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Theories of Personality > Finals > Flashcards

Finals Flashcards

1
Q

Study of the individual

A

Morphogenic Science

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2
Q

are a process that involves gathering data on a single individual

A

Morphogenic Methods

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3
Q

the dynamic organization within the individual of those psychophysical systems that determine his unique adjustments to his environment

A

Personality

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4
Q

personality is both ____ and ____; includes both ____ and ____; it is not only is something, but it ____

A

physical and psychological
overt behaviors and covert thoughts
does something

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5
Q

healthy adults are generally aware of what they are doing and their reasons for doing it

A

Conscious Motivation

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6
Q

capable of consciously acting on their environment in new and innovative ways and causing their environment to react to them

A

Proactive Behavior

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7
Q

Structure of Personality

A

Personal Dispositions
Common Traits

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8
Q

generalized neuropsychic structure with the capacity to render many stimuli functionally equivalent, and to initiate and guide consistent forms of adaptive and stylistic behavior

A

Personal Dispositions

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9
Q

general characteristics

A

Common Traits

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10
Q

ruling passion that dominates their lives

A

Cardinal Dispositions

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11
Q

includes 5 to 10 most outstanding characteristics around which a person’s life focuses

A

Central Dispositions

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12
Q

less conspicuous but far greater in number than central dispositions

A

Secondary Dispositions

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13
Q

intensely experienced dispositions.
initiate action.

A

Motivational Dispositions

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14
Q

personal dispositions that are less intensely experienced.
guides action.
how?

A

Stylistic Dispositions

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15
Q

peculiarly mine characteristics
behaviors and characteristics that people regard as warm, central, and important in their lives.
warm center of personality

A

Proprium

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16
Q

the explanation for behavior, and one need not look beyond it for hidden or primary causes

A

Functional Autonomy

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17
Q

the tendency of an impression to leave an influence on subsequent experience

A

Perseverative Functional Autonomy

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18
Q

the master system of motivation that confers unity on personality which also refers to those self-sustaining motives that are related to the proprium

A

Propriate Functional Autonomy

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19
Q

stage development

A

Bodily Self
Self-Identity
Self-Esteem
Extension of Self
Self-Image
Self as rational coper
Propriate Striving
Adulthood

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20
Q

infants become aware of their own existence and distinguish their own bodies from objects in the environment

A

Bodily Self

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21
Q

their identity remains intact despite the many changes that are taking place

A

Self-Identity

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22
Q

children learn to take pride in their accomplishments

A

Self-Esteem

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23
Q

children come to recognize the objects and people that are part of their own world

A

Extension of Self

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24
Q

children develop actual and idealized images of themselves and their behavior

A

Self-Image

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25
Q

children begin to apply reason and logic to the solution of everyday problems

A

Self as rational coper

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26
Q

young people begin to formulate long-range goals and plans

A

Propriate striving

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27
Q

normal, mature adults are functionally autonomous, independent of childhood motives

A

Adulthood

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28
Q

source of affection and security

A

Infant-Mother bond

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29
Q

seeks general laws

A

Nomothetic Research

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30
Q

peculiar to the single case

A

Idiographic Research

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31
Q

patterned properties of the whole organism and allows for intrapersonal comparisons

A

Morphogenic Science

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32
Q

mathematical procedures capable of sifting personality traits from mountains of test data

A

Factor Analytic Techniques

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33
Q

Eysenck’s factor analytic technique yielded 3 general bipolar factors or types

A

Extraversion/Introversion
Neuroticism/Stability
Psychoticism/Superego

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34
Q

the Five-Factor Theory often called as

A

The Big-Five

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35
Q

the Big Five includes

A

Openness
Conscientiousness
Extraversion
Agreeableness
Neuroticism

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36
Q

Raymond Cattell used an Inductive Method

A

Exploratory Factor Analysis

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37
Q

three sources of data

A

L data
Q data
T data

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38
Q

person’s life record derived from observations made by other people

A

L data

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39
Q

self-reports obtained from questionnaires and other techniques designed to allow people to make subjective descriptions of themselves

A

Q data

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40
Q

objective tests which measure performances such as intelligence, speed of responding, and other such activities designed to challenge people’s maximum performance

