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SP529- Personality > important deck > Flashcards

important deck Flashcards

1
Q

Roberts, Walton and Viechtbauer (2006)

A

meta analysis of 92 samples from 15-65. Emotional stability increases until 30, then it is stable for life Social dominance (part of extraversion) increases until about 50. Dcrease in sociability extraversion throughout life. Openness to expeirneces increases till about 30 then slightly decreases. Agreeableness increases throughout life. Conscientiousness increases throughout life

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2
Q

Robert et al (2006)

A

Personality traits change most between 20-40 years

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3
Q

McCrae et al (1999)

A

changes across cultures. Different cultures different amount of changes e.g. in Croatia major change from 18-21 to 21+ but not that much change in Portuguese in the personality trait extraversion

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4
Q

McCrae and Costa (1999)

A

humans have genetic predisposition to dvelop in certain directions, hard-wired to become more socially dominant, agreeable, conscientious, emotionally stable and less open to experiences

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5
Q

social investment hypothesis

A

Roberts, Wood and Smith, 2005): investment in universal tasks of social living (job, marriage…) similar tasks supported in most sultures. Normative experiences associated with increases in personality traits of social dominance, agreeableness, conscientiousness and emotional stability

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6
Q

Main things to influence our personality:

A

self-conceot, characteristic adaptatios (attitudes, goals…), biology and external influences

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7
Q

why are we more narcissitc

A

taking more selfies…

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8
Q

Raskin and Terry (1988):

A

narcisstic personality inventory. Theyre charming, everyone wants to hear my stories, people seem to recognize my authority, I find it easy to manipulate people. Types of narcissism: pathological (vulnerability component, need good feedback), grandiose

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9
Q

what did Costa and McCrae do?

A

found r=.70 slef reports of adults/observers 6 years apart, r=.65 24 years apart

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10
Q

by Robins and Trzesniewski (2005)

A

men on average have higher slef esteem then women. Originally have same at the about 7. But during school goes down till 18 lowest point. Then increases till 65 (highest). Higher than men at 85

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11
Q

Lamb et al (2002)

A

openness to experience flutucates a lot from 2-15. Extraversion &neuroticism increases, agreeableness and conscientiousness remain high

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12
Q

Hawiaan studies: Edmonds et al, 2013

A

Found early childhood doesn’t predict later childhood

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13
Q

SOKA-model (Vazire, 2010)

A

self is better at reporting low observability low evalutiveness, when high observability or high evalitvieness observer report is better.

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14
Q

Mishel et al (1988

A

delay gratification, when 4/5/6 year olds get left alone with marshmellow and told if wait 15 minutes get another and can eat both 2/3 cant wait to eat it. Later in life seen to do better if more self discipline when younger

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15
Q

what is personality?

A

a set of psychological traits/mechanisms within the individual that refer to the differences among individuals and they way they think/feel/behave, across a fairly long period of time and a range of situations

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16
Q

what is reliability

A

The degree to which a measure produces consistent results

Does the obtained score represent the ‘true level’ of the construct being measured?

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17
Q

what is internal-consistency reliability

A

The extent to which the items of a measure are correlated with each other

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18
Q

what is inter-rater reliability

A

The degree of agreement between the scores of different raters/observers

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19
Q

what is test retest reliability

A

The degree of consistency between scores across different measurement occasions

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20
Q

what is validity

A

The extent to which a test measures what it claims to measure

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21
Q

what is content validity

A

The extent to which a measure assess all relevant features of the construct, and does not assess irrelevant features

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22
Q

what is construct validity

A

The measure assess the same construct that it is intended to asses

  • Convergent validity: correspondence with measures assessing similar (positive relations) or opposite (negative relations) characteristics
  • Discriminant validity: correspondence with measures assessing characteristics unrelated to the one the scale is intended to measure
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23
Q

what is criterion validty

A

Relations with relevant outcome variables; also called predictive validity

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24
Q

what is the fundamental lexical hypothesis

A

“The most important individual differences in human transactions will come to be encoded as single terms in all of the world’s languages”

more than 5000 words to describe traits

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25
Q

what is Cattells 16PF

A

factors with low high scores to see what personality traits you have e.g. warmth, intellect, reasoning, emotional stability, dominance, liveliness, rule-consciousness, social boldness, sensitivity, vigilance, abstractness, privateness, apprehension, openness to change, self- resilience, perfectionism, tension

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26
Q

what is EFA?

A

exploratory factor analysis. Data reduction technique: aims to determine the number and nature of “underlying factors” that explain a pattern of correlations between large numbers of variables
 Generates hypotheses e.g. shy, anxious and tense all measure the same things as highly correlated so 1 factor

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27
Q

whats CFA?

A

confirmatory factor analysis. Statistical technique for model testing
 Tests hypotheses

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28
Q

whats EN theory of personality?

A

By Eyesneck. two superfactorys (extraversion-introversion and neurotcisim-stability)

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29
Q

what is the PEN theory of personality

A

Eyesneck later added the superfactor Psychoticism (extraversion, neurotics)

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30
Q

what is the hierarchical organisation of personality

A

superfactor at the top, its traits, habitual response level then specific response level.

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31
Q

how many factors should be in a factor analysis for personality?

