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Identity and Individual 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, which are characteristics that vary btwn people and are stable over the course of the lifetime, REGARDLESS OF EVNTAL FACTORS
- does not care about internal processes that shape personality and translate personality traits into behaviour

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3
Q

Twin studies

A

Useful in separating the effects of genetics and the envt by building a picture of which traits are more closely tied to genetics than others

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4
Q

Psychoanalytic Theory

A

There exists a universal personality structure that contributes both to behaviour and to differences btwn people

  • opposite of trait theory and biological theories
  • personality is determined by the flow of psychic energy btwn 3 systems that reside in diff levels of consciousness: id, superego, and ego
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5
Q

Id*

A

Seeks instant gratification w/ no consideration for morality or social norms
- present from birth and motivated by desire to achieve immediate gratification and avoid pain

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6
Q

Superego*

A

Internalization of society’s rules for moral behaviour, learned primarily through interactions w/ caregivers

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7
Q

Ego*

A

Directs behaviour in a way that balances demands of id and the superego

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8
Q

Behaviourist Theory

A

Personality is constructed by a series of learning experiences that occur through interactions btwn individual and their envt
- it is the envt that shapes behaviour, not internal/innate factors

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9
Q

Social Cognitive Theory (of Personality)

A
  • like behaviourist theory, focuses on learning experiences and observable behaviours
  • diff from behaviourist theory b/c considers contributions of an individual’s mental life and personal choices
  • this theory explains how THOUGHT AND EMOTION affect both learning process and experiences and surroundings that ppl choose for themselves
  • includes OBSERVATIONAL LEARNING
  • includes reciprocal causation*: behaviour, personal factors, and envt continually interact and influence each other
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10
Q

Observational Learning

A
  • process of SOCIAL COGNITIVE THEORY

- people learn from the experiences of others and apply the lessons of previous experiences to new situations

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11
Q

Humanistic Theory

A

People continually seek experiences that make them better , more fulfilled individuals

  • like SOCIAL COGNITIVE THEORY, it’s about individual shaping his or her own personality
  • CONSCIOUS DECISIONSSSSSS make ppl who they are, not about uncontrollable impulses!
  • diff from other theories b/c it considers individual’s views of SELF (i.e.. self, ideal self, perceived self)
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12
Q

Situational approach to explaining behaviour

A

People behave according to their interpretations of the situations
- not about internal, stable traits but about external, changing circumstances

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13
Q

Identity

A

Person’s view of who they are in terms of both internal factors, including personality traits, and social or external factors, like group membership
- has PERSONAL AND SOCIAL COMPONENTS

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14
Q

Self-concept

A
  • most personal aspect of identity
  • knowledge of one-self as a person both separate from other people and constant throughout changing situations
  • a person’s view of his/her personality
  • developed through interactions w/ others
  • has PERSONAL AND INTERNAL ASPECTS OF IDENTITY
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15
Q

Social identity

A

Perception of oneself as a member of certain SOCIAL GROUPS

  • involves cognitive and emotional component (attachment with the social group that an individual identifies with)
  • entered around GROUP MEMBERSHIP
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16
Q

Social groups

A
  • have associated characteristics that shapes a person’s social identity
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17
Q

Influence of culture and socialization

A
  • important for identity development

- both shape a person’s identity inevitably!

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18
Q

Socialization

A

Process in which developing individuals learn the values, norms, and appropriate behaviours of their society, continuing throughout the lifespan

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19
Q

Influence of Individuals

A
  • also important in identity formation
  • eg. children interact with individuals who are immediately available to them (family members) and observe how these ppl interact
  • leads children to IMITATE their behaviours
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20
Q

Imitation

A
  • important in identity
  • allows children to view themselves as similar to the imitated person
  • allows children to get involved in ROLE-TAKING
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21
Q

Role-taking

A

Adopting the role of another person, either by imitating behaviours associated w/ specific social roles or by taking the other person’s point of view in a social interaction

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22
Q

Reference group

A

People REFER to their REFERence group for guidance in behaviour

  • provides individual w/ a model for appropriate actions, values and worldviews
  • for a group to serve as a person’s reference group, the individual must either be or aspire to be a member of that group
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23
Q