A

T data

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41
Q

Cattell divided traits into two:

A

Common Traits
Unique Traits

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42
Q

shared by many

A

Common Traits

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43
Q

peculiar to one individual

A

Unique Traits

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44
Q

Cattell further classified traits into:

A

Temperament
Motivation
Ability

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45
Q

how a person behaves

A

temperament

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46
Q

why one behaves

A

Motivation

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47
Q

how far or how fast one can perform

A

Ability

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48
Q

the largest and most frequently studied of the normal traits are the

A

16 Personality Factors Questionnaire (16 PF Scale)

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49
Q

Dimensions of Personality

A

Extraversion
Neuroticism
Psychoticism

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50
Q

two strongest and most ubiquitous personality traits

A

Neuroticism
Extraversion

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51
Q

tend to be anxious, temperamental, self-pitying, self-conscious, emotional, and vulnerable to stress-related disorders

A

People who score high on neuroticism

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52
Q

they are calm, even-tempered, self-satisfied, and unemotional

A

People who score low on neuroticism

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53
Q

tend to be affectionate, jovial, talkative, joiners, and fun-loving

A

People who score high on extraversion

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54
Q

likely to be reserved, quiet, loners, passive, and lacking the ability to express strong emotion

A

low extraversion scores

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55
Q

they are creative, imaginative, curious, and liberal, and have a preference for variety

A

People who score high on openness

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56
Q

they are typically conventional, down-to-earth, conservative, and lacking in curiosity

A

People who score low on openness

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57
Q

they are trusting, generous, yielding, acceptant, and good-natured

A

People who score high on agreeableness

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58
Q

generally suspicious, stingy, unfriendly, irritable, and critical of other people

A

People who score low on agreeableness

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59
Q

they are hardworking, conscientiousness, punctual. and persevering

A

People who score high on conscientiousness

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60
Q

tend to be disorganized, negligent, lazy, and aimless and are likely to give up when a project becomes difficult

A

People who score low on conscientiousness

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61
Q

“we are just a product of a reinforcement of the environment”

A

Radical Behaviorism

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62
Q

Skinner did not claim that observable behavior is limited to ______. Private behaviors such as thinking, remembering, and anticipating are all observable by the person experiencing them.

A

External Events

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63
Q

behavior can be best studied without reference to needs, instincts, or motives.

A

Scientific Behaviorism

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64
Q

permits a scientist to generalize from a simple learning condition to a more complex one.

A

Interpretation

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65
Q

two kinds of conditioning

A

Classical
Operant

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66
Q

Classical Conditioning

A

Ivan Pavlov
John Watson

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67
Q

a response is drawn out of the organism by a specific, identifiable stimulus.

A

Classical Conditioning

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68
Q

a neutral stimulus is paired with an unconditioned stimulus a number of times until it produces conditioned response.

A

Classical Conditioning

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69
Q

Operant Conditioning

A

B.F. Skinner

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70
Q

a behavior is made more likely to recur when it is immediately reinforced.

A

Operant Conditioning

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71
Q

reinforcing approximation of the targeted behavior until such time that the organism finally do what we intend them to do.

A

Shaping

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72
Q

the experimenter or the environment first rewards gross approximations of the behavior, then closer approximations, and finally the desired behavior itself.

A

Shaping

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73
Q

a response to a similar environment in the absence of previous reinforcements. they react to a new situation in the same manner that they reacted to an earlier one because the two situations possess same identical elements.

A

Stimulus Generalization

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74
Q

Skinner said “The reinforcement of a response increases the probability of all responses containing the same elements”

A

Stimulus Generalization

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75
Q

environmental stimuli that are not by nature satisfying but become so because they are associated with such unlearned or primary reinforcers (food, water, sex, or physical comfort)

A

Conditioned Reinforcers

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76
Q

associated with more than one primary reinforcer

A

Generalized Reinforcer

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77
Q

schedules of reinforcement

A

Continuous Schedule
Intermittent Schedules

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78
Q

the organism is reinforced for every response

A

Continuous Schedule

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79
Q

they produce responses that are more resistant to extinction.