A

5 (tested on different cultures, nations, languages)-Goldberg

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32
Q

what is the big five/five-facotr model of personality

A

(OCEAN) Neurotism, extraversion, openness, agreeableness, conscientiousness

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33
Q

what is neurotism

A

Assesses maladjustment vs. emotional stability
 Identifies individuals prone to …
 psychological distress
 unrealistic ideas
 excessive cravings or urges
 maladaptive coping responses. e.g. tense, emotional, unstable…

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34
Q

what is extraversion

A

Assesses quantity and intensity of …
 interpersonal interaction  activity level
 need for stimulation
 capacity for joy e.g. talkative, assertive, bold…

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35
Q

what is openness?

A

proactive seeking and appreciation of experience for its own sake
 toleration for and exploration of the unfamiliar e.g. reflective, sophisticated, curious

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36
Q

what is agreeableness

A

 Assesses the quality of one’s interpersonal orientation along a continuum from compassion to antagonism in …
 thoughts  feelings  actions. e.g. trustful, unselfish, generous

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37
Q

what is conscientiousness

A 
Assesses the individual’s degree of
 organisation
 persistence
 motivation in goal-directed behaviour
 Contrasts dependable, fastidious people with those who are lackadaisical and sloppy
e.g. organised, responsible, practical
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38
Q

how does the big five and Cattellls 16PF relate?

A

neurotics relates to anxiety and negatively to emotional stability, openness to open-mindedness and intellect…

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39
Q

what are the facets of the NEO-PI-R (NEO personality inventory revised)

A

Neurotcisim (angry hostility, depression…)
extraversion (Gregariousness, warmth)
openness (fantasy, aesthetics…)
agreeableness (compliance, tender-mindedness, straightforwardness…)
conscientiousness (competence, self-displine, deliberation)

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40
Q

what is the HEXACO model

A

Humility (sincerity, fairness, greed avoidance), extraversion, agreeableness, conscientiousness, openness

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41
Q

whats mean level change

A

an absolute change in the individual’s level of a certain trait over time. Longitudinal research shows that mean-level change does occur.

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42
Q

Roberts, Walton, & Viechtbauer (2006)

A

social aspects of extraversion decrease throughout lie, but assertive increase. conscientiousness, emotional stability and openness all increase still about 30 then stay constant, agreeableness increases until 50.
change most from 20-40

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43
Q

what did McCrae et al 1999 show

A

differences across cultures. e.g. croatians are the most extraverted whilst Germans are the least. croatians are least conscientiousness and Germans are the most, out of 5 countries

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44
Q

why do we change?

A

Humans have a species-wide genetic predisposition to develop in certain directions
• Hard-wired to become more socially dominant, agreeable, conscientious, emotionally stable, and less open to experience

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45
Q

what influences the personality

A

biological causes, characteristic adaptations, self-concept, external influences e.g. norms,…

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46
Q

what is the social investment hypothesis

A

(Roberts, Wood, & Smith, 2005)
Investment in universal tasks of social living (e.g., getting a job, being married)
• Similar tasks supported in most cultures
• Normative experiences associated with increases in personality traits of social dominance, agreeableness, conscientiousness, and emotional stability.

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47
Q

what is the narcissitic personality inventory

A

e.g. im an extraordinary person, everyone likes to hear my stories… superiority and self-sufficiency

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48
Q

what did costa and McCrae (1988) find

A

self-reports of adults personality 6 years apart r=.70

same with observer reports in 1992

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49
Q

what did Costa and McCrae (1992)

A

self reports of adults 24 years apart r=.65

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50
Q

what did McCrae wt al 2002

A

12-16 r=.40 (.50 for C)

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51
Q

Robins and Trzesniewski 2005

A

at 7 same self etseem. lowest peak for both is 18 years. females lower self esteem than boys until 80 where have more

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52
Q

Lamb et al 2002

A

all of the big five increase in childhood, neurotics mainly increases when school starts. through childhood from 2-15 about r=.2

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53
Q

what are the Hawaiian studies

A

45 year personality correlations. all correlated bar neuroticism.

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54
Q

what di Vazire 2010 find?

A

when low observability low evalutiveness e.g. anxious . if high observability on either of these observers are better

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55
Q

what did Mischel et al 1988

A

delay of gratification. one marshmallow now to two later. those who had more self control later were likely to wait then (more likely to go to uni…) 4 years old

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56
Q

what are the four main humours

A 
used in Acient Greece
blood-cheerful- sanguine 
black bile-depressive- melancholic 
yellow bile- angry- choleric
Phlegm-calm-phlegmatic
no empirical evidence
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57
Q

what were the four kind of dogs temperament Ian Pavolv found

A

weak- anxious- melancholic
strong unbalanced-irritable/ choleric
strong balanced slow- calm/phlegmatic
strong balanced mobile- lively/sanguine

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58
Q

about dopamine

A

transmission of signals of reward, in response to things that feel pleasurable and exciting
Cloninger: personality characteristics related to one’s response to pleasure and excitement

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59
Q

does parkinson’s or cocaine have excess dopamine?