In-group

A

Individuals identify themselves as being part of this group

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24
Q

Out-group

A

Individuals do not identify themselves as being part of this group

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25
Q

Self-esteem

A

Person’s overall value judgement of him- or herself

- children tend to have very high self-esteem and then level off over the course of development

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26
Q

Self-efficacy

A

Feeling of being able to carry out an action successfully

27
Q

Locus of control

A

Person’s belief about the extent to which internal or external factors play a role in shaping his or her life

eg. an individual w/ a completely internal locus of control believes that he/she has complete control over their behaviour and events
eg. an individual w/ an external locus of control believes that he/she has no control over behaviours and events (eg. luck, envt, ppl)

28
Q

Freud’s theory of developmental stages (Psychosexual Theory of Development)

A

Each psychosexual stage is based on the impulses of id

  • each stage presents a challenge to be navigate
  • if a child gets too much or too little satisfaction of the urge associated w/ a particular stage, they may fail to move on to the next stage (fixation*)
29
Q

Erik Erikson

A

Psychosocial Theory of Development

  • interaction btwn self and society that is experienced across the lifespan
  • each stage presents a crisis that must be resolved
  • dilemma is between 2 opposite ways of viewing the world, one of which is more psychologically healthy than the other
30
Q

Leo vygotsky

A

Social interaction/SOCIALIZATION is important in learning and cognitive development

  • interactions w/ others promote acquisition of culturally valued behaviours and beliefs
  • contrasts with Piaget’s theory of cognitive development
  • children attain higher levels of development w/ guidance of adults and peers (not about having children to go through STAGES)
31
Q

Kohlberg’s theory of moral development

A
  1. Precontentional Morality
  2. Conventional Morality
  3. Postcontentional Morality
32
Q

Preconventional level (Kohlberg’s moral development)

A

Moral judgements that are based solely on consideration of the anticipated consequences of behaviour
- includes: punishment and reward

33
Q

Conventional level (Kohlberg’s moral development)

A

Considers social judgements

- includes: social disapproval and rule following

34
Q

Postconventional level (Kohlberg’s moral development)

A

Beyond personal and interpersonal considerations; about universal principles and fully-developed ideas about right and wrong
- includes: social contract and universal ethics

35
Q

Attribution Theory

A

Conscious and unconscious processes both contribute to the formation of ideas about what caused another person to behave in a particular way

36
Q

Dispositional Attribution

A

Assigning an internal locus of control to another person

- eg. “you’re late because you’re careless”

37
Q

Situational Attribution

A

Assigning an external locus of control to another person

- eg. “you’re late because of traffic problems”

38
Q

Fundamental attribution error

A

Tendency to automatically favour dispositional attributions over situational ones when judging other people

  • another person commits an action because of their personal qualities and not because of environmental influences
  • this error happens because it takes less time, info, and attention to create dispositional attributions than situational attributions
39
Q

Self-serving bias

A

Tendency to attribute one’s success to internal factors while attributing one’s failures to external (envtal) factors

40
Q

How culture affects attributions

A

Cultural differences may affect unconscious cognitive processing, conscious attempts to consider situational influences, or both
- it is proven that self-serving bias and fundamental attributional error is more common in Western cultures than Eastern cultures. that is because Western ppl have a more individualistic POV

41
Q

How self-perceptiosn affect attributions

A

When we identify ourselves as part of a certain reference group, we adopt beliefs from that group as well
- those beliefs affect how we attribute ppl

42
Q

How perceptions of envt affect attributions

A

Can influence conscious or unconscious stereotype activation
- eg. when subjects were put into dark surroundings, their brains unconscious activate stereotypes of of similar danger (black men)

43
Q

Identity achievement

A

Successful resolution of the identity crisis (in Erikson’s identity vs role confusion state) with a strong sense of identity after exploring multiple possible identities

44
Q

Identity foreclosure

A

Person has sense of identity but has failed to undergo an identity crisis, instead choosing to unquestioningly adopt the values and expectations of others

45
Q

Identity

A

An adolescent in the midst of identity crisis, actively attempting to develop a unique set of values nd an understanding of self in society

46
Q

Identity diffusion

A

No sense of identity or motivation to engage in identity exploration

  • opposite state of identity achievement
  • this state like Erikson’s “role confusion”
47
Q

Somatic symptom and related disorders

A

This approach incorporates: psychological, biological, and social conditions
Somatoform disorders characterized by bodily symptoms (eg. pain, fatigue, motor problems) along w/ associated psychological symptoms that cause significant problems for the individual
- main idea: psychology and biology influence each other to create somatoform disorders

