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Identity Flashcards

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1
Q

Personality

A

Collection of lasting characteristics that makes a person unique

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2
Q

Trait theory of personality

A

Personality consists of a set of traits (characteristics that vary b/w people and are stable over a lifetime regardless of environment)

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3
Q

Biological theory of personality

A

Biological contributions to certain traits (genome)

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4
Q

Heredity

A

Genetic inheritance

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5
Q

Temperament

A

Innate, genetically influenced baseline of personality (modified by environment throughout life)

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6
Q

Twin studies

A

Help separate effects of genetics and environment

Monozygotic twins have identical genomes
Dizygotic twins are like regular siblings

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7
Q

Psychoanalytic theory (Freud)

A

Universal personality structure that contributes both to behavior and to differences b/w people

Internal processes that shape personality

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8
Q

Id

A

Primitive, seeks instant gratification and to avoid pain

Doesn’t care about morality or social norms

Present from birth

(Devil)

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9
Q

Superego

A

Develops later in life through internalization of society’s rules for moral behavior, interactions w/ caregivers

(Angel)

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10
Q

Ego

A

Directs behavior/balances demands of id and superego

Forces delay of gratification of id’s desire until socially acceptable method is found

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11
Q

Behaviorist theory

A

Personality = due to series of learning experiences that occur through interactions b/w individual and environment

Environment shapes personality more than biology/psychology

External factors > internal factors

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12
Q

Social cognitive theory

A

Learning experiences and observable behaviors

  • Change behavior as a result of environmental factors
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13
Q

Observational learning

A

Learn from experiences of others and apply lessons of previous experiences to new situations

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14
Q

Reciprocal causation

A

Behavior, personal factors, and environment interact/influence each other

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15
Q

Humanistic theory

A

People seek experiences that make them better, more fulfilled individuals

Individual shapes own personality

Conscious decisions (vs. impulses) make people who they are

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16
Q

Situational approach to explaining behavior

A

Challenge to trait-based personality theories

Variation in behavior across different situations => concept of enduring personality traits is flawed

People behave according to interpretations of situations

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17
Q

Mead’s Components of Self - ME

A

Socialized aspect of person

Learned in interactions w/ others

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18
Q

Mead’s Components of Self - I

A

Active aspect of person

Acts creatively

Held in check by Me

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19
Q

Identity

A

Person’s view of who they are (perception of self)

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20
Q

Self-concept

A

Knowledge of oneself as a person both separate from others and constant throughout changing situations

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21
Q

Different types of identities

A

Race/ethnicity, gender, age, sexual orientation, class

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22
Q

Imitation

A

Allows kids to view selves as similar to imitated person

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23
Q

Role-taking

A

Adopting role of another person

Symbolic interaction

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24
Q

Looking-glass self

A

Taking role of others lets you view yourself

Influenced by how we perceive that others are viewing us (if stigmatized => internalize stigmatization)

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25
Q

Social comparison

A

Evaluating oneself by contrast with others

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26
Q

Reference group

A

Model for appropriate actions, values, and worldviews

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27
Q

Self-esteem

A

Overall judgement of self (levels out as you age)

High self-esteem = positive self-concept

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28
Q

Self-efficacy

A

Feeling of being able to carry out an action successfully

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29
Q

Locus of control

A

Belief about extent to which internal/external factors play role in shaping life

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30
Q

Internal locus of control

A

I have complete control over behavior/events

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31
Q

External locus of control

A

External factors decide behavior/events

32
Q

Freud’s theory of developmental stages

A

Sequential series of psychosexual stages in early childhood

In terms of impulses of id

33
Q

Fixation

A

Permanent aspect of personality related to urge

Due to child getting too much/little satisfaction of urge at particular stage => fail to move on to next stage

34
Q

Oral stage (Freud)

A

Infancy

Oral processes (sucking/biting)

Successful weaning => trust and capacity for delayed gratification

35
Q

Anal stage (Freud)

A

Conflict b/w child and parents

Child wants to control bowel movements while parents impose toilet-training

Successful => self-control

36
Q

Phallic stage (Freud)

A

Sexual impulses on opposite sex parent

Identify w/ same sex parent

Internalize society’s rules and develop superego

37
Q

Latent period (Freud)

A

Suppressed sexual impulses

Focus on other developmental tasks

38
Q

Genital stage (Freud)

A

Adolescence

Return of sexual urges => adult sexuality

39
Q

Erikson theory of development (identity)