A

cocaine- increase novelty seeking. PD have lack of interest in new/fun activities, uncoordinated movements

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60
Q

about serotonin

A

inhibits the transmission of signals of punishment, preventing neurons to send message in response to things that feel harmful or unpleasant. low levels are high in harm avoidance (fear of uncertainty…)
• Cloninger: personality characteristics related to pain and anxiety

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61
Q

what drugs can make serotonin system more active

A

Prozac/paxil
Inhibition of transmitting punishment signals
Reduction of negative emotions such as anxiety and depression

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62
Q

what is norepinephrine

A

noradrenaline) inhibits the transmission of signals of responding to stimuli that in the past have been associated with reward
~ signals of conditioned reward
• Cloninger: personality characteristics related to people and things that have been associated with pleasure
 low levels of norepinephrine = high in “Reward Dependence”

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63
Q

what happens if you are low in norepinephrine?

A

e tendency to develop strong sentimental attachment

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64
Q

what is Grans theory?

A

Reinforcement Sensitivity Theory (RST)

  • Brain regions work together as systems that underlie personality
    1. The Behavioural Activation System (BAS) 2. The Behavioural Inhibition System (BIS) 3. The Fight-or-Flight System (FFS)
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65
Q

what is BAS?

A

Brain regions responsible for receiving signals from the nervous system which indicates that rewards are being experienced
- Go-system: encourage pursuit of rewards, communicating the pleasurable and exciting nature of rewards
stronger system=want rewards more - novelty seeking

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66
Q

what is BIS

A

Brain regions responsible for receiving signals from the nervous system which indicate that punishments are being experienced
- Stop-system: encourage avoidance of punishments, communicating the painful and frightening nature of punishments
stronger system more avid punishment, more anxious…

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67
Q

what is FFS?

A

fleeing
- In response to extremely threatening situations
- People differ in the sensitivity of their Fight-Flight system: Stronger or more sensitive system = more ready to fight or to flee in case of emergency
~ showing extreme reactions: aggressive response, leaving hurriedly
~ some researchers suggest that there might be a negative link with Cloninger’s Reward Dependence dimension but there is not yet empirical evidence showing such association

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68
Q

what is Ascending reticular activating system (ARAS)

A

ARAS is located in the brain stem, where the spinal cord meets the brain

  • Nervous system receives stimulation from the environment
  • ARAS regulates the amount of stimulation that is admitted to the brain from the nervous system
  • If one’s ARAS allows little stimulation, one feels underaroused and thus seeks stimulationextraverted personality
  • If one’s ARAS allows admits a lot of stimulation, one feels overaroused and thus avoids stimulationintroverted personality
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69
Q

what is in control of neurotcism

A

lymbic system
One of its functions is to regulate stress responses
- People with a limbic system that is able to manage stressful stimuli, are more emotionally stable
- People with a limbic system overwhelmed by stressful stimuli, tend to be more neurotic

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70
Q

what are higher levels of psychotosim associated with

A

Very psychotic people are aggressive, cold, egocentric, impersonal, impulsive, tough-minded, antisocial
~ High levels of psychoticism are associated with criminal behaviour, mental illnesses, but also with creativity
High levels in psychoticism are associated with higher levels of testosterone and low levels of the enzyme mono-amine oxidase (MAO)*

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71
Q

whats the lemon juice test by Eyesneck and Eyesneck 1967

A

eeded: - Lemon juice
- Cotton wool balls
- Kitchen scales
Need to do: - Drop lemon juice on your tongue
- Mop up all the saliva you produce using the cotton wool balls - Weigh the balls and compare your result with the result of others
Eysenck: the stimulation produced by the lemon juice is perceived more strongly by introverts than by extraverts
Result (Eysenck & Eysenck, 1967): Introverts produced more saliva than extraverts

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72
Q

Geen (1984)

A

Extraverts in the choice condition will prefer higher levels of stimulation and thus choose louder noises than introverts in the choice conditions (intensity settings ranged from 0 to 100)
 confirmed by the results: Mean settings of intensity was 37.3 for the introverts and 54.2 for the extraverts. Introverts prefer lower levels of stimulation than extraverts
2. Introverts are more aroused / react more strongly than extraverts under equal levels of stimulation

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73
Q

Testosterone

A

Responsible for many physical characteristics of men
• Development of male reproductive organs
• Development of secondary sex characteristics
• Levels are at least 10 times higher in men than in women
Testosterone levels vary between individuals but also influenced by events and situations, e.g. more terstosterone when their football team won a match
girls exposed prenatally to high testosterone levels tended to prefer toys that are usually more preferred by boys than by girls

74
Q

Dabbs and colleagues

A

Sample of 692 prison inmates

  • Higher testosterone levels are associated with crimes of a violent or sexual nature and less with drug offences, theft, or burglary.
  • Higher levels are also associated with more rule breaking in prisons
75
Q

about cortisol activity

A

Hormone released by the adrenal cortex
- Release is triggered by stress to prepare the body for action
- Increase in blood pressure and blood sugar
- Suppression of the immune system ~ emotional reactivity?
less cortisol=more emotionally insensitive

76
Q

Rosenblitt et al. (2001)

A

investigated the associations between Testosterone, Cortisol and sensation seeking scores (4 subscales: Boredom susceptibility, Disinhibition, Experience Seeking, Thrill and Adventure Seeking. No significant associations
among women
- No significant associations for testosterone
- High sensation seeking men had significantly lower cortisol levels

