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Identity and Personality Flashcards

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1
Q

Self-concept

A

Our own internal list of answers to the question “Who am I?”. Goes beyond self-schema and includes who we used to be and who we will become

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2
Q

Self-schema

A

A self-given label that carries with it a set of qualities (e.g. the athlete self-schema usually carries the qualities of youth, physical fitness, and dressing and acting in certain ways)

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3
Q

Identity

A

Defined as the individual components of our self-concept related to the groups in which we belong

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4
Q

Gender identity

A

Describes a person’s appraisal of him- or herself on scales of masculinity and femininity

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5
Q

Androgyny

A

The state of being simultaneously very masculine and very feminine

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6
Q

Undifferentiated

A

People who achieve low scores on both the masculinity and felinity scale

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7
Q

Theory of gender schema

A

Holds that key components of gender identity are transmitted through cultural and societal means

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8
Q

Ethnic identity

A

Refers to one’s ethnicity, in which members typically share a common ancestry, cultural heritage, and languages

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9
Q

Nationality

A

Based on political borders. The result of shared history, media, cuisine, and national symbols such as a country’s flag

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10
Q

Hierarchy of salience

A

The organization of our identities such that we let the situation dictate which identity holds the most important for us at any given moment

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11
Q

Self-discrepancy theory

A

Maintains that each of us has three selves: actual, ideal, and ought

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12
Q

Actual self

A

Made up of our self-concept. The way we see ourselves as we currently are

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13
Q

Ideal self

A

The person we would like to be

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14
Q

Ought self

A

Our representation of the ways others think we should be

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15
Q

Self-esteem

A

Self-worth

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16
Q

Self-efficacy

A

Our belief in our ability to succeed

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17
Q

Overconfidence

A

Can lead us to take on tasks for which we are not ready, leading to frustration, humiliation, or personal injury

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18
Q

Learned helplessness

A

When self-efficacy is depressed past the point of recovery. The point at which individuals to attempting to avoid a bad consequence.

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19
Q

Locus of control

A

Refers to the way we characterize the influences in our lives. People with an internal locus of control view themselves of controlling their own fate. Whereas those with an external locus of control feels that events in their lives are caused by luck or outside influence

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20
Q

Libido

A

Sex drive

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21
Q

Fixation

A

Occurs when a child is overindulged or overly frustrated during a stage of development

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22
Q

Neurosis

A

The personality pattern formed by a child in response to anxiety caused by fixation. Persists into adulthood as a functional mental disorder

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23
Q

Oral stage

A

First stage of psychosexual development. 0-1 yr. Gratification obtained primarily by putting objects into the mouth, biting, and sucking. Libidinal energy is centered on the mouth. Orally fixated adults exhibit excessive dependency.

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24
Q

Anal stage

A

Second stage of psychosexual development. 1-3 yrs. In this stage libido is centered on the anus and gratification is gained through the elimination and retention of waste materials. Fixation in this stage results in excessive orderliness or sloppiness in the adult

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25
Q

Phallic or Oedipal stage

A

Third stage of psychosexual development. 3-5 yrs. Centers on the resolution of Oedipal/Electra conflict. Boys take after their fathers during this stage because of their castration fears and girls take after their mothers because they have penis envy (making them exhibit less stereotypically female behavior and less morally developed). The child de-eroticizes (sublimates) his libidinal energy by collecting objects or focusing on schoolwork

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26
Q

Latency

A

Fourth stage of psychosexual development. Starts when the libido is completely sublimated and ends when puberty is reached.

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27
Q

Genital stage

A

Beginning in puberty and lasting through adulthood. If prior development has proceeded correctly, the person should enter into healthy heterosexual relationships. If sexual traumas of childhood have not been resolved, such behaviors as homosexuality, asexuality, or fetishism may result

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28
Q

Trust vs. mistrust

A

First conflict of psychosocial development. 0-1 yr. If resolved successfully the child will come to trust his environment, if unresolved the child will often be suspicious of the world, possibly throughout their life

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29
Q

Autonomy vs. shame and doubt

A

Second conflict of psychosocial development. 1-3 yrs. Resolution is feeling able to exert control over the world and exercise choice as well as self-restraint. Unfavorable outcome is a sense of doubt and a persistent external locus of control

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30
Q

Initiative vs. guilt

A

Third conflict of psychosocial development. 3-6 yrs. Favorable outcome is a sense of purpose, the ability to enjoy accomplishment, and the ability to initiate activities. Unfavorable outcome is the child is so overcome by fear of punishment that they may either unduly restrict themselves, or overcompensating by showing off.

