendered
6) identify other significant aspects of individuals’ social position (not all women are the same)
7) be suspicious of psychological prescriptions that stem from experiences of male elite

PSYCH 341 (3 decks)

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