77
Q

Oxytocin

A

Hormone produced in the hypothalamus and released by the pituitary gland

  • In women and female mammals, oxytocin is released when giving birth, breastfeeding, experiencing orgasm
  • Also men have oxytocin, facilitating a man’s emotional attachments with his partner and children
78
Q

Zak, Kurzban, and Matzner (2005)

A

Students with higher (versus lower) levels of oxytocin trusted other students more in how to divide some money
 More trustworthy students (dividing the money equally) had higher levels of oxytocin. Oxytocin plays a role in cooperative relationships and interpersonal attachment

79
Q

whats the difference between MZ and DZ twins

A 
rMZ=h2+c2
rMZ: correlation between MZ twins h2 : heritability estimate
c2: shared environment estimate
• rDZ=1⁄2h2+c2
rDZ: correlation between DZ twins 
c2: shared environment estimate
80
Q

what are Additive genetic effects

A

each gene contributes separately

81
Q

what are Non-additive (multiplicative) genetic effects

A

influence of a particular gene depends on the presence or absence of the another gene

82
Q

Riemann, Angleitner, & Strelau, 1997)

A

comparing identical twins raised together with fraternal twins raised together for the Big Five factors With self-report data the mean correlation for identical twins is .54 and for fraternal twins .27
- Heritability of personality characteristics = .54
Additive effect and no common environmental effect
- With observer report data the mean correlation for identical twins is .45 and for fraternal twins .20
- Heritability of personality characteristics = .50
Almost all additive effect and no common environmental effect

83
Q

Minnesota Twin Study (

A

45 sets of MZ twins reared apart and 26 sets of DZ twins reared apart
- High correlations: average twin correlation = .54

84
Q

Eaves et al. (1997)

A

Conservatism levels of fraternal twins ~ .50 during teenage years
~ .40 after the age of 20
Conservatism levels of identical twins ~ .50 during teenage years
~ .60 after the age of 20
 Shared environment has a strong influence during adolescence, but this influence weakens after the age of 20
 Genetic influence strengthens after the age of 20

85
Q

Are relatives’ personality really measured independently?

A

Siblings completing the same questionnaire may want to emphasise the differences between them instead of comparing themselves with people in general
- Observers (e.g. parents) may compare their children with each other instead of with children in general-contrast effect

86
Q

what is the assimilation effect?

A

Siblings completing the same questionnaire and considering themselves as very similar or observers perceiving the siblings as very similar may have a tendency to emphasize the similarity-overestimation of similarity.

87
Q

how can you overcome assimilation and contrasts effect?

A

observer rating who only knows one individual

88
Q

Borkenau, Riemann, Angleitner, & Spinath, 2001

A

Stronger similarity in personality when assessed by
observations then with self- or observer reports
- Fraternal twins were more than half as similar to each other as were identical twins
Evidence for common environment effect
Support for the occurrence of contrast effects for personality assessment of DZ twins using self- or observer reports

89
Q

assumptions of twins raised together/apart

A

Objections to two assumptions of studies with twins raised apart: 1. Twins may share some features of their early environment (up to 5 months doesn’t influence)
2. Adopting households may differ in important ways from households in general
Objection to an assumption of studies with twins raised together:
3. Identical twins raised together might be treated more similarly than fraternal twins

90
Q

what is common across DZ twins but not other siblings

A

the womb

91
Q

whats another limitation of adatoption

A

try to get same socioeconomic class, parenting style is more gentle/attnetive

92
Q

McGue et al. (2007)

A

antisocial behaviour of adoptive parents was also completely unrelated to antisocial behaviour of the adopted children
Restricted variability among adopting parents does not necessarily lead to an underestimation of shared environment effects on behaviour

93
Q

Burt, McGue, and Iacono (2009):

A

pairs of twins between 14-17Longitudinal relations between differences between the two members of a twin pair in delinquent (Externalizing) behaviour and differences in having deviant friends (“Peers”) twins who engaged in more delinquent or externalizing behaviour at age
14 tended to have more deviant friends at age 17
 Behaviour (reflection of personality) tends to influence peer groups more than peer groups influence behaviour (and personality)
• Peer groups tend to have a strong impact on adolescents  differences between groups, cultures, or generations

94
Q

what did Alfred Adler say?

A
  • First-borns become insecure after loosing their favourite position when sibling(s) arrive(s)
  • Last-borns tend to be spoiled
  • Middle-borns less insecure and less spoiled
95
Q

what is passive genotype environment correlation

A
  • Environmental experience is influenced by parents’ genetic predispositions, which are also inherited by those children
  • e.g., athletic parents create sports-oriented home environments
96
Q

Active genotype-environment correlations

A
  • children select their environment as a function of their own genetic tendencies
  • e.g., athletic children actively chooses to practice sports
97
Q

Reactive (evocative) genotype-environment correlations

A
  • Children experience different environments depending on other people’s reaction to the children’s different genetic tendencies
  • e.g., athletic children may be provided with more sport opportunities
98
Q

Caspi et al (2003)

A

Risk of depression after a stressful event depends on genetic factors: high versus low genetic risk
Genetic vulnerability. Short allele is associated with lower efficiency of serotonin
reuptake. Significant interaction: Stressful life events clearly predicted depression symptoms and diagnosis of major depression among individuals carrying an s allele but not/or only weakly among those without s-allele. Childhood maltreatment predicted adult depression only among individuals carrying an s-allele

99
Q

MaCrae et al

A

positive but very small correlations between husband’s and wife’s personality trait levels

100
Q

Watson et al (2004)

A

recently married couples. Participant’s own levels of Agreeableness and Emotional stability was related to marital satisfaction
Agreeable, stable persons are more satisfied with his or her marriage. Whether two people are different or similar, chances of having a happy marriage are about the same

101
Q

what are the two main dimensions of attachment styles?