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31
Q

Industry vs. inferiority

A

Fourth conflict of psychosocial development. 6-12 yrs. The favorable outcome is the child feeling competent, with the ability to exercise his or her abilities and intelligence in the world, and the ability affect the world in any way they desire. Unfavorable outcome is a sense of inability to act in a competent manner and low self-esteem

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32
Q

Identity vs. role confusion

A

Fifth conflict of psychosocial development. 12-20 yrs. Encompasses a physiological revolution. Favorable outcome is fidelity, the ability to see oneself as a unique and integrated person with sustained loyalties. Unfavorable outcome is confusion about one’s identity and an amorphous personality that shifts form day to day

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33
Q

Intimacy vs. loneliness

A

Sixth conflict of psychosocial development. 20-40 yrs. Favorable outcomes are love, the ability to have intimate relationships, and the ability to commit oneself to another person and to one’s own goals. Unfavorable outcome is an avoidance of commitment, alienation, distancing of oneself from others and one’s ideals. Isolated individuals are either withdrawn or capable of only superficial relationships with others.

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34
Q

Generativity vs. stagnation

A

Seventh conflict of psychosocial development. 40-65 yrs. Favorable outcome is the individual being capable of being a productive, caring, and contributing member of society. Unfavorable outcome is that the individual acquires a sense of stagnation and may become self-indulgent, bored, and self-centered with little care to others.

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35
Q

Integrity vs. despair

A

Final conflict of psychosocial development. 65+. Favorable outcome is wisdom (a detached concern from life itself), assurance in the meaning of life, dignity, and an acceptance of the fact that one’s life has been worthwhile along with a readiness to face death. Unfavorable outcome is bitterness about one’s life, a feeling that life has been worthless, and fear over one’s impending death

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36
Q

Preconventional morality

A

The first stage of moral development. Typical of preadolescents. Places an emphasis on the consequence of the moral choice.

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37
Q

Stage 1 of moral development

A

Obedience. Concerned with avoiding punishment.

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38
Q

Stage 2 of moral development

A

Self-interest. Concerned with gaining rewards. Aka instrumental relativist stage because it’s based on the concepts of reciprocity and sharing

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39
Q

Conventional morality

A

Second phase of moral development. Begins to develop in early adolescence, when individual begin to see themselves in terms of their relationships to others.

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40
Q

Stage 3 of moral development

A

Conformity. Places emphases on the “good boy, nice girl” orientation in which person seeks the approval of others

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41
Q

Stage 4 of moral development

A

Law and order. Maintains the social order in the highest regard

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42
Q

Postconventional morality

A

Describes a level of morality that not everyone is capable of and is baed on social mores which may conflict with laws

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43
Q

Stage 5 of moral development

A

Social context. Views moral rules as conventions that are designed to ensure the greater good, with reasoning focused on individual rights

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44
Q

Stage 6 of moral development

A

Universal human rights. Reasons that decisions should be made in consideration of abstract principles

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45
Q

Zone of proximal development

A

Vygotsky’s concept which refers to those skills and abilities that have not yet fully developed but are in the process of being developed. Gaining skills requires the help of a “More knowledgable other”

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46
Q

Role-taking

A

When growing children experiment with other identities by taking on the roles of others, such as when playing house or school.

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47
Q

Theory of mind

A

The ability to sense how another’s mind works (e.g. how a friend is interpreting a story as you tell it)

48
Q

Looking-glass self

A

The construct which relies on others reflecting our selves back to our ourselves. Our reactions to how others perceive us can be varied-maintaining, modifying, downplaying, or accentuating different aspects of ourselves.