48
Q

Biomedical model

A

Biological disease leads to psychological effects

49
Q

Anxiety disorders

A

Experience of unwarranted fear and anxiety, physiological tension, and behaviours associated w/ the emotional and physical experience of anxiety

  • commonly connected to worries about future and hypothetical circumstances, rather than actual events in the present
  • often experienced in response to STRESS
  • involves significant SNS activation - body prepares for “fight-or-flight” even when threat isn’t present
50
Q

Generalised anxiety disorder*

A

Excessive, persistent anxiety is triggered by a wide variety of stimuli

51
Q

Panic disorder*

A

Experience of frequent panic attacks, short-lived instances of overwhelming SNS activation and fear
- may be so severe that he individual fears they will die

52
Q

Phobias*

A

Excessive fear of a specific object or situation, as well as active attempts to avoid that stimulus

53
Q

Mood disorders

A

Defined by 2 extremes: extreme sadness and despair (depression vs excitement so intense that it is detrimental to well-being (mania)
- temporary states of psychological dysfunction

54
Q

Depression

A

Pervasive feelings of sadness and hopelessness and/or the loss of interest in activities that an individual usually enjoys
- these ppl also experiences physical and cognitive symptoms (eg. sleeping, eating, thoughts of suicide, inability to concentrate)
- heritability chances: 40% (strong!)
> however, in order to inherit depression, need to acquire multiple recessive genes
- 2 hypotheses that explain cause of depression:
a) monoamine hypothesis*
b) hypothalamic-pituitary-adrenal (HPA) axis*

55
Q

Monoamine hypothesis*

A
  • tries to explain cause of depression
    Involves monoamine neurotransmitters (serotonin, norepinephrine/noradrenaline, and dopamine)
  • there’s a deficiency of these neurotransmitters in the synapse, which causes depression
  • proof: monoamine oxidase inhibitors (inhibit breakdown of monoamines) increases the availability of monoamines in brain -> less depression
56
Q

Hypothalamic-pituitary-adrenal (HPA) axis*

A
  • tries to explain cause of depression
    Hypothalamus releases hormone, which makes pituitary gland to secrete ACTH, which makes adrenal cortex secrete cortisol
  • over activation of this stress response system causes depression
57
Q

Bipolar disorders*

A

These patients have episodes of mania and depression
- manic episodes: uncontrollable impulses and reckless decisions, distortion of self-concept, self-esteem HUGELY ELEVATED

58
Q

Schizophrenia

A

Impaired connection w/ reality

  • schizophrenic patient experiences AT LEAST ONE of the following POSITIVE symptoms: hallucinations (sensory experience that is not real), delusions (unreasonable belief), disorganized speech (nonsensical trains of thought, respond inappropriately)
  • NEGATIVE symptoms: lack of emotion, motivation, and enjoyment of activities
  • heritability: very high for closely related ppl and less for more distantly related ppl
  • excess dopamine activity
  • brain atrophy
  • also involves interaction btwn genetic predisposition and envtal factors: eg. complications during pregnancy can make infant who is highly at risk for schizophrenia to develop the disorder
59
Q

Dissociative disorders

A

Experience of dissociation: split btwn diff aspects of psychological functioning

  • disruption in identity, memory or consciousness
  • temporary state of psychological dysfunction
60
Q

Psychological disorders

A

Sets of psychological abnormalities that are maladaptive to the individual
- temporary state of psychological dysfunction

61
Q

Dissociative amnesia*

A

Person forgets about past events

  • often associated w/ traumatic experience -> this makes sense because you want to distant yourself from traumatic experience
  • a type of NEGATIVE symptom: loss of memory
  • eg. patient w/ dissociative amnesia might lose conscious memory of a car wreck or the death of a parent
62
Q

Depersonalization/derealization disorder*

A

Type of POSITIVE symptom: Self or surroundings are unreal and disconnected from individual

63
Q

Dissociative identity disorder/multiple personality disorder*

A

Significant disruption of stable identity

- patient has multiple, distinct personalities

64
Q

Personality disorders

A

Have tendency to endure across diff situations and over course of lifetime
- development of personality traits that cause psychological and social dysfunction

Psych (5 decks)

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