A

Anxiousattachmentdimension:tendencytoworryabouttheloss of a partner’s love
Avoidantattachmentdimension:tendencytofeeluncomfortable being emotionally close to one’s partner

102
Q

Lee, Ashton et al (2009)

A

imilarity and assumed similarity between well-acquainted students for the HEXACO factors. obtained self (person A and B) and observer reports. `(person A about person B). actual similarity r=.28 assumed .44 for honesty-humility and openness similarity .23 assumed .35. others weren’t significant as only H and O are related to people’s values about how to live and relate to other people

103
Q

Anderson, John, Keltner, and Kring (2001)

A

Big Five from young adult college students in a fraternity, sorority, and mixed-sex dormitory
- Peer ratings of each student’s prominence, influence, and respect
Extraversion was positively related to social status both for men and women
Emotional stability was positive related to social status among men (or neuroticism was negatively related)
 Toughness is admired by men more than by women The other three big five characteristics were unrelated to social status

104
Q

Longevity

A

Persons with higher levels of certain personality characteristics may tend to be healthier and may tend to live longer
- Longitudinal research design across decades

105
Q

Friedman et al (1993

A

personality of gifted children (11 years old) during 1921- 1922
- More than 60 years later: records of who was still alive and who had died (N=1200) Conscientiousness/social dependability: low (vs high) conscientious persons had about 35% greater chance of dying before the age of 70
- Less likely to engage in health-damaging behaviours such as smoking, drinking, overeating?
Alternative explanations: handling stress, better networks of social support, other health-related behaviours persons high (vs low) in cheerfulness
had about a 35% higher chance of dying before the age of 70
-too optimistic about health?

106
Q

Romero, Gomez-Fraguela, Luengo, and Sobral (2003)

A

Overall delinquent behaviour was most strongly related to impulsive risk taking (r > .40)
 Willingness to take risks and the tendency not to inhibit one’s impulses influence criminal behavior
 In line with the self-control theory

107
Q

what is the self-control theory?

A

“acts of force or fraud undertaken in pursuit of self-interest”
What differentiates criminals from non-criminals?
Impulsivity, immediate gratification and pleasure despite negative consequences
Failure to inhibit selfish impulses

108
Q

whats a primary psychopath?

A

Primary: manipulation, deceit, grandiosity, callousness, and selfishness
“For me, what’s right is whatever I can get away with”

109
Q

wears a secondary psychopath?

A

: impulsivity, irresponsibility, lack of planning, and poor self-control
“I don’t plan anything very far in advance”
less celebrate attention to harm others

110
Q

Dark triad (Paulhus & Williams, 2002)

A

psychopathy, narcissism, machiacvellianism. sadism later added

111
Q

what is Psychopathy

A

callous, remorseless manipulation and exploitation “I tend to not be too concerned with morality or the morality of my actions”
impulsive, callous thrill seeking

112
Q

Narcissism

A

dominance, exhibitionism, exploitation, grandiose self promotors, crave attention, feelings of superiority and entitlement
“I tend to want others to admire me”

113
Q

Machiavellianism

A

manipulativeness, insincerity, callousness

“I tend to manipulate others to get my way”

114
Q

life satisfaction relating to the big five?

A

Strongest relations with Extraversion and Emotional Stability (positively correlated)
Modest relations with Agreeableness and Conscientiousness (positively correlated)

115
Q

how can vocational interests be measured

A

single stimulus items, forced choice items, reports

116
Q

John Holland’s RIASEC model

A

Job choice = expression of personality
Interest surveys = personality surveys
Stereotypes about occupations have psychological
and sociological meaning
People with the same occupation have similar personality characteristics and development
Job satisfaction, performance, stability are dependent on person-environment match

117
Q

what are the 6 types of jobs in the RIASEC model?

A

realistic the do-ers, investigate the thinkers, artistic the creators, social the helpers, enterprising the persuaders, conventional the organisers

118
Q

whats Prediger’s model

A

Reconceptualization of RIASEC: two bipolar dimensions

+ taking into account a person’s overall level of interest. but too simplified (data-ideas and people-things)

119
Q

Larson, Rottinghaus, and Borgen (2002): Meta-analysis

A

relationship between big five and the big 6 interests. biggest correlation between extraversion and enterprising, next between extrversion and social the helpers

120
Q

Trait complex theory

A

abilities, personality and interests line up

121
Q

Job satisfaction and (lack of) turnover

A

Is job satisfaction positively related to workers’ scores on vocational interest scales that are relevant to their occupations?
YES: correlations ranging from .25 to .35 (Hough, Barge, & Kamp, 2001)  modest predictive validity
Are turnover intentions/behaviour negatively correlated to workers’ scores on vocational interest scales that are relevant to their occupations?
YES: correlation about -.20 for actual turnover and slightly less for turnover intention (Van Iddekinge et al 2011)
 weak/modest predictive validity

122
Q

job performance related to vocational interests?

