Final exam Flashcards
Personalizing cognition:
the scene prompts you to recall a similar even from own life.
Objectifying cognition:
recall objective facts, about the distribution of blood vassals in the head for example.
Cognition:
is a general term referring to awareness and thinking, perceiving, these behaviours add up to Information processing.
Perception:
imposing order on the information our sense organs take in.
Interpretation:
making sense, explaining, give meaning to….
Rod and frame test:
judgements about environment and bodies. Dark room, glowing rod, and glowing box. Field dependent, you adjust rod according to frame. Field independent, you adjust rod according to information from body.
Field independent
Experiments concluded that field independent people are able to get the points imbedded in media presentations faster. (therefore, different styles of learning) Field independent (analyze complex situations, creative, low social skills)
Field dependent
(good social, more attentive to social context)
Reducer/augmenter theory:
people differ in their reaction to sensory stimulation. (reducers (extrovert): seek strong stimulation).
Kelly personal construct theory:
primary motivation was to find meaning, meaning to predict future. He felt that people engage in efforts to understand, predict, control events. The constructs that people routinely use are called personal constructs. BUT these constructs are bipolar, two ends smart, not smart. Thus, anxiety is a result of not knowing why, it is a failure of the construct to predict.
Postmodernism:
notion that reality is constructed, that every person has a unique version of reality, and no version is more privileged.
Locus of control:
a person’s perception of responsibility for the events in their life. Whether responsibility is internal, free will, or external, fate. Internal locus of control is correlated with being more in charge of one’s life.
Generalized expectancies:
they base their expectancies about what will happen on their generalized expectancies about whether they have the ability to influence events.
Cognitive social learning approach:
emphasises the cognitive and social process whereby people learn to value and strive for certain goals over others.
Emotions:
subjective feelings, accompanied by bodily changes, accompanied by action tendencies: an increase in the probability of a behaviour.
Functional analysis:
Darwin, on the why of emotions and expressions. Whether they increase the fitness of individuals. Emotions communicate information from one animal to another about what is likely to happen.
Emotional state:
transitory, depend on situation, Emotions as states have a specific cause located outside the individual.
Emotional trait:
emotions expressed across a variety of life sitatutions.
Categorical approach:
Those who think the primary emotions are key. Ekman thought that a primary emotion has distinct facial expression recognized across cultures.
Dimensional approach:
her drawing on the board, four quadrants. Pleasant, arousal etc…
William James: happiness
happiness is the ratio of accomplishments to one’s aspirations.
Happiness hedonic component:
refers to the balance of positive to negative emotions in a person’s life over time. These components life satisfaction and hedonic balance are highlight correlated.
Measures of happiness do correlate with social desirability scores. High social desirability high happiness.
true
Positive illusions:
important to happiness, inflated view,
Success and happiness:
one of the ideas is that the correlation goes in the other direction: happiness leads to success. BUT it may involve reciprocal causality relationship goes both directions.
**Spending money on someone else creates more happiness.
Extraversion and neuroticism
account for up to three times the variation in happiness.
It is easy to put an extrovert in a good mood, and easy to put a neurotic in a bad mood.
The point is that personality acts like an amplifier of life events.
Neuroticism:
biological basis, limbic system activates easily (fight or flight). MRI and PET scan to measure limbic activation.
emotion
Anterior cingulate cortex: emotion,
Cognitive theories:
neuroticism in the psychology of the person’s cognitive system. More likely recall unpleasant information. They have richer network of associations surrounding unpleasant information. Neuroticism influences perceptions of health. They are on the lookout for threatening information. They complain about health problems.
Diathesis-stress model:
pre-existing vulnerability to depression. But event must occur to trigger.
Beck’s cognitive theory depression:
A certain cognitive schema. Which means those prone to it, have a certain way of looking at the world. Cognitive distortions, generalizing, catastrophizing…..
Self-fulfilling prophecy:
the person who thinks he is a total failure, will act like a total failure.
Affect intensity:
experience their emotions strongly and are emotionally reactive and variable. High scorers rate life events as more severe. BUT, high scorers have a combination of neuroticism and extroversion. Therefore, they have more mood variability.