A

Intermittent Schedule

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80
Q

four basic intermittent schedules

A

Fixed-Ratio
Variable-Ratio
Fixed-Interval
Variable-Interval

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81
Q

the organism is reinforced intermittently according to the number of responses it makes.

A

Fixed-Ratio

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82
Q

the organism is reinforced after every nth response

A

Variable-Ratio

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83
Q

the organism is reinforced for the first response following a designated period of time.

A

Fixed-Interval

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84
Q

organism is reinforced after the lapse of random or varied periods of time.

A

Variable-Interval

85
Q

aka forgetting

A

Extinction

86
Q

the tendency of previously acquired response to become progressively weakened upon nonreinforcement.

A

Extinction

87
Q

systematically withholds reinforcement of a previously learned response until the probability of that response diminishes to zero.

A

Operant Extinction

88
Q

according to Skinner, human behavior is shaped by three forces:

A

Natural Selection
Cultural Practices
Individual’s history of reinforcement

89
Q

Inner States:

A

feelings of love
anxiety or
fear

90
Q

humans are also aware of their consciousness, of themselves as part of their environment, and of themselves observing that stimuli.

A

Self-Awareness

91
Q

the effects of deprivation and satiation and to the corresponding probability that the organism will respond.

A

Drives

92
Q

subjective existence of emotions

A

Emotions

93
Q

individuals establish groups because they have been rewarded for doing so.

A

Social Behavior

94
Q

laws, rules, customs

A

Social Control

95
Q

Counteracting Strategies

A

Escape
Revolt
Passive Resistance

96
Q

when social control is excessive, people can use these

A

Counteracting Strategies

97
Q

people withdraw from the controlling agent

A

Escape

98
Q

behave more actively, counterattacking the controlling agent.

A

Revolt

99
Q

they are more subtle than those who rebel and more irritating to the controllers than those who rely on escape

A

Passive Resistance

100
Q

the conspicuous feature of passive resistance is

A

Stubbornness

101
Q

the outstanding characteristic of humans is

A

Plasticity

102
Q

humans have flexibility to learn a variety of behaviors in diverse situations.

A

Plasticity

103
Q

learning by observing others

A

Vicarious Learning

104
Q

includes behavioral, environment, and personal factors

A

Triadic Reciprocal Causation Model

105
Q

two important environmental forces in the triadic model

A

Chance Encounters
Fortuitous Events

106
Q

humans have the capacity to exercise control over the nature and quality of their lives

A

Agentic Perspective

107
Q

people are able to rely on others for goods and services

A

Proxy Agency

108
Q

an important component of the triadic reciprocal causation model is

A

Self-Efficacy

109
Q

the people’s shared beliefs that they can bring about change.

A

Collective Efficacy

110
Q

includes redefining the behavior, disregarding or distorting the consequences of their behavior, dehumanizing or blaming the victims of their behavior, and displacing or diffusing responsibility for their actions

A

Moral Agency

111
Q

2 kinds of learning

A

Observational
Enactive

112
Q

the core of observational learning

A

Modeling

113
Q

involves adding and subtracting from the observed behavior and generalizing from one observation to another

A

Modeling

114
Q

four processes that govern observational learning

A

Attention
Representation
Behavioral Production
Motivation

115
Q

attend to the model, paying attention to his/her actions

A

Attention

116
Q

memorizing the details about the action

A

Representation

117
Q

producing the action

A

Behavioral Production

118
Q

motivating yourself

A

Motivation

119
Q

direct experience by thinking about and evaluating the consequences of their behaviors.

A

Enactive Learning

120
Q

human action is a result of an interaction among three variables - environment, behavior, and person (memory, anticipation, planning, and judging)

A

Triadic Reciprocal Causation

121
Q

is usually the strongest contributor to performance

A

Cognition

122
Q

an unintended meeting of persons unfamiliar to each other

A

Chance Encounters

123
Q

an environmental experience that is unexpected and unintended.

A

Fortuitous Events

124
Q

humans have the capacity to exercise control over their own lives

A

Agentic Perspective

125
Q

the essence of humanness

A

Human Agency

126
Q

Bandura believes that people are self-regulating, proactive, self-reflective, and self-organizing, and that they have the power to influence their own actions to produce desired consequences.