A

Job performance rated by supervisors or objective records
More interested  More effective?
YES: correlations ranging from .20 to .30 for job performance at work and in training programs  modest predictive validity

123
Q

Low et al

A

interest stability from 12-39 was about .62

124
Q

Personality:

A

Differences among individuals in their typical style of behaving, thinking, and feeling across situations and across time

125
Q

mental ability

A

Mental Ability: Differences among people in their maximum performance in producing correct answers to various problems and questions
 “Intelligence”

126
Q

Francis Galton (1822-1911)

A

First psychologist studying individual differences

  • Hereditary Genius: differences in intelligence are determined by genetic factors
  • Statistical and methodological approach
  • He did not measure mental abilities, but physical and sensory abilities, e.g., reaction time, sensory discrimination,…
127
Q

Alfred Binet (1857-1911):

A

set the foundations of modern intelligence testing

  • developed a variety of tasks to measure mental abilities to identify children with lower relative to higher mental abilities
  • Pragmatic approach
  • first intelligence test
  • did not investigate the nature of mental abilities
128
Q

Charles Spearman (1863-1945)

A

The common variance = a single, general factor g
First, he showed that school grades in various courses were positively
correlated with each other
 Motivation or g factor of intelligence?
Subsequent research showed that students’ scores on a variety of mental ability tasks were correlated with each other
Some tasks had strong g-loadings, whereas others had weaker g-loadings Highly g-loaded tasks could have any kind of content
 “The principle of the indifference of the indicator” Highly g-loaded tasks demanded reasoning processes

129
Q

Louis Thurstone (1887-1955)

A

g factor does not explain the relations among various kinds of mental abilities
- Intelligence should be conceptualized at the ‘primary’ level
7 primary abilities
1. Verbal fluency
2. Verbal Comprehension 3. Numerical Facility
4. Spatial Visualization 5. Memory
6. Perceptual Speed 7. Reasoning

130
Q

whats the g theoretical heirarchal model

A

combined thurstones and spearmans ideas, other people kept developing this e.g. Carroll

131
Q

Developmental changes in mean levels of intelligence

A

Rapid increase during childhood

  • Continue to increase into late adolescence
  • Decrease during old age
132
Q

link between brain volume and intellignece

A

.33

133
Q

correlations between reaction times and intellignece

A

-.30, brain and nervous system are related to g

134
Q

brain waves and intelligence?

A

Elelectroencephalography (EEG)
- Measuring electrical brain activity with
electrodes
 Brain waves
- In relation to a specific stimulus: Event-Related Potentials (ERP)
- Amplitude, latency, string length as parameters
- e.g., higher IQ scores relate to greater overall complexity of the waves

135
Q

glucose metabolism and intelligence?

A
  • Positron Emission Tomography (PET)
  • Injecting small amount of radioactive glucose to measure the
    amount of glucose being metabolized in the brain
  • Higher IQ scores relate to less glucose consumption during IQ tasks
     Brain is more efficient
136
Q

Deary et al. 2007

A

school performance and IQ are correlated e.g. english .86, maths .84, french .80, art lowest at .43

137
Q

Gottfredson (2004)

A

looked at normal distribution of IQ and predicted peoples jobs based on IQ e.g. at 100 police officers, machinist… at 115 teacher, manager…

138
Q

Deary et al. (2005)

A

IQ at age 11 predicts education (r=.20), social class of first job, social position mid life

139
Q

Whalley and Deary (2015)

A

IQ and survival
Searched in the Register of Deaths. children with higher IQs tend to live longer than children with lower IQs
low IQ at age 11 might reflect:
1) an “archaeological record” of prior health-related problems during childhood or before birth
2) a record of bodily system integrity (body and brain are not functioning very well)
3) a predictor of unhealthy behaviour (e.g., Physical fitness, Low-sugar diet, low-fat diet, alcoholism, smoking, obesity)
a predictor of “health literacy”
 understanding of health information and health risks
4) a predictor of entry into unhealthy environments (e.g. stressful occupations)

140
Q

Moffit & Silva (1988)

A

group 1: delinquents who had been in contact with the police group 2: delinquents who had avoided contact with the police group 3: youths with no police contact and no delinquency
 group 3 scored higher on an intelligence test than groups 1 and 2  no difference between groups 1 and 2

141
Q

similarity in spouses?

A

similar verbal IQ, maths… can differ

142
Q

Raymond Catell (1905-1998)

A

Factor analyses of the structure of and relationship between different types of ability tests: 2 factors
fluid and crystallised intelligence

143
Q

fluid intelligence?

A
  • The ability to learn new things and solve novel problems, irrespective
    of previous knowledge (‘hardware’)
  • Tasks that measure a culture-free element of cognitive performance
    requiring a flexible response (e.g., reasoning ability)
144
Q

crystallised intelligence

A

The ability to do well on tasks that require previous knowledge and is
dependent on experience and education within a culture - Tasks requires the use of well-learned skills

145
Q

what is the flynn effect?