49
Q

Reference group

A

The group to whom we are comparing ourselves, which often plays a role in our self-concept

50
Q

Psychoanalytic and psychodynamic theories of personality

A

These theories all have in common the assumption of unconscious internal states that motivate the overt actions of individuals and determine personality

51
Q

Id

A

The primal, inborn urge to survive and reproduce. Functions under pleasure principle in which the aim is to achieve immediate gratification to receive any pent-up tension

52
Q

Primary process

A

The id’s response to frustration: achieve satisfaction now, not later

53
Q

Wish fulfillment

A

Mental imagery, such as dreaming that fulfills the need for satisfaction

54
Q

Ego

A

Operates under the reality principle, taking into account objective reality as it guides or inhibits the activity of the id and the id’s pleasure principle.

55
Q

Secondary process

A

The ego’s guidance and inhibition of the activity of the id

56
Q

Superego

A

The personality’s perfectionist. Judging our actions and responding with pride at our accomplishments and guilt at our failure

57
Q

Ego-ideal

A

Consists of the proper actions for which a child is rewarded. Along with conscience (a collection of improper actions for which a child is punished) comprises the superego

58
Q

Defense mechanism

A

The ego’s recourse for receiving anxiety caused by the clash of the id and superego

59
Q

Repression

A

The ego’s way of forcing undesired thoughts and urges to the unconscious, and underlies many of the other defense mechanisms

60
Q

Suppression

A

A deliberate, conscious form of forgetting (e.g. “I’m not going to think about that right now.”)

61
Q

Regression

A

A reversion to an earlier developmental state

62
Q

Reaction formation

A

When an individual suppresses urged by unconsciously converting them into their exact opposites

63
Q

Projection

A

The defense mechanism in which individuals attribute their undesired feelings to others

64
Q

Rorschach inkblot test

A

Takes advantage of this principle, assuming that the client projects his or her unconscious feelings onto the shape.

65
Q

Thematic apperception test

A

Consists of a series of pictures, for which the client has to make up stories. The stories will presumably elucidate the client’s own unconscious thoughts and feelings

66
Q

Rationalization

A

The justification of behaviors in a manner that is acceptable to the self and society

67
Q

Displacement

A

Describes transference of an undesired urge from one person to another

68
Q

Sublimation

A

The transformation of unacceptable urges into socially acceptable behaviors

69
Q

Personal unconscious

A

Similar to Freud’s notion of an unconscious

70
Q

Collective unconscious

A

A powerful system that is shared among all humans and considered to be a residue of the experiences of early ancestors. It’s building blocks are images of common experiences such as having a mother and a father

71
Q

Persona

A

A Jungian archetype which is likened to a mask that we were in public. It’s the part of our personality that we show to the world

72
Q

Anima

A

A man’s inner woman

73
Q

Animus

A

A woman’s inner man

74
Q

Shadow

A

The archetype that is responsible for the appearance of unpleasant and socially reprehensible thoughts, feelings, and actions in our consciences

75
Q

Self

A

The point of intersection between the collective unconscious, the personal unconscious, and the conscious mind

76
Q

Myers-Briggs Type Indicator (MBTI0

A

Based on the Jung’s three dichotomies of personality: extraversion vs. introversion, sensing vs. intuiting, and thinking vs. feeling. They also added judging vs. perceiving

77
Q

Inferiority complex

A

Originated by Adler, this is an individual’s sense of incompleteness, imperfection, and inferiority both physically and socially

78
Q

Creative self

A

Originated by Adler, this is the force by which each individual shapes his or her uniqueness and establishes his or her personality

79
Q

Style of life

A

Originated by Adler, this is a manifestation of the creative self that describes a person’s unique way of achieving superiority

80
Q

Fictional finalism

A

Originated by Adler, this is the notion that an individual is motivated more by his expectations of the future than by past experience

81
Q

Neurotic needs

A

Horney postulates that individuals with neurotic needs are governed by one of these. Each is directed toward making life and interactions bearable.