A

Human Agency

127
Q

an autonomous agent - making decisions that are consistent with their view of self.

A

Human Agency

128
Q

high confidence in one’s own actions

A

Self-Efficacy

129
Q

people’s belief in their capability to exercise some measure of control over their own functions and over environmental events.

A

Self-Efficacy

130
Q

What Contributes to Self-Efficacy?

A

Mastery Experiences
Social Modeling
Social Persuasion
Physical and Emotional States

131
Q

internal factor that increases self-efficacy. priori achievements demonstrate our capabilities and strengthen our feelings of self-efficacy.

A

Mastery Experiences

132
Q

seeing other people perform successfully - strengthen self-efficacy particularly if the people we observe are similar to us in their abilities.

A

Social Modeling

133
Q

“if they can do it, so can I”

A

Social Modeling

134
Q

involves simply reminding people that they have the ability to achieve whatever they want to achieve, can enhance self-efficacy

A

Social Persuasion

135
Q

the more fear, anxiety, or tension we experience in a given situation, the less we feel able to cope.

A

Physical and Emotional States

136
Q

they reactively attempt to reduce the discrepancies between their accomplishments and their goal; but after they close those discrepancies, they proactively set newer and higher goals for themselves.

A

Self-Regulation

137
Q

internal factors in self-regulation

A

Self-Observation
Judgmental Processes
Self-Reaction

138
Q

judging the worth of our actions on the basis of goals we have set for ourselves; cognitive mediation; the process depends on personal standards, referential performances, valuation of activity, and performance attribution.

A

Judgmental Processes

139
Q

depends on our personal standards; either we reward or punish ourselves.

A

Self-Reaction

140
Q

self-regulatory influences are not automatic but operate only if they are activated

A

Selective Activation

141
Q

by justifying the morality of their actions, they can separate or disengage themselves from the consequences of their behavior.

A

Disengagement of Internal Control

142
Q

Overt or Vicarious Modeling

A

Observe

143
Q

Covert or Cognitive Modeling

A

Visualize

144
Q

Overt or Vicarious Modeling

A

Visualize

145
Q

the ultimate goal of social cognitive therapy is

A

Self-Regulation

146
Q

cognitive factors help shape how people will react to environmental forces.

A

Learning Theory

147
Q

prime determinants of performance

A

one’s expectations of future events

148
Q

keys to predicting behavior

A

cognition
past histories
expectations of the future

149
Q

cognitive factors

A

expectancies
subjective perceptions
values
goals
personal standards

150
Q

Rotter’s Social Learning Theory rests on five basic hypotheses:

A

human interact with their meaningful environments
human personality is learned
personality has a basic unity
motivation is goal-directed
people are capable of anticipating events

151
Q

people’s reaction to environmental stimuli depends on the meaning or importance that they attach to an event

A

humans interact with their meaningful environments

152
Q

personality can be changed or modified as long as people are capable of learning

A

human personality is learned

153
Q

personalities possess relative stability

A

personality has a basic unity

154
Q

human behavior lies in people’s expectations that their behaviors are advancing them toward goals.

A

motivation is goal-directed

155
Q

define reinforcement as any action, condition, or event which affects the individual’s movement toward a goal

A

Empirical Law of Effect

156
Q

in specific situations, behavior is estimated by the

A

Basic Prediction Formula

157
Q

basic prediction formula suggests that the potential for a given behavior to occur is a function of the person’s _____ plus the _____

A

Expectancy
Reinforcement Value

158
Q

general prediction formula states that need potential is a function of _____ and _____

A

Freedom of Movement
Need Value

159
Q

refer to the likelihood that a given behavior will occur in a particular situation

A

Behavior Potential

160
Q

person’s expectation of being reinforced

A

Expectancy

161
Q

person’s preference for a particular reinforcement

A

Reinforcement Value

162
Q

complex pattern of cues that a person perceives during a specific time period

A

Psychological Situation

163
Q

set of expectation that can happen after one can make a choice

A

Generalized Expectancies

164
Q

any behavior or set of behaviors that people see as moving them in the direction of a goal