A

People today score substantially higher on intelligence tests than people did a few generations ago
= generational increases in IQ scores across nations
e.g. - 18 year olds in 2000 score 1 SD higher (15 IQ points) than
18 year olds in 1950 when both groups take the same test. stronger fluid intelligence

146
Q

what might influence flynn effect?

A

Education and test familiarity?
Education should mainly influence verbal tests and crystallized intelligence  Flynn effect
- Nutrition? Cannot account for the entire effect
- Societal change?
- Technological and cultural changes: cognitively complex, more
visual (TV, internet)
- Parenting: creating more stimulating environments
- New habits of mind, we train and use our brains differently  Hypothetical reasoning, abstract thinking

147
Q

what is gardeners theory of multiple intelligence?

A 
8 distinct types of intelligences
Linguistic
   - everyone can recognize his/her strengths and weaknesses
- Not all purely mental abilities
- No statistical factor analyses
- Empirical studies largely contradict
Gardner’s theory
e.g. musical, linguistic, spatial, interpersonal, tntrapersonal, naturalistic...
148
Q

Sternberg’s Triarchic Theory of Intelligence

A

Analytic: academic abilities typically measured by intelligence test, logical and critical thinking
 academic performance
Creative: formulating new ideas, gain original insights
 artistic performance
Practical: problem-solving in everyday life, “street smarts”
 real world success

149
Q

four branches of emotional intelligrence

A

Managing emotions: regulation of emotions enabling emotional and intellectual growth
Understanding emotions and emotional information, language, and the signals conveyed by emotions
Using emotions to facilitate thinking / generating emotions advantageous for thought
Perceiving emotions accurately in oneself and others

150
Q

what is TEI:

A

trait emotional intelligence
emotion-related self-perceptions and dispositions
 Self-report questionnaire: self-perceived use of emotional abilities

151
Q

what is AEI

A

ability emotional intelligence
set of abilities related to processing of emotional information that support the adaptive use of emotions (= cognitive processes)
 Maximal performance test: emotional problem-solving tasks

152
Q

Burnstein, Crandall, & Kitayama (1994)

A

tended to help those closest to your most e.g parents over grandparents…

153
Q

Egoism

A

the helper wants something in return for offering help

We reduce our distress by reducing their distress

154
Q

Altruism

A

The helper expects no reciprocation
Altruistic helping is motivated by empathy
When empathy is high, our emotional response corresponds to the feelings of the other person
We reduce their distress

155
Q

bastions approach

A

others distress- distress - egoistic motivation- act to reduce own distress/-empathy-altrustisic motivation- help reduce others distress

156
Q

bastion et al (1981)

A

people in the high-empathy group helped regardless of whether escape was easy or difficult. In the low-empathy group, people helped mainly when they could not escape.

157
Q

what year was kitty genovese

A

1964

158
Q

James Bulger (age 2

A

was dragged, kicking and screaming, by two 10-year-old boys 2.5 miles from a shopping mall in the U.K. to a railroad track where he was beaten to death.

Sixty-one people saw the boys, but did nothing. One witness said he thought the boys were “older brothers taking a little one home.”

159
Q

Pluralistic ignorance -

A

thinking others know something that we don’t know

If others don’t treat a situation as an emergency, we’ll assume that it’s not an emergency

160
Q

Good Samaritan Study - Darley &Batson (1973)

A

Seminary Students walk across campus to give talk on the Good Samaritan (or career)
Late for talk or plenty of time
Passed man in doorway groaning & coughing
If have plenty of time - over 60% offered help
If late - only 10% help

Situational forces have a strong influence on whether people help others

161
Q

Latane &; Darley, 1970)

A

five steps to helping: notice something is happening, interpret as an emergancy, take responsibility for providing help, decide how to help, help

162
Q

Schmitt and Bus (2000):

A

lexical method, 67 familiar adjectives describing a persons sexuality. Eg gentamently, hard-to-get, obscene (rude), nymphomanical (addicted to sex), sultry (hot/sexy nature), had to rate from extremely inaccurate (1) to extremely accurate (9), afyer indicate if understood it, to reduce list to 67.
Created the ‘sexy seven’ (emotional investment, sexual restraint, sexual attracitvieness, relationship exclusitvty).

163
Q

what did Ashton create?