82
Q

Basic anxiety

A

Horney’s term for inadequate vulnerability and helplessness that results from inadequate parenting

83
Q

Basic hostility

A

Horney’s term for the anger caused by neglect and rejection

84
Q

Object relations theory

A

A psychodynamic theory. Refers to the representation of parents or other caregivers based on the subjective experience during early infancy. These objects then persist into adulthood and impact our interactions with others, including the social bonds we create and our predictions of others’ behaviors

85
Q

Humanistic or phenomenological theorists

A

Focus on the value of individuals and take a more person-centered approach, describing the ways in which healthy people strive toward self-realization

86
Q

Gestalt therapy

A

Therapy in which practitioners tend to take a holistic view of the self, seeking each individual as a complete person, rather than reducing him to individual behaviors or drives

87
Q

Force field theory

A

Kurt Lewin’s idea based on a field which he defined as one’s current state of mind, the sum of the forces (influences) on the individual at the time. These forces could be divided into two large groups: those assisting in the attainment of goals and those blocking the path to them

88
Q

Peak experiences

A

Profound and deeply moving experiences in a person’s life that have important and lasting effects on the individual. Self-actualized people are more likely to have these.

89
Q

Extirpation

A

Surgical removal or destruction of parts of brains

90
Q

Functionalism

A

A system of thought in psychology that studies how mental processes help individuals adapt to their environments

91
Q

Sensory neurons aka afferent neurons

A

Transmit sensory information from receptors to the spinal cord and brain

92
Q

Motor neurons aka efferent neurons

A

Transmit motor inform from the brain and spinal cord to the muscles and glands

93
Q

Personal construct psychology

A

George Kelly’s theory that the individual is a scientist, a person who devises and tests predictions about the behavior of significant people in his or her life. The individual constructs a scheme of anticipation of what others will do based on his or her knowledge, perception, and relationships with these other people

94
Q

Client-centered/person-centered/non-directive therapy

A

Rogerian therapy: the therapist’s role is to help the client reflect on problems, make choices, generate solutions, take positive actions, and determine his or her destiny

95
Q

Unconditional positive regard

A

Roger’s idea. A therapeutic technique in which the therapist accepts the client completely and expresses empathy in order to promote a positive therapeutic environment

96
Q

Type theorist

A

Try to create a taxonomy of personality traits

97
Q

Trait theorists

A

Describe individual personality as the sum of a person’s characteristic behaviors

98
Q

Somatotypes

A

Personality based on body type. People of the same body type have the same personality

99
Q

Type A

A

This personality is characterized by behavior that tends to be competitive and compulsive

100
Q

Type B

A

This personality is laid back and relaxed

101
Q

Trait theorists

A

Use clusters of behaviors to describe individauls

102
Q

PEN model

A

Psychoticism, Extraversion, and Neuroticism

103
Q

Psychoticism (from PEN model)

A

A measure of non-conformity or social deviance

104
Q

Extraversion (from PEN model)

A

A measure of tolerance for social interaction and stimulation

105
Q

Neuroticism (from PEN model)

A

A measure of emotional arousal in stressful situations

106
Q

Big Five Personality Traits

A

OCEAN: Openness, Conscientiousness, Extraversion, Agreeableness, Neuroticism

107
Q

Cardinal traits

A

(Allport’s traits) Traits under which a person organizes his or her life (not everyone has one)

108
Q

Central traits

A

(Allport’s traits) Represent major characteristics of the personality that are easy to infer, such as honesty and charisma (everyone has them)

109
Q

Secondary traits

A

Represent other personal characteristics that are more limited in occurrence, aspects of one’s personality that only appears in close groups or specific social situations

110
Q

Functional autonomy

A

A major part of Allport’s idea. The idea that a behavior continues despite satisfaction of the drive that originally created the behavior

111
Q

Behaviorist perspective

A

Based on the concepts of operant conditions

112
Q

Token economies

A

In which positive behaviors are rewarded with tokens that can be exchanged for privileges, treats, or other reinforcers. Often used in inpatient therapeutic settings.

113
Q

Social-cognitive perspective

A

Focuses not just on how our environment influences our behavior, but also how we interact with that environment

114
Q

Reciprocal determinism

A

Refers to the idea that our thoughts, feelings, and environment all interact with each other to determine our actions in a given situation

115
Q

Biological perspective

A

<p>Predicts that personality can be explained as a result of genetic expression in the brain</p>

116
Q

Dispositional approach

A

<p>The assumption that behavior is determined by personality</p>

117
Q

Situational approach

A

<p>The assumption that behavior is determined by environment and context</p>

MCAT Psychology (12 decks)

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