TED talk 3 natures
biogenic, sociogenic, idiogenic (idiosyncratic aspect of each person)
Self-concept:
understanding of yourself. This determines how we relate to and evaluate the events in the world.
Self-esteem:
how you feel about who you are.
Social identity:
how you present yourself to others.
Teens:
years in which people struggle with defining their self-concept.
Pretend play:
this is what im pretending, vs. what I’m actually doing. BUT those who had self-recognition in the mirror were capable of pretending.
Shy
Shy people have a more reactive amygdala.
Self-schema:
building blocks of self-concept. Attributes: assertivenss, for masculine, it guids what information we pay attention to. They are cognitive structures that are built on past experiences and guide the processing of information about the self.
Possible self:
the future, allow us to stay on schedule towards self-improvement.
Higgins:
the ideal self and the ought self. Ideal is what they want to be. Ought is what others want them to be. These are self-guides. These are the roots of different emotions.
low self-esteem
Low self-esteem participants only ask for more feedback if they know it is good.
low self-esteem
*One aspect of low self-esteem is expecting to fail, that way, when it happens, it is nothing new. (Defensive pessismism)
Self-esteem variability:
it is the individual difference characteristic it is the magnitude of short-term fluctuations in ongoing self-esteem. Variability may be high in some people because (sensitivity to social evaluation, concern of self-view, overrely on social sources of evaluation, react negatively to evaluation).
Social identity:
this has socially observable things. Gender, ethnicity, *this may not figure into self-concept. Thus, these things are also constant (drivers license)
Contrast:
means that your social identity differentiates you from other people.
Erikson Identity:
that it resulted from efforts to separate oneself from one’s parents, to stop relying on one’s parents to make decisions about what values to hold and what goals to pursue in life.
Identity crisis:
meaning the feelings of anxiety that accompany efforts to define or redefine one’s own individuality.
Identity deficit:
not formed adequate identity, have difficulty making major decisions. No inner foundation. By rejecting old beliefs and assumptions creates a void or an identity deficit. People trying to fill this void, may try new belief systems. Vulnerable to propaganda. Cults want these people.
Identity conflict:
incompatibility between two or more aspects of identity. Immigrants, “approach-approach” conflicts, a person wants two contradictory goals. The separation between work life and private life.
Mid-life crisis:
“if only I had done….” Act as teen again. Change in priorities.
Sex differences:
average differences between women and men.
Gender stereotypes:
beliefs about how men and women differ or are supposed to differ.
**Inhibitory control:
showed the largest sex difference d = .41, this finding means that girls can better regulate and allocate their attention.
**Perceptual sensitivity:
girls detect subtle stimuli from the environment.
*Surgency:
high activity, impulsivity, boys, the outcome is disciplinary problems in schools.
Negative affectivity:
same for boys and girls, which means emotional instability.
*When girls are asked to describe themselves spontaneously they are more likely to value personal qualities and relationships.
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Socialization theory:
boys are reinforced by parents, boys are given baseball bats, girls are given dolls.
Social learning theory:
they learn by observing the behaviors of others called models of their sex.
One difficulty of these theories is that the causal direction may run the other way. The interests of children drive the parent’s behavior. If boys show no interest in dolls……
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Daughter-guarding hypothesis:
girls are encouraged to delay sex.
Hormonal theories:
Evidence: CAH, genital andrenal hyperplasia, female fetus has an overactive adrenal gland. Therefore this girls is more male, and shows a preference for male toys.
Personality interacts with situations in three ways:
selection, evocation, manipulation.
Complementary needs theory:
postulates that people are attracted to those who have different personality dispositions than they have.
Attraction similarity theory:
that people are attracted to those who have similar personality characteristics. (Birds of a feather flock together)
Assortative mating:
people are married to people who are similar to themselves.
Emotional instability:
is the most consistent personality predictor of marital instability and divorce.
Hostile attributional bias:
the tendency to infer hostile intent on the part of others in the face of ambiguous behavior from them.