A

Interaction b/w self and society experienced across lifespan

Each stage = crisis that must be resolved

40
Q

Erikson Stage 1

A

Trust vs. mistrust

First year of life

41
Q

Erikson Stage 2

A

Autonomy vs. shame and doubt

Child’s growing sense of whether he/she is competent to carry out self-care

42
Q

Erikson Stage 3

A

Initiative vs. guilt

Attempt to develop ability to execute plan

43
Q

Erikson Stage 4

A

Industry vs. inferiority

Complex social environment of school

Views self as capable of mastering societally valued skills or not

44
Q

Erikson Stage 5

A

Identity vs. role confusion

Explore different possibilities for role in society

Personal beliefs and goals

45
Q

Erikson Stage 6

A

Intimacy vs. isolation

Young adulthood

Ability to form emotionally significant relationships with others

46
Q

Erikson Stage 7

A

Generativity vs. stagnation

Middle adulthood

Determine extent to which they want to “put back” energy into work/family or just care for selves

47
Q

Erikson Stage 8

A

Integrity vs despair

Old age => evaluate lifetime

48
Q

Identity achievement

A

Strong sense of identity

49
Q

Identity foreclosure

A

Failed to have identity crisis, but adopted identity of others

50
Q

Identity moratorium

A

Midst of identity crisis, active

51
Q

Identity diffusion

A

No sense of identity or motivation to engage in identity exploration

52
Q

Vygotsky theory of development

A

Sociocultural - learning through interactions w/ others => promotes acquisition of culturally valued behaviors/beliefs

53
Q

Zone of proximal development

A

Range of activities b/w current and potential developmental levels (Vygotsky)

54
Q

Kohlberg’s theory of moral development

A

Developing kids have predictable sequence of stages of moral reasoning

55
Q

Preconventional level

A

Moral judgements based only on consequences

56
Q

Conventional level

A

Moral judgements based on opinions of others

57
Q

Postconventional level

A

Own belief of right and wrong beyond consequences/disapproval of others

58
Q

Sensitive period

A

Point in early development that can have significant influence on physiological/behavioral functioning later on

59
Q

Insecure attachment

A

Individuals have negative/unpredictable experiences w/ caregiver

60
Q

Attribution theory

A

Conclusions drawn about causes that explain observed behavior of others

61
Q

Dispositional attribution

A

Attributing cause of behavior to inherent quality/desire

Assign internal locus of control to other person

62
Q

Situational attribution

A

Attributing cause of behavior to environmental forces

Assign external locus of control

63
Q

Fundamental attribution error

A

Inherent constraints on our ability to accurately judge causes of behaviors

Automatically favor dispositional attributions over situational ones

64
Q

Self-serving bias

A

Tendency to attribute one’s success to internal factors

Attribute failures to external factors

65
Q

How culture affects attributions

A

Western viewpoint sees individual as central to events

Eastern viewpoint pays more attention to situational factors

66
Q

Psychological disorders

A

Sets of psychological abnormalities that are maladaptive to the individual

67
Q

Somatic symptom and related disorders

A

Characterized by bodily symptoms along with associated psychological symptoms

Pain, fatigue, motor impairment

68
Q

Anxiety disorders

A

Unwarranted fear and anxiety, physiological tension

Response to stress

69
Q

Stress

A

Excessive SNS activation in absence of threat

Body prepares for fight/flight situation

70
Q

Mood disorders

A

Disruptions in emotions that influence personal functioning

71
Q

Depression

A

Extreme depressive mood disorder

Pervasive feelings of sadness/hopelessness, loss of interest in activities

Elevated hypothalamic-pituitary-adrenal (HPA) axis hormones, deficient monoamine neurotransmitters (serotonin, norepinephrine, dopamine)

72
Q

Schizophrenia

A

Impaired connection with reality

Symptoms = hallucinations, delusions, disorganized speech

Elevated dopamine, brain structural abnormalities

73
Q

Dissociative disorders

A

Split b/w different aspects of cognitive functioning

Disruption in identity, memory, or consciousness

74
Q

Dissociative amnesia

A

Forget about past events

75
Q

Negative symptom

A

Loss of something (psychological function, memory)

76
Q

Positive symptom

A

Abnormal disruptive experience (hallucinations)

77
Q

Personality disorders

A

Some aspect of personality = psychologically unhealthy for individual

Endure across different situations and over a lifetime

Psych/Soc (10 decks)

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