Gordon Allport

Question 0

Functional Equivalence

Answer 0

Similar behavior in different contexts

Question 1

Broad determinative tendency

Answer 1

Responsible for a number of different behaviors/attitudes/feelings across different situations (PATTERNS) “internal patterning” -not just observable behavior

Question 2

Personality (for Allport)

Answer 2

The dynamic organization within the individual of those psychophysical systems that determine… Characteristic behavior and thought

Question 3

Traits (for Allport)

Answer 3

Distinguishing characteristics that guide behavior. Are measured on a continuum and are subject to social, environmental, and cultural influences.

Question 4

Personal Dispositions

Answer 4

Traits that are peculiar to an individual, as opposed to traits shared by a number of people.

Question 5

Cardinal Traits

Answer 5

The most pervasive and powerful human traits.

Question 6

Central Traits

Answer 6

The handful of outstanding traits that describe a person’s behavior.

Question 7

Secondary Traits

Answer 7

The least important traits, which a person may display inconspicuously and inconsistently.

Question 8

Habits

Answer 8

Specific, inflexible responses to specific stimuli; several habits may combine to form a trait.

Question 9

Attitudes

Answer 9

To Allport, these are similar to traits. However, they have specific objects of reference and involve either positive or negative evaluations.

Question 10

Functional Autonomy of Motives

Answer 10

The idea that motives in the normal, mature adult are independent of the childhood experiences in which they originally appear.

Question 11

Preservative Functional Autonomy

Answer 11

The level of functional autonomy that relates to low-level and routine behaviors.

Question 12

Propriate Functional Autonomy

Answer 12

The level of functional autonomy that relates to our values, self-image, and lifestyle.

Question 13

Proprium

Answer 13

Allport’s term for the ego or self.

Question 14

The Development of the Proprium

Answer 14

Stage:
1. Bodily Self
2. Self-identity
3. Self-Esteem
4. Extension of self
5. Self-image
6. Self as a rational coper
7. Porpriate striving
Adulthood

Question 15

Bodily self

Answer 15

Stages 1-3 emerge during the first three years. In this stage, infants become aware of their own existence and distinguish their own bodies from objects in the environment.

Question 16

Self-identity

Answer 16

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

Question 17

Self-esteem

Answer 17

Children learn to take pride in their accomplishments

Question 18

Extension of self

Answer 18

Stages 4 & 5 emerge during the fourth through sixth year. In this stage, children come to recognize the objects and people that are part of their own world.

Question 19

Self-image

Answer 19

Children develop actual and idealized images of themselves and their behavior and become aware of satisfying (or failing to satisfy) parental expectations.

Question 20

Self as a rational coper

Answer 20

Stage 6 develops during ages 6-12. Children begin to apply reason and logic to the solution of everyday problems.

Question 21

Propriate striving

Answer 21

Stage 7 develops during adolescence. Young people begin to formulate long-range goals and plans

Question 22

Adulthood

Answer 22

Normal, mature adults are functionally autonomous, independent of childhood motives. They function rationally in the present and consciously create their own lifestyles.

Question 23

Personal Document Technique

Answer 23

A method of personality assessment that involves the study of a person’s written or spoken records.

Question 24

Expressive Behavior

Answer 24

Spontaneous and seemingly purposeless behavior, usually displayed without our conscious awareness.

Question 25

Coping Behavior

Answer 25

Consciously planned behavior determined by the needs of a given situation and designed for a specific purpose, usually to bring about a change in one’s environment.