A

Needs

165
Q

six broad categories of needs:

A

Recognition-Status
Dominance
Independence
Protection-Dependency
Love and Affection
Physical Comfort

166
Q

a need complex has three essential components

A

Need Potential
Freedom of Movement
Need Value

167
Q

set of behaviors toward a certain goal

A

Need Potential

168
Q

expectations that if a person performs a set of behaviors it will be reinforced

A

Freedom of Movement

169
Q

how important it is for a person to achieve a goal or need

A

Need Value

170
Q

holds that behavior stems from relatively stable personal dispositions and cognitive affective processor interacting with a particular situation

A

Cognitive-Affective Personality Theory

171
Q

consistently inconsistent

A

Consistency Paradox

172
Q

the situation has a powerful effect on behavior

A

Person-Situation Interaction

173
Q

personal factors that can affect behavior

A

Cognitive-Affective Units

174
Q

cognitive-affective units include people’s:

A

Encoding Strategies
Competencies and Self-regulatory Plans
Expectancies and Beliefs
Goals and Values
Affective Responses

175
Q

their way of construing and categorizing information

A

Encoding Strategies

176
Q

what they can do and their strategies for doing it

A

Competencies and Self-regulatory Plans

177
Q

perceived consequences of their actions

A

Expectancies and Beliefs

178
Q

created by Walter Mischel and Yuichi Shoda

A

Cognitive-Affective Personality System

179
Q

accounts for variability across situations as well as stability of behavior within a person

A

Cognitive-Affective Personality System

180
Q

people’s belief that they can or cannot control their lives

A

Locus of Control

181
Q

the word of another is reliable

A

Interpersonal Trust

182
Q

actions that fail to move a person closer to a desired goal

A

Maladaptive Behavior

183
Q

deals with the question of how we perceive, evaluate, learn, think, make decisions, and solve problems

A

Cognitive Approach

184
Q

this theory attempted to describe all aspects of personality, including its emotional components, strictly in terms of cognitive processes.

A

Cognitive Theory of Personality

185
Q

it is a metatheory

A

Personal Construct Theory

186
Q

a theory about theories

A

Metatheory

187
Q

meanings or interpretations that humans place on events are called

A

Constructs

188
Q

different angles/perspectives;
alternative ways of looking at things

A

Constructive Alternativism

189
Q

each person creates a set of cognitive construct about the environment;
subjective explanations, interpretations, and prediction on how reality works

A

Personal Construct Theory

190
Q

we construct theories by which we try to predict and control the events in our lives

A

Personal Constructs

191
Q

unique pattern created by each individual

A

Construct System

192
Q

an intellectual hypothesis that we devise and use to interpret or explain life events

A

Construct

193
Q

free to revise our constructs with alternatives as needed

A

Constructive Alternativism

194
Q

similarities among repeated events

A

Construction Corollary

195
Q

individual differences in interpreting events

A

Individuality Corollary

196
Q

personal constructs have hierarchy

A

Organization Corollary

197
Q

two mutually exclusive alternatives

A

Dichotomy Corollary

198
Q

freedom of choice: we choose the alternative for each construct that works best for us

A

Choice Corollary

199
Q

our constructs may apply to many situations or people, or they may be limited to a single person or limitation

A

Range Corollary

200
Q

we continually test our constructs against life’s experiences to make sure they remain faithful

A

Experience Corollary

201
Q

we may modify our constructs as a function of a new experiences

A

Modulation Corollary

202
Q

we can believe two contradictory beliefs at the same time without problem

A

Fragmentation Corollary

203
Q

similarities among people in interpreting events

A

Commonality Corollary

204
Q

we must know our roles; we try to understand how other people think and predict what they will do, and we modify our behavior accordingly.

A

Sociality Corollary

205
Q

if you don’t know what’s going on in a person’s mind, ask him; he may tell you

A

The Interview

206
Q

how a person perceives himself or herself in relation to other people

A

Self-Characterization Sketch

207
Q

the client is asked to list by name the people who have played a significant role in his or her life

A

Role Construct Repertory Test

208
Q

the client acts out constructs appropriate for a fictitious person

A

Fixed Role Therapy

Theories of Personality (3 decks)

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