A

reduced this further to two broad factors: sexual arousal (tendancy to feel aroudsed, sexually attractive and generally interested in sex) and sexual commitment (inclination to be stongly commited attached to ones sex partner vs multiple partners

164
Q

difference in sexual commitment

A

Sexual commitment: above 60% of women are sexually commited but less than 40% men are

165
Q

sexual arousal and extraversion

A

Sexual arousal correlated positively to extraversion r= .45, more lively people have a stronger sex drvie and more sexually aroused

166
Q

Sociosexually restrictred vs sociosexually unrestricted

A

Sociosexually restrictred: comfortable in a sexual relationship if feel a strong emotional bond- sex without love is unsatisfactory
Sociosexually unrestricted: perfectly willing to engage in sex without love/emotionsl commitment

167
Q

Bourdage, Lee, Ashton and Perry (2007):

A

relationship between big five and HEXACO. Conscientious, agreeableness, emotionality and honesty-humility (biggest) were negatively related to unrestricted sociosexuality

168
Q

Bailey, Dunne and Dunne (2000):

A

most people describe themselves as entirely hetrosexual (92%)- normally between 90-94%. More women say bisexual, more men say nore homosexual

169
Q

Lippa (2005)

A

Gay men vs heterosexual men
• - Lower on Self-M-F (masculine-feminine) and GD (Gender diagnosticity )
• - Higher on expressiveness
• - BIG 5: higher on openness
but also on agreeableness, conscientiousness, neuroticism
Lesbians vs heterosexual women
• - Higher on Self-M-F, GD and instrumentality
• - BIG 5: Higher on openness
Lower on neuroticism
Bisexual men: more similar to gay men on Self-M-F and GD
Bisexual women: more intermediate between heterosexual and lesbian women on Self-M-F and GD

170
Q

Dawood, Kirk, Bailey, Andrews, and Martin (2005

A

Australian twin studies. Big samples of MZ and DZ twins (20380 women)
1) When you have sexual intercourse, how frequently do you have an orgasm?
2) How often do you have an orgasm with your sex partner, in ways other than sexual intercourse?
3) When you masturbate, how frequently do you have an orgasm?
Found heritability estimates of about .35 for organism frequency during sexual intercourse and .50 for organisms in masturbation –genetic basis
Genes related to dopamine levels and sexuality: higher sexual arousal and novelty seeking related traits(Cloninger)

171
Q

Bailey et al(2000),

A

looked at social sexuality, (related to social commitment). Astralian twins 4900.looked at top and bottom scores and see socrings. People high on the scale much more likely to have sex on same day met them, more likely to be/get someone preganat before marriage, have sex with 2 people in a 24 hiur period, had sexually transmitted diseaseHeritability is almost 50% here, almost all cases unique environment.

172
Q

neurotransmitter difference and sexual behaviour

A

Neuretransmitters looked at dopamine levels in 200 young adults. Survey on sexual behaviour, premisocuse behaviour… differences in the dopamine D4 receptor gene

173
Q

Bogaert:

A

the more older brothers you have the more likely will be to become gay- 38% higher chances (only 8% gay). Birth order effect, higher openness? Consequence of sexual play? No research why
Boys need to show higher openness to experience to gain attention
difference in mothers womb?Male fetus may be recognized as foreign in mothers body, might increase with later pregnanices which counteract development of later male-typical charateristics. But unlikely this can be generalised to females

174
Q

Hewitt and Flett (1991)

A

cam up with 3 forms of Perfectionism:
Self-oriented perfectionism: expected self to be perfected
Other-oriented perfectionism: expected others to be perfected
Socially prescribed perfectionism: think others expect you to be perfect otherwise wont want to know you

175
Q

Zuckerman

A

suggested that each personality dimension is influenced by complex interactions between several brain structures, neurotransmitters, and hormones, rather than by a single brain structure, neurotransmitter, or hormone

176
Q

McCrae et al (2008)

A

Observer ratings of their partners and self-rating. Found small but very positive correlation between wife and husbands personalty levels. Almost 2000 couples. Neurotcism r=.13, openness r=.21, extraversion+agreeableness r=.11, conscientiousness r=.12

177
Q

Watson et al (2004

A

look at similarity/differences between self and spouse. Look what makes marriage more/less satisfied. Might have a personality type meaning higher satisfied in general, or if normally more hostile. 291 recently married couples took part in lowa Marital assement project (satisfaction, level of conflict, happiness in marriage). Found participants own agreeabless and emotional stsbility related to more satisfaction. Aggreable and more emotionally stable were more satisfied, and spouse was more satisfied.. Just more easily satisfied?? More agreeable= better marriages. Similarity/dissimilarity was not related with marital satisfaction.

178
Q

Bartholomew and Horowitz, 1991

A

): two dimensions of attachment styles:
• Anxious attachment dimension: tendancy to worry about the loss of partners love
• Avoidant attachment dimension: tendancy to feel uncomfortable being emotionally close to ones partner

179
Q

Lee et al (2009)

A

look at similarity and assumed similarity between well-acquainted students for HEXACO factors. Look at assumed similarity between self and observer reports, compared to real similarity. Found on honesty-humility similarity was .28 and assumed similarity was .44, openness .23 and .35. (these are related to peoples values and how to live/relate to others) highest similarity was emotionality. High self-observer agreements

180
Q

Newcomb, Bukowski and Pattee (1993)

A

meta analysis look at differences to extent children are liked/disliked by the peers. The average children. Popular: like by many, disliked by a few (high sociability, low aggression). Rejected liked by few, disliked by many (high aggression, low sociability). Neglected (disliked/liked by few) (low aggression and sociability). Controversial liked/disliked by many (high aggression/sociability).

181
Q

Porpat (2009):

A

meta analysis of more than 100 studies. Conscientiousness and grade point average r=.25 similar across all education. Greater effort, more attention to details… also positive association with agreeableness, emotional stability, extraversion and openness to experience (r=.20)

SP529- Personality (6 